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Arts
Quarter 1 – Module 1:
Western and Classical Art
Traditions
Arts – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Western and Classical Art Traditions
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Evonne M. Batingal
Editors: Name
Reviewers: Elaine B. Sobrepeña and Rose Marie N. Bongato
Illustrator: Name
Layout Artist: Name
Management Team: Dr. Irwin Joseph A. Lagura
Mr. Roberto Lacang
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Arts
Quarter 1 – Module 1:
Western and Classical Art
Traditions
Introductory Message
For the facilitator:
Welcome to the Arts Grade 9 Alternative Delivery Mode (ADM) Module on Western
and 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 and
Classical Art Traditions!
In this module you will learn that:
Even before humans learned to read and write they were already artists as
manifested by the different archaeological 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.
Pre-historic art is classified into three periods such as; Paleolithic (Old Stone
Age), Mesolithic (Middle Stone Age), and Neolithic (New Stone Age) Eras.
Egyptian civilization was one of the early civilizations that have greatly
contributed in the development of art, religion, science, and technology of
the world. Egyptian art is primarily religious in nature.
Ancient Greek art depicts naturalism. They portray human forms in a
realistic and anatomically correct manner. Their art has a conservative form
with a very complex detail.
Roman art developed as a new source of artistic creativity much more
progressive than the conservative Greek art. The diversity of its form and its
variety inspired the modern attitude in art.
Byzantine art was purposely made to glorify the Christian religion and to
express its mystery. It is filled with spiritual symbolism, illustrates a love of
splendor. It was a combination of Eastern (decorative art forms) and
classical Western art (naturalistic art).
Romanesque art was characterized by its very vigorous style in painting and
sculpture, lavishly decorated manuscripts, and retained many basic features
of Roman architectural styles. It was also greatly influenced by Byzantine
art with a highly innovative and coherent style.
The basic characteristics of Gothic art styles reinforce symbolic meanings.
The church symbolizes the transcendence of the soul, and the underlying
philosophy is to create buildings of height and light.
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
This module has the following parts and corresponding icons:
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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
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you 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.
What is It This section provides a brief 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
process what you learned from the lesson.
What I Can Do This section provides an activity which 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 mastery 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:
References This is a list of all sources used in
developing this module.
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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!
What I Need to Know
In this lesson, you will learn about the different characteristics, functions and
types of art forms (painting, sculpture, architecture) from Pre-Historic (including
ancient Egyptian art forms), Classical (Greek and Roman) up to Medieval era
(Baroque and Romanesque art forms.) Try to analyze each art form and discover
how they develop in every period.
After going through this module, you are expected to:
1. analyze art elements and principles in the production of work following the
style of a western and classical art;
2. identify distinct characteristics of arts during the different art periods;
3. identify representative artists from various art periods
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What I Know
Choose the letter of the best answer. Write your answer on a whole size of paper.
1. An element of art defined by a point moving in space.
a. Color
b. Form
c. Line
d. Shape
2. The lightness or darkness of tones or colors.
a. Form
b. Space
c. Texture
d. Value
3. A way of combining elements to add a feeling of equilibrium or
stability to a work of art.
a. Balance
b. Gradation
c. Harmony
d. Movement
4. A way of combining elements to stress the differences between those
elements.
a. Emphasis
b. Proportion
c. Rhythm
d. Variety
5. A way of combining elements by using a series of gradual changes in
those elements.
a. Balance
b. Gradation
c. Harmony
d. Movement
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Lesson Paintings from Ancient Art,
1 Classical Art, and Medieval
Art
What’s New
PREHISTORIC ERA:
Pre-historic includes all human existence before the emergence of writing. Their
art is of interest not only to the art historians but also to archeologist and
anthropologist, for whom the art is only one clue- along with fossils, pollens and
other finds to an understanding of early human life and culture.
Paintings from the Pre-historic Era
Their paintings were found inside the caves which may have been their way of
communicating with each other. It may also be for religious or ceremonial purposes.
These paintings may be more an artifact of the archeological evidence than a true
picture of humans’ first created art. Prehistoric drawings of animals were usually
correct in proportion.
Cave of Lascaux, 15000-10000 B.C. – Stone
Image from Treasures of the World, 1961 CCP Library Age
The dominant features in the painting were large animals native in the region.
It was discovered on 12 September 1940 and given statutory historic monument
protection. The painting has nearly 2,000 figures composed mainly of animals,
human figures and abstract design. Some sections have been identified inside the
cave such as: The Great Hall of the Bulls, The Lateral Passage, The Shaft of the
Dead man, The Chamber of Engravings, The Painted Gallery, and the Chamber of
Felines.
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Paintings from Ancient Egypt
The purpose of Egyptian paintings is to make the deceased afterlife place
pleasant. With this in mind, themes include journey to the underworld introducing
the deceased to the gods of the underworld by their protective deities.
It emphasizes the importance of life after death and the preservation of the
knowledge of the past.
Most paintings were highly stylize, symbolic, and shows profile view of an
animal or a person. The main colors used were red, black, blue, gold and green
taken derived from mineral pigments that can withstand strong sunlight without
fading.
The paintings of the walls on the tomb shows events of the life of the king
while he was still on earth and the scenes he expects to encounter in the
underworld after his death.
Paintings from Sarcophagus of Tutankhamen XVIII dynasty,
1362 A.D.- 1253 BC
Paintings from Classical Greek Era
Paintings during the classical era were most commonly found in vases,
panels, and tomb. They depict natural figures with dynamic compositions. Most of
the subjects were battle scenes, mythological figures, and everyday scenes. They
reveal a grasp of linear perspective and naturalist representation.
It used a technique called polycromy, combination of different colors specially the
brilliant one in an artistic manner.
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Most Common Methods of Greek Painting:
1. Fresco- method of painting water-based pigments on a freshly applied plaster
usually on a wall surfaces. Colors are made with grind powder pigments in pure
water, dry and set with a plaster to become a permanent part of the wall. Ideal for
murals, durable and has a matte style.
2. Encaustic– developed to use by Greek ship builders, who used the hot wax to fill
the cracks of the ship. Soon pigments (colors) was added and used to paint a wax
hull.
Vase painting
Kerch Style also referred to as Kerch Vases are red-figured pottery named after the
place where it was found.
Shapes commonly found are:
1. pelike (wine container)
2. lekanis (a low bowl with two horizontal handles and a low broad foot)
3. lebes gamikos (with high handles and lid use to carry bridal bath)
4. krater (bowl use for mixing wine and water)
Panel Painting
There are paintings on flat panels of wood. It can be either a small, single piece or
several panels joined together. Most of the panel paintings no longer exist because
of its organic composition.
The earliest known panel painting is the:
Pitsa Panel (Archaic Period between 540
and 530 B.C.E.) (Image from Treasures of
the World, 1961 CCP Library)
Tomb / Wall Painting
Tomb or wall painting was very popular during the classical period. It uses the
method frescos either tempera (water-base) or encaustic (wax). It has a sharp, flatly
outlined style of painting and because it uses water-based materials, very few
samples survived.
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Tomb of the Diver, (Paestrum
480 BCE)
Image from Treasures of the
World, 1961 CCP Library
The image was painted using a true fresco technique with a limestone mortar. It
depicts a symposium scene on the wall.
In tomb paintings, artists rely on the shade and hues of paint to create depth and
life-like feeling.
Paintings from the Roman Era
Most of the paintings in this era were copied or imitated from Hellenic Greek
paintings. Fresco technique was used in brightly colored backgrounds; division of
the wall into a multiple rectangular areas (tic-tac-toe design); multipoint
perspective; and a tropme-l’-oeil effect.
Roman paintings have a wide variety of subjects, animals, everyday life, still
life, mythological subjects, portraits and landscapes.
The development of landscape painting is the main innovation of Roman
painting from Greek painting.
Mosaic
It is an art process where an image is created using an assemblage of small pieces
of colored glass, stones, or other materials.
This technique use for decorative art or interior decorations.
Head of Alexander Image
from Treasures of the
World, 1961 CCP Library
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Paintings from the Medieval Era
Byzantine Painting
The lively styles of paintings which had been invented in Greek and Rome
lived on in Byzantium but this time for Christian subjects.
By the 11th century, the Greek and Oriental styles seem to blend together in
magnificent, imposing images, which adorned the churches in large and small
forms.
The court of Empress Theodora, mosaic
6th century AD San Vitale, Ravena
Romanesque Painting
These are largely placed mosaics on the walls of the churches that follows a
strict frontal pose.
It has a remarkable variety of artistic traditions such as modeling and treatment of
faces and draperies that follow Byzantine convention while the refreshingly
decorative feeling comes from southern French styles. It also shows traces of
Mozarabic influence (Arabize influence) through elongated oval faces, large staring
eyes and long noses, figures against flat colored bands and heavy outlining.
Christ in Majesty
painting from the Church of Saint Clemente,
Tahull, Lerida Spain, c. 1123 Musue Nacional
d’Art de Catalunya, Barcelona
Christ wears a greyish, white robe with a blue mantle.Underneath the Mandorla
(Italian word for Almond, in painting, it is used to described an enclosure
surrounding holy figures) is a black band with white writing. Each side of the
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center window are three arches resting on columns of capitals in green, red and
black in between of figures of Virgin Mary and five saints are columns with wavy
line patterns going vertically. This mural painting has been moved to Barcelona
and replaced by a replica.
Paintings from the Gothic Era
Paintings have been confined in the illumination of manuscript pages and
the painting of frescoes on the walls of churches in cosmopolitan style, elegant,
mannered and sophisticated.
Subjects usually depicts popular legends and love stories, patterns like
“mille fleur” or thousand flowers show influence which may have been due to the
Crusades.
Stained glass windows were created to transform the vast stone interiors
with warm and glowing color and at the same time to instruct Christians in their
faith.
Subjects usually depicts popular
legends and love stories, patterns like
“mille fleur” or thousand flowers
show influence which may have been
due to the Crusades.
Stained glass windows were
created to transform the vast stone
interiors with warm and glowing
color and at the same time to
instruct Christians in their faith.
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What is It
VOCABULARY
ELEMENTS OF ART: The visual components of color, form, line, shape, space,
texture, and value.
Line. An element of art defined by a point moving in space. Line may be two-or
three-dimensional, descriptive, implied, or abstract.
Shape. An element of art that is two-dimensional, flat, or limited to height and
width.
Form. An element of art that is three-dimensional and encloses volume; includes
height, width and depth (as in a cube, a sphere, a pyramid, or a cylinder). Form
may also be free flowing.
Value. The lightness or darkness of tones or colors. White is the lightest value;
black is the darkest. The value halfway between these extremes is called middle
gray.
Space. An element of art by which positive and negative areas are defined or a
sense of depth achieved in a work of art .
Color. An element of art made up of three properties: hue, value, and intensity.
• Hue: name of color
• Value: hue’s lightness and darkness (a color’s value changes when white or black
is added)
• Intensity: quality of brightness and purity (high intensity= color is strong and
bright; low intensity= color is faint and dull)
Texture. An element of art that refers to the way things feel, or look as if they might
feel if touched.
PRINCIPLES OF ART: Balance, emphasis, movement, proportion, rhythm, unity,
and variety; the means an artist uses to organize elements within a work of art.
Rhythm. A principle of design that indicates movement, created by the careful
placement of repeated elements in a work of art to cause a visual tempo or beat.
Balance. A way of combining elements to add a feeling of equilibrium or stability to
a work of art. Major types are symmetrical and asymmetrical.
Emphasis (contrast). A way of combining elements to stress the differences between
those elements.
Proportion. A principle of design that refers to the relationship of certain elements
to the whole and to each other.
Gradation. A way of combining elements by using a series of gradual changes in
those elements. (large shapes to small shapes, dark hue to light hue, etc)
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Harmony. A way of combining similar elements in an artwork to accent their
similarities (achieved through use of repetitions and subtle gradual changes)
Variety. A principle of design concerned with diversity or contrast. Variety is
achieved by using different shapes, sizes, and/or colors in a work of art.
Movement. A principle of design used to create the look and feeling of action and to
guide the viewer’s eye throughout the work of art.
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What’s More
Activity 1. To know how much you have learned from the discussion about
the paintings of the Western and Classical art, fill in the box with the
characteristics and functions that would best describe the paintings in every
era/period. Write your answer on whole size of paper following the template
below.
Period/Era Characteristics Functions
Ancient Paintings
Pre-historic
Egyptian
Classical Paintings
Greek
Roman
Medieval Paintings
Byzantine
Romanesque
Gothic
What I Have Learned
Write your thoughts and fill in the blanks about your learning. Use 1/2 crosswise
sheet of paper.
I have learned that paintings of these periods…
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.
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What I Can Do
Visit any buildings (Church, museum, etc.) which you think you can find a sample
of stained glass. Then put into writings your observation about the elements and
principles of art you found at the back part of the paper you use to answer What I
Have Learned.
Note: If visiting a building will not be possible due to restrictions of the pandemic,
you may visit this link: https://www.youtube.com/watch?v=IMyhy7gtfV4
Assessment
Matching Type. Match column A with column B. Write the letter and
word/s of your choice on a 1/8 crosswise sheet of paper.
Column A Column B
___1. Cave of Lascaux a. Roman Era
___2. Paintings on flat panels of wood b. Hot Wax
___3. Bowl use for mixing wine and water c. Ancient Egypt
___4. Encaustic painting d. Gothic Era
___5. Stylized, symbolic & shows human/animal profile e. Polycromy
___6. Painting technique that uses a combination f. Krater
of different colors g. Pre-historic Era
___7. Paintings imitated from Hellenic Greek Paintings h. Panel Painting
___8. Painting subjects usually depict popular legends i. Mosaic
___9. This technique is used for decorative art or j. Stained Glass
interior decorations.
___10. This painting was at the same time use to instruct
Christians of their belief.
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References
Books:
Learner’s Material for Music & Arts 9
Youtube
https://www.youtube.com/watch?v=IMyhy7gtfV4
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For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
