9 Arts

Quarter 1 – Module 1:
Western Classical Art Traditions
Arts – Grade 9

Quarter 1 – Module 1: Western Classical Art Traditions

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respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Alan M. Daisy
Editors: Name
Reviewers: Name
Illustrator: Mark Anthony O. Taduran
Layout Artist: Name

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Introductory Message
For the facilitator:

Welcome to the Arts 9 Module on Western Classical Art Traditions!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Arts 9 Alternative Delivery Mode (ADM) Module on Western Classical
Art Traditions!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills
or competencies you are expected to
learn in the module.

What I Know This part includes an activity that

aims to check what you already know
about the lesson to take. If you get all
the answers.
This is a brief drill or review to help you
What’s In
link the current lesson with the
previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways
such as a story, a song, a poem, a
problem opener, an activity or a
situation.
This section provides a brief
What is It
discussion of the lesson. This aims to
help you discover and understand new
concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 process that you learned from the
lesson.
This section provides an activity which
What I Can Do
will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of master in achieving the
learning competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge
or skill of the lesson learned. This also
tends retention of learned concepts

Answer Key This contains answers to all activities

in the module.

At the end of this module you will also find:

This is a list of all sources used in

References
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

In this module you will learn that:

Even before humans learned to read and write they were already artists as
manifested by the different archeological discoveries from the different parts of the world.
Each and every civilization of the world has its distinct art forms depending on its aesthetic
and utilitarian needs.
Different eras different styles, different characteristics and functions of the arts
occurred but all of those contributed in the development and establishing the importance
of arts in our lives today.

In this module you will develop this competency:

• Create artworks guided by techniques and styles of Western Classical art

traditions

Are you now ready? Good luck!

What I Know

Read the question carefully. Select the best answer. Write your answer on your
answer sheet.

1. In what art period of Western Classical art tradition, their form of sculpture and
carving frequently uses as mythological or religious significance.
A. Greek Art
B. Roman Art
C. Byzantine Art
D. Pre-historic Art
2. Their characteristic of sculptures shown that most gods were shown larger than
humans, the kings larger than their follower, the dead larger than the living.
A. Gothic Sculpture
B. Egyptian Sculpture
C. Byzantine Sculpture
D. Romanesque Sculpture

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3. This sculpture carved out a marble depicts the battle scenes between Romans and
Germans
A. Last Judgement
B. The Barberini Diptych
C. The Portonacio Sarcophagus
D. The Resurrection of the Virgin
4. It is the Most popular style of the Greek sculpture which denotes a preference in
sculpture for more elaborated patterns, mannered arrangement of figures and groups,
and an emphasis on the representation of movement for dramatic effects.
A. Archaic Style
B. Geometric Style
C. Classical Style
D. Hellenistic Style
5. The dominant themes in Byzantine sculpture are religious, everyday life scenes and
motifs from _________.
A. home
B. nature
C. activity
D. literature

What’s In

Western Classical Art Tradition

Pre-historic art is not easy to understand. These artworks are clues for archeologists
in understanding the Stone Age civilization. Archeologists are given a peek into the minds
of the primitive people through their art works and find out what they have experienced to
produce those pictures.

The characteristics of Egyptian art are a combination of geometric regularity and

keen observation of nature. Their arts were classified into three: first art used in the home-
furniture, jewelry, musical instruments and many more, second art used in the dead –
tombs, masks mummy cases, and wrapping for the body, third art was created for the
gods and their priest and kings-in temples, paintings, statues.

Greek art style was a taste of Western realism or “naturalism”. Artists have studied
anatomy, physics and optics, as well as techniques of carving, painting, building, gold-
working and ceramics.

Roman artists tried to reproduce the world around them as realistically as they could.
Their architecture was designed to reflect the power of the city and to create in all people
an awe of its imperial power. Roman art is a reflection of mixture of borrowed cultures
fused together with local traditions to form their own styles and traditions.

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 Byzantine art was the meeting place for the Greek and oriental culture.

Romanesque style first evolved in the first third of the 12th century. It is a complete
realization of religious and social functions and had an architectural program with a wealth
of sculptural decoration subordination to the architectural frame.

What’s New

Identify the following examples of Western Classical art tradition given below.
Choose your answer inside the box.

Hieroglyphics Venus of Willendorf Cave of Lascaux Rose Window

1 2
. ..

________________________

_____________________

3 4
. .

______________________ _________________________

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 What is It

Sculptures from the Early Age

Pre-Historic Sculptures

Materials used in
sculptures vary according to
region and locality.
Archeologists believed that their
sculpture is a result of natural
erosion and not of human
artistry.

Sculptures from the Egyptian Era

Symbolic elements were widely used such as forms, hieroglyphics, relative size,
location, materials, color, actions and gestures. Their tombs required the most extensive
used of sculpture.
The most common materials used for sculptures are wood, ivory and stones.

Characteristics of the sculptures:

1. Symbolisms were heavily used to represent the gods. They were
represented as composite creature with animal heads on human bodies.
2. Relief compositions were arranged in horizontal lines to record an
event or represent an action.
3. Most of the time the gods were shown larger than humans, the kings
larger than their followers, the dead larger than the living.
4. Empty space were filled with figures or hieroglyphics

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 5. All individual components were all brought to the plane of representation and
laid out like writing

Sculptures from the Classical Period

Greek Sculptures
Early Greek sculptures
were tense and stiff, their bodies
were hidden within enfolding
robes. After three centuries of
experiments, Greek sculptures
had finally evolved and showed
all the points of human anatomy
and proportion.
One of the most popular
styles of the Greek sculptures
was the Hellenistic style.
Hellenistic denotes a preference
in sculpture for more elaborated
patterns, mannered arrangement

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of figures and groups, and an emphasis on the representation of movement for dramatic
effects.

Roman Sculptures

Most Roman sculptures are made of monumental terra-cotta. They did not attempt
to compete with the free standing Greek works of history or mythology but rather they
produced reliefs in the Great Roman triumphal columns with continuous narrative reliefs
around.

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Byzantine Sculptures

The dominant themes

in Byzantine sculptures are
religious, everyday life
scenes, and motifs from
nature. Animals were used
as symbols (dove, deer,
peafowl) while some had
acrostic signs (form of
writing in which taking the
first letter; syllable or word
of different lines and putting
them together it can be read
a message) that contained
a great theological
significance.

Romanesque Sculptures

Some of the famous

sculptural pieces are
reliquaries, altar frontals,
crucifixes, and devotional
images. Small individual
works of art were
generally made of costly
materials for royal and
aristocratic patrons.
These lightweight
devotional images were
usually carried in the
processions both inside
and outside the churches.

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Gothic Sculptures

Gothic sculptures
have a greater freedom of
style. They no longer lay
closely against the wall, but
begun to project outward.
Figures were given their
own particular attitudes
instead of being set into
particular patterns and are
more lively and realistic.

What’s More

Create artworks guided by techniques and styles of Western Classical art

traditions. Make use of available materials in your place.

Enrichment Activity # 1: “Rock my World”

Experience how the pre-historic people were able to make an artwork all over the
caves, create your own version of cave art using a stone as your canvass or working
material and another stone as your medium to make your artwork.

Materials:
Flat rock in any shape
Rocks with sharp edges

Procedure:
1. Using the sharp edged rock, scratch the flat rock with your desired design.
2. Put a varnish using a mixture of white glue diluted in water to preserve your design
on the rock.

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3. Design should reflect the characteristic of a pre-historic artwork.
4. You may also use the themes, motifs or patterns that show your regional identity.

Guided Activity # 2: “Light Me Up”

In the ancient Romans stained glass was used in their villas and palaces. During
the medieval time it has been one of the prominent features of every cathedral built using
the Christian themes and symbolisms.
In this activity create an example of a stained glass that has a practical use.

Materials:
Big empty glass bottle
Black permanent marker
Acrylic paint
Paint brush
White glue
Water
Tee light candle

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 Procedures:

1. Choose a design for your

“stained glass” bottle candle
holder. It should be relevant
with the medieval themes and
symbolisms. Design samples
for stained glass, you may
also use the themes, motifs
and patterns that promotes
your region.

2. Trace your design outside

the bottle using the permanent
black marker. Your outline
should be bold and thick.

3. Color your design using

acrylic paint.

4. After coloring, re- outline

your design with black
marker to make the outline
precise and visible.

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5. After coloring and re-outlining your design, apply a glaze composed of white glue
diluted in water.

6. Place the tee light candle inside the bottle and light so you can see the stained glass
effect.

Enrichment Activity # 3: Mosaic Greeting Cards

The ancient Greeks were

the first to manufacture mosaics.
It was made of pebbles usually
black and white used in the floor
and pathways. Typically,
pebbles are triangular or square
applied with mortar or other
adhesive to create floor and wall
mosaics.
Mosaic is the art of
creating images with an
assemblage of small pieces of
colored glass, stone, or other
materials. It is a technique of
decorative art or interior
decoration.
Design Samples for Mosaic
Arts

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 Materials:

Recycled candy wrapper

Scissors
Glue
Ruler
Card board
Procedure

1. Create your design for your greeting card mosaic.

2. Clean the recycled candy wrapper that you will use for your mosaic
3. Cut your candy wrapper into small squares, rectangles or circles.
4. Start pasting your candy wrappers into your design.

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Enrichment Activity # 4: “Ivory Carving”

One important Byzantine sculptures are the diptychs and boxes carved in ivory,
used for the realization of objects of luxury and religious use, preferred by the elites of
Constantinople and brought from places such as Egypt and India.

Materials:
soft bar soap
sharp tools
carbon paper

Procedure:
1. Draw your design on a sheet
of paper, actual size of the
soap you are going to use.
Use the first letter of your
name as your subject and
embellish your design with
Byzantine motif.

2. Transfer your design to the

soap by tracing it with a
carbon paper underneath.

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3. Make sure the carbon paper
and your design are secure
so that, it will not move while
tracing your design

4. Start carving your design using sharp tools.

Note: Be careful in doing this activity

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 What I Have Learned
After going through the module, what did you learn?

I have learned that

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________

What I can do

In three to five sentences, answer the following questions below.

1. What are the two forms of arts according to need or purpose?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. How can you create artworks influenced by the different eras of the early age?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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 Assessment

Identify the following Western Classical art tradition by supplying the

corresponding answer to the following pictures.

1.
Era: ___________________
Name of Artwork: ___________________

2.
Era: ___________________
Name of Artwork: ___________________

3.
Era: ___________________
Name of Artwork: ___________________

4.
Era: ___________________
Name of Artwork: ___________________

5.
Era: ___________________
Name of Artwork: ___________________

6. Era: ___________________
Name of Artwork: ___________________

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 7.
Era: ___________________
Name of Artwork: ___________________

8.
Era: ___________________
Name of Artwork: ___________________

9.
Era: ___________________
Name of Artwork: ___________________

10.
Era: ___________________
Name of Artwork: ___________________

Additional Activities

Research or look for an example of an early period artworks you can see within your
places.

Take a picture and write the artwork’s name and their description to be placed in a long
size bond paper.

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 Answer key

Assessment
1. Era: Pre-Historic Era
Name of Artwork: Venus of Brassempouy
2. Era: Egyptian Era
Name of Artwork: Queen Nefertiti
3. Era: Byzantine Era
Name of Artwork: The Barberini Diptych
4. Era: Greek Era
Name of Artwork: Myron; The Discobulus
5. Era: Roman Era
Name of Artwork: The Potonacio Sarcophagus
6. Era: Romanesque Era
Name of Artwork: Last Judgement
What I Know 7. Era: Egyptian Era
Name of Artwork: The Pharoah Menkaure and his Queen,
stone
1. D
8. Era: Gothic Era
2. B Name of Artwork: Resurrection of the Virgin
3. C 9. Era: Roman Era
4. D Name of Artwork: Sarcopagus, from cervetiri, c.
5. B 10. Era: Pre-Historic Era
Name of Artwork: Venus of Willendorf

References

A Journey Through Western Music and Arts 9 Learner’s Module by Department of

Education, pp. 2-8

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