1. NOT
Arts
Quarter 1, Wk.1 - Module 1
Western Classical Art Traditions
Department of Education ● Republic of the Philippines
9

2. Arts - Grade 9
Alternative Delivery Mode
Quarter 1, Wk. 1 - Module 1: Western Classical Art Traditions
First Edition, 2020
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nor claim ownership over them.
Published by the Department of Education – Division of Iligan City
Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V
Development Team of the Module
Author/s: Neal Alvin R. Dumaguing
Evaluators/Editors: Althea Mae B. Bongcawil, Sevenia P. Pagdanganan
Illustrator and Layout Artist: Neal Alvin R. Dumaguing
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent
Co-Chairpersons: Nimfa R. Lago, PhD., CESE
Assistant Schools Division Superintendent
Members Henry B. Abueva OIC-CID Chief
Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

3. Arts
Quarter 1, Wk.1 - Module 1
Western Classical Art Traditions
This instructional material was collaboratively developed and reviewed
by select teachers, school heads, Education Program Supervisor in Filipino of
the Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
9

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5. Table of Contents
What This Module is About.......................................................................................................................i
What I Need to Know..................................................................................................................................ii
How to Learn from this Module ..............................................................................................................ii
Icons of this Module...................................................................................................................................iii
What I Know................................................................................................................................................iii
Lesson 1:
Distinct characteristics, elements and principles of arts during the
different art periods.......................................................................................................................
What I Need to Know.....................................................................................................1
What’s New ...................................................................................................................1
What Is It ...........................................................................................................................2
What’s More ....................................................................................................................5
What I Have Learned.....................................................................................................6
What I Can Do.................................................................................................................6
Summary ...................................................................................................................... 7
Assessment: (Post-Test) ............................................................................................. 8
Key to Answers...................................................................................................................................... 9
References ............................................................................................................................................... 10

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7. What This Module is About
Welcome to “Western Classical Art Traditions”, an online and offline module in
Arts for Grade 9 learners of the Department of Education. This module aims to be as
inclusive as possible during this trying times of the Covid19 pandemic, with series of
activities that would cater the needs of learners who have internet access and
smartphones and those who are unable to have access and aid of technology.
Even before humans learned to read and write, they were already artists as
manifested by the different archeological discoveries from the different parts of the
world.
Pre-historic art is classified into three periods such as; Paleolithic (Old Stone
Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age) Eras.
Egyptian Civilization was one of the early civilizations that greatly contributed
in the development of art, religion, science and technology of the world. Egyptian art
is said to be religious in nature.
Ancient Greek art depicts naturalism. They portray human forms in a realistic
and anatomically precise manner. Their art has conservative form with a very complex
detail.
Roman art developed as a new source of artistic creativity and more
progressive than that of conservative Greek art. The diverse form and variety of the
Romans inspired the modern attitude in art.
Byzantine art was purposely made to glorify the Christian Religion and to
express its mystery. It is filled with spiritual symbolism and illustrates a love of
splendor. It was a combination of Eastern (decorative art forms) and classical Western
art (naturalistic art).
Romanesque art was characterized by its vigorous style in painting and
sculpture, lavishly decorated manuscripts and retained many basic features of Roman
architectural styles. It was also greatly influenced by Byzantine art with a highly
innovative and coherent style.
The basic characteristics of Gothic art styles reinforce symbolic meanings. The
church symbolizes the transcendence of the soul and the underlying philosophy is to
create buildings of height and light.
Different eras, different styles, characteristics and functions of arts occurred but
all of those contributed in the development and established the importance of arts in
our lives today.
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8. What I Need to Know
LEARNING AREA STANDARD
The learner demonstrates an understanding of basic concepts and processes in music
and art through appreciation, analysis and performance for his/her self-development,
celebration of his/her Filipino cultural identity and diversity, and expansion of his/her
world vision.
KEY - STAGE STANDARD
The learner demonstrates understanding of salient features of music and arts of the
Philippines and the world, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
GRADE LEVEL STANDARD
The learner demonstrates understanding of salient features of Western music and the
arts from different historical periods, through appreciation, analysis, and performance
for self-development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
CONTENT STANDARD
 The Learner demonstrates understanding of art elements and processes by
synthesizing and applying prior knowledge and skills
 The learner demonstrates understanding that the arts are integral to the
development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences and other external phenomenon
PERFORMANCE STANDARDs
 The Learner performs/ participates completely in a presentation of a creative
impression (verbal/ nonverbal) of a particular artistic period
 The Learner recognizes the difference and uniqueness of the art styles of the
different periods (techniques, process, elements and principles of art)
OBJECTIVES:
At the end of this module, the learners are expected to:
 Analyze art elements and principles in the production of
work following the style of a western and classical art.
 Identify distinct characteristics of arts during the different art
periods.
 Identify representative artworks and artists from various art
periods.
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9. How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
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10. What I Know
PRE-TEST
To assess what you know about the musical elements during the Medieval,
Renaissance and Baroque Periods, answer the following activities.
PART I. IDENTIFICATION.
Instructions: Write the period being described in the statements below.
______________ 1. Paintings in this period were found in vases, panels and tombs
which depicted natural figures with dynamic compositions.
______________ 2. Paintings influenced by Greek and Rome but this time with
Christian subjects.
______________ 3. The purpose of their paintings is to make the deceased afterlife
place pleasant.
______________ 4. Largely placed mosaics on the walls of the churches with traces
of Mozarabic influences.
______________ 5. Paintings were found inside the caves and believed to be their
way of communicating with each other.
PART II. MULTIPLE CHOICE.
Instructions: Encircle the letter of your choice.
1. Most sculptures in this period are made of monumental terra-cotta with continuous narrative
reliefs around.
A. Pre-historic B. Egyptian C. Greek D. Roman
2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from
nature.
A. Byzantine B. Romanesque C. Gothic D. Egyptian
3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but
eventually evolved and showed all points of human anatomy and proportion.
A. Gothic B. Egyptian C. Greek D. Romanesque
4. Sculptures have a greater freedom of style and subjects begun to project outward giving a
more lively and realistic effects.
A. Byzantine B. Romanesque C. Gothic D. Pre-historic
5. Common materials used in their sculptures were wood, ivory and stones and showed
symbolic elements such as forms, hieroglyphics, color, actions and gestures.
A. Pre-historic B. Egyptian C. Greek D. Byzantine
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12. Lesson
Distinct Characteristics,
Elements and Principles of Arts
during the different periods
1
What I Need to Know
OBJECTIVES: At the end of the lesson, the learners will be able to;
 Analyze art elements and principles in the production of work
following the style of a western and classical art.
 Identify distinct characteristics of arts during the different art periods.
 Identify representative artworks and artists from various art periods.
What’s New
ACTIVITY 1. “JUMBLED BEE”
Instructions: There are seven (7) Principles of Arts and Design. Unscramble the
letters to form the element using the clues below:
NUMBER: JUMBLED
LETTERS:
CLUES OR DEFINITION:
1. L E A N C B A
Comfortable arrangement of things in art
or maybe symmetry.
2. T A C R T S O N
Difference between elements in the
artwork.
3. S M E H I A P S Creation of a focal area in a work of art.
4. M V E N O T E M How we get around in a work of art.
5. A T R T E N P
Decorates surfaces with planned and
repeated units.
6. M H Y T H R Repetition of shapes, lines and forms.
7. T U I N Y
Means that all is in harmony and variety
adds interest.
1

13. What Is It
PRE-HISTORIC ERA
Paintings were found inside the caves and believed to be their way of
communicating each other. It may also be for religious or for ceremonial purposes and
more of an artefact of the archaeological evidence than a true picture of human’s first
created art. Pre-historic drawing showed animals that were usually correct in
proportion.
Sculptures were believed to be a product or result of natural erosion and not
of human artistry according to archaeologists. Materials used in sculptures vary
according to region and locality while carving may have mythological or religious
significance.
Architectures from the early age developed a form based on Megaliths (a big
rock) from the Greek word lithos (stone) and megas (big). Although these structures
that survived from prehistory might not be what we would normally think of as
architecture, but these buildings still inspire awe today, through the mysteries of their
meaning, the intricacy or scale of their design, or the ingenuity of their construction.
ANCIENT EGYPT
Paintings were believed to make the deceased life place pleasant giving
importance of life after death and the preservation of the knowledge of the past. Most
paintings were stylized, symbolic and shows profile view of an animal or a person with
themes that included the journey of the deceased gods to the underworld. The main
colours used in this period were red, black, blue, gold and green derived from mineral
pigments that can withstand strong sunlight without fading.
Sculptures were believed to have symbolic elements such as forms,
hieroglyphics, relative size, location, materials, colour, actions and gestures were
widely used. Their tombs required the most extensive use of sculpture. Characteristics
includes; symbolism to represent the gods where composite creature with animal
heads on human body, relief compositions were arranged in horizontal lines to record
an event or represent an action, most of the time the gods were shown larger than
humans. The kings are larger than the followers and the dead larger than the living,
empty spaces were filled with figures or hieroglyphics and all individual components
were all brought to the plane of representation and laid out like writing.
2

14. Architectures were developed during the pre-dynastic period of 4,000 BC.
Characteristics of Egyptian Architecture includes; thick sloping walls with few openings
to obtain stability, exterior and interior walls along with the columns and piers were
covered with hieroglyphics and pictorial frescoes with carvings painted in brilliant
colours, ornamentations were symbolic like scarab (sacred beetle), solar disk, vulture
and common motifs such as palm leaves, buds, lotus flower and papyrus plants and
temples were aligned with astronomically significant events with precise
measurements like solstices (sun appears to stand still on the first day of winter) and
equinox (a time or date when day and night are of equal length).
CLASSICAL GREEK
Paintings during this period were most commonly found in vases, panels and
tomb. They depict natural figures with dynamic compositions and reveal a grasp of
linear perspective and naturalistic representation. Most of the subjects were battle
scenes, mythological figures and everyday scenes. Most common methods of Greek
painting are Fresco or water based painting and Encaustic or wax based painting.
Sculptures were tensed and stiff and their bodies were hidden within enfolding
robes or draping during the early times but it had finally evolved and showed all the
points of human anatomy and proportion after three centuries of experiments.
Architectures showed temples consisting of a central shrine or room in an
aisle surrounded by rows and columns. These buildings were designed in one of three
architectural style or orders; Doric, Ionic and Corinthian.
ROMAN ERA
Paintings were mostly copied or imitated from Hellenic Greek paintings.
Fresco technique was used in brightly coloured backgrounds, division of the wall into
a multiple rectangular areas (tic-tac-toe design) and multi-point perspective as well as
a tropme-l’-oeil effect. Roman painting have a wide variety of subjects including
animals, everyday life, still life, mythological subjects, portraits and landscapes (main
innovation of Roman painting from Greek painting).
Sculptures were made of monumental terra-cotta. They did not attempt to
compete with the free standing Greek works of history and mythology but rather
produced reliefs in the Great Roman triumphal columns with continuous narrative
reliefs around.
Architectures from this era were sturdy stone structures both for use and to
perpetuate their glory. The emperors erected huge halls and arenas for public games,
baths and procession with gigantic arches of stones, bricks and concrete or with barrel
vaults.
BYZANTINE PERIOD
Paintings were lively styles which had been invented in Greek and Rome but
this time for Christian subjects. By the 11th century, the Greek and Oriental styles seem
to blend together in splendid, imposing images which ornamented the churches in
large and small forms.
3

15. Sculptures were religious, everyday life scenes and motifs from nature.
Animals were used as symbols such as doves, deer, and peafowl while some had
acrostic signs that contained a great theological intent or significance.
Architectures from this period had a lot in common with the early Christian
architecture where mosaic decoration was perfected as was the use of clerestory to
bring light in from high windows. Byzantine’s advancement in developing the dome
created a new style in global architecture.
ROMANESQUE ERA
Paintings have remarkable variety of artistic traditions where largely placed
mosaics on the walls of the churches that follow a strict frontal pose with modelling
and treatment of faces that follow Byzantine convention while the refreshingly
decorative feeling came from southern French styles. It showed Mozarabic influence
(Arabize influence) through elongated oval faces, large staring and fierce eyes, long
noses and figures against flat coloured bands with heavy outlining.
Sculptures were pieces of reliquaries, altar frontals, crucifixes and devotional
images. Small individual works of art were generally made of costly materials for royal
and aristocratic patrons. Lightweight devotional images were usually carried during
processions both inside and outside the churches.
Architectures from this period showed doorways of Romanesque churches
that were often grand sculpted portals or door openings. Wood or metal doors were
surrounded by elaborate stone sculptures arranged in zones to fit architectural
elements. Many castles were built during this period but were greatly outnumbered by
the churches. Romanesque style in England was traditionally referred to as Norman
architecture.
GOTHIC ERA
Paintings have been confined in the illumination of manuscript pages and the
paintings of frescoes on the walls of the churches were of cosmopolitan style in elegant
and sophisticated manner. Subjects of their paintings usually depict popular legends
and love stories with patterns like mille fleur or thousand flowers showed influence
which may have been due to the Crusades. Stained glass windows were created to
transform the vast stone interiors with warm colours to instruct Christian in their faith.
Sculptures had a greater freedom of style. They no longer lay closely against
the wall but begun to project outward. Figures were given their own particular attitudes
instead of being set into particular patterns but were more lively and realistic at the
same time.
Architectures from this period included two new devices such as pointed arch
which enabled builders to construct much higher ceiling vaults and stone vaulting
hauled on a network of stone ribs which were supported by piers and clustered pillars.
These elements together formed a structurally and aesthetically integrated system or
style which made the primary engineering innovation and design component of Gothic
architecture.
4

16. What’s More
ACTIVITY 2. “GUESS THAT TRIPLE THREAT!!”
Instructions: Given the descriptions and characteristics of artworks from the different
periods on “What Is It”, analyse and identify which period does the three photos
represent and briefly answer the questions below.
PROCESS QUESTIONS:
1. How does the representative artworks of each period differ from each other in terms
of elements and principles of arts and design? In paintings? Sculptures? And
architecture? Explain briefly.
2. How were you able to identify the periods? Which of the characteristics did you find
more evident on the sample photos in the activity? Give examples.
3. Which period did you find more interesting in terms of paintings? How about
sculptures? And architecture? Explain briefly.
5

17. What I Have Learned
ACTIVITY 3. “FILL IN THE BOX”
Instructions: To know how much you have learned from the discussion, fill in the box
with the characteristics and functions that would best describe the artworks in every
period or era. Complete the table and follow the format below. (Note: make a separate
table for Paintings, Sculptures and Architecture)
PERIOD / ERA CHARACTERISTICS FUNCTIONS
ANCIENT ART:
Pre-Historic
Egyptian
CLASSICAL ART:
Greek
Roman
MEDIEVAL ART:
Byzantine
Romanesque
Gothic
What I Can Do
ACTIVITY 4. “MAKE ME A CATALOGUE”
Instructions: Choose two different eras or periods, compare and contrast the two by
creating a catalogue. Search for sample artworks or photos of the artworks of each
period that would help you support your content or output. Your catalogue will be
judged according to the following indicators:
1. CONTENT and STORY (50%)
Story-line and how the ideas were presented.
2. CREATIVITY (30%)
Layout, Design, Materials Used and Artistic Choices
3. OVERALL IMPACT (20%)
Overall appeal of the output (colour combination, originality, difficulty, etc.)
TOTAL: 100%
6

18. Summary
This module aims to develop the critical thinking skills and analysing abilities of
the learners through various activities which aid in achieving the competency of the
week which is to analyse art elements and principles in the production of work following
the style of a western and classical art and identify the distinct characteristics of arts
during the different art periods.
Western classical arts were classified into three timelines; Ancient Arts which
includes Pre-Historic and Egyptian Eras, Classical Arts through Greek and Roman
Eras and Medieval Arts which was represented by Byzantine, Romanesque and
Gothic Eras.
Pre-historic era showed paintings as a way of communicating, sculptures as a
product of natural erosion and not of human artistry while architecture ignited man’s
imagination through megalithic monuments. Egyptian paintings emphasized on the
importance of life after death, sculptures that symbolized and represented the gods
and architecture that were structurally stable and astronomically significant and
scientific in nature.
Greek paintings used vases, panels and tombs and introduced methods of
painting such as Fresco and Encaustic, sculptures that showed all points of human
anatomy and proportion and emphasized on the representation of movement for
dramatic effects while architecture that highlighted buildings such as temples
surrounded by rows and columns thus introducing three architectural style or orders
(Doric, Ionic and Corinthian). Roman paintings were copied or imitated from Hellenic
Greek paintings but gave more importance on landscape paintings and introduced
mosaic painting, sculptures were made of monumental terra-cotta and produced
reliefs in the Great Roman triumphal columns and architectural designs that built
sturdy stones both for use and to perpetuate their glory.
Byzantine period emphasized on paintings, sculptures and architecture with
Christian subjects. Romanesque paintings emphasized on largely placed mosaics on
the walls of churches, sculptural pieces were reliquaries, altar frontals, crucifixes and
devotional images while architecture that were evident on doorways of churches or
grand sculpted portals. Gothic paintings showed frescoes on the walls of the churches
in cosmopolitan style, elegant and sophisticated manner, sculptures had great
freedom of style and begun to project outward while architectural designs included two
new devices such as pointed arch and stone vaulting.
7

19. Assessment: (Post-Test)
PART I. IDENTIFICATION.
Instructions: Write the period being described in the statements below.
______________ 1. Paintings in this period were found in vases, panels and tombs
which depicted natural figures with dynamic compositions.
______________ 2. Paintings influenced by Greek and Rome but this time with
Christian subjects.
______________ 3. The purpose of their paintings is to make the deceased afterlife
place pleasant.
______________ 4. Largely placed mosaics on the walls of the churches with traces
of Mozarabic influences.
______________ 5. Paintings were found inside the caves and believed to be their
way of communicating with each other.
PART II. MULTIPLE CHOICE.
Instructions: Encircle the letter of your choice.
1. Most sculptures in this period are made of monumental terra-cotta with continuous narrative
reliefs around.
A. Pre-historic B. Egyptian C. Greek D. Roman
2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from
nature.
A. Byzantine B. Romanesque C. Gothic D. Egyptian
3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but
eventually evolved and showed all points of human anatomy and proportion.
A. Gothic B. Egyptian C. Greek D. Romanesque
4. Sculptures have a greater freedom of style and subjects begun to project outward giving a
more lively and realistic effects.
A. Byzantine B. Romanesque C. Gothic D. Pre-historic
5. Common materials used in their sculptures were wood, ivory and stones and showed
symbolic elements such as forms, hieroglyphics, color, actions and gestures.
A. Pre-historic B. Egyptian C. Greek D. Byzantine
8

20. Key to Answers
PRE-TEST / POST TEST
PART I. “PAINTINGS” PART II. “SCULPTURES” PART III. “ARCHITECTURE”
1. Greek 1. D 1. E
2. Byzantine 2. A 2. F
3. Egyptian 3. C 3. D
4. Romanesque 4. C 4. G
5. Pre-historic 5. B 5. A
LESSON 1
ACTIVITY 1. “JUMBLED BEE” ACTIVITY 2. “GUESS THAT TRIPLE THREAT”
1. BALANCE 1. BYZANTINE
2. CONTRAST 2. EGYPTIAN
3. EMPHASIS 3. GOTHIC
4. MOVEMENT 4. GREEK
5. PATTERN
6. RHYTHM
7. UNITY

21. 9
References
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 Follows the Chicago Manual of Style 17th edition
For your guide,
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_an
d_style_guide/chicago_manual_of_style_17th_edition.html
you can also use citation machine generators: citethisforme.com and citefast.com

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