1. The document discusses the influence of iconic artists from different periods of Western classical art traditions including Ancient, Classical, Medieval eras. It describes artworks like cave paintings from Altamira Cave, Egyptian canopic jars, and Byzantine architecture like Hagia Sophia.
2. The materials, styles, and subjects of artworks evolved over these periods. For example, Greek vase paintings depicted myths and daily life while Roman sculptures replicated Greek styles. Gothic sculptures featured religious devotionals.
3. The influence of Western classical art is shown in Philippine art through similarities in materials used historically like charcoal, as well as themes depicting daily life
This module provides instruction on Western Classical Art Traditions. It begins with an overview of what the module will cover and learning objectives. Background information is then provided on early art periods including Prehistoric, Egyptian, Classical Greek, and Classical Roman. Key aspects of paintings, sculptures and architecture from these eras are described. The module then covers Medieval art traditions including Byzantine, Romanesque, and Gothic styles. Specific works like Hagia Sophia are discussed. Various hands-on activities are included to apply the concepts, such as creating art inspired by different periods.
Here are the steps to create an artwork out of a soap bar:
1. Title of my artwork: _____________________________________________
2. Materials used:
- Soap bar
- Carving tools (e.g. knife, nail, etc.)
3. Describe the process:
I carved the soap bar to depict ____________________. I shaped it to look like
____________________ by carefully ____________________. I added details like
____________________ to represent ____________________.
4. Mood/message of the artwork:
My soap carving aims to convey the mood/message of ____________________. It shows/tells
____________________.
5. Evaluation:
I was able to successfully carve the
1. The document provides information about a module on Western Classical Arts Traditions, including details about the authors, copyright information, and table of contents.
2. It outlines learning objectives for students to understand media techniques in classical art traditions and evaluate works of art using criteria from Western classical art.
3. Activities are included for students to apply skills using different media to communicate ideas from Western classical arts, as well as assess their knowledge through questions.
QTR 2, MODULE 1- LOCAL MATERIALS USED.pdfJoviParani3
This module discusses local materials used in contemporary Philippine art. It identifies natural resources commonly used as materials for art and craft such as abaca, bamboo, buri, capiz shells, rattan, and sea shells. Each material has unique properties that make it suitable for specific art forms. For example, capiz shells are used for windows and partitions because they allow light to pass through. The module also provides examples of artworks made from these local materials. Learners are taught to recognize materials available in their own communities that can be utilized in artmaking.
Here is a sample essay comparing the characteristics of artworks produced in different art periods:
The artworks produced during different periods of history exhibited unique characteristics that reflected the styles and techniques popular during that time. Prehistoric art from around 30,000 BC featured drawings and paintings of animals found in nature. These works were created using charcoal and pigments directly on cave walls. The drawings were often realistic in proportion and showed a strong understanding of animal anatomy.
Ancient Egyptian art from around 3100 BC to 332 BC featured paintings and relief sculptures that followed strict conventions. Figures were depicted in a frontal pose with emphasized outlines and flat colors within the outlines. Symmetry was important and figures were usually shown the same size regardless of distance.
The document provides information about a module on Contemporary Philippine Arts from the Regions. It discusses the development of Philippine arts through different traditions: Ethnic, Spanish Colonial, and American Colonial/Contemporary. Examples of artworks representing each tradition are provided, such as the Manunggul Jar from the Ethnic Tradition and Cinco Marias by Federico Aguilar Alcuaz as an example of Contemporary Art. The module aims to help learners understand Philippine culture and identity through its diverse regional art forms.
This document provides information about a module on art movements. It states that the module was collaboratively developed by educators from public schools in the Philippines. It is not to be used for commercial purposes without permission. The module contains five lessons that teach learners about art elements and principles, modern artists and some Filipino counterparts, interpreting moods and ideas in artworks, the role of modern art, and the history of various art movements. Learners are expected to analyze artworks using elements and principles, identify characteristics of different art movements, recognize representative artists, reflect on meanings in art, explain how art elements are used, and understand the traditions of art movements.
This module provides instruction on Western Classical Art Traditions. It begins with an overview of what the module will cover and learning objectives. Background information is then provided on early art periods including Prehistoric, Egyptian, Classical Greek, and Classical Roman. Key aspects of paintings, sculptures and architecture from these eras are described. The module then covers Medieval art traditions including Byzantine, Romanesque, and Gothic styles. Specific works like Hagia Sophia are discussed. Various hands-on activities are included to apply the concepts, such as creating art inspired by different periods.
Here are the steps to create an artwork out of a soap bar:
1. Title of my artwork: _____________________________________________
2. Materials used:
- Soap bar
- Carving tools (e.g. knife, nail, etc.)
3. Describe the process:
I carved the soap bar to depict ____________________. I shaped it to look like
____________________ by carefully ____________________. I added details like
____________________ to represent ____________________.
4. Mood/message of the artwork:
My soap carving aims to convey the mood/message of ____________________. It shows/tells
____________________.
5. Evaluation:
I was able to successfully carve the
1. The document provides information about a module on Western Classical Arts Traditions, including details about the authors, copyright information, and table of contents.
2. It outlines learning objectives for students to understand media techniques in classical art traditions and evaluate works of art using criteria from Western classical art.
3. Activities are included for students to apply skills using different media to communicate ideas from Western classical arts, as well as assess their knowledge through questions.
QTR 2, MODULE 1- LOCAL MATERIALS USED.pdfJoviParani3
This module discusses local materials used in contemporary Philippine art. It identifies natural resources commonly used as materials for art and craft such as abaca, bamboo, buri, capiz shells, rattan, and sea shells. Each material has unique properties that make it suitable for specific art forms. For example, capiz shells are used for windows and partitions because they allow light to pass through. The module also provides examples of artworks made from these local materials. Learners are taught to recognize materials available in their own communities that can be utilized in artmaking.
Here is a sample essay comparing the characteristics of artworks produced in different art periods:
The artworks produced during different periods of history exhibited unique characteristics that reflected the styles and techniques popular during that time. Prehistoric art from around 30,000 BC featured drawings and paintings of animals found in nature. These works were created using charcoal and pigments directly on cave walls. The drawings were often realistic in proportion and showed a strong understanding of animal anatomy.
Ancient Egyptian art from around 3100 BC to 332 BC featured paintings and relief sculptures that followed strict conventions. Figures were depicted in a frontal pose with emphasized outlines and flat colors within the outlines. Symmetry was important and figures were usually shown the same size regardless of distance.
The document provides information about a module on Contemporary Philippine Arts from the Regions. It discusses the development of Philippine arts through different traditions: Ethnic, Spanish Colonial, and American Colonial/Contemporary. Examples of artworks representing each tradition are provided, such as the Manunggul Jar from the Ethnic Tradition and Cinco Marias by Federico Aguilar Alcuaz as an example of Contemporary Art. The module aims to help learners understand Philippine culture and identity through its diverse regional art forms.
This document provides information about a module on art movements. It states that the module was collaboratively developed by educators from public schools in the Philippines. It is not to be used for commercial purposes without permission. The module contains five lessons that teach learners about art elements and principles, modern artists and some Filipino counterparts, interpreting moods and ideas in artworks, the role of modern art, and the history of various art movements. Learners are expected to analyze artworks using elements and principles, identify characteristics of different art movements, recognize representative artists, reflect on meanings in art, explain how art elements are used, and understand the traditions of art movements.
This document provides information about a module on Contemporary Philippine Arts from the Regions. It discusses contemporary art forms from different regions of the Philippines. The module is intended to help learners classify various contemporary art forms, explore art forms from Luzon, Visayas, and Mindanao, and appreciate regional art forms and practices. It provides learning objectives and introduces concepts like visual art, music, dance, film, theater, sculpture, architecture, and performing arts.
This document provides an introduction to Contemporary Philippine Arts from the Regions, which is the topic of Module 3. It outlines the module's learning objectives, which are to classify various contemporary art forms in the Philippines, explore art forms from the different regions of the country, and appreciate regional art forms and practices. The document then presents sample images and questions to introduce the topic of identifying contemporary art forms from Luzon, Visayas, and Mindanao.
1st Quarter MODULE 1 on CONTEMPORARY PHILIPPINE ARTS from the REGIONS (1st Qu...lorraine422387
The document provides information about a module on Contemporary Philippine Arts from the Regions, including an introduction, directions for an activity, a discussion of various art forms and elements, and references. Specifically, it introduces the module's objectives to have students reflect on local art forms, acknowledge Philippine contemporary art, identify art subjects and principles, create a visual design, and critique artworks. It also includes an activity asking students to evaluate and caption two artworks, and discusses concepts like realism, distortion, abstraction, and elements/principles of design.
The document discusses the formation of igneous rocks, which form from the cooling and solidification of magma or lava. It describes how igneous rocks are classified based on their formation as either intrusive or extrusive rocks, and by their composition from ultramafic to felsic based on their silica content. Examples of different types of igneous rocks are provided and the distinguishing characteristics between intrusive and extrusive rocks are outlined.
Arts quarter1-mod2-cover-lesson-6-10 v3Elezer Lagria
This document provides information about a government-published module on modern art movements for grade 10 students. It includes introductory messages, notes for teachers and students, a table of contents, and outlines the structure and content of the module's 10 lessons. The module aims to help students understand modern art concepts and techniques, influential artists, and how modern art movements influenced Philippine art forms. It provides learning activities, assessments, and additional exercises for students to master the topics. The document states that the module was developed collaboratively by educators to meet the Department of Education's goals and support learning in the new normal situation.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
G11SLM1-21st-Century-Literature for student.pdfMariaNiaLara
21st Century Literature from the Philippines and the World Quarter 1 - Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry)
1) The document discusses the Order of National Artists Award, which recognizes Filipinos who have made significant contributions to Philippine arts.
2) There are 7 categories of National Artists: literature, film, architecture, music, dance, theater, and visual arts.
3) To qualify, artists must have achieved excellence in their art form and dedicated their lives to forging new paths for future Filipino artists.
1) The document discusses the Order of National Artists Award, which recognizes Filipinos who have made significant contributions to Philippine arts.
2) There are 7 categories of National Artists: literature, film, architecture, music, dance, theater, and visual arts.
3) To qualify, artists must have achieved excellence in their art form and dedicated their lives to forging new paths for future Filipino artists.
1. This module discusses methods and strategies for teaching contemporary arts, including dramatic arts, in Central Visayas. It focuses on developing students' artistic skills and techniques for creating artworks.
2. Key methods discussed are brainstorming, seminars, projects, role playing, study trips, workshops, and experiential learning. The module also outlines Geraldine Siks' process-concept structure approach to drama.
3. The module covers basic drama skills, major teaching strategies, workshop procedures, and ways to establish a learning environment. It also defines and explains various artistic techniques for contemporary art creations such as collage, decollage, graffiti, land art, digital art, mixed media
QTR 2, MODULE 2- TRADITIONAL TECHNIQUES.pdfJoviParani3
This module discusses traditional techniques used in creating Philippine contemporary art. It defines technique as the manner in which artists use and manipulate materials to achieve their desired effects and communicate concepts. Some traditional Philippine techniques mentioned are wood carving, molding of clay, weaving of fabric, and basketry methods like coiling, plaiting and twining. The module provides examples of artworks created using these techniques and emphasizes how materials influence the techniques applied. It aims to help learners identify different techniques in contemporary Philippine art.
21st Century Literature_Q2_Module 2.pdfLeah Condina
Here are the key points about 21st century literature genres from the passage:
- 21st century literature comprises literary works written from 2000 to the present.
- These works deal with current themes/issues and reflect a technological culture.
- Emerging genres include blogs, illustrated novels, digi-fiction, doodle fiction, and graphic novels.
- Illustrated novels have about 50% of the narrative presented through images.
- Digi-fiction includes passcodes for more online information like videos or text.
- Graphic novels convey stories to readers using comic form, encompassing fiction and non-fiction.
This document provides information about a module on Contemporary Philippine Arts from the Regions, including:
- It was published by the Department of Education and covers contemporary art, integrative art, and contemporary art forms from the Philippine regions.
- The module aims to define contemporary arts, explain integrative art, infer integrative art in contemporary art, and identify and classify contemporary art forms from the regions.
- It contains sections on what learners need to know, a pre-test to assess prior knowledge, lessons and activities, and references.
This document discusses a module on Contemporary Philippine Arts from the Regions. It provides context for the module, noting that it aims to facilitate understanding and appreciation of contemporary Philippine arts. It outlines what students are expected to learn, including defining contemporary arts, explaining integrative art, understanding how integrative art relates to contemporary art, and identifying contemporary art forms from different Philippine regions. The document provides introductions and instructions for both teachers and students on how to use the module.
SHS12_CPAR_Q1_Mod4_Contemporary Philippine Arts from the Regions Filipino Art...jelicaalvarez4
Here are the key points I need to know from this module:
1. Explain how traditions become contemporary and vice versa through the practices of artist awardees of Gawad sa Manlilikha ng Bayan (GAMABA) Awards.
2. Identify the works of National Artists and recognize their contributions to Philippine art and culture.
3. Create a work/poster that promotes traditional art with local and GAMABA awardees as examples.
4. Appreciate the value of the National artists awardees through painting, drawing or performance.
This module will discuss Filipino artists' roles and identify their contributions to contemporary arts. It will explore how traditions become contemporary and
Here are the key points about properties of matter from the passage:
- Properties can be used to identify and classify substances. They distinguish one substance from another.
- Physical properties are observed without changing the substance's composition, though its form may change. They include color, hardness, melting/boiling points, etc. Physical changes involve only physical properties.
- Chemical properties are related to a substance's composition. They include flammability and reactions like electrolysis that produce new substances. Chemical changes produce new substances through chemical reactions.
- Properties can be either intensive (independent of amount) like density, or extensive (dependent on amount) like mass and volume.
- The passage gives examples of physical and chemical
Here are the key points about properties of matter from the passage:
- Properties can be used to identify and classify substances. They distinguish one substance from another.
- Physical properties are observed without changing the substance's composition, though its form may change. They include color, hardness, melting/boiling points, etc. Physical changes involve only physical properties.
- Chemical properties relate to a substance's composition. Chemical changes produce new substances, as seen in burning, electrolysis, etc. They result from chemical reactions.
- Properties can be extensive (depending on amount) or intensive (independent of amount). Mass and volume are extensive while density is intensive.
- Table 1.1 compares physical and chemical properties
This document provides an overview of the module "21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary." It includes information on the development team, copyright details, learning outcomes, and the parts and icons used in the module. The module aims to help students understand Philippine literary history from pre-colonial times to the contemporary period and identify representative texts from the different regions.
21st CENTURY LITERATURE Q2_Module_3.pdfLeah Condina
This module focuses on producing a creative representation of a literary text through the application of multimedia and ICT skills. Specifically, it aims to help students identify the purpose of literature, create connections between life and literature, describe changes modernity has brought to written compositions, name multimedia resources commonly used in education, and identify steps in planning a multimedia project relating to literature. The module emphasizes expressing oneself through various literary genres, educational multimedia resources, and applying multimedia and ICT skills in literature.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The Baroque period spanned from 1600-1750 and was characterized by dramatic expression in music and visual arts. It saw the rise of opera, oratorio, and instrumental music with basso continuo accompaniment. Baroque music emphasized beat, elaborate ornamentation, and sudden dynamic changes. Common genres included opera, oratorio, cantata, and instrumental works like concerto grosso and solo pieces. Notable composers of the period were Henry Purcell, George Frideric Handel, Antonio Vivaldi, and Johann Sebastian Bach.
This document provides information about a module on Contemporary Philippine Arts from the Regions. It discusses contemporary art forms from different regions of the Philippines. The module is intended to help learners classify various contemporary art forms, explore art forms from Luzon, Visayas, and Mindanao, and appreciate regional art forms and practices. It provides learning objectives and introduces concepts like visual art, music, dance, film, theater, sculpture, architecture, and performing arts.
This document provides an introduction to Contemporary Philippine Arts from the Regions, which is the topic of Module 3. It outlines the module's learning objectives, which are to classify various contemporary art forms in the Philippines, explore art forms from the different regions of the country, and appreciate regional art forms and practices. The document then presents sample images and questions to introduce the topic of identifying contemporary art forms from Luzon, Visayas, and Mindanao.
1st Quarter MODULE 1 on CONTEMPORARY PHILIPPINE ARTS from the REGIONS (1st Qu...lorraine422387
The document provides information about a module on Contemporary Philippine Arts from the Regions, including an introduction, directions for an activity, a discussion of various art forms and elements, and references. Specifically, it introduces the module's objectives to have students reflect on local art forms, acknowledge Philippine contemporary art, identify art subjects and principles, create a visual design, and critique artworks. It also includes an activity asking students to evaluate and caption two artworks, and discusses concepts like realism, distortion, abstraction, and elements/principles of design.
The document discusses the formation of igneous rocks, which form from the cooling and solidification of magma or lava. It describes how igneous rocks are classified based on their formation as either intrusive or extrusive rocks, and by their composition from ultramafic to felsic based on their silica content. Examples of different types of igneous rocks are provided and the distinguishing characteristics between intrusive and extrusive rocks are outlined.
Arts quarter1-mod2-cover-lesson-6-10 v3Elezer Lagria
This document provides information about a government-published module on modern art movements for grade 10 students. It includes introductory messages, notes for teachers and students, a table of contents, and outlines the structure and content of the module's 10 lessons. The module aims to help students understand modern art concepts and techniques, influential artists, and how modern art movements influenced Philippine art forms. It provides learning activities, assessments, and additional exercises for students to master the topics. The document states that the module was developed collaboratively by educators to meet the Department of Education's goals and support learning in the new normal situation.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
G11SLM1-21st-Century-Literature for student.pdfMariaNiaLara
21st Century Literature from the Philippines and the World Quarter 1 - Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry)
1) The document discusses the Order of National Artists Award, which recognizes Filipinos who have made significant contributions to Philippine arts.
2) There are 7 categories of National Artists: literature, film, architecture, music, dance, theater, and visual arts.
3) To qualify, artists must have achieved excellence in their art form and dedicated their lives to forging new paths for future Filipino artists.
1) The document discusses the Order of National Artists Award, which recognizes Filipinos who have made significant contributions to Philippine arts.
2) There are 7 categories of National Artists: literature, film, architecture, music, dance, theater, and visual arts.
3) To qualify, artists must have achieved excellence in their art form and dedicated their lives to forging new paths for future Filipino artists.
1. This module discusses methods and strategies for teaching contemporary arts, including dramatic arts, in Central Visayas. It focuses on developing students' artistic skills and techniques for creating artworks.
2. Key methods discussed are brainstorming, seminars, projects, role playing, study trips, workshops, and experiential learning. The module also outlines Geraldine Siks' process-concept structure approach to drama.
3. The module covers basic drama skills, major teaching strategies, workshop procedures, and ways to establish a learning environment. It also defines and explains various artistic techniques for contemporary art creations such as collage, decollage, graffiti, land art, digital art, mixed media
QTR 2, MODULE 2- TRADITIONAL TECHNIQUES.pdfJoviParani3
This module discusses traditional techniques used in creating Philippine contemporary art. It defines technique as the manner in which artists use and manipulate materials to achieve their desired effects and communicate concepts. Some traditional Philippine techniques mentioned are wood carving, molding of clay, weaving of fabric, and basketry methods like coiling, plaiting and twining. The module provides examples of artworks created using these techniques and emphasizes how materials influence the techniques applied. It aims to help learners identify different techniques in contemporary Philippine art.
21st Century Literature_Q2_Module 2.pdfLeah Condina
Here are the key points about 21st century literature genres from the passage:
- 21st century literature comprises literary works written from 2000 to the present.
- These works deal with current themes/issues and reflect a technological culture.
- Emerging genres include blogs, illustrated novels, digi-fiction, doodle fiction, and graphic novels.
- Illustrated novels have about 50% of the narrative presented through images.
- Digi-fiction includes passcodes for more online information like videos or text.
- Graphic novels convey stories to readers using comic form, encompassing fiction and non-fiction.
This document provides information about a module on Contemporary Philippine Arts from the Regions, including:
- It was published by the Department of Education and covers contemporary art, integrative art, and contemporary art forms from the Philippine regions.
- The module aims to define contemporary arts, explain integrative art, infer integrative art in contemporary art, and identify and classify contemporary art forms from the regions.
- It contains sections on what learners need to know, a pre-test to assess prior knowledge, lessons and activities, and references.
This document discusses a module on Contemporary Philippine Arts from the Regions. It provides context for the module, noting that it aims to facilitate understanding and appreciation of contemporary Philippine arts. It outlines what students are expected to learn, including defining contemporary arts, explaining integrative art, understanding how integrative art relates to contemporary art, and identifying contemporary art forms from different Philippine regions. The document provides introductions and instructions for both teachers and students on how to use the module.
SHS12_CPAR_Q1_Mod4_Contemporary Philippine Arts from the Regions Filipino Art...jelicaalvarez4
Here are the key points I need to know from this module:
1. Explain how traditions become contemporary and vice versa through the practices of artist awardees of Gawad sa Manlilikha ng Bayan (GAMABA) Awards.
2. Identify the works of National Artists and recognize their contributions to Philippine art and culture.
3. Create a work/poster that promotes traditional art with local and GAMABA awardees as examples.
4. Appreciate the value of the National artists awardees through painting, drawing or performance.
This module will discuss Filipino artists' roles and identify their contributions to contemporary arts. It will explore how traditions become contemporary and
Here are the key points about properties of matter from the passage:
- Properties can be used to identify and classify substances. They distinguish one substance from another.
- Physical properties are observed without changing the substance's composition, though its form may change. They include color, hardness, melting/boiling points, etc. Physical changes involve only physical properties.
- Chemical properties are related to a substance's composition. They include flammability and reactions like electrolysis that produce new substances. Chemical changes produce new substances through chemical reactions.
- Properties can be either intensive (independent of amount) like density, or extensive (dependent on amount) like mass and volume.
- The passage gives examples of physical and chemical
Here are the key points about properties of matter from the passage:
- Properties can be used to identify and classify substances. They distinguish one substance from another.
- Physical properties are observed without changing the substance's composition, though its form may change. They include color, hardness, melting/boiling points, etc. Physical changes involve only physical properties.
- Chemical properties relate to a substance's composition. Chemical changes produce new substances, as seen in burning, electrolysis, etc. They result from chemical reactions.
- Properties can be extensive (depending on amount) or intensive (independent of amount). Mass and volume are extensive while density is intensive.
- Table 1.1 compares physical and chemical properties
This document provides an overview of the module "21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary." It includes information on the development team, copyright details, learning outcomes, and the parts and icons used in the module. The module aims to help students understand Philippine literary history from pre-colonial times to the contemporary period and identify representative texts from the different regions.
21st CENTURY LITERATURE Q2_Module_3.pdfLeah Condina
This module focuses on producing a creative representation of a literary text through the application of multimedia and ICT skills. Specifically, it aims to help students identify the purpose of literature, create connections between life and literature, describe changes modernity has brought to written compositions, name multimedia resources commonly used in education, and identify steps in planning a multimedia project relating to literature. The module emphasizes expressing oneself through various literary genres, educational multimedia resources, and applying multimedia and ICT skills in literature.
Similar to arts9_q1_mod7_classical-arts_w7.docx (20)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The Baroque period spanned from 1600-1750 and was characterized by dramatic expression in music and visual arts. It saw the rise of opera, oratorio, and instrumental music with basso continuo accompaniment. Baroque music emphasized beat, elaborate ornamentation, and sudden dynamic changes. Common genres included opera, oratorio, cantata, and instrumental works like concerto grosso and solo pieces. Notable composers of the period were Henry Purcell, George Frideric Handel, Antonio Vivaldi, and Johann Sebastian Bach.
Baroque music originated in the early 17th century and was characterized by basso continuo, or figured bass, which provided a foundational bass line. Common forms included fugues, concerti grosso, solo concertos, and opera/oratorio works featuring arias and recitatives. Ornamentation like trills and turns were frequently used to decorate melodies. Major Baroque composers included Bach, Handel, Monteverdi, Vivaldi, and Alessandro Scarlatti. Bach and Handel were especially influential in perfecting forms like the fugue and oratorio.
The document discusses the key characteristics of musical Impressionism. It emerged as a reaction against Romanticism's dramatic emotionalism, instead focusing on suggestive moods. Nature and its beauty were common themes. Composers like Debussy dissolved traditional rules in favor of new harmonic possibilities. Ravel and Satie also developed unique innovative styles using intricate melodies and extended chords. Schoenberg later explored atonal and chromatic harmonies. Impressionist music aimed to suggest reality rather than depict it directly.
Philippine ballet adapts folktales and epics from local and neighboring regions through dance, using precise movements, gestures, and facial expressions to portray stories without words. Some examples presented by ballet companies include episodes from Severino Reyes' "Mga Kwento ni Lola Basyang" and adaptations of the Indian epic "Ramayana." Well-known Philippine ballet companies that perform both classical and adapted works include Ballet Philippines, the Alice Reyes Ballet Company, and Ballet Manila.
The document discusses four historic theaters in Manila, Philippines. The Teatro Zorrilla, also known as the Dulaang Zorrilla sa Maynila, was named after Jose Zorrilla and opened in 1893. The Manila Metropolitan Theater, known as the MET, is an Art Deco building that opened in 1931. The LIFE TREATER building was formerly a movie theater in Quiapo, Manila designed by Pablo Antonio. The Manila Grand Opera House was an opera house located in Santa Cruz, Manila at the intersection of Rizal Avenue and Doreteo Jose Street.
This document discusses original Philippine music (OPM) from the 1980s-1990s. It provides background on what music and OPM are, then profiles several iconic OPM artists from that era like Jose Mari Chan, Gary Valenciano, and Martin Nievera. It also outlines major OPM musical genres such as pop, rock, and rap music and gives examples of influential artists within each genre like Hotdog, Eraserheads, and Francis Magalona.
The document describes the characteristics of Baroque music from the Baroque period. Baroque music featured elaborate, ornamental melodies that were difficult to sing or remember. It utilized contrapuntal textures with some homophony. Dynamic contrast between loud and soft was common. Common genres included concertos, concerto grossos, fugues, oratorios, and chorales. Famous Baroque composers mentioned include Bach, Vivaldi, and Handel. Listening examples of Baroque chorales were provided to analyze dynamics, rhythm, ornamentation, and mood.
The Baroque period saw developments in musical notation and instrumental techniques. Tonality evolved with the establishment of major and minor scales. Baroque music is characterized by elaborate melodies, contrapuntal textures, and dynamic contrasts between loud and soft. Common forms included binary, ternary, ground bass, and fugue. Popular genres were the concerto, concerto grosso, oratorio, and chorale. Famous composers from this period were Johann Sebastian Bach, known for his sacred music, Antonio Vivaldi who composed instrumental concertos such as The Four Seasons, and George Frideric Handel best known for his oratorios including Messiah.
The Renaissance period from 1400-1600 saw a revival of interest in music as authority of the church declined and secular music rose. It was a golden age of polyphonic vocal music characterized by word painting and development of music printing. Important vocal forms included the motet, a polyphonic Latin church work; the mass, with sections like the Kyrie and Credo; and the madrigal, a secular polyphonic work in Italian or English. Notable Renaissance composers were Giovanni Pierluigi da Palestrina, the greatest master of Roman Catholic church music, and Thomas Morley, an English composer known for his madrigals.
During the Medieval period, music was primarily religious and included Gregorian chants, which were sung in unison by male voices without accompaniment using neume notation. Secular music included songs by troubadours and trouveres who performed chivalric and courtly romantic music for both nobility and commoners. One notable composer was Adam de la Halle, a 13th century trouvere and musician who wrote chansons, poetic debates, and the earliest surviving French play with music.
The document summarizes the various roles involved in stage production behind the scenes. It describes the producer who finances and oversees the entire production. The director has the overall vision and ensures all elements come together cohesively. Other roles include the playwright, set designer, lighting designer, costume designer, sound designer, production manager, technical director, choreographer, and makeup designer, all of whom work to bring the director's vision to life and support the actors' performance.
This document outlines a lesson plan for teaching 7th grade students about managing health concerns during adolescence. The objectives are for students to understand changes during puberty, properly assess their health, and develop coping skills. The lesson plan details procedures for discussing puberty changes, health appraisal methods, and coping strategies. Formative assessments include students summarizing changes, health problems, and coping techniques. The goal is for students to recognize puberty changes as normal and learn to manage related health issues.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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arts9_q1_mod7_classical-arts_w7.docx
1. 1
N
O T
Arts
Quarter 1, Wk.7 - Module 7
Western Classical Art Traditions
Department of Education ● Republic of the Philippines
9
2. 2
Arts - Grade 9
Alternative Delivery Mode
Quarter 1, Wk.7 – Module 7 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 Angelo L. Gazo, PhD.,CESO V
Development Team of the Module
Author/s: Abdullah C. Ananggo Jr.
Evaluators/Editors: Arcie Mae A. Engaño, Violeta B. Calabio
Illustrator and Layout Artist:
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent
Co-Chairpersons: Nimfa R. Lago, PhD., CESE
Assistant Schools Division Superintendent
Members Henry B. Abueva OIC-CID Chief
Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
3. 3
Arts
Quarter 1, Wk.7 - Module 7
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
5. 5
Table of Contents
What This Module is About......................................................................................................................................i
What I Need to Know .................................................................................................................................................ii
How to Learn from this Module.............................................................................................................................ii
Icons of this Module....................................................................................................................................................iii
What I Know.................................................................................................................................................................iii
Lesson 1:
The Influence of Iconic Artists in Western Classical Art Traditions
............................................................................................................................................................................................... 11
What I Need to Know.................................................................................................................11
What’s New .................................................................................................................................11
What Is It...........................................................................................................................................12
What’s More ..................................................................................................................................16
What I Have Learned.................................................................................................................17
What I Can Do...............................................................................................................................18
Summary.............................................................................................................................18
Assessment: (Post-Test).................................................................................................19
Key to Answers.......................................................................................................................................................20
References................................................................................................................................................................20
7. 7
What This Module is About
This module is designed for our learner’s to still be active and productive at home for
this Pandemic situation. This module also gives an easy concept for the learner’s to
immediately understand what Western Classical Art Traditions is all about.
What I Need to Know
LEARNING AREA STANDARD
- The student shows a comprehension of fundamental ideas and forms in music and
craftsmanship through gratefulness, examination and execution for his/her self-
advancement, festivity of his/her Filipino social character what's more, decent variety,
and development of his/her reality vision.
KEY - STAGE STANDARD
- The student exhibits comprehension of striking highlights of music and crafts of the
Philippines and the world, through thankfulness, investigation, and execution, for self-
improvement, the festival of Filipino social personality and assorted variety, and the
extension of one's reality vision.
GRADE LEVEL STANDARD
- The student exhibits comprehension of notable highlights of Western music and
expressions of the human experience from various verifiable periods, through
appreciation, investigation, and execution for self-improvement, the festival of Filipino
social character and decent variety, and the development of one's reality vision.
CONTENT STANDARDS
The Learner:
blending and applying earlier information and aptitudes
advancement of associations, profound conviction, chronicled occasions, logical
revelations, catastrophic events/events and other outer wonder.
PERFORMANCE STANDARDS
The Learner:
(verbal/nonverbal) of a specific imaginative period.
various periods (strategies, procedure, components and standards of workmanship)
OBJECTIVES:
The Learner:
- Describes the influence of iconic artist belonging to Western Classical art on the
evolution of art forms.
- Show the influence of Western Classical art traditions to Philippine art form.
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
What I Know
PRE-ASSESSMENT:CHOOSY ME…
Direction: Choose the correct period/era listed inside the box. Write your
answer on the blank provided.
1. Altamira Bison ____________________
2. Canopic Jars ____________________
3. Odysseus Sirens ____________________
4. Hieroglyphics ____________________
5. Terracotta Funerary Plaque _______________________
6. The Fall of Constantinople _______________________
7. Stavelot.Triptych _______________________
8. Sculptures Entrance of the Eglise Saint- Maclou ____________________
9. Vase Painting ____________________
10. Emperor Justinian and his Attendants _____________________
Ancient Art Classical Art Medieval Art
11. 11
Lesson
The Influence of the Iconic
Artists in the Western
Classical Art Traditions
1
What I Need to Know
Learning Competencies:
1. Describes the influence of iconic artist belonging to western
Classical art on the evolution of art forms.
2. Shows the influence of Western Classical art traditions to
Philippine art form.
What’s New
Activity 1. Online Activity: Show me your picture
Directions:
1. Using your internet, search for the different images of art works that comes from
Ancient era, Classical era, and Medieval era
2. Present it by using power point presentation at least 5-10 slides
3. Include its origin, name, and date
4. Present it to your teacher and classmates using webinar tool.
5. Include the link where did you search those images.
Offline Activity: Bring me
Directions:
1. In your home or backyard try to find any materials that is/are being used in different
types of art works during Ancient, Classical, Medieval Era’s.
2. Find any materials that is/are being used today for any types of art works (Painting,
Sculpture, and Architecture).
3. Compare those materials that you found,
4. Write that one on a sheet of paper.
12. 12
What Is It
PREHISTORICERA
Pre-historic incorporates all human presence before the development of composing.
Their specialty is of intrigue not exclusively to the workmanship antiquarians yet in addition
to paleologist and anthropologist, for whom the craftsmanship is just one piece of information
alongside fossils, dusts and different finds to a comprehension of early human life and
culture.
Paintings from the Pre-historic Era
Their compositions were found inside the caverns which may have been their method
of speaking with one another. It might likewise be for strict or stately purposes.
These works of art might be more an ancient rarity of the archeological proof than a
genuine image of people's initially made craftsmanship. Ancient drawings of
creatures were generally right in extent
CAVE OF ALTAMIRA
Altamira is a Paleolithic cave located in Santillana del Mar (Cantabria region), in the north of
Spain, and was declared World Heritage Site by the UNESCO in 1985.
https://www.ancient.eu/Altamira/
The cavern was found in 1868 by a tracker, Modesto Cubillas, when he discovered articles
made with stone, bones and horns, just as colorants, fauna, and shells that permitted the
cavern works of art's dating. These works just occurred at the passageway of the cavern.
Based in the Archaeological research, the paintings and engravings of the cave were made
by the people who inhabited during the different periods most of the technique used was
drawn by a charcoal which represented by animals.
Works of art from Ancient Egypt
The motivation behind Egyptian works of art is to make the expired existence in the
wake of death place charming. Considering this, topics incorporate excursion to the black
market acquainting the perished with the lords of the underworld by their defensive gods. It
underscores the significance of eternal life and the safeguarding of the information on the
past.
13. 13
Most canvases were exceptionally adapt, representative, and shows profile perspective on a
creature or a person. The primary hues utilized were red, dark, blue , gold and green taken
got from mineral shades that can withstand solid daylight without blurring.
ANUBIS- JUDGEMENT-GOD
Paintings from Classical Greek Era
Works of art during the old style period were most regularly found in jars, boards and
tomb. It delineates common figures with dynamic syntheses. A large portion of the subjects
were fight scenes, legendary figures, and regular scenes. It uncovers a grip of direct point of
view and naturalist portrayal.
Most common methods of Greek painting:
1. Fresco-technique for painting water-put together colors with respect to a newly
applied mortar as a rule on a divider surfaces. Hues are made with pound powder
shades in unadulterated water, dry and set with a mortar to turn into a perpetual
piece of the divider. Perfect for wall paintings, tough and has a matte style.
2. Encaustic–created to use by Greek boat manufacturers, who utilized the hot wax to
fill the splits of the boat. Before long shades (hues) was added and used to paint a
wax body.
Vase painting
Kerch Style additionally alluded to as Kerch Vases are red-figured earthenware named after
where it was found.
Shapes regularly discovered are:
1. pelike (wine compartment)
2. lekanis (a low bowl with two flat handles and a low expansive foot)
3. lebes gamikos (with high handles and cover use to convey wedding shower)
4. krater (bowl use for blending wine and water)
Paintings from the Romantic Era
The vast majority of the artworks in this period were replicated or imitated from
Hellenic Greek canvases. Fresco method was utilized in splendidly hued foundations;
division of the divider into a different rectangular regions (spasm tac-toe plan); multi-point
viewpoint; and a tropme-l'- oeil impact.
14. 14
Roman artworks have a wide assortment of subjects, creatures, regular day to day
existence, still life, legendary subjects, representations and scenes. The advancement of
scene painting is the primary development of Roman artwork from Greek work of art.
Paintings from the Medieval Era
Byzantine Painting
The vivacious styles of artistic creations which had been designed in Greek and
Rome lived on in Byzantium however this time for Christian subjects.
By the eleventh century, the Greek and Oriental styles appear to mix together in heavenly,
forcing pictures, which embellished the places of worship in enormous and little structures.
Emperor Justinian and His Attendants
Romanesque Painting
Buildings of Romanesque Revival style are most easily identified by their pronounced
round arches and heavy, massive stone or brick construction. Most have round towers,
squat columns and decorative plaques with intricate or interlacing patterns.
Gothic Painting
These include ribbed vaults, buttresses, clustered columns, ambulatories, wheel
windows, spires, stained glass windows, and richly carved door tympana.
SCULPTURES FROM THE EARLY AGE
Pre-Historic Sculptures
Materials utilized in models change as indicated by district and region. Archaeologists
accepted that their figure is an after-effect of common disintegration and not of human
imaginativeness. Habitually cutting may have legendary or strict centrality.
Sculptures from the Egyptian Era
Representative components were generally utilized, for example, structures,
hieroglyphics, relative size, area, materials, shading, activities and motions. Their tombs
required the most broad utilized of model.
15. 15
Sculptures from the Classical Period
Greek Sculptures
Early Greek figures were tense and firm, their bodies were covered up inside
enveloping robes. After three centuries of examinations, Greek models had at long last
advanced and indicated all the purposes of human life systems and extent.
Roman Sculptures
Most Roman models are made of momentous earthenware. They didn't endeavour to
contend with the detached Greek works of history or folklore yet rather they created reliefs in
the Great Roman triumphal segments with constant story reliefs around.
Sculptures form the Medieval Period
Byzantine Sculptures
The Byzantine sculpture in the early days is more an extensions of the Hellenistic art,
were portraits of great impacting aesthetics drama were produced. Sculpture underwent
changes very similar to those in architecture.
Romanesque Sculptures
Most Romanesque sculpture is pictorial and biblical in subject. Subject matter
overwhelmingly religious, although secular themes turn up in surprising places.
Gothic Sculptures
Gothic sculptures independent of architectural ornament were primarily created as
devotional objects for the home or intended as donations for local churches, although small
reliefs in ivory, bone and wood cover both religious and secular subjects, and were for
church and domestic use.
Architectures from the Early Age
Pre-Historic Architecture
Man has built up a type of engineering dependent on stone monuments (a major
stone) from the Greek word lithos (stone) and megas (enormous). This design is made of
colossal stone squares which were most likely proposed for entombment.
Megalithic landmarks have consistently touched off man's creative mind. It gave a lot of
legends and superstition. During this period, stones and shakes were related with
godlikeness.
Egyptian Architecture
Developed since 3000 bc and characterized by post and lintel construction, massive
walls covered with hieroglyphic and pictorial carving, flat roofs, and structures such as the
mastaba, obelisk, pylon and the Pyramids. Houses were built of clay or baked bricks.
Architectures from the Classical Period
Greek Architecture
16. 16
Classical Greek architecture is best represented by substantially intact ruins of
temples and open-air theaters. The architectural style of classical Greece can be divided into
three separate orders: the Doric Order, the Ionic Order, and the Corinthian Order.
Roman Architecture
It is also known as the Concrete Revolution, was the widespread use in Roman
architecture of the previously little-used architectural forms of the arch, vault, and dome. ...
These included amphitheatres, aqueducts, baths, bridges, circuses, dams, domes, harbours,
temples, and theatres.
Architectures from the Medieval Period
Byzantine Architecture
A central feature of Byzantine culture was Orthodox Christianity.
Hagia Sophia, the most famous and most spectacular example of Byzantine architecture,
was built between 532 and 537 to replace an early 5th century church that was destroyed by
a fire during the Nika riots in 523.
Romanesque Architecture
Combining features of ancient Roman and Byzantine buildings and other local
traditions, Romanesque architecture is known by its massive quality, thick walls, round
arches, sturdy pillars, barrel vaults, large towers and decorative arcading.
Gothic Architecture
The most fundamental element of the Gothic style of architecture is the pointed arch,
which was likely borrowed from Islamic architecture that would have been seen in Spain at
this time.
What’s More
Activity 2: My OBRAMAESTRA
Directions:
1. Create your own Painting, Sculpture or Architecture using the different Eras of
(Ancient, Classical and Medieval )
2. Artwork should be (COVID 19 Inspired or Theme)
3. You can add text in your artworks
Materials Needed:
Illustration board, ¼ cartolina, coloring materials, pencils, Clay, popsicle stick, glue, scissors
Note: be safe, ask assistance if needed
17. 17
What I Have Learned
Individual Activity 3: LETS VOLT IN!
Directions: After creating your Obra Maestra
let us combine what we have learned.
1. What is the Title of your artwork?
___________________________________________________________
2. What type of Period and Era’s did you use in your artwork?
___________________________________________________________
3. What inspires you in doing your artworks?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. What are the special features/characteristics in your artwork that was inspired on the
different period and Era’s?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
RUBRIC FOR ARTWORK
Criteria
5 4 3 2 1
Composition and
design:
- Shows the theme
and motifs of the
different period/eras
Process:
- Follows the
instruction in doing
the activity
Materials used:
Used proper
materials and tools
prescribed in the
activity
Overall look of the
artwork:
-Shows neatness
and creativeness
Total
18. 18
What I Can Do
Activity 4. Performance Task: MY TREASURE (Portfolio Making)
Directions: from the Start of the Lesson including Pre assessment create your own Portfolio
and pass it your teacher either in online or offline.
CRITERIA FOR PORTFOLIO MAKING
a. Content---------------------50%
b. Format/Style--------------15%
c. Originality------------------15%
d. Neatness------------------10%
e. Punctuality----------------10%
100%
Summary
Pre-notable craftsmanship isn't anything but difficult to understand. These works of art are
pieces of information for archaeologists in understanding the Stone Age human progress.
Archaeologists are given a look into the brains of the crude individuals through their craft
works and discover what they have experienced to produce those photos.
The attributes of Egyptian craftsmanship are a mix of geometric normality and sharp
perception of nature. Their craft were arranged into three: first craftsmanship utilized in the
home-furnishings, adornments, instruments and some increasingly, second workmanship
utilized in the dead – tombs, covers mummy cases, and wrapping for the body, third
workmanship was made for the divine beings and their cleric and rulers in sanctuaries,
artistic creations, sculptures.
Greek workmanship style was a sample of Western authenticity or "naturalism". Specialists
have examined life structures, material science and optics, just as procedures of cutting,
painting, building, gold-working and earthenware production.
Roman craftsmen attempted to recreate their general surroundings as practically as
possible. Their engineering was intended to mirror the intensity of the city and to make in all
individuals a wonderment of its supreme force. Roman craftsmanship is an impression of
blend of obtained societies melded with nearby customs to shape their own styles and
conventions.
19. 19
Assessment: (Post-Test)
IDENTIFICATION:Identify the correct answer described by the statement. Write the correct
answer on the space provided.
_______1. This design is made of colossal stone squares which were most likely proposed
for entombment.
_______2. This is a type of Sculpture were figure are tense and firm, their bodies were
covered up inside enveloping robes.
_______3. This type of Sculpture usually uses models that are made of momentous
earthenware, with triumphal segments and constant story reliefs around.
_______4. The vivacious styles of artistic creations which had been designed in Greek and
Rome with Christian subjects.
_______5. A type of Painting that are red-figured earthenware named after where it was
found. It also comes with different shapes like, pelike and lekanis.
_______6. A method of painting created to use by Greek boat manufacturers, who utilized
the hot wax to fill the splits of the boat.
_______7. A method of painting that water-put together colors with respect to a newly
applied mortar as a rule on a divider surfaces, perfect for wall paintings.
________8. They believed that a works of art is to make the expired existence in the wake
of death place charming, The primary hues utilized were red, dark, blue , gold
and green.
_________9. The cave of Altamira.
_________10. Works of art during period were most regularly found in jars, boards and
tomb,with subjects were fight scenes, legendary figures, and regular scenes.
Greek Sculptures Byzantine Painting Fresco
Pre-Historic Architecture Kerch Style Ancient Egypt
Roman Sculptures Encaustic Pre-historic Era of painting
Paintings from Classical Greek Era
20. 20
Key to Answers
Pre-Assessment
.
1. Ancient art
2. Ancient art
3. Classical art
4. Ancient art
5. Classical art
6. Medieval art
7. Medieval art
8. Medieval art
9. Classical art
10. Medieval art
Activity 1,2,3 & 4 ( Answers are indefinite)
Post-Assessment
References
A. Books:
Badiola, Mary Grace J. Vecino Danilo S.et. al. (2014). A Journey Through Western
Music and Arts. Department of Education. Sunshine Interlinks Publishing House,Inc.
Department of Education ( 2014 ). Music and Arts- Learner’s Material
B. Websites:
https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_draft_4.7.2014.pdf
https://www.ancient.eu/Altamira/
C. For Pictures:
https://www.wallpaperflare.com/egyptian-hieroglyphics-board-anubis-judgement-god-
ancient-wallpaper-abnoc
https://www.flickr.com/photos/24736216@N07/5931753990
https://www.flickr.com/photos/87249144@N08/49727492728
https://pixabay.com/illustrations/thank-you-wall-frontliner-pandemic-5039902/
https://www.pikrepo.com/fyiar/assorted-color-building-painting
1. Pre-Historic Architecture 6.Encaustic
2. Greek Sculptures 7.Fresco
3. Roman Sculptures 8.Ancient Egypt
4. Byzantine Painting 9. Pre-historic Era of painting
5. Kerch Style 10. Paintings from Classical Greek Era
21. 21
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