Music of the Ages

NOT
Music
Quarter 1, Wk.1 - Module 1
Vocal and Instrumental Music of Medieval,
Renaissance and Baroque Periods
Department of Education ● Republic of the Philippines
9

Lesson
Vocal and Instrumental Music of
Medieval, Renaissance and Baroque
Periods
1
What I Need to Know
Objectives: At the end of the lesson, the learners are expected to;
➢ Listen perceptively to selected vocal and instrumental music of Medieval,
Renaissance and Baroque music.
What’s In
In this module, you will be learning and listening perceptively to select vocal
and instrumental music of Medieval, Renaissance and Baroque Periods,
particularly the compositions and sample music of the composers in these periods. Medieval
Period’s Adam De La Halle, Renaissance Period’s Giovanni Pierluigi Da Palestrina and
Thomas Morley and Baroque Period’s Johann Sebastian Bach, Antonio Vivaldi and George
Friedrich Handel, respectively.
What’s New
ACTIVITY 2. “YOU GOT ME FEELING EMOTIONS” – LISTENING ACTIVITY
Instructions: The teacher will play sample music from the Medieval, Renaissance and
Baroque Periods. The learners will then identify the mood of the song or how they feel about
each of the songs. The teacher will encourage the learners to give as many adjectives to
describe how they feel about it.
SONG 1: Deum Verum – Gregorian Chant
https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s
SONG 2: Brandenburg Concerto No. 3 – Johann Sebastian Bach
https://www.youtube.com/watch?v=Xq2WTXtKurk
SONG 3: Spring – Antonio Vivaldi
https://www.youtube.com/watch?v=mFWQgxXM_b8
REFLECTION:
1. Which music were you familiar with? Where did you hear it before?
2. How were you able to come up with the words that describe the song just by listening to
it?
1

What Is It
MUSIC OF THE MEDIEVAL PERIOD (700-1400)
The Medieval period was also known as Middle Ages or “Dark
Ages” which started with the fall of the Roman Empire. During this era, the
Christian Church was greatly influenced by Europe’s culture and political
affairs.
A monophonic plainchant known as Gregorian Chant was named
after Pope Gregory I, who made this an approved music of the Catholic
Church. Pope Gregory’s action made these monophonic plainchants
popular during the period. https://upload.wikimedia.org/wikipedia/commons/1/1e/Pope_Gregory_I_illustration.jpg
MUSIC OF THE RENAISSANCE PERIOD (1400 – 1600)
The term Renaissance came from the word renaitre which means
“rebirth”,“revival”, and “rediscovery”.
With the emergence of the bourgeois class, renaissance music became
more popular as entertainment and activity for amateurs and the
educated.
Though sacred music was still of great importance, secular music
became more popular in this period. Renaissance period was also known
as the “golden age” of a capella choral music.
.
https://commons.wikimedia.org/wiki/File:Bartolomeo_Veneto_Woman_playing_a_lute.jpg
MUSIC OF THE BAROQUE PERIOD (1685 – 1750)
Composers during this period were George Friedrich Handel,
Johann Sebastian Bach, Claudio Monteverdi, and Antonio Vivaldi.
During this time, the arts highlighted grandiose and elaborate
ornamentation which were clearly seen in the musical compositions
created by Baroque composers.
New instrumental techniques, changes in musical notation and the
major and minor tonality were also applied in this era. A lot of the musical
terms and concepts that evolved in this era are still used in music of today.
https://en.wikipedia.org/wiki/Chamber_music#/media/File:HaydnPlaying.jpg
PROCESS QUESTIONS:
1. What was the relevance of Pope Gregory I during the Medieval period? How was the
music being presented in the period
2. What happened during the Renaissance period? How was the music like in the period
3. What was the role of the composers during the Baroque period? How was the music
evolved in the era?
2

What’s More
ACTIVITY 3. “HOW FAR DO YOU KNOW” – LISTENING ACTIVITY
Instructions: Given the distinct characters of the music of the Medieval, Renaissance and
Baroque periods in the discussion, the teacher will test the listening skills of the learners.
Using the same songs in the previous activity, the teacher will randomly play a song from
each period. The learners will then try to identify or recognise whether the song is from
Medieval, Renaissance or Baroque period.
REFLECTION:
1. How were you able to identify which period does each song represent?
2. What other characteristics were you able to recognize while listening to the sample music
of each period?
3. Which of the periods do you like most? Why?
What I Have Learned
Activity 1: “Describe Me”
Instruction: Based on the vocal and instrumental music you have listened, describe the
musical characteristics of Medieval, Renaissance and Baroque music.
Period Vocal Instrumental
Medieval
Renaissance
Baroque
What I Can Do
ACTIVITY 5. “PAINT ME HOW YOU FEEL”
Instructions: The learners will listen to a sample music of Vivaldi’s “Spring”. Listen
perceptively and try to feel the emotions of the song. Listen to the song repeatedly and
create an artwork inspired by the sample music and paint or draw and color how you feel.
MATERIALS: Pencil for sketching, Long Bond Paper, Coloring Materials (crayons, color
pencil, coloring pen, etc.)
NOTE:
For ONLINE Learners, click the link below for your Individual Assessment:
For OFFLINE Learners, click the link above and download the song on your phone or save it
in a USB to do the activity. Or you can arrange with your teacher to have the song listened
repeatedly so you can brainstorm ahead and be able do the activity at home
3

Summary
The first three periods of Western Music History are classified as Medieval,
Renaissance, and Baroque. Each period has its distinctive characteristics, historical
and cultural background.
A type of music from the Medieval Era is Gregorian Chant, which was mainly
used in the early Christian church.
Music during the Renaissance Period became an important leisure activity.
Members of the upper class were expected to have received musical training.
Imitative polyphony is the distinctive characteristic of Renaissance music.
The Baroque Period is characterized by grand and elaborate ornamentation of
sculptures, theaters, arts and music. The music genres which flourished during the
Baroque Period were the Concerto, the Fugue, the Oratorio and the Chorale.
Music evolved alongside with man’s constant quest for growth and
development.
Assessment: (Post-Test)
IDENTIFICATION.
Write the correct answer on the space provided before the number.
____________________ 1. Monophonic plainchant named after Pope Gregory I.
____________________ 2. French word which means Rebirth, Revival or Rediscovery.
____________________ 3. Travelling secular performers from North of France.
____________________ 4. Portuguese word which means Pearl of Irregular Shape.
____________________ 5. A period known as Middle Ages or Dark Ages.
____________________ 6. A period known as the Golden Age of A Capella music.
____________________ 7. Prominent instrument during the Renaissance Period.
____________________ 8. Famous composer of the Medieval Period.
____________________ 9. Give at least one famous composer of the Renaissance Period.
____________________ 10. Give at least one famous composer of the Baroque Period.
4

References
A. BOOKS
MUSIC & ARTS Learner’s Material for Music and Arts (Grade 9) First Edition
2014 – Department of Education, Philippines
B. WEBSITE
https://www.britannica.com/art/musical-performance
C. SUGGESTED LISTENING RESOURCES
Etienne de Liege, Deum Verum – Gregorian Chant
https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s
Thomas Morley, Fire, Fire, My Heart
https://www.youtube.com/watch?v=_ydX12STA9s
Thomas Morley, April Is In My Mistress Face
https://www.youtube.com/watch?v=OiOWQzRHmbI
J.S. Bach, Brandenburg Concerto No. 3
https://www.youtube.com/watch?v=Xq2WTXtKurk
A. Vivaldi, Spring
G.F. Handel, Hallelujah Chorus
https://www.youtube.com/watch?v=usfiAsWR4qU
J.S. Bach, Fugue In G Minor
https://www.youtube.com/watch?v=PhRa3REdozw
D. CLIP ARTS AND IMAGES
https://bnhstheatre1.files.wordpress.com/2013/02/adam-de-la-halle.jpg
https://www.thinglink.com/scene/713018751536070657
https://i2.wp.com/www.le-lab.info/cdac/sites/le-lab.info.cdac/files/painting2.jpg
https://upload.wikimedia.org/wikipedia/commons/6/6a/Johann_Sebastian_Bach.jpg
https://www.britannica.com/biography/Antonio-Vivaldi
https://www.onthisday.com/people/george-frideric-handel
https://www.123rf.com/photo_28035961_stock-vector-music-notes-on-a-stave-or-
staff-consisting-of-five-lines-curving-into-the-distance-with-diminishing-.html
https://freesvg.org/musical-notes-vector-illustration10628
https://pixabay.com/vectors/cranium-head-human-male-man-3445434/
https://commons.wikimedia.org/wiki/File:Gregorian_legend.png
6

Music
Quarter 1, Wk.7- Module 2
Performance Practices of Medieval, Renaissance
and Baroque Periods
9
NOT

What’s In
PROCESS QUESTIONS:
1. Were you familiar with the words in the PRE-ASSESSMENT? Do you know the meaning of
Sacred and Secular Music?
2. Based on the series of activities on our previous module, what were your ideas about the
performance practice of Medieval, Renaissance and Baroque periods
3. In connection to the previous activity, what is the relevance of the word
INSTRUMENTAL? How? And why?
What’s New
ACTIVITY 1. “STOP, LOOK AND LISTEN!” – VIDEO PRESENTATION
https://www.youtube.com/watch?v=_4k8d-Jp3tw
List down all the things you observe in each period (Medieval, Renaissance and Baroque)
What Is It
MEDIEVAL PERIOD
SACRED MUSIC
• Often accompanied by instruments and its rhythmic character was marked but the sung
prayers were often unaccompanied.
• Exclusion of women, elevation of unison singing and exclusion of instruments served to
establish a clear differentiation between the musical performance on the synagogue and
that of the street.
• Choir – group of singers, composed solely of men and boys who assumed the musical
role of answering and contrasting the solo singing of the pries
Performance Practices of
Medieval, Renaissance and
Baroque Periods
1
Lesson

1
SECULAR MUSIC
• Several groups of Medieval performers developed literary and musical genres based on
vernacular texts (Jongleurs)
• Travelling performers in Western Europe sang, did tricks and danced to earn their living
• Troubadours in the south of France, Trouvere in the North and Minnesingers (a class of
Artist-Knights) sang love songs with religious fervour.
RENAISSANCE PERIOD
• Invention of Music Printing helped in the concept improvisation within the performance
practice
• Printed descriptions of instruments and their discussions of tuning and technique
supplied the needs of professional and non-professional musicians
• Instrumental, vocal and combined performance both on Sacred and Secular Music
• Dissemination of Chansons, Motets and Masses of polyphonic practice into the fluid
style
• Churches and aristocratic courts hired musicians as composers, performers and
teachers
• Composers found ways to make vocal music more expressive of the texts they were
setting
• Secular music absorbed techniques from Sacred music and vice versa
BAROQUE PERIOD
• Common-practice tonality (Harmony, Rhythm and Duration)
• Composers experimented with finding a fuller sound for each instrumental part
(Orchestra)
• Orchestra consists of Strings, Woodwinds, Brass, Keyboards and Percussions
(Harpsichord, Organ, Recorder, Cello, Cornett, Timpani, Tambourine, etc
What’s More
ACTIVITY 2 “BACK AT ONE” – VIDEO PRESENTATION
Watch the video from ACTIVITY 1 and answer the process questions below.
PROCESS QUESTIONS:
1. Explain briefly the performance practice of the Medieval, Renaissance and Baroque
Periods? What did you observe in the video in terms of setting? Composition? Role of
composers or performers?
2. What was the difference between Sacred and Secular Music during the Medieval period?
3. What was the role of the composers during the Baroque period? Are you familiar with the
instruments used in the sample music of the Baroque period? Explain briefly.
4. Which of the three periods did you enjoy and want to explore more? Why?

2
What I Have Learned
What I Can Do
GROUP ACTIVITY. “PERIOD MO, I-PATROL MO!!”
Instructions: The class will be grouped into 3 and will create a 2-3 Minute NEWS
REPORT about Medieval, Renaissance and Baroque Periods through a video
presentation. The report should indicate and explain the performance practice during
the period. The group shall use the representative compositions of the period as their
background music. Group 1 will be assigned with Medieval Period, Group 2 will report
on Renaissance Period while Group 3 will do the Baroque Period. The group
assignment shall be done by drawing of lots. The performance output will be graded
according to the criteria below.
EVALUATION RUBRICS (NEWS REPORT - VIDEO PRESENTATION)
CRITERIA
FAIR / BELOW
AVAERAGE
(2 POINTS)
GOOD /
AVERAGE
(3 POINTS)
VERY GOOD /
ABOVE
AVERAGE
(4 POINTS)
EXCELLENT /
OUTSTANDING
(5 POINTS)
Content and
Accuracy of Facts
(Ability to incorporate
facts or content and
purpose of the newscast
and how they were
projected in the video
presentation)
Facts were slightly not
reported accurately and
purpose was a bit difficult
to figure out in the
newscast.
Facts were reported
accurately but purpose
was a bit difficult to
figure out in the
newscast.
Facts were reported
accurately and the
purpose was good
enough and easy to figure
out in the newscast.
Facts were excellently
and accurately reported
and the purpose was
superb and easy to figure
out in the newscast.
Creativity and Style
(Ability to incorporate
creativity and style with
the assigned period seen
in the video presentation)
The group attempted to
incorporate creativity
and style but it was
slightly off with the
assigned period in their
newscast.
and style but somehow
did not sustain the theme
of the assigned period
throughout their
newscast.
and style and sustained
the theme of the assigned
period throughout their
newscast.
The group excellently
incorporated creativity
and style and sustained
the theme of the assigned
period throughout their
newscast.
Member
Participation
(The members of the
group participate in the
video presentation)
Few members were only
participating in the
presentation and
somehow did not show
camaraderie in the
production.
Few members were only
presentation and showed
good camaraderie in the
production.
All members were
a great camaraderie in
the production.
All members were
an excellent camaraderie
in the production.
Choreography and
Cinematography
(the output is well
rehearsed and the ability
to incorporate other art
forms and dynamics in
music and video editing)
The choreography was
not that appropriate with
the presentation and the
cinematography
somehow did not give
visual impact to the music
video presentation.
good and appropriate
with the presentation and
the cinematography gave
a good visual impact to
the music video
presentation.
great and appropriate
a great visual impact to
the music video
presentation.
excellent and appropriate
an excellent visual impact
to the music video
presentation.

Overall Group
Performance
(The overall level of
performance from the
group projected in the
video presentation)
The group was not that
focused or ready to
perform. Movements and
timing was somehow not
sustained throughout the
performance.
The group was focused
and showed preparedness
to perform but the
movements and timing
was somehow not
sustained throughout the
performance.
The group was focused
and showed preparedness
to perform and timing
was somehow sustained
throughout the
performance.
The group was entirely
focused and showed well
preparedness to perform
and timing was
excellently sustained
throughout the
performance.
3
Summary
This module aims to develop the listening abilities and critical thinking skills of
the learners through various activities which aid in achieving the competency of the
week which is to explain the performance practice (setting, composition, role of
composers/performers and audience) during the Medieval, Renaissance and Baroque
periods.
Medieval period emphasized on Church or Sacred music where the priest and
the congregation were only allowed to sing during masses. Sung prayers were often
unaccompanied and women were not allowed to perform in the church. This period
elevated unison singing but later emerged a group of singers called the Choir,
composed solely of men and boys who assumed the musical role of answering and
contrasting the solo singing of the priest.
Although sacred music was still relevant during the Renaissance period,
secular music was more prominent during the period. Printed descriptions of
instrument and their discussions on tuning and technique supplied the needs of both
professional and non-professional musicians. Secular music absorbed techniques
from sacred music and vice versa, while instrumental, vocal and combined
performance both on Sacred and Secular music.
Baroque period let the composers experiment with finding a fuller sound with
the composition of Orchestra and common tonality (Harmony, Rhythm, Duration, etc.)

4
PART I. “A, E, I, O, or YOU?”
Instructions:
Supply the missing vowels to create the words that would best describe the
performance setting of the Medieval, Renaissance and Baroque Periods. Write the letter on
the space provided.
1. M N N S N G R S
2. S C L R M S C
3. T R B D __ R S
4. S C R D M S C
5. N S T R M N T L
6. D N C S T
7. C H R
8. R C H S T R
9. H R P S C H R D
10. T N L T

NOT
Arts
Quarter 1, Wk.4 - Module 1
Western Classical Art Traditions
9

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”
Direction: 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

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

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

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

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

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”
Direction: 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

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

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.
Direction: Encircle the letter of the correct answer.
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

Government Property
NOT FOR SALE
N
O T
Arts
Quarter 1, Wk.2- Module 2
Western Classical Art Traditions
9

Lesson
Representative Artworks and
Artists from various Art 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. “PAINTINGS, SCULPTURES OR ARCHITECTURE”
Direction: There are several artworks that represent the different periods. Identify
whether the artwork is a Painting, Sculpture or Architecture and try to also guess
which period it represents. Refer to the discussions on “What Is It” in Lesson 1 of this
module. Complete the table below:
ARTWORK: ART FORM: PERIOD OR ERA:
1.
2.
3.
1

What Is It
NAME OF ARTWORK /
ARTIST
ART FORM DESCRIPTION / PURPOSE / FUNCTION
AND MATERIALS USED
PRE - HISTORIC
1. Cave of Lascaux (discovered
by Marcel Ravidat in Montignac,
France on September 12, 1940)
PAINTING
Has nearly 2,000 figures composed
mainly of large animals native in the
region, human figures and abstract
design painted in a cave as a way of
communicating each other.
2. Venus of Willendorf (found
on August 07, 1908 by a work
man named Josef Szombathy in
Willendorf, Lower Austria)
SCULPTURE
Carved from oolitic limestone showing
heavy breast and large abdomen
believed to be a charm to ensure
fertility.
3. Venus of Brassempouy
(discovered in a cave at
Brassempouy, France in 1892)
A sculpture carved from a mammoth
ivory that showed a lady with the hood
which represents the human face and
hairstyle
4. Menhir
ARCHITECTURE
A huge stone standing vertically on the
ground usually standing on the middle
of the field or arranged in rows
Believed to be a structure where people
buried their dead
5. Dolmens Stone table consisting of two huge
standing stones supporting a horizontal
giant stone which served as grave or as
an altar.
6. Cromlech Circle of standing stones considered as
a temple where rituals were held
EGYPTIAN
1. The Sarcophagus of
Tutankhamen (discovered by
Howard Carter on November 04,
1922 in the valley of the King,
Egypt)
PAINTING
Painted on the walls of the tomb of King
Tutankhamen in the XVIII Dynasty and
shows the life of the king while he was
still on earth and the scenes he expects
to encounter in the underworld after his
death.
2. Queen Nefertiti Bust
(created in 1345 BC by
Thutmose in Ancient Egypt and
was discovered in Amarna on
December 06, 1912 by German
Oriental Society)
SCULPTURE
A painted stucco-coated limestone bust
of the Great Royal Wife of Egyptian
Pharaoh Akhenaten.
Most copied works of ancient Egypt
3. Statue of Pharaoh
Menkaure and his Queen
(discovered by George Reisner
on January 18, 1910)
Carved in a smooth-grained dark stone
called greywacke or schist that created
a sense of eternity and immortality.
4. Pyramids of Giza (2580 –
2560 BC) ARCHITECTURE
3
Funerary structures in limestone and
granite of the three kings of the 4th
Dynasty namely: Khufu (Cheops),
Khafa (Chepren) and Menkaura
(Mycerinus).

5. Egyptian Temples Served as places of residence of the
gods and key centres of economic
activity and official worship of the gods.
Materials used were wood, reed matting
and mud brick
6. Mastaba Egyptian tomb in the form of a flat-
roofed, rectangular structure with
outward sloping sides made of mud-
bricks or stones marked as burial sites
of many eminent Egyptians.
GREEK
1. Judgement of Paris (575-
550 BC)
PAINTING
Painted on an amphora, a black figure
pottery from Attica which displayed the
veneration of gods and heroes in their
representation of myths.
2. Pitsa Panel (540 – 530 BC)
Discovered during the 1930s in
a cave near the village of Pitsa
Earliest known panel painting on thin
wooden boards or panels covered with
stucco (plaster) and painted with
mineral pigments which depict religious
scenes connected with the cult of the
nymphs.
3. Tomb of the Diver (built in
470 BC and was found by the
Italian archaeologist Mario
Napoli on June 03, 1968 in
Campania, Southern Italy)
It is a grave made of five local
limestone slabs forming the four lateral
walls and the roof and slabs carefully
bonded with plaster considered as only
example of Greek painting with figured
scenes.
4. The Discobolus (created on
460 – 450 BC by Myron of
Eleutherae, an Athenian
Sculptor known for his bronze
artworks of athletes)
SCULPTURE
Figuring a youthful ancient Greek
athlete throwing a discus in which
original sculpture was made of Bronze
but was lost, some copies were made
out of marble and smaller replicas were
made of bronze.
5. The Parthenon (constructed
by 447 BC and completed on
432 BC in Athens, Greece by
Architects Iktinos and Callicrates
along with a Sculptor named
Phidias)
ARCHITECTURE
Greatest classical temple dedicated to
the goddess Athena, engineered to
correct an optical illusion and served a
practical purpose as the city treasury.
ROMAN
1. Head of Alexander (100 BC)
PAINTING
Mosaic illustrates a battle in which
Alexander charges the Persian King
Darius in the Battle of Issus.
2. Boscotrecase, Pompeii Fresco landscape painting believed to
depict a ceremonial rite, either a
marriage or an initiation of a woman in
a mystery cult.
3. The Portonacio
Sarcophagus SCULPTURE
4
Carved in marble and used for the
burial of Roman General involved in the
campaign of Marcus Aurellius which
depicts battle scenes between Romans
and Germans.
4. Sarcophagus from Cervetiri
(late 6th century BC)
Made of Terra-Cotta showing a
husband and wife reclining comfortably
as if they were on a couch.

5. The Colosseum (70-82 AD in
Rome, Italy) ARCHITECTURE
An oval amphitheatre built of travertine
limestone, tuff (volcanic rock) and brick-
faced concrete used for gladiatorial
contests and public spectacles.
BYZANTINE
1. The Empress Theodora
(found in Basilica of San Vitale
in Italy)
PAINTING Mosaic of an Asian Queen with dark
eyes and hair with fierce expression.
2. The Barberini Diptych
(Louvre Museum) SCULPTURE
It represents the emperor Justinian I as
triumphant victor which consisted of five
ivory plaques fitted together.
3. Hagia Sophia (Holy Wisdom
in Istanbul, Turkey designed by
Isidore of Miletus and
Anthemius of Tralles in 537 BC)
ARCHITECTURE
Structure has Ashlar brick and mortar
joints and is of masonry construction
which is one of the biggest domes ever
created and constructed originally as a
church but transformed into a mosque.
ROMANESQUE
1. Christ in Majesty (Circa
1123 by an artist named Master
of Taull located in Barcelona)
PAINTING
Spanish Fresco transferred into a
canvas in which Christ is depicted in full
frontal view with the gospels in his left
and his right hand blessing the viewers
and was surrounded by the mandorla
(almond-shaped frame).
2. Last Judgement (carved by
Gislebertus before 1135 in
Cathedral of Saint-Lazare in
Autun, France)
SCULPTURE
Displayed in the tympanum covered
with plaster and its centre Christ is
enthroned in a gloriole held by angels.
3. The Norman Crypt of
Worcester Cathedral (rebuilt by
Alexander Mason between 1224
and 1269 and finished by John
Clyve from 1360)
ARCHITECTURE
Grand sculpted portals in the doorways
of Worcester Cathedral.
GOTHIC
1. Lady and the Unicorn
Tapestry (1506 - 1513)
PAINTING
Series of six tapestries created in the
style of thousand flowers, often
considered as one of the greatest works
of art of the Middle Ages in Europe.
2. Rose window from the
North transept (designed by
Jean De Chelles and Pierre de
Montreull in 1260)
Stained glass windows created to
transform the vast stone interiors with
warm and glowing colour.
3. The Shepherd David (13th
century)
Gothic manuscript illustration which
shows some realistic detail and naïve
naturalism.
4. Pulpit of Pisa Cathedral
(sculpted between 1301 and
1310 by Giovanni Pisano)
SCULPTURE
One of the most iconographically dense
works of art in the history of art in Italy.
Crowded it with figures from the Old
and New Testament.
5. Cathedral of Chartres or
Notre Dame Cathedral (1145-
1260)
ARCHITECTURE
The first high Gothic cathedral with
thousands of sculpted figures and
splendid stained glass windows.
5

What’s More
ACTIVITY 2. “IMBESTIGADOR!!”
Direction: Identify the artworks and name the artist behind it. Refer your answer to
“What Is It” on this module.
1. 2.
3. 4. 5. 6.
7. 8.
What I Have Learned
ACTIVITY 3. “I KNOW THOSE MAGIC WORDS”
Direction: Identify the name of the artwork being described in the statement below.
The magic words in the statements will help you identify the artwork easily.
__________________ 1. Mosaic that depicts the battle between the armies of
Alexander the Great and Darius III of Persia.
__________________ 2. Representation of the three kings of the 4th Dynasty:
Khufu, Khafa and Menkaura.
__________________ 3. Architectural design used for gladiatorial contests and
public spectacles.
__________________ 4. A pre-historic sculpture believed to be a charm for fertility.
__________________ 5. Earliest known panel painting during the Greek era.
5

What I Can Do
ACTIVITY4. “RESEARCHMASTER”
Direction: Given some of the sample artworks and artists on this module, research
more artists and their artworks representative to the different art periods. Follow the
format below:
PERIOD/ERA:
NAME OF ARTWORK:
NAME OF ARTIST:
DESCRIPTION:
MATERIALS USED:
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 identify the representative artworks and artist from various 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.
Most of the artworks of the pre-historic eras remained as discovered
archaeological artefacts and were not easy to understand. Archaeologists believed
that these artworks of the primitive people were their way of expressing their
experiences in their daily life and as a way of communicating with each other.
Egyptian art are a combination geometric regularity and keen observation of nature
and were created for the gods, priests and kings found in tombs, temples, paintings
and statues.
Greek art style was a taste of Western realism or naturalism. Artists have
studied accurate anatomy, physics and optics and techniques in carving, painting,
building, gold-working and ceramics. Roman artists tried to reproduce realistic
artworks with architecture designed to reflect the power of the city with local
traditions to form their own styles and traditions.
Byzantine art was the meeting place for the Greek and oriental culture with
emphasis on Christian subjects. Romanesque style evolved in the first third of the
12th century and is a complete realization of religious and social functions with
architectural program greatly influenced by Byzantine art with a highly innovative and
coherent style. Gothic art styles reinforce symbolic meanings with church symbolizes
the transcendence of the soul and the underlying philosophy which is to create
buildings of height and light.
6
PHOTO

PART I. MATCHING TYPE.
Direction: Match Column A with Column B. Write the letter only.
COLUMN A COLUMN B
______ 1. PRE-HISTORIC A. Pointed arch and stone vaulting
______ 2. ROMAN B. Doric, Ionic and Corinthian Architectural Styles
______ 3. EGYPTIAN C. Dome created a new style in global architecture
______ 4. ROMANESQUE D. Pyramids and Temples of substantial structures
______ 5. GOTHIC E. Megalith Stones (Menhir, Dolmens & Cromlech)
F. Huge halls and arenas for public games & baths
G. Doorways are often grand sculpted portals
7

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