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Music
Quarter 1, Wk.5 - Module 5
Western Classical Art Traditions
Department of Education ● Republic of the Philippines
9
2
Music - Grade 9
Alternative Delivery Mode
Quarter 1, Wk. 5 - Module 5: Western Classical Art Traditions
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.
Published by the Department of Education – Division of Iligan City
Schools Division Superintendent: Roy AngeloL. Gazo, PhD.,CESO V
Development Team of the Module
Author/s: Roel Bernard P. Pestolante
Evaluators/Editors: Rovilla P. Polloso, Maria Cristina C. Cuberos
Illustrator and Layout Artist:
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent
Co-Chairperson Nimfa R. Lago, PhD., CESE
AssistantSchools Division Superintendent
Members Henry B. Abueva, OIC-CID Chief
Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
3
Music
Quarter 1, Wk. 5 - Module 5
Western Classical Art Traditions
This instructional material was collaboratively developed and reviewed by
select teachers, school heads, Education Program Supervisor in Filipino of the
Department of Education - Division of Iligan City. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
9
4
This page is intentionally blank
5
Table of Contents
Lesson 1:
Western Classical Art Traditions................................................................................................
What This Module is About......................................................................... 7
How to Learn from this Module................................................................... 8
What’s In..................................................................................................... 9
What I Need to Know.................................................................................................................9
What I Know................................................................................................ 10
What’s New.....................................................................................................................................11
What Is It...........................................................................................................................................13
What’s More....................................................................................................................................19
What I Have Learned.................................................................................................................20
What I Can Do...............................................................................................................................22
Summary........................................................................................................................... 23
Assessment: (Post-Test)................................................................................................. 25
Key to Answers........................................................................................................................................................ 26
References................................................................................................................................................................. 27
6
This page is intentionally blank
7
What This Module is About
Why is art important in the history of mankind? You will probably ask this question?
It is significant in light of the fact that it gives you presentation to different humanities
subjects, relating them to make inferences and basic assessment of various fine arts. The
learning procedure likewise assists with finding out about significant occasions in history and
know precisely how the experience of that course of events resembled.
In this module, it will help you understand the history and tradition of a certain period
in time through their artwork. You will also be able to learn the different characteristics of the
artwork made and compare this to other art periods.
Readings are provided at the start of the lesson to give you an overview of the artworks
produced in the different art periods.
8
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
9
Lesson
Western Classical Art
Traditions
1
What’s In
INTRODUCTION
The documents of western painting represents a continuous, although disrupted, way
of life from antiquity until the present time. Until the mid-19th
century it was once particularly
worried with representational and classical modes of production, after which time more
modern, abstract and conceptual forms gained favour.
During the Ancient Egypt civilization with strong traditions of structure and sculpture
(both firstly painted in brilliant colors), had many mural paintings in temples and buildings, and
painted illustrations on papyrus manuscripts. Egyptians wall portrait and decorative paintings
are frequently in graphic forms, more symbolic than realistic. Egyptian painting depicts figures
in bold outline and flat silhouette, in which symmetry is a steady characteristics. Egyptian
painting has shut connection with its written language – called Egyptian Hieroglyphics.
Painted symbols are located amongst the first varieties of written language. The Egyptian also
painted on linen, remnants of which continue to exist today.
What I Need to Know
LEARNING AREA STANDARD
The learner demonstrates an understanding of basic concepts and processes in music
and the arts through appreciation, analysis, and performance for his/her self-development,
celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world
vision.
KEY- STAGE STANDARD
The learners demonstrates an understanding of salient features of music and arts of
the Philippines and the world through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.
GRADE LEVEL STANDARDS
The learner demonstrates of salient features of Western music and the art from
different historical periods through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.
CONTENT STANDARD
10
 The learner demonstrates understanding of art elements and processes by
synthesizing and applying prior knowledge and skills.
 Demonstrates understanding that the arts are integral to the development of
organizations, spiritual belief, historical events, scientific discoveries, natural
disasters/occurrence, and other external phenomenon
PERFORMANCE STANDARD
 The learner performs/ participates completely in a presentation of a creative
impression (verbal/nonverbal) of a particular artistic period
 Recognizes the difference and uniqueness of the art styles of the different
periods (techniques, process, elements, and principle of art)
OBJECTIVES
At the end of this Module the learners are expected to:
1. Use artworks to derive the traditions / history of an art period
2. Compare the characteristics of artworks produce in the different art period
What I Know
Pre-Assessment:
Online/Offline activity
Directions: Match column A with Column B to determine which Era belong to.
Write your answer on the box provided.
A B
1. Cave of Lascaux A. Pre-historic
2. Hieroglyphics B. Egyptians
3. Rose window C. Greek
4. Aphrodite D. Roman
5. Venus of Willendorf E. Byzantine
6. The Morgan leaf F. Romanesque
7. Madonna and Child G. Gothic
8. Calyx-crater H. Ars Nova
I. Ars Antiqua
11
12
What’s New
MOTIVATION
Identify pictures of different western classical art from different era.
(e.g. Pre-historic Art, Classical Art, Medieval Art)
13
What Is It
PAINTINGS FROM THE PRE-HISTORIC ERA
Their art works have been observed inside the caves which can also have been their
way of speaking with others. In addition, their artworks maybe for non-secular or ceremonial
purposes.
These paintings would possibly be an artifact of an archeological proof of a proper
image of humans first created art.
Prehistoric drawings of animals were often suitable in proportion.
CAVE OF LASCAUX, 1
The dominant aspects in the paining were giant animals native in the region. It was
once located on September 12, 1940, and given statutory ancient monument protection.
The portrayal has nearly 2,000 figures composed usually of animals human figures,
and summary design.
Some sections have been recognized inside the cave such as: The Great Hall of the
Bulls, The Lateral Passage, The Shaft of the Dead man, The Chamber of Engravings, The
Painted Gallery, and the Chamber of Felines.
14
PAINTINGS FROM THE ANCIENT EGYPT
The motive of Egyptian paintings is to make the deceased afterlife pleasant.
With this in mind, the challenge of introducing the deceased to the gods of the
underworld by using skill of their defending deities matters.
PAINTINGS FROM THE CLASSICAL ERA
Paintings for the duration of the classical generation were most commonly
located in vases, panels, and tomb. They depict natural figures with dynamic
compositions. Most of the subjects have been battle scenes, mythological figures, and
daily scenes. They reveal a hold close of linear point of view and naturalist
representation.
Most regular strategies of Greek painting:
1. Fresco — technique of water-based pigments on a freshly applied plaster in
many cases on a wall surfaces.
2. Encaustic — developed by Greek ship builders, who used pigmented warm
wax and molders to fill the cracks of the ship.
15
JUDGEMENT OF PARIS
(370-330 B.C.)
Vase painting
Kerch Style also referred to as Kerch Vases are red, figured pottery named afterthe
place where it was once found.
Shapes generally found are:
1. pelike (wine container)
2. lekanis (a low bowl with two horizontal handles and a low broad
foot)
3. lebes gamikos (with high handles and lid use to raise bridal bath)
4. krater (bowl use for mixing wine and water)
PANEL PAINTING
They are art work on flat panels of wood. It can be each a small, single-pieced or
several panels joined together. Most of the panel artwork no longer exist because
of their organic composition.
The earliest regarded panel painting is the:
TOMB/WALL PAINTING
Tomb or wall portray was very famous in the course of the classical period. It makes
use of the method frescos in both tempera (water-based) or encaustic (wax). It has a sharp,
PITSA PANEL
16
flatly outlined fashion of painting and due to the fact it makes use of water-based
materials,very few samples survived.
The photo was painted with the use of a real fresco method with a limestone mortar.
PAINTINGS FROM THE ROMAN ERA
Most of the artwork in this technological know-how have been copied or imitated from
Hellenic Greek paintings.
Roman artwork work have a significant vary of subjects, animals, day-to-day life, still
life, mythological subjects, portraits, and landscapes.
The improvement of panorama painting is the predominant innovation of Roman
painting from Greek painting.
Mosaic
It is an artwork where an image is created with the use of an assemblage of small pieces of
coloured glass, stones or unique materials.
This approach is used for ornamental art or indoors decorations.
TOMB OF THE DIVER
(Paestrum 480 BCE)
HEAD OF ALEXANDER
17
BYZANTINE PAINTING
The active patterns of paintings which had been invented in Greek and Rome lived on in
Byzantium however this time for Christian subjects.
By the eleventh century, the Greek and Oriental patterns seem to combo collectively in
magnificent, imposing images, which adorned the churches in massive and small forms.
ROMANESQUE PAINTING
These are ordinarily positioned mosaics on the walls of the church structures that
follow a strict frontal
pose.
It has an amazing range of creative traditions such as modeling of faces and draperies
that examine Byzantine convention while the refreshingly decorative feeling comes from
southern French styles. It additionally indicates traces of Mozarabic have an impact on
(Arabize influence) through elongated oval faces, massive staring eyes and long noses,
figures in opposition to flat colored bands and heavy outlining. Christ wears a greyish, white
gown with a blue mantle. Underneath the Mandorla (Italian word for "almond," used to describe
an enclosure surrounding holy figures in painting) is a black band with white writing. Each side
of the center window are three arches resting on columns of capitals in green, red, and black
and in between of the figures of Virgin Mary and 5 saints are columns of vertical, wavy line
patterns. This mu- ral portray has been moved to Barcelona and replaced thru a replica.
PAINTINGS FROM THE GOTHIC ERA
Paintings have been constrained in the illumination of manuscript pages and the
painting frescoes on the partitions of church buildings in cosmopolitan style, stylish mannered,
and sophisticated.
Fresco from the Villa of Mysteries
Pompeii 80 BC
CHRIST IN MAJESTY
18
Lady and the Unicorn tapestry
1506-1513
Subjects generally depict famous
legends and
love stories. Patterns like mille
fleur or thousand
flowers show off have an impact
on which can additionally have
been
due to the Crusades.
Rose window from the North transcept
about 1230
Stained glass home domestic windows
had been created to transform the
massive stone interiors with warmness
and glowing color and at the equal time
to instruct Christians in their faith.
19
What’s More
Activity: Know Your Own
Directions: Teacher will select 3 Artworks in each period and let them make a short
description of each artwork that the teacher have chosen.
1. MOSAIC
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. STAINED GLASS
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. PANEL PAINTING
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
20
What I Have Learned
Make an Essay comparing the characteristics of artworks produce in the different art period
following the Rubrics given:
___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
21
RUBRICS
FEATURE
S
4
EXPERT
3
ACCOMPLISH
ED
2
CAPABLE
1
BEGINNER
QUALITY
OF
WRITING
 Piece
was
written in
an
extraordi
nary
style and
voice
 Very
informati
ve and
well
organize
d
 Piece was
written in
an
interestin
g styles
and voice
 Somewhat
informativ
e but
poorly
organized
 Piece
had little
style
and
voice
 Gives
some
new
informati
on but
poorly
organize
d
 Piece
had no
style or
voice
 Gives no
new
informati
on and
very
poorly
organize
d
GRAMMA
R, USAGE
&
MECHANI
CS
 Virtually
no
spelling,
punction
or
grammati
cal
errrors
 Few
spelling
and
punctuati
ons
errors,
minor
grammatic
al errors
 A
number
of
spelling,
punctuat
ion or
grammat
ical
errors
 So many
spelling,
punctuat
ion and
grammat
ical
errors
tha it
interfere
s with
the
meaning
22
What I Can Do
ANSWER THE FOLLOWING QUESTIONS:
1. How can you use your knowledge about Western classical art in real life?
2. Why is knowing about Western classical art important? Share your opinion.
23
Summary
PAINTINGS FROM THE PRE-HISTORIC ERA
Their art work have been observed indoors the caves which can also have been their
way of speaking with every other. It can additionally in addition be for non-secular or
ceremonial purposes.
PAINTINGS FROM THE ANCIENT EGYPT
The motive of Egyptian paintings is to make the deceased afterlife region pleasant.
PAINTINGS FROM THE CLASSICAL ERA
Paintings for the duration of the classical generation were most commonly located in
vases, panels, and tomb. They depict natural figures with dynamic compositions. Most of the
subjects have been battle scenes, mythological figures, and daily scenes. They reveal a hold
close of linear point of view and naturalist representation.
Most regular strategies of Greek painting:
1. Fresco — technique of water-based pigments on a freshly applied. Plaster in many cases
on a wall surfaces. Colors are made of floor powder pigments ,mixed in pure water, dried, and
set with plaster to stop up a everlasting section of the wall. Ideal for murals, durable, and has
a matte style.
2. Encaustic — developed by means of way of manageable of Greek ship builders, who used
warm wax to fill the molder. Cracks of the ship. Pigments (colors) had been delivered and
used to paint a wax hull.
Vase painting
Kerch Style also referred to as Kerch Vases are red, figured pottery named after the
place where it was once found.
Shapes generally found are:
1. pelike (wine container)
2. lekanis (a low bowl with two horizontal handles and a low broad
foot)
3. lebes gamikos (with high handles and lid use to raise bridal bath)
4. krater (bowl use for mixing wine and water)
PANEL PAINTING
They are art work on flat panels of wood. It can be each a small, single-pieced or
several panels joined together. Most of the panel artwork no longer exist because
of their organic composition.
TOMB/WALL PAINTING
Tomb or wall portray was very famous in the course of the classical period. It makes
use of the method frescos in both tempera (water-based) or encaustic (wax). It has a sharp,
flatly outlined fashion of painting and due to the fact it makes use of water-based materials,
very few samples survived.
PAINTINGS FROM THE ROMAN ERA
Most of the artwork work in this technological know-how have been copied or imitated
from Hellenic Greek paintings. Fresco strategy was once used in brightly colored
backgrounds; division of the wall into a couple of rectangular areas (tic-tac-toe design); multi-
point perspective; and a tropme-l-ocil effect.
BYZANTINE PAINTING
The active patterns of paintings which had been invented in Greek and Rome lived on in
Byzantium however this time for Christian subjects.
24
ROMANESQUE PAINTING
These are ordinarily positioned mosaics on the walls of the church structures that follow a
strict frontal
pose.
GLOSSARY OF TERMS
Ancient- dating from remote period; of great age
Encaustics- a paint of pigment mixed with beeswax and fixed with heat after its application
Era- a period of time as reckoned from a specific date servng as the basis of its chronological
system.
Fresco- a technique of paiitng on a wall using a moist plaster surface with colors ground up
im water or a lime mixture
Hellenistic- relating to the characteristic of the classical greek Greek civilization from the
death of Alexander the Great to the accession of August.
Mosaic- a design or decoration made up of small pieces of colored glass, stone etc.
Pigments- a substance used in coloring
25
Assessment: (Post-Test)
Identify and name the pictures of different western classical art from in
different era.
1.
2.
3.
4.
5.
26
Key to Answers
1. Cave of Lascaux – Pre-historic era
2. Sarcophagus of Tutankhanen XVII dynasty- Egyptian era
3. Judgement of Paris- Classical Greek era
4. Tomb of the diver- Classical Greek era
5. Pitsa Panel- Classical Greek era
27
References
 Learners material for Music and Arts 9
 https://www.slideshare.net/JoanaBernasol/western-classical-art-tradition-86583555
28
For inquiries and feedback, please write or call:
DepEd Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

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  • 1. 1 N O T Music Quarter 1, Wk.5 - Module 5 Western Classical Art Traditions Department of Education ● Republic of the Philippines 9
  • 2. 2 Music - Grade 9 Alternative Delivery Mode Quarter 1, Wk. 5 - Module 5: Western Classical Art Traditions First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Iligan City Schools Division Superintendent: Roy AngeloL. Gazo, PhD.,CESO V Development Team of the Module Author/s: Roel Bernard P. Pestolante Evaluators/Editors: Rovilla P. Polloso, Maria Cristina C. Cuberos Illustrator and Layout Artist: Management Team Chairperson: Roy Angelo E. Gazo, PhD., CESO V Schools Division Superintendent Co-Chairperson Nimfa R. Lago, PhD., CESE AssistantSchools Division Superintendent Members Henry B. Abueva, OIC-CID Chief Nanette Kay D. Mercado, PhD., EPS-MAPEH Sherlita L. Daguisonan, PhD., EPS-LRMS Meriam S. Otarra, PDO II Charlotte D. Quidlat, Librarian II Printed in the Philippines by Department of Education – Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph
  • 3. 3 Music Quarter 1, Wk. 5 - Module 5 Western Classical Art Traditions This instructional material was collaboratively developed and reviewed by select teachers, school heads, Education Program Supervisor in Filipino of the Department of Education - Division of Iligan City. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education-Iligan City Division at iligan.city@deped.gov.ph or Telefax: (063)221-6069. We value your feedback and recommendations. Department of Education ● Republic of the Philippines 9
  • 4. 4 This page is intentionally blank
  • 5. 5 Table of Contents Lesson 1: Western Classical Art Traditions................................................................................................ What This Module is About......................................................................... 7 How to Learn from this Module................................................................... 8 What’s In..................................................................................................... 9 What I Need to Know.................................................................................................................9 What I Know................................................................................................ 10 What’s New.....................................................................................................................................11 What Is It...........................................................................................................................................13 What’s More....................................................................................................................................19 What I Have Learned.................................................................................................................20 What I Can Do...............................................................................................................................22 Summary........................................................................................................................... 23 Assessment: (Post-Test)................................................................................................. 25 Key to Answers........................................................................................................................................................ 26 References................................................................................................................................................................. 27
  • 6. 6 This page is intentionally blank
  • 7. 7 What This Module is About Why is art important in the history of mankind? You will probably ask this question? It is significant in light of the fact that it gives you presentation to different humanities subjects, relating them to make inferences and basic assessment of various fine arts. The learning procedure likewise assists with finding out about significant occasions in history and know precisely how the experience of that course of events resembled. In this module, it will help you understand the history and tradition of a certain period in time through their artwork. You will also be able to learn the different characteristics of the artwork made and compare this to other art periods. Readings are provided at the start of the lesson to give you an overview of the artworks produced in the different art periods.
  • 8. 8 How to Learn from this Module To achieve the objectives cited above, you are to do the following: • Take your time reading the lessons carefully. • Follow the directions and/or instructions in the activities and exercises diligently. • Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge What’s In This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of the activities as a way to deepen your discovery and under- standing of the concept. What’s More These are follow-up activities that are in- tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned from the lesson What I can do These are tasks that are designed to show- case your skills and knowledge gained, and applied into real-life concerns and situations.
  • 9. 9 Lesson Western Classical Art Traditions 1 What’s In INTRODUCTION The documents of western painting represents a continuous, although disrupted, way of life from antiquity until the present time. Until the mid-19th century it was once particularly worried with representational and classical modes of production, after which time more modern, abstract and conceptual forms gained favour. During the Ancient Egypt civilization with strong traditions of structure and sculpture (both firstly painted in brilliant colors), had many mural paintings in temples and buildings, and painted illustrations on papyrus manuscripts. Egyptians wall portrait and decorative paintings are frequently in graphic forms, more symbolic than realistic. Egyptian painting depicts figures in bold outline and flat silhouette, in which symmetry is a steady characteristics. Egyptian painting has shut connection with its written language – called Egyptian Hieroglyphics. Painted symbols are located amongst the first varieties of written language. The Egyptian also painted on linen, remnants of which continue to exist today. What I Need to Know LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and the arts through appreciation, analysis, and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. KEY- STAGE STANDARD The learners demonstrates an understanding of salient features of music and arts of the Philippines and the world through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. GRADE LEVEL STANDARDS The learner demonstrates of salient features of Western music and the art from different historical periods through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARD
  • 10. 10  The learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills.  Demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/occurrence, and other external phenomenon PERFORMANCE STANDARD  The learner performs/ participates completely in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period  Recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principle of art) OBJECTIVES At the end of this Module the learners are expected to: 1. Use artworks to derive the traditions / history of an art period 2. Compare the characteristics of artworks produce in the different art period What I Know Pre-Assessment: Online/Offline activity Directions: Match column A with Column B to determine which Era belong to. Write your answer on the box provided. A B 1. Cave of Lascaux A. Pre-historic 2. Hieroglyphics B. Egyptians 3. Rose window C. Greek 4. Aphrodite D. Roman 5. Venus of Willendorf E. Byzantine 6. The Morgan leaf F. Romanesque 7. Madonna and Child G. Gothic 8. Calyx-crater H. Ars Nova I. Ars Antiqua
  • 11. 11
  • 12. 12 What’s New MOTIVATION Identify pictures of different western classical art from different era. (e.g. Pre-historic Art, Classical Art, Medieval Art)
  • 13. 13 What Is It PAINTINGS FROM THE PRE-HISTORIC ERA Their art works have been observed inside the caves which can also have been their way of speaking with others. In addition, their artworks maybe for non-secular or ceremonial purposes. These paintings would possibly be an artifact of an archeological proof of a proper image of humans first created art. Prehistoric drawings of animals were often suitable in proportion. CAVE OF LASCAUX, 1 The dominant aspects in the paining were giant animals native in the region. It was once located on September 12, 1940, and given statutory ancient monument protection. The portrayal has nearly 2,000 figures composed usually of animals human figures, and summary design. Some sections have been recognized inside the cave such as: The Great Hall of the Bulls, The Lateral Passage, The Shaft of the Dead man, The Chamber of Engravings, The Painted Gallery, and the Chamber of Felines.
  • 14. 14 PAINTINGS FROM THE ANCIENT EGYPT The motive of Egyptian paintings is to make the deceased afterlife pleasant. With this in mind, the challenge of introducing the deceased to the gods of the underworld by using skill of their defending deities matters. PAINTINGS FROM THE CLASSICAL ERA Paintings for the duration of the classical generation were most commonly located in vases, panels, and tomb. They depict natural figures with dynamic compositions. Most of the subjects have been battle scenes, mythological figures, and daily scenes. They reveal a hold close of linear point of view and naturalist representation. Most regular strategies of Greek painting: 1. Fresco — technique of water-based pigments on a freshly applied plaster in many cases on a wall surfaces. 2. Encaustic — developed by Greek ship builders, who used pigmented warm wax and molders to fill the cracks of the ship.
  • 15. 15 JUDGEMENT OF PARIS (370-330 B.C.) Vase painting Kerch Style also referred to as Kerch Vases are red, figured pottery named afterthe place where it was once found. Shapes generally found are: 1. pelike (wine container) 2. lekanis (a low bowl with two horizontal handles and a low broad foot) 3. lebes gamikos (with high handles and lid use to raise bridal bath) 4. krater (bowl use for mixing wine and water) PANEL PAINTING They are art work on flat panels of wood. It can be each a small, single-pieced or several panels joined together. Most of the panel artwork no longer exist because of their organic composition. The earliest regarded panel painting is the: TOMB/WALL PAINTING Tomb or wall portray was very famous in the course of the classical period. It makes use of the method frescos in both tempera (water-based) or encaustic (wax). It has a sharp, PITSA PANEL
  • 16. 16 flatly outlined fashion of painting and due to the fact it makes use of water-based materials,very few samples survived. The photo was painted with the use of a real fresco method with a limestone mortar. PAINTINGS FROM THE ROMAN ERA Most of the artwork in this technological know-how have been copied or imitated from Hellenic Greek paintings. Roman artwork work have a significant vary of subjects, animals, day-to-day life, still life, mythological subjects, portraits, and landscapes. The improvement of panorama painting is the predominant innovation of Roman painting from Greek painting. Mosaic It is an artwork where an image is created with the use of an assemblage of small pieces of coloured glass, stones or unique materials. This approach is used for ornamental art or indoors decorations. TOMB OF THE DIVER (Paestrum 480 BCE) HEAD OF ALEXANDER
  • 17. 17 BYZANTINE PAINTING The active patterns of paintings which had been invented in Greek and Rome lived on in Byzantium however this time for Christian subjects. By the eleventh century, the Greek and Oriental patterns seem to combo collectively in magnificent, imposing images, which adorned the churches in massive and small forms. ROMANESQUE PAINTING These are ordinarily positioned mosaics on the walls of the church structures that follow a strict frontal pose. It has an amazing range of creative traditions such as modeling of faces and draperies that examine Byzantine convention while the refreshingly decorative feeling comes from southern French styles. It additionally indicates traces of Mozarabic have an impact on (Arabize influence) through elongated oval faces, massive staring eyes and long noses, figures in opposition to flat colored bands and heavy outlining. Christ wears a greyish, white gown with a blue mantle. Underneath the Mandorla (Italian word for "almond," used to describe an enclosure surrounding holy figures in painting) is a black band with white writing. Each side of the center window are three arches resting on columns of capitals in green, red, and black and in between of the figures of Virgin Mary and 5 saints are columns of vertical, wavy line patterns. This mu- ral portray has been moved to Barcelona and replaced thru a replica. PAINTINGS FROM THE GOTHIC ERA Paintings have been constrained in the illumination of manuscript pages and the painting frescoes on the partitions of church buildings in cosmopolitan style, stylish mannered, and sophisticated. Fresco from the Villa of Mysteries Pompeii 80 BC CHRIST IN MAJESTY
  • 18. 18 Lady and the Unicorn tapestry 1506-1513 Subjects generally depict famous legends and love stories. Patterns like mille fleur or thousand flowers show off have an impact on which can additionally have been due to the Crusades. Rose window from the North transcept about 1230 Stained glass home domestic windows had been created to transform the massive stone interiors with warmness and glowing color and at the equal time to instruct Christians in their faith.
  • 19. 19 What’s More Activity: Know Your Own Directions: Teacher will select 3 Artworks in each period and let them make a short description of each artwork that the teacher have chosen. 1. MOSAIC ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. STAINED GLASS ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. PANEL PAINTING ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
  • 20. 20 What I Have Learned Make an Essay comparing the characteristics of artworks produce in the different art period following the Rubrics given: ___________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
  • 21. 21 RUBRICS FEATURE S 4 EXPERT 3 ACCOMPLISH ED 2 CAPABLE 1 BEGINNER QUALITY OF WRITING  Piece was written in an extraordi nary style and voice  Very informati ve and well organize d  Piece was written in an interestin g styles and voice  Somewhat informativ e but poorly organized  Piece had little style and voice  Gives some new informati on but poorly organize d  Piece had no style or voice  Gives no new informati on and very poorly organize d GRAMMA R, USAGE & MECHANI CS  Virtually no spelling, punction or grammati cal errrors  Few spelling and punctuati ons errors, minor grammatic al errors  A number of spelling, punctuat ion or grammat ical errors  So many spelling, punctuat ion and grammat ical errors tha it interfere s with the meaning
  • 22. 22 What I Can Do ANSWER THE FOLLOWING QUESTIONS: 1. How can you use your knowledge about Western classical art in real life? 2. Why is knowing about Western classical art important? Share your opinion.
  • 23. 23 Summary PAINTINGS FROM THE PRE-HISTORIC ERA Their art work have been observed indoors the caves which can also have been their way of speaking with every other. It can additionally in addition be for non-secular or ceremonial purposes. PAINTINGS FROM THE ANCIENT EGYPT The motive of Egyptian paintings is to make the deceased afterlife region pleasant. PAINTINGS FROM THE CLASSICAL ERA Paintings for the duration of the classical generation were most commonly located in vases, panels, and tomb. They depict natural figures with dynamic compositions. Most of the subjects have been battle scenes, mythological figures, and daily scenes. They reveal a hold close of linear point of view and naturalist representation. Most regular strategies of Greek painting: 1. Fresco — technique of water-based pigments on a freshly applied. Plaster in many cases on a wall surfaces. Colors are made of floor powder pigments ,mixed in pure water, dried, and set with plaster to stop up a everlasting section of the wall. Ideal for murals, durable, and has a matte style. 2. Encaustic — developed by means of way of manageable of Greek ship builders, who used warm wax to fill the molder. Cracks of the ship. Pigments (colors) had been delivered and used to paint a wax hull. Vase painting Kerch Style also referred to as Kerch Vases are red, figured pottery named after the place where it was once found. Shapes generally found are: 1. pelike (wine container) 2. lekanis (a low bowl with two horizontal handles and a low broad foot) 3. lebes gamikos (with high handles and lid use to raise bridal bath) 4. krater (bowl use for mixing wine and water) PANEL PAINTING They are art work on flat panels of wood. It can be each a small, single-pieced or several panels joined together. Most of the panel artwork no longer exist because of their organic composition. TOMB/WALL PAINTING Tomb or wall portray was very famous in the course of the classical period. It makes use of the method frescos in both tempera (water-based) or encaustic (wax). It has a sharp, flatly outlined fashion of painting and due to the fact it makes use of water-based materials, very few samples survived. PAINTINGS FROM THE ROMAN ERA Most of the artwork work in this technological know-how have been copied or imitated from Hellenic Greek paintings. Fresco strategy was once used in brightly colored backgrounds; division of the wall into a couple of rectangular areas (tic-tac-toe design); multi- point perspective; and a tropme-l-ocil effect. BYZANTINE PAINTING The active patterns of paintings which had been invented in Greek and Rome lived on in Byzantium however this time for Christian subjects.
  • 24. 24 ROMANESQUE PAINTING These are ordinarily positioned mosaics on the walls of the church structures that follow a strict frontal pose. GLOSSARY OF TERMS Ancient- dating from remote period; of great age Encaustics- a paint of pigment mixed with beeswax and fixed with heat after its application Era- a period of time as reckoned from a specific date servng as the basis of its chronological system. Fresco- a technique of paiitng on a wall using a moist plaster surface with colors ground up im water or a lime mixture Hellenistic- relating to the characteristic of the classical greek Greek civilization from the death of Alexander the Great to the accession of August. Mosaic- a design or decoration made up of small pieces of colored glass, stone etc. Pigments- a substance used in coloring
  • 25. 25 Assessment: (Post-Test) Identify and name the pictures of different western classical art from in different era. 1. 2. 3. 4. 5.
  • 26. 26 Key to Answers 1. Cave of Lascaux – Pre-historic era 2. Sarcophagus of Tutankhanen XVII dynasty- Egyptian era 3. Judgement of Paris- Classical Greek era 4. Tomb of the diver- Classical Greek era 5. Pitsa Panel- Classical Greek era
  • 27. 27 References  Learners material for Music and Arts 9  https://www.slideshare.net/JoanaBernasol/western-classical-art-tradition-86583555
  • 28. 28 For inquiries and feedback, please write or call: DepEd Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph