MAPEH 9 (ARTS).docx

1
Lesson Plan in MAPEH 9
ARTS
Content Standards:
The learner...
1. art elements and processes by synthesizing and applying prior knowledge
and skills
2. the arts as integral to the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/ occurrences, and
other external phenomena.
Performance Standards:
The learner…
1. recognize the difference and uniqueness of the art styles of the different
periods (techniques, process, elements, and principles of art)
Learning Competency and Code:
The learner...
Identify distinct characteristics of arts during the different art periods.
A9EL-Ia-2
Quarter: _____First______Week:_______1_______ Day:______1_______
I.Objectives:
At the end of the 60 minutes, 100% of the learners are expected to:
a. identify distinct characteristics of arts during the different art periods.
II. Content
Subject Matter: Western Classical Art Traditions
(Characteristics of Western Classical Art Traditions)
Integration:
(Learning Area):
ICT – used of technology during teaching and learning process.
Araling Panlipunan: History of arts from a specific period.
Strategies: Cooperative Learning, Discovery Approach
Materials: Images, Videos, Laptop, Speaker, Worksheets, and TV or Projector
References:
1. K to 12 Curriculum Guide
2. A Journey Through Western Music and Arts Learner’s Material Grade 9
3. https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_draft_4.7.20
14.pdf
III. Learning Tasks
Preliminary Activity
a. Prayer
b. Greetings
c. Checking of Attendance
d. Motivation (Missing Letters)

2
Procedure:
1. Teacher put some missing letters below the students chair before the class.
(This depends to the strategy of the teacher on how to handle this part).
2. Let the students find the missing letters below their chairs.
3. Once the students find the missing letters they have to form the word ask
by the teacher.
4. Let the students with missing letters come forward for their classmates
read the word that was formed.
5. The teacher then will connect the activity to the new discussion he/she will
have.
1. Activity
Pre-assessment
From the choices below, write the letters corresponding to the pictures on the Eras
where they should belong. (Let the student answer this in their notebook).
Timeline Photo:
Pre-historic Egyptian Greek Roman Byzantine Romanesque Gothic
1 2 3 4 5 6 7
A. Ancient Art B. Classical Art C. Medieval Art
1,500,000 BC-2,000BC 2,000BC-400BC 400BC-1,400AD
C L A S S
I C A L

3
Things to ponder:
1. How did you classify the different artworks into their respective periods?
2. What was your basis of classification?
2. Analysis
Direction:
a. Show to the students different pictures about the art works of the following
period;
b. The teacher will let the students scrutinize the distinctive features and
characteristics of each art work.
1. Pre-historic 4. Byzantine
2. Egyptian 5. Romanesque

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3. Pre-historic 4. Byzantine
4. Egyptian 5. Romanesque
5. Greek Roman 6. Gothic
Guided Questions:
1. What did you observed on the following pictures?
2. What do you think are the distinct characteristics of arts during the different art
periods?
3. What makes every art standout from the other period?
4. Are there any similarities and differences shown in each period?
3. Abstraction and Comparison
Direction:
1. The teacher will divide the class into 4 groups.
2. Each group will be given a printed copy of pictures of art works of Western
Classical Art

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3. Each group must identify and classify the characteristics of the art work that
they have and after 5 minutes, they are going to present their output to the
class.
GROUP 1 GROUP 2
GROUP 3 GROUP 4
4. Application
Instruction: Identify distinct characteristics of arts during the different art periods.
Write your answer on space provided. (5 points each)
1. Paintings from Sarcophagus of Tutankhamen
XVIII dynasty, 1362 A.D.- 1253 BC
(Images from Treasures of th e World, 1961 CCP Library)

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2. Tomb of the Diver, Paestrum 480 BCE
Image from Treasures of the World, 1
3. The court of Empress Theodora, mosaic
6th century AD San Vitale, Ravena
4. Christ in Majesty, painting from the Church of Saint
Clemente, Tahull, Lerida Spain, c. 1123 Musue Nacional d’Art de Catalunya, Barcelona
IV. Generalization
A summary of the lesson based on our discussion.

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ANCIENT ARTS
CLASSICAL ARTS
MEDIEVAL ARTS
Guided Questions:
1. What art elements does the art shows?
2. What is the difference and similarities between each period?
3. What makes each art standout from the others?

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4. How does their arts reflect their culture and their way of living?
IV.Evaluation
Instruction: Identify distinct characteristics of arts during the different art periods.
PRE-HISTORIC PERIOD
Venus of Willendorf
28,000 B.C.E. – 25,000 B.C.E
EGYPTIAN PERIOD
Queen Nefertiti,
painted limestone 18th Dynasty, 1375-1357 BC
GREEK PERIOD
Myron; The Discobulus, 450 BC

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BYZANTINE PERIOD
The Portonacio Sarcophagus
between 180-190 BCE
Museu Nationale Romano
ROMANESQUE PERIOD
Last Judgement, Gislebertus
GOTHIC PERIOD
Resurrection of the Virgin,
end of the 12th century Cathedral Amiens

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RUBRIC
CATEGORY 10
POINTS
6
POINTS
4
POINTS
2
POINTS
Description Makes a
complete and
detailed
description of
the subject
matter and/or
elements seen in
a work
Makes a detailed
description of
most of the of
the subject
matter and/or
elements seen in
a work
Makes a detailed
description of
some of the
subject matter
and/or elements
seen in a work
Descriptions are
not detailed or
complete
Interpretation Forms a
somewhat
reasonable
hypothesis about
the symbolic or
metaphorical
meaning.
Student
identifies the
literal meaning
of the work
Student can
relate how the
work makes
him/her feel
personally.
Students finds it
difficult to
interpret the
meaning of the
work
Analysis Accurately
describes
several
dominant
elements or
principles used
by the artist and
accurately
relates how they
are used by the
artist to
reinforce the
theme, meaning,
mood, or feeling
of the artwork.
Accurately
describes couple
dominant
elements or
principles used
by the artist and
accurately
relates how they
are used by the
artist to
reinforce the
theme, meaning,
mood, or feeling
of the artwork.
Describes some
dominant
elements and
principles used
by the artist, but
has difficulty
describing how
these relate to
the meaning or
feeling of the
artwork.
Has trouble
picking out the
dominant
elements.
Total
V. Assignment
Instruction: In your activity notebook, identify representative artists from various art periods.
1. Ancient
2. Classical
3. Medieval

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Reflection:
A. No. of learners achieve 80%:______
B. No. of learners who require additional activities for remediation:___
C. Did the remedial lessons work?______
D. No. of learners who have caught up the lesson:_____
E. No. of learners who continue to require remediation:____
F. Which of my teaching strategies worked well? Why did these work?___
G. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localize materials I used/discover which I wish to share with
others? _____

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Lesson Plan in MAPEH 9
ARTS
Content Standards:
The learner...
1. art elements and processes by synthesizing and applying prior knowledge and
skills
The learner…
1. perform / participate competently in a presentation of a creative impression
(verbal/nonverbal) of a particular artistic period
The learner...
Identify representative artists from various art periods. A9EL-Ia-3
Quarter: _____First______Week:_______1_______ Day:______2______
I.Objectives:
a. Identify representative artists from various art periods.
II. Content
Subject Matter: Representative Artists of Western Classical Art Traditions
Integration:
(Learning Area):
Araling Panlipunan: History of each artist from a specific period.
ICT: Utilize the used of multimedia in the teaching-learning process.
Strategies: Cooperative learning
Materials: LED TV screen, Laptop, Pictures, Video clips, Book and Worksheets
References:
1. K to 12 Curriculum Guide ART

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3. https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_draft_4.7.2014.p
df
4. http://footage.framepool.com/en/shot/698567642-caveman-comet-neanderthal-
man-inventor
5. https://www.nationalgallery.org.uk/artists/nicolas-poussin
6. https://www.nndb.com/people/280/000088016/
7. http://epicworldhistory.blogspot.com/2013/10/lorenzo-ghiberti.html
8. https://www.thinglink.com/scene/746921748376584194
9. https://www.pinterest.ph/pin/423408802444249981/?lp=true
10. https://www.theguardian.com/artanddesign/jonathanjonesblog/2012/mar/14/vasari
-da-vinci
11. http://en.chateauversailles.fr/discover/history/great-characters/charles-brun
12. https://www.headstuff.org/culture/history/origin-worlds-art-prehistoric-cave-
painting/
13. https://www.artmajeur.com/es/henri-remi/artworks/9516892/dante-et-virgile-aux-
enfers-dapres-delacroix
14. www.medievalists.net/2018/01/herod-great-medieval-art-literature/
15. https://www.britannica.com/biography/Charles-Le-Brun
16. https://en.wikipedia.org/wiki/Ernst_Mayer
III. Learning Tasks:
Preliminary Activities:
a. Prayer
b. Greetings
c. Checking of attendance
d. Review
The teacher will ask the students regarding the previous topic.
1. Activity
Jumbled Image
Direction:
1. The teacher will divide the class into 8 groups.
2. Each group will pick an envelope.
3. Each enveloped contains an image which they are going to form based on what is
being ask.
4. They are given only 5 minutes to finish the activity.
5. Once they are done forming the desired image they have to paste it on the board
immediately.
6. The first group to finish the activity will be considered as the winner and will
receive an additional point.

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Caveman/Prehistoric Artist Nicolas Poussin Ernst Mayer
Donatello Lorenzo Ghiberti Giotto Di Bondone
Cimabue Charles Le Brun
2. Analysis
Representative Artists From Various Art Periods
Ancient Art
Paleolithic artists /Cro-Magnon peoples from 30,000
BCE are currently known as the world’s first artists. •
They lived in caves when it was cold. • Hunted animals
for food, clothing, tools, and shelter. Paleolithic artists
have five main colors at their disposal: yellow, red,
brown, black and white. White is more rare, but it is seen
at Lascaux cave. In some cases features from lost
pigmentation or worn features may have been lost due to

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time and we will never know what the original looked like.
The art produced are the products of minds as intellectually capable and sophisticated
as our own. In Europe and Africa, early works of art depict animals, humans and
include archaic symbols. The former may be drawn or sculpted realistically or
represented by the clever emphasis of a distinctive characteristic, such as the tusks of
the mammoth or the horn of a rhinoceros. Paintings, low relief sculptures, and
engravings adorned areas of caves and rock shelters where hunter-foragers lived.
Classical Art
Nicolas Poussin, 1594-1665
Order, clarity and simplicity, the notion of classicism
in 17th century French painting is essentially
embodied by a painter who, paradoxically, spent the
majority of his career not in Paris but in Rome, on the
fringes of the major trends of the time.
The classical paintings of Nicolas Poussin, stemming
from a great wealth of inspiration, complex and
sometimes even of a scholarly nature, remain
fundamental in the history of art in his country of
birth and make him one of the greatest artists of the century as well as a key example
for future generations. Inventor of a new genre, the ideal landscape where nature and
man – put in its place at the centre of a majestic setting – are intimately related,
Nicolas Poussin produced some compositions featuring among the most beautiful
classical landscapes ever created, undeniably inviting the viewer to dive in and enjoy
them.
A Dance to the Music of Time (c. 1634-1636)
is a painting by French artist Nicolas Poussin.
"Autumn (The Spies with the Grapes of the
Promised Land)" (c. 1660-1664) is a painting
by French artist Nicolas Poussin. This is one
of four paintings in Poussin's "The Seasons"
series.

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Ernst Mayer
Ernst Mayer (24 June 1796[1] – 21 January
1844) was a German sculptor in the classical
style. He was a pupil of Antonio Isopi and
worked for Leo von Klenze, mainly in Munich
where in 1830 he became Professor of Sculpture
at the Polytechnic, now the Technical
University.
Key Ideas
Max Ernst attacked the conventions and traditions of art, all the while possessing a
thorough knowledge of European art history. He questioned the sanctity of art by
creating non-representational works without clear narratives, by making sport of
religious icons, and by formulating new means of creating artworks to express the
modern condition.
Ernst was profoundly interested in the art of the mentally ill as a means to access
primal emotion and unfettered creativity.
Ernst was one of the first artists to apply Sigmund Freud's dream theories investigate
his deep psyche in order to explore the source of his own creativity. While turning
inwards unto himself, Ernst was also tapping into the universal unconscious with its
common dream imagery.
Interested in locating the origin of his own creativity, Ernst attempted to freely paint
from his inner psyche and in an attempt to reach a pre-verbal state of being. Doing so
unleashed his primal emotions and revealed his personal traumas, which then became
the subject of his collages and paintings. This desire to paint from the sub-conscious,
also known as automatic painting was central to his Surrealist works and would later
influence the Abstract Expressionists.
Ernst Mayer (bust by his pupil
Johann Halbig)
Thukydides und Homer

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Donatello
Sculptor (c. 1386–1466)
Italian sculptor Donatello was the greatest
Florentine sculptor before Michelangelo
(1475–1564) and was the most influential
individual artist of the 15th century in Italy.
Unique Style
By this time, Donatello was gaining a
reputation for creating imposing, larger-than-
life figures using innovative techniques and
extraordinary skills. His style incorporated
the new science of perspective, which
allowed the sculptor to create figures that occupied measurable space. Before this
time, European sculptors used a flat background upon which figures were placed.
Donatello also drew heavily from reality for inspiration in his sculptures, accurately
showing suffering, joy and sorrow in his figures’ faces and body positions.
Around 1425, Donatello entered into a partnership with Italian sculptor and architect
Michelozzo, who also studied with Lorenzo Ghiberti. Donatello and Michelozzo
traveled to Rome, where they produced several architectural-sculptural tombs,
including the tomb of Antipope John XXIII and the tomb of Cardinal Brancacci.
These innovations in burial chambers would influence many later Florentine tombs.
Greatest Work
Donatello had nurtured a close and lucrative relationship with Cosimo de’ Medici in
Florence. In 1430, the eminent art patron commissioned Donatello to do another
statue of David, this time in bronze. This is probably Donatello’s most famous work.
The sculpture is fully independent from any architectural surroundings that might
support it. Standing a little over five feet tall, David represents an allegory of civic
virtue triumphing over brutality and irrationality.
Lorenzo Ghiberti
Sculptor (1378–1455)
One of the most important early Renaissance
sculptors, Ghiberti is best known as the creator of
the bronze doors of the Baptistery of Florence.
Synopsis
The son of a goldsmith, in Florence, Italy,
Lorenzo Ghiberti would become one of the most
influential artists of the early Renaissance. A child
prodigy, he received his first commission at age
23. Ghiberti multi-tasked much of his work
including the doors for the Florence baptistery and
numerous statues. He was a student of humanism
and incorporated much of its philosophy into his work.

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Greatest Work: 'Gates of Paradise'
Lorenzo Ghiberti incorporated these techniques into the baptistery's next set of bronze
doors, considered his greatest work. Dubbed the "Gates of Paradise" by Michelangelo,
each door portrays five scenes from the Old Testament. In the individual panels,
Ghiberti used a painter's point-of-view to heighten the illusion of depth. He also
extended that illusion by having the figures closer to the viewer extend outward,
appearing almost fully round, with some of the heads standing completely free from
the background. Figures in the background are accented with barely raised lines that
appear flatter against the background. This "sculpture's" aerial perspective gives the
illusion that the figures become less distinct as they appear farther from the viewer.
Giotto di Bondone
Giotto di Bondone is universally acknowledged as
something of a pioneer in the art world, having taken
the first artistic step toward the Renaissance. His
career began in the time of the great Medieval artists,
whose stylized Byzantine techniques he soon traded
in for the earthly, natural style he is known for today.
While ultimately di Bondone chose to develop his
own style of painting, as an apprentice he worked
closely with his master, Cimabue. There is clear
evidence that the two worked together on the ceiling of the Church of St. Francis in
Assisi, portraying scenes from the saint's life.
However, even though this is considered di Bondone's earliest work, it is quite clear
which of the scenes he was responsible for, his individual technique already
beginning to clarify itself.
Di Bondone's style was wholly new and unique for its time. He moved decisively
away from the flowing, unrealistic human figures in the Medieval works and gave rise
to the movement of naturalism.
Naturalism, as it name suggests, is a practice of painting things exactly as they are;
the emphasis is not on plainness or a lack of decoration, but on authenticity. Di
Bondone placed great importance on the quality of "realness" in art and was the first
artist to so closely observe humans and reproduce their gestures, expressions and
movement in art. He continued this practice throughout his career, and it is evident
from his earliest work to his last, in the Campanile of the Florence Cathedral.
Medieval Art
Cimabue
Cimabue (1240-1302) was a master Florentine
painter and mosaicist, who was a pioneer in the
artistic movement towards naturalism in his time.
Cimabue introduced three-dimensional designs
using the Romanesque approach, with Byzantine

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models and medieval techniques to create his own style.
Cimabue built on existing styles of painting to create more life-like and proportional
figures, making subjects more realistic to the viewer. Cimabue may not have received
credit for many of the changes in art style at this time, but he was a great contributer
and major force of naturalism in art and the realist movement.
Cimabue was strongly influenced by the Greek Byzantine style, but he introduced his
own more natural style of these traditional subjects. He was one of the first artists of
his time to leave the traditional, somewhat stiff Byzantine style of art, opting to find
more beauty in the reality of nature and life. He used soft and natural outlines, with
finer portrayal of muscles and bones. These three-dimensional designs exhibited his
dramatic and sentimental approach to art.
Cimabue worked with egg tempera on panel to create his frescoes or religious murals,
and paintings. His subjects were of the crucifixion, saints and apostles, and scenes
from the Apocalypse. He used linear perspective, which was later more refined by his
pupil Giotto. It is thought that although the Florentine school was attributed to Giotto,
it was Cimabue’s style which inspired this movement. Members of the later formed
Florentine School, were masters such as Michael Angelo, Raphael, and Leonardo da
Vinci.
Charles Le Brun
French Painter
(born Feb. 24, 1619, Paris, France—died Feb. 12,
1690, Paris
painter and designer who became the arbiter of
artistic production in France during the last half of
the 17th century. Possessing both technical facility
and the capacity to organize and carry out many
vast projects, Le Brun personally created or
supervised the production of most of the paintings,
sculptures, and decorative objects commissioned by
the French government for three decades during the
reign of Louis XIV. Under his direction French
artists created a homogeneous style that came to be
accepted throughout Europe as the paragon of academic and propagandistic art.
Le Brun’s own painting style was a more dramatic and sensuous version of Poussin’s
static and monumental manner—seen in Horatius Cocles Defending Rome (1644)—
which became dulled and generalized when applied to large surfaces. As a portrait
painter, however, he was consistently distinguished, as in The Banker Jabach and His
Family (1647).
Guess Who? (Classification)
Direction:
1. Based on the activity a while ago, the teacher will call a representative from
each group to classify their assigned image.
2. The student must identify on what period does their artist belongs.
3. They are only given 30 seconds to identify and paste it correctly.

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CAVEMAN/
PREHISTORIC MAN
NICOLAS POUSSIN
CHARLES LE BRUN
ERNTS MAYER
DONATELLO
GIOTTO DI
BONDONE
LORENZO GHIBERTI
CIMABUE
Pre-Historic Artist Classical Artist Medieval Artist
Direction:
1. The class will be divided into 3 groups
2. Each group will have an assigned topic based on the number they are going to
pick randomly.
3. Once they are given their assigned topic, they are going to discuss the arts of
each artist when it comes to their artworks based on their era.
GROUP 1- ANCIENT ART
GROUP 2- CLASSICAL ART

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GROUP 3- MEDIEVAL ART
4.Application
Instruction: Identify and describe the artist of each period using a table based on the
discussion.
ANCIENT ARTIST CLASSICAL ARTIST MEDIEVAL ARTIST
Guided Questions:
1. What is the genre/style of the artist?
2. Are there any similarities between the genre/style of each artist?
3. What are the differences of each artist per period?
IV. Generalization
Focusing Inquiry
The teacher will ask the students regarding their discussion.
Guided Questions:
1. Who are the famous artists during the Ancient? Medieval? Classical Art?
2. What are their famous artworks?
3. Based on their artworks how will you describe each of them?
IV.Evaluation
Instruction: Identify each artist on where they are belong. Choose your answer on the
box write your answer on the box provided.

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V. Assignment
What are the art elements and principles? Write your answer in your activity notebook.
Reflection:
others? _____
ANCIENT ARTIST MEDIEVAL ARTIST CLASSICAL ARTIST
CAVEMAN/PREHISTORIC MAN NICOLAS POUSSIN
CHARLES LE BRUN ERNTS MAYER
DONATEL GIOTTO DI BONDONE
LORENZO GHIBERTI CIMABUE

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Lesson Plan in MAPEH 9 (ARTS)
Content Standards:
The learner...
and skills
The learner…
1. perform / participate competently in a presentation of a creative
impression (verbal/nonverbal) of a particular artistic period
The learner...
Analyze art elements and principles in the production of work following the
style of a western and classical art. A9EL-Ib-1
I.Objectives:
a. Analyze art elements and principles in the production of work following
the style of a western and classical art.
II. Content
Subject Matter: Elements and Principles of Art Applied in Western Classical Art
Integration:
(Learning Area):
ICT: Utilize the used of multimedia
Mathematics: Letting the students compare and contrast.
Strategies: Cooperative learning ,Collaborative Learning
Materials: LED TV screen, Laptop, Pictures, Video clips, Book
References:
3. https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_draft_4.7.2014.p
df
4. https://www.artofmanliness.com/articles/why-every-man-should-study-the-
ancient-classics/
5. http://learn.leighcotnoir.com/artspeak/principles/
6. http://www.artyfactory.com/art_appreciation/visual-elements/visual-
elements.html

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a. Prayer
b. Greetings
d. Review
The teacher will ask the students some questions regarding the last
artists of the different period/era.
e. Motivation
Guessing Game
Instruction: Choose among the following words which best describes the picture.
1. Activity
Jumbled Words
Direction:
1. Divide the class into 4.
2. Let the group pick an envelope, inside the envelope are words they have to form.
3. Each group will form the word which is being asked.
4. Once the group is done forming the word they have to paste it on the board.
5. The first one to finish first will be considered as the winner.
1. Rhythm, Movement, Balance And Emphasis
 Hthyrm
 Eeovntmm
 Anlabec
Line Shape Space
Color Value Texture
1.
2.
3.
4.

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 Hapsisem
2. Harmony, Unity, Variety And Proportion
 Oynrahm
 Tinyu
 Eiraytv
 Noooitrprp
3. Line, Shape And Space
 Niel
 Ashep
 Aceps
4. Color, Value And Texture
 Oolrc
 Auevl
 Tteruex
2. Analysis
Based on the activity given a while ago, the teacher will let the student do a group
discussion on what is the words they’ve receive all about when it comes to arts. The
teacher will then call one representative each group to discuss or explain their
assigned topic. Prior to the activity, they will be graded based on a rubric.
Group 1- RHYTHM and MOVEMENT
Group 2- BALANCE and EMPHASIS
Group 3- HARMONY and UNITY
Group 4- VARIETY and PROPORTION
10 points 8 points 6 points 4 points Rating
Cooperation All
members
contributed
equally.
Worked
together to
complete
groups
goals.
Performed
all duties of
assigned
team role.
Most
members
contributed
equally.
Usually
helps to
complete
groups
goals.
Performed
nearly of
assigned
team role.
Occasionally
helps to
complete
group’s
goal.Finished
individual
task but not
assisted other
members.
Finished
individual
task but not
assisted other
members.
Performed
some duties
of assigned
team.
Does not
work well
and
showsno
interest to
complete
team’s
goals. Did
not perform
duties of
assigned
team role.
Presentation Report was
presented in
an orderly
manner.
Report was
presented in
an almost
orderly
manner.
Reprt was
presented in
an almost
orderly
manner
.Report was
presented
in
disorderly
manner.

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Explanation The group
explained
the topics
thoroughly.
The group
explained
the topics
well.
The group
missed some
topics to
explain.
The group
did not
explain the
topics.
Behavior The
students did
not display
disruptive
behavior
during
group
activities.
The
students
rarely
display
disruptive
behavior
during
group
activities.
The students
occasionally
display
disruptive
behavior
during group
activities.
The
students
displayed
disruptive
behavior
during
group
activities.
Total
PRINCIPLES OF ART
The “principles of design” are mechanisms of arrangement and organization for the various
elements of design in artwork. Please note that different sources might list slightly different
versions of the “Principles of Design,” but the core fundamentals are essentially the same.
 Harmony
 Balance
 Proportion
 Dominance/Emphasis
 Variety
 Movement
 Rhythm
Harmony
Harmony in art and design is the visually satisfying effect of combining similar, related
elements. For instance: adjacent colors on the color wheel, similar shapes etc.
Harmony
Balance
A feeling of equality in weight, attention, or attraction of the various visual elements within
the pictorial field as a means of accomplishing organic unity.

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There are a few types of balance:
 Symmetry: A form of balance achieved by the use of identical balance compositional units
on either side of a vertical axis within the picture plane.
 Approximate Symmetry: A form of balance achieved by the use of similarly balanced
compositional units on either side of a vertical axis within the picture plane.
 Radial Symmetry: A form of balance than is even, radiating out from a central points to all
four quadrants of the shape’s constraining plane.
 Asymmetry: A form of balance attained when the visual units on balance either side of a
vertical axis are not identical but are placed in positions within the picture plane so as to
create a “felt” equilibrium of the total form concept.
Horizontal Symmetry Approximate
SymmetryRadial SymmetryAsymmetry
Proportion
Proportion is the comparison of dimensions or distribution of forms. It is the relationship in
scale between one element and another, or between a whole object and one of its parts.
Differing proportions within a composition can relate to different kinds of balance or
symmetry, and can help establish visual weight and depth.

28
Proportion (ratio)
Proportion (scale)
Dominance/Emphasis
The principle of visual organization that suggests that certain elements should assume more
importance than others in the same composition. It contributes to organic unity by
emphasizing the fact that there is one main feature and that other elements are subordinate to
it. In the below examples, notice how the smaller elements seem to recede into the
background while the larger elements come to the front. Pay attention to both scale and value
of the objects that recede and advance.
Dominance / Emphasis
Variety
Variety is the complement to unity and harmony, and is needed to create visual interest.
Without unity and harmony, an image is chaotic and “unreadable;” without variety it is dull
and uninteresting. Good design is achieved through the balance of unity and variety; the
elements need to be alike enough so we perceive them as belonging together and different
enough to be interesting.
Variety

29
Movement
Movement is the path our eyes follow when we look at a work of art, and it is generally very
important to keep a viewer’s eyes engaged in the work. Without movement, artwork becomes
stagnant. A few good strategies to evoke a sense of movement (among many others) are using
diagonal lines, placing shapes so that the extend beyond the boundaries of the picture plane,
and using changing values.
Movement
Rhythm
A continuance, a flow, or a feeling of movement achieved by the repetition of regulated
visual information.
Regular Rhythm
Proggressive Rhythm

30
Flowing Rhythm
The Visual Elements of Arts
LEONARDO DA VINCI (1452-1519)
A Study for an Equestrian Monument, 1488 (metalpoint on blue paper)
1. Line is the foundation of all drawing. It is the first and most versatile of the visual
elements of art. Line in an artwork can be used in many different ways. It can be used
to suggest shape, pattern, form, structure, growth, depth, distance, rhythm, movement
and a range of emotions.
We have a psychological response to different types of lines:
 Curved lines suggest comfort and ease
 Horizontal lines suggest distance and calm
 Vertical lines suggest height and strength
 Jagged lines suggest turmoil and anxiety
The way we draw a line can convey different expressive qualities:
 Freehand lines can express the personal energy and mood of the artist

31
 Mechanical lines can express a rigid control
 Continuous lines can lead the eye in certain directions
 Broken lines can express the ephemeral or the insubstantial
 Thick lines can express strength
 Thin lines can express delicacy
FRANCIS CAMPBELL BOILEAU CADELL (1883-1937)
The Blue Fan, 1922 (oil on canvas)
2. Shape can be natural or man-made, regular or irregular, flat (2-dimensional) or solid
(3-dimensional), representational or abstract, geometric or organic, transparent or
opaque, positive or negative, decorative or symbolic, colored, patterned or textured.
The Perspective of Shapes: The angles and curves of shapes appear to change depending
on our viewpoint. The technique we use to describe this change is called perspective
drawing.
The Behaviour of Shapes: Shapes can be used to control your feelings in the composition
of an artwork:
 Squares and Rectangles can portray strength and stability
 Circles and Ellipses can represent continuous movement
 Triangles can lead the eye in an upward movement
 Inverted Triangles can create a sense of imbalance and tension

32
WASSILY KANDINSKY (1866-1944)
Autumn Landscape with Boats, 1908 (oil on board)
3. Color is the visual element that has the strongest effect on our emotions. We use color
to create the mood or atmosphere of an artwork.
There are many different approaches to the use of color:
o Color as light
o Color as tone
o Color as pattern
o Color as form
o Color as symbol
o Color as movement
o Color as harmony
o Color as contrast
o Color as mood
JAN VAN HUYSUM (1682-1747)
Detail of Bouquet of Flowers in an Urn, 1724 (oil on canvas)

33
4. Texture is the surface quality of an artwork - the roughness or smoothness of the
material from which it is made.
We experience texture in two ways: optically (through sight) and physically (through
touch).
Optical Texture: An artist may use his/her skillful painting technique to create the
illusion of texture. For example, in the detail from a traditional Dutch still life above
you can see remarkable verisimilitude (the appearance of being real) in the painted
insects and drops of moisture on the silky surface of the flower petals.
Physical Texture: An artist may paint with expressive brushstrokes whose texture
conveys the physical and emotional energy of both the artist and his/her subject. They
may also use the natural texture of their materials to suggest their own unique
qualities such as the grain of wood, the grittiness of sand, the flaking of rust, the
coarseness of cloth and the smear of paint.
Ephemeral Texture: This is a third category of textures whose fleeting forms are
subject to change like clouds, smoke, flames, bubbles and liquids.
IGOR MITORAJ (1944-2014)
Tindaro Screpolato (Tyndareus Cracked), 1998 (bronze)
5. Form is the physical volume of a shape and the space that it occupies.
Form can be representational or abstract.
Form generally refers to sculpture, 3D design and architecture but may also
relate to the illusion of 3D on a 2D surface.
Three-Dimensional Form can be modelled (added form), carved (subtracted form) and
constructed (built form). It can be created from sculptural materials like clay, wax,
plaster, wood, stone, concrete, cast and constructed metal, plastics, resins, glass and
mixed media. It may also be kinetic, involving light and movement generated by
natural, mechanical and electronic means. More recently the CAD process of 3D
printing has be been added to the list of sculptural processes.
Two-Dimensional Form constructs the illusion of 3D in 2D media by a skilful
manipulation of the visual elements. Perspective drawing, trompe l'oeil [1], 3D
computer graphics programs and holograms are examples of 2D form.

34
JOHANNES VERMEER (1632-1675)
Girl with the Pearl Earring, 1665 (oil on canvas)
6. Tone is the lightness or darkness of a color. The tonal values of an artwork can be
adjusted to alter its expressive character.
Tone can be used:
o to create a contrast of light and dark.
o to create the illusion of form.
o to create a dramatic or tranquil atmosphere.
o to create a sense of depth and distance.
o to create a rhythm or pattern within a composition.
Instruction: Choose two arts from the different era. Compare and contrast the two
using the following indicators:
Name of Painting/sculptures/architures
1. Period, and era when it was created
2. Materials Used
3. The use of elements and principles of arts in
the sculpture/paintings/architect-
tures (lines, shape, color, texture)
4. The distinctive characteristic of the
sculpture/paintings/
Architecture
4. Application
Direction:
1. Let the students look for a pair.
2. As a pair the students should choose one artwork and analyze the characteristics of
that artwork.
3. Once done analyzing, the students will write the artworks characteristics based on the
elements given.

35
ARTWORK
LINE
SHAPE
STONE
COLOR
TEXTURE
FORM
IV. Generalization
Direction:
1. Let the students do the count-off and let them remember their numbers.
2. The teacher will call for the first number, and once called the student will then answer
the question raised by the teacher to him/her based on the discussion.
3. Take note the teacher should asked the question first before calling a number.
4. After the student answer the question he/she will be the next one to call a number
randomly .
V. Evaluation
Individual Activity
Instruction: Analyze the following artworks based on art elements and principles and
answer this in your activity notebook.

36
LINE
SPACE
COLOR
VALUE
TEXTURE
SHAPE
V. Assigment
In your activity notebook, describe the architecture of the different era.
Ancient
___________________________________________________________________________
Medieval
Classical

37
Reflection:
others? _____

38
Content Standards:
The learner...
and skills
The learner…
1. perform / participate competently in a presentation of a creative
impression (verbal/nonverbal) of a particular artistic period
The learner...
1. create artworks guided by techniques and styles of Western Classical art
traditions; A9PR-Ic-e-1
2. describe the influence of iconic artists belonging to Western Classical art
on the evolution of art forms; and A9PR-Ic-e-2
3. apply different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of Western Classical
art traditions. A9PR-Ic-e-3
I.Objectives:
a. create artworks guided by techniques and styles of Western Classical art
traditions; A9PR-Ic-e-1
b. describe the influence of iconic artists belonging to Western Classical art on
the evolution of art forms; and A9PR-Ic-e-2
c. apply different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of Western Classical art
traditions. A9PR-Ic-e-3
II. Content
Subject Matter: Creation of Artwork with the influence of Western Classical Art Tradition
Integration:
(Learning Area):
ICT: Utilize the used of multimedia
Mathematics: Compare and contrast
Values: Appreciation while doing the different activities
Strategies: Cooperative learning, Discovery Approach and Focusing Inquiry
Materials: LED TV screen, Laptop, Pictures, Video clips, Book and Worksheet

39
References:
III. Learning Tasks
a. Prayer
b. Greetings
d. Review
The teacher will asked some students regarding the discussion last
meeting about the elements and principles of art.
e. Motivation
Let the students view a video related to the topic.
1. Activity
Jumbled Pictures
Procedure:
1. Students are group into 4 groups.
2. Each group will received an envelop contains a jumbled pictures.
3. The group must form the picture being ask.
4. The class will be given 5 minutes to do the activity.
5. The first group to finish the activity will received a point.
6.
GROUP 1 GROUP 2 GROUP 3 GROUP 4
Guided Questions:
1. How did you come up with the desired image?
2. Are there any differences and similarities among the pictures?
3. On what period does the following pictures belong?
2. Analysis
Instruction: Analyze the different columns of the early age architecture.
What are the distinctive characteristics of each column that shows the features of the
era it was spread?

40
Procedure:
1. Prepare a short bond paper and a pencil.
2. Let the students find their pair.
3. As a pair, choose among the following art influince of the different period .
Select just two arts from different period and draw it in a short bond paper.
4. Once you are done drawing, give the difference between the two arts of the
different period based on its art elements and principles applied.
PRE-HISTORIC
EGYPTIAN
CLASSICAL
MEDIEVAL

41
WORKSHEET
Name/s: ________________________________ Date: __________________________
Grade&Section: _________________________ Score: _________________________

42
4. Application
“Rock my World”
Experience how the pre-historic people were able to make an artwork all over the
caves; create your own version of cave art using a stone as your canvass or working
material and another stone as your medium to make your artwork.
Materials
 Flat rock in any shape
 Rocks with sharp edges
Procedure:
1. Using the sharp edged rock, scratch the flat rock with your desired design
2. Put varnish using a mixture of white glue diluted in water to preserve your design
on the rock.
3. Design should reflect the characteristic of a pre-historic artwork.
4. You may also use the themes, motifs or patterns that show your regional identity.

43
RUBRIC
INDICATORS 5 4 3 2 1
Excellent Very
Good
Good Fair Poor
1. Composition and design
-Shows the theme and motifs of prehistoric art
2. Process
a. Follows the instruction in doing the activity
b. Maintains cleanliness in the working area
3. Materials use
-Use proper materials and tools prescribed in
the activity
4. Behavior
a. Establish good relationship with classmates
while doing the activity.
b. Shows enjoyment while doing the activity.
5. Overall look of the artwork
- Shows the overall characteristic of a pre-
historic art.
Total
IV. Generalization
Guided Questions:
1. How did you find the activity? Did you enjoy the activity?
2. What problem did you encounter while doing the activity?
3. What technique did you apply while doing the activity?
4. Whose artist influences you in doing the activity?
V. Evaluation
Individual Activity
Instruction:
1. Prepare all your materials.
2. Look for a flat surface where you can work comfortably with your output.
3. Make sure to have your documentation while doing your activity to used after
doing your masterpiece.
4. Once the students are done making their output they have to show how they made
their output by apply different media techniques and processes to communicate
ideas, experiences, and stories showing the characteristics of Western Classical art
traditions.

44
5. Let the students group their selves into 5 and they will consider as one group for
the sharing of their experiences.
” Ivory Carving”
One important Byzantine sculptures are the diptychs and boxes carved in ivory, used
for the realization of objects of luxury and religious use, preferred by the elites of
Constantinople and brought from places such as Egypt and India.
Materials
 soft bar soap
 sharp tools
 carbon paper
Procedure:
1. Draw your design on a sheet of paper, actual size of the soap you are going to use.
Use the first letter of your name as your subject and embellish your design with
Byzantine motif.
2. Transfer your design to the soap by tracing it with a carbon paper underneath.

45
3. Make sure the carbon paper and your design are secure so that, it will not move
while tracing your design.
4. Start carving your design using sharp tools.
Note: Be careful in doing this activity

46
Finish Output Sample
RUBRICS
CRITERIA 5 4 3 2 1
Excell
ent
Very
Good
Good Fair Poor
1.Composition and design:
a. Shows the theme and motifs of medieval stained
glass.
2.Process:
b. Follows the instruction in doing the activity
c. Maintains cleanliness in the working area
3.Materials used:
d. Used proper materials and tools prescribed in
the activity
4.Behavior:
e .Establish good relationship with classmates
while doing the activity
f. Shows enjoyment while doing the activity.
15. Overall look of the artwork:
-depicts a medieval look on the stained glass
Total

47
VI. Assignment
My Dream House!
If you were given a chance to design your dream house, how would you like it to be? Choose
from the different architectures that we discussed and use it as inspiration for your dream
house.
Explain the reason for choosing that style. What are the distinctive characteristics of that
architectural design that will be visible in your own dream house?
Reflection:
others? _____

48
Content Standards:
The learner ..
The salient features of the arts of Southeast Asia by showing the relationship
of the elements of art and processes among culturally diverse communities
in the region.
The learner ..
Create artworks showing the characteristic elements of the arts of Southeast
Asia.
The learner ..
a. Evaluate works of art in terms of artistic concepts and ideas using criteria
from the Western Classical art traditions (A9PR-If-4)
b. Show the influences of the Western Classical art traditions to Philippine
art form (A9PR-1f-5)
Quarter:1 Week: 2 Day: 5
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to
1. Evaluate works of art in terms of artistic concepts and ideas using criteria
from the Western Classical art traditions
2. Show the influences of the Western Classical art traditions to Philippine
art form
II. Content:
Subject Matter: Evaluation of Artworks with the influence of Western Classical Art
Integration: AP, ESP
(Learning Area):
History: Application of Western Classical Arts
Values: Appreciation of the activity.
Strategies: Discovery Approach, Focusing Inquiry, Performance Task and Presentation
Materials: Rubrics, Artworks/Product
References:
K+12 Curriculum Guide

49
Grade 9 Learner’s Material
A. Elicit
 Ask a volunteer to read his/her assignment about his/her dream house which
shows western classical arts influence.
 Teacher will give an assessment regarding their answers.
B. Engagement
Students must prepare their artwork for the evaluation,
And students must show the theme and motifs of their artwork.
(The artwork mention is based from your previous activity.)
C. Exploration
Information needed:
o Description of their artwork (title, materials, technique, media )
D. Explanation
o Students will explain how classical art traditions influence Philippine art form
by setting their artwork as an example.
o The teacher will give additional information on how classical art tradition
influence Philippine art form.
E. Elaboration
Let the students prepare their artwork for the evaluation.
IV. Evaluation
Rubrics
Criteria 5 4 3 2 1
Excellent Very
Good
Good Fair Poor
1. Composition and design:
Showed the theme and motifs of medieval
stained glass
Showed the theme and motifs of
prehistoric art
2. Process:
Followed the instruction in doing the
activity
Maintained cleanliness in the working area

50
3. Materials used:
Used proper materials and tools prescribed
in the activity
4. Behavior:
Establish good relationship with
classmates while doing the activity
Showed enjoyment while doing the
activity
Depicts a medieval look on the Stained
glass
Showed the overall characteristic of a
prehistoric art
Total
V. Assignment / Enrichment
o Students will bring their artwork to be used for the exhibit next meeting.
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? __
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? ___

51
Content Standards:
The learners ..
of the elements of art and processes among culturally diverse communities in
the region.
The learners..
Asia.
The learners..
Mount an exhibit using completed Western Classical art tradition.(A9PR-Ig-6)
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Mount an exhibit using completed Western Classical art tradition.
II. Content:
Subject Matter: Exhibit of Output with Western Classical Art Influence
Integration: AP, ESP, TLE
(Learning Area):
History: Application of Western Classical Arts
Values: Appreciation of the activity.
TLE: Application of creativity in crops and design.
Strategies: Collaborative learning, Group Discussion
Materials: Rubrics, artworks,
References:

52
F. Elicit
o Let the students gather all their artworks on the different activities that
they had process and mount an exhibition.
G. Engagement
On mounting the exhibit the student must consider the following:
1. The theme of the exhibit ( Art of the Early age )
2. Exhibit area
 Location of your exhibition
 Arrangement of your artwork
 Decorations of the exhibit area based on the themes
H. Exploration
Information needed:
o Description of their artwork (title, materials, technique, media ).
I. Explanation
o Let the students site the inspiration of their artwork (period).
J. Elaboration
o Let the students finalized for the evaluation.
IV. Evaluation
Rubrics
Criteria 5 4 3 2 1
Excellent Very
Good
Good Fair Poor
6. Composition and design:
medieval stained glass
prehistoric art
7. Process:
Followed the instruction in doing the
activity
Maintained cleanliness in the
working area
8. Materials used:
Used proper materials and tools
prescribed in the activity

53
9. Behavior:
Establish good relationship with
classmates while doing the activity
Showed enjoyment while doing the
activity
Depicts a medieval look on the
Stained glass
Showed the overall characteristic of a
prehistoric art
Total
o Let students compare their artwork to the modern artwork.
o Let them write the activity in a 1 /2 crosswise.
Reflection:

54
Content Standards:
The learners ..
the region.
The learners..
Asia.
The learners..
a. Reflect on and derives the mood, idea, or message from selected
artworks(A9PL-Ih-1)
b. Determine the use or function of artworks by evaluating their utilization
and combination of art elements and principles(A9PL-Ih-2)
I. Objectives:
1. Reflect on and derives the mood, idea, or message from selected artworks.
2. Determine the use or function of artworks by evaluating their utilization and
combination of art elements and principles.
II. Content:
Subject Matter: Utilization and Function of Artworks with Western Classical Art Influence
Integration:
(Learning Area):
English: By letting the students write an essay.

55
Strategies: Collaborative learning, Group Discussion
Materials: Laptop, TV/ projector
References:
A. Elicit
Class will be divided with western classical art name(Pre Historic art,
Egyptian art, Ancient art, Roman art, Byzantine art, Romanesque art, Gothic
art , the group will say “yes we are” if the description given by the teacher
refers to them.
1. Characterized by its very vigorous style in painting and sculpture, lavishly
decorated manuscript, and retained many basic features of roman
architectural styles.
2. Reinforce symbolic meanings. Church symbolizes and transcendence of
the soul and underlying philosophy is to create buildings of heights and
lights.
3. Classified into three periods.
4. Portray human forms in a realistic and anatomically correct manner.
5. New source of artistic creativity much more progressive than the
conservative Greek art.
6. Purposely made to glorify the Christian religion and to express its mystery.
7. One of the early civilizations that have greatly contributed in the
development of art, religion, science, and technology of the world.
B. Engagement
To see whether the students have learned on the past discussion, teacher will
present a picture on the different western classical art, and the students will
identify which art period it belongs.
1. Venus Willendroft
2. Rose Window
3. The Morgan Leaf
4. Aphrodite
5. Hieroglyphics
6. Cave of Lascaux
7. Enthroned Madonna and Child
C. Exploration
After they identify the picture on the different western classical art, each
student will choose one artwork to explain the mood, idea or message from
their selected artwork in a sheet of paper.
D. Explanation

56
The teacher will call some student to share their ideas about the artwork that
he/she choose.
E. Elaboration
To know how learners have learned from the discussion about the paintings of
the Early Age, Students will fill in the box with the characteristics and functions that
would best describe the painting in every era/period.
Period/Era Characteristics/Functions Ancient Paintings
Ancient Paintings
Pre-historic
Egyptian
Classical Paintings
Roman
Greek
Medieval Paintings
Byzantine
Romanesque
Gothic
IV. Evaluation
o Each student will write an essay about how they determine the use or function
of artworks by evaluating their utilization and combination of art elements and
principles.
RUBRIC
CATEGORY 10
POINTS
6
POINTS
4
POINTS
2
POINTS
Description Makes a
complete and
detailed
description of
the subject
Makes a
detailed
description of
most of the of
the subject
Makes a
detailed
description of
some of the
subject matter
Descriptions
are not detailed
or complete
Name: __________________________ Date: ________________________
Grade & Level: _____________________ Score: _______________________

57
Guided Questions:
1. How will you determine the use/function of an artwork?
2. Do we really need to consider the purpose/utilization of artwork before
doing it?
3. If you were to make an artwork what elements and principles should be
present in your masterpiece?
o Students will bring one artwork on the different art periods to be used next
meeting.
Reflection:
matter and/or
elements seen in
a work
matter and/or
elements seen in
a work
and/or elements
seen in a work
Interpretation Forms a
somewhat
reasonable
hypothesis about
the symbolic or
metaphorical
meaning.
Student
identifies the
literal meaning
of the work
Student can
relate how the
work makes
him/her feel
personally.
Students finds
it difficult to
interpret the
meaning of the
work
Analysis Accurately
describes
several
dominant
elements or
principles used
by the artist and
accurately
relates how they
are used by the
artist to
reinforce the
theme, meaning,
mood, or feeling
of the artwork.
Accurately
describes couple
dominant
elements or
principles used
by the artist and
accurately
relates how they
are used by the
artist to
reinforce the
theme, meaning,
mood, or feeling
of the artwork.
Describes some
dominant
elements and
principles used
by the artist, but
has difficulty
describing how
these relate to
the meaning or
feeling of the
artwork.
Has trouble
picking out the
dominant
elements.
Total

58

59
Content Standards:
The learners..
the region.
The learners..
Asia.
The learners..
a. Use artworks to derive the traditions/history of an art period(A9PL-Ih-3)
b. Compare the characteristics of artworks produced in the different art
periods(A9PL-Ih-4-2)
I. Objectives:
3. Use artworks to derive the traditions/history of an art period; and
4. Compare the characteristics of artworks produced in the different art periods.
II. Content:
Subject Matter: Difference of Artworks Produced in the Western Classical
Art Traditions
Integration:
(Learning Area):

60
Mathematics: Compare and Contrast
Strategies: Collaborative learning, Group Discussion, Think-Pair-Share
Materials: Pictures
References:
A. Elicit
The students will find a pair. They have to exchange assignments and read
thoroughly what their partners have research for about 3-5 minutes. After that,
there will be a random selection of 3 pairs that is going to share their insights
to the class.
B. Engagement
The class will be divided into groups, each will be given an envelope, inside
the envelope there are cut pictures about a certain artwork. They are going
assemble the cut pictures as fast as they can.
C. Exploration
Teacher will post different pictures on the board about the western classical
art. The teacher will randomly select students to identify the different
characteristic of each artwork through flashcards.
After the activity students will compare and contrast the different artworks in
western classical period.
D. Explanation
Teacher will ask a volunteer to explain in front a short description of each
artwork.
After the activity, the teacher will give a summary about the artworks derive
from the traditions/history of an art period.
E. Elaboration
The same group will be given a picture about a certain artwork. Each
member will share their insight and give facts about the artwork given and one
representative of the group will present their output in front.
IV. Evaluation
1. List down the different western classical art traditions.

61
2. How can you classify the different artworks into their respective periods?
3. If were an artist which period do you think inspired you most? And Why?
4. Is Philippine art as marketable as of those neighboring countries? And
why?
5. How could you prove that an artwork is in western classical art tradition?
If you were given a chance to design you dream house, how would you like it
to be? Choose from the different architectures that we discussed and use it as
inspiration for your dream house.
Reflection:

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