mapeh 9 arts third and fourth quarter

1. Understanding the K to 12 Curriculum
Walking
through the
Curriculum
GRADE 9
Q3

2. Priming activity
1. Give pictures of paintings from
Neoclassic & Romantic periods.
2. Ask the participants to imitate the
paintings given to them.
3. Let the participants analyze the
paintings;
4. Allow them to identify the following
artist of each painting/sculpture.

3. Picture 1 “Liberty leading the people”

4. Picture 2 “The Apotheosis of Homer”

5. Picture 3 “Spoliarium”

6. Picture 4 “The raft of Medusa”

7. Picture 1 “Liberty leading the people”
Romantic period
Eugene Delacroix

8. Picture 2 “The Apotheosis of Homer”
Neoclassic Period
Jean Auguste-Dominique Ingres

9. Picture 3 “Spoliarium”
Juan Luna

10. Picture 4 “The raft of Medusa”
Romantic period
Jean Louis Theodore
Gericault

11. What to know?
 Neoclassicm and Romanticism
Were two movements after Rococo movement
that flourished across Western Europe and
United States which spanned approximately
at the late 18th and 19th centuries

12.  is the name given to the Western movements in
decorative and visual arts.
 it applies to literature, theatre, music, and
architecture that draw inspiration from the classical
arts and culture of Ancient Greece and Ancient Rome.
 Coincided with 18th century Age of Reason/ Age
Enlightenment
 Inspired by ancient time
 Art style was brought about by the renewed interest
for Greek & Roman heroes
 Derived from classicism
Neo classic

13. ROMANTIC (1800-1810)
 Is a movement in which artists of Neoclassical period
sought to break a new ground in the expression of
emotion, both subtle and stormy.
 It embraced a new number of distinctive themes such
as longing for history, supernatural elements, social
justices and nature.
 Romantic “adoration of nature”
 Emotion/feeling/passion
 Is a reaction to the classical, contemplative nature of
classical pieces.

14. characteristics
NEOCLASSIC ROMANTIC
 Rebirth of Roman History
 formal composition
 the use of diagonals show
the apex of emotion and
moment (versus regular
movement)
 Local color
 Overall lighting
 Classic geo-structure
 Shows the height of action
 Emotional extremes
celebrated nature as out of
control
 Dramatic compositions
 Heightened sensation (life
and death moments)

15. NEOCLASSIC ARTIST
Jean Auguste-Dominique Ingres
(1780-1867) France
Ingres
Jacques-Louis David
(1748-1825) France
• Napoleon Crossing the Alps
• Oath of Horatii
• Death of Marat
• Napoleon on the Imperial Throne
• The Apotheosis of Homer
Painter

16. ROMANTIC PERIODA RTIST
Ingres
Jacques-Louis David
(1748-1825) France
PAINTER
Jean Louis Theodore Gericault
(1791-1824) France
• The raft of the Medusa
• Charging Chasseur
• Insane Woman
Eugene Delacroix
(1798-1863) France
• Liberty leading the
People
Francisco Goya
(1746-1828) Spain
• Third of May
• Saturn Devouring his Son
• The Burial of the Sardine

17. Elements of Arts to consider in the
Activity
 Values
 Inspiration
 Tone
 Subjects
 Techniques
 Role of art
 Composition
 Lines
 Texture

18. Activity
(10 minutes)
1. Divide the group into four.
2. Let the participants:
“compare and contrast” pictures presented
identify the painting if it belongs to Neoclassicism or
Romantic arts
3. Write observations and analysis as to elements or
characteristics of arts during each period.
4. Consolidate your answer.
5. Assign leader to discuss the observations between two
period.

19. Compare and Contrast
“Napoleon Crossing the Alps” “Saturn Devouring his Son”

20. Compare and Contrast
 “The Death of Marat”  “Charging Chasseur”

21. Compare and Contrast
“Napoleon Crossing the Alps” “Saturn Devouring his Son”
Jacques-Louis David Francisco Goya

22. Compare and Contrast
 “The Death of Marat”  “Charging Chasseur”
Jacques-Louis David
Jean Louis Theodore Gericault

23. Guide Questions:
 Were you able to identify the art period
from which the artwork belongs to?
 What are the visible Neoclassic or Romantic
characteristics from the art work?
 How does the art piece of each period
convey its idea?

24. Elements Neoclassicism Romanticism
Values Orderly, solemnity Intuition, emotion, imagination
Inspiration Classical Rome, patriotism,
courage , honor
Medieval and Baroque eras,
Middle and Far East
Tone Calm, rational Subjective, spontaneous, non-
conformist
Subjects Greek and Roman History Legends, exotica, nature, violence
Techniques Stressed drawing with lines, not
color, no trace of brush stroke
Unrestrained, rich color, visible
brush stroke
Role of art Morally uplifting, inspirational Dramatic, carry viewer away
Composition Most figures in foreground Uses diagonal, crowded
compositions
Lines Linear style (outlines are sharply
defined through controlled
brushstrokes
Painterly style
(brush strokes are less restrained)
Texture Smooth, no brushstroke can be
seen
Often has visible brushstrokes
WHAT TO PROCESS?

25. WHAT TO UNDERSTAND?
• Neoclassicism and Romanticism
contrast with each other. They both
show distinct characteristics that can
also be seen through artworks.
• Neoclassicism- Reason
• Romanticism- Passion

26. Assessment: Pinoy Henyo
 Think of a concept that you may encounter in the
Grade 9 curriculum.
 Think of a category to utilized in guessing the word.
 As to element, artwork or form, era/, artist

27. WHAT TO TRANSFER?
Individual Activity: Mask Making (20
minutes.)
Draw or paint a mask in the style of
Neoclassic or Romanticism (Oedipus Rex
or Romeo and Juliet play)

28. Individual Activity : Mask-making
Oedipus the King
Oedipus Rex

29. Romeo and Juliet

30. WALKING
THROUGH
THE
CURRICULUM
ARTS
Q4
 I. Ancient Art
II. Classical Art
III. Medieval Art
IV. Principles of Art
V. Process
WESTERN CLASSICAL
PLAYS & OPERAS

31. Priming Activity
“Portrait me a scene”
 Give each group a name of place
 Market
 Park
 Port
 Amusement
Ask them to create a scene/Pantomime of a specific place
as assigned.
Ask the other group to guess where that scene took place.

32. Basic elements of
Musical
Play/Theater
Elements of
artistic
expression
Tools of an
actor/actress
Pre assessment
Classification of words
Music voice movement
line emotion Color Body
Character plot rhythm
Space dialogue sound
Theme texture shape

33. Basic elements
of Musical
Play/Theater
Elements of
artistic
expression
Tools of an
actor/actress
Music
Character
Theme
Plot
Dialogue
Line
Space
Color
Sound
Shape
Texture
Rhythm
Movement
Body
Voice
emotion
WHAT TO KNOW?
a. History of theatrical Forms
b.

34. WHAT TO PROCESS?
 Elements of Theater Arts Form
Theater/
opera
Sounds/
music
Gestures/
movements
Costumes/make-
up/accessories
Spectacle
Oedipus Rex
Romeo and
Juliet
Carmen
Florante at
Laura

35.  It is necessary to compare, differentiate and reflect on
which theater art form you think is the best for you.
 Support answers by using the elements and principles
of theater art forms.
WHAT TO UNDERSTAND?

36. WHAT TO TRANSFER :
Culminating Activity “ONE ACT PLAY”
 Group the participants into four groups
 Give them a specific play that they will have
to act (Carmen, Oedipus Rex, Romeo and
Juliet, Florante at Laura)
 Choose an act or scene from the assigned
play.
 Improvise back drop, costumes for the Play

39. Art is a shadow of what a person is
thinking... a small glimpse of what they
hold inside. Little secrets, regrets, joys...
every line has its own meaning.
• Sarah, Los Cerros Middle School, 1999

40. “If you are not ready
today, you will be even
less so tomorrow .”
-OVID