10

Arts
Quarter 1 – Module 3:

Abstractionism
Arts – Grade 10
Alternative
Delivery Mode
Quarter 1 – Module 3: Abstractionism
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
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impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module 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 Secretary: Leonor Magtolis
Briones Undersecretary: Diosdado M.
San Antonio

Development Team of the Module

Writer: Gemmalyn D. Isip

Editor: Bernabe S. Castillo
Reviewers: Pilar G. Cadaing
Eliodora P. Santos
Madonna R. Eustacio
Marco Rhonel M. Eusebio
Ma. Victoria C. Vivo, EdD

Printed in the Philippines by Department of Education

Schools Division of City of Malolos
Office Address: MacArthur Highway, Bulihan, City of Malolos, Bulacan
Telephone Number: (044) 812-2006 and (044) 812-2007
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Arts
Quarter 1 – Module 3:
Abstractionism
Introductory Message
For the facilitator:

Welcome to the Arts 10 Alternative Delivery Mode (ADM) Module on Modern

Arts
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:

Note 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 10 Alternative Delivery Mode (ADM) Module on Modern Arts.

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
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.

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 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.

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
This module was designed and written in accordance to your
learning pace at home. It will helps you to master the topics in the Quarter I:
Modern Art. The scope of this module permits you to use in different learning
situations. It uses languages that is diverse and easily understood.
The module is divided into five lessons; namely:
Lesson 1 – Impressionism: Origin of the Movement
a. Claude Monet
b. Edouard Manet
c. Auguste Renoir
- Post-Impressionism
Lesson 2 – Expressionism
a. Neo-primitivism
b. Fauvism
c. Dadaism
d. Surrealism
e. Social realism
Lesson 3 – Abstractionism
a. Cubism
b. Futurism
c. Mechanical style
d. Non-objectivism
Lesson 4 – Abstract Expressionism, Pop Art, Op Art & Conceptual Art
a. Action Painting
b. Color Field Painting
c. Pop Art
d. Op Art
e. Conceptual Art
Lesson 5 – Contemporary Arts Forms
a. Installation Art
b. Performance Art

Learning Objectives:
1. Identifies distinct characteristics of arts from the various art
movements (A10EL-Ia-2)
2. Creates artworks guided by techniques and styles of the
various art movements (e.g., Impasto, Encaustic, etc.) (A10PR-
Ic-e-1)
3. Discusses the influence of iconic artists belonging to the
various art movements. (A10PR-Ic-e-2)
4. Applies different media techniques and processes to
communicate ideas, experiences, and stories showing the

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 characteristics of the various art movements (A10PR-Ic-e-3)
5. Reflects on and derive the mood, idea, or message from selected
artworks (A10PL-Ih-1)
6. Explains the role or function of artworks by evaluating their
utilization and combination of art elements and principles.
(A10PL-Ih-2)
7. Uses artworks to derive the traditions/history of the various art
movements. (A10PL-lh-3)
8. Compares the characteristics of artworks produced in the
various art movements. (A10PL-Ih-4)
9. Evaluates works of art in terms of artistic concepts and ideas
using criteria from the various art movements (A10PR-If-4)

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 What I know
Multiple Choice:
Directions: Choose the correct answer. Write it on a separate sheet of paper

1. An art movement that It had the same spirit of freedom of expression and openness
that characterized life in the 20th century, but it differed from expressionism in
certain ways.
a. Expressionism c. Abstract Expressionism
b. Abstractionism d. Post-Impressionism
2. Proponents under Abstractionism except:
a. Georges Braque c. Pablo Picasso
b. Gino Severini d. Jackson Pollock
3. Art styles under Abstractionism except:
a. Action Painting c. Cubism
b. Non-objectivism d. Mechanical Style
4. An art style that derived its name from the cube, a three- dimensional geometric
figure composed of strictly measured lines, planes, and angles.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
5. An art movement that created art for a fast-paced, machine-propelled age.
They admired the motion, force, speed, and strength of mechanical forms.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
6. Famous art painting of Gino Severini.
a. Girl before a mirror c. Three Musicians
b. Armored Train d. The City
7. The works in this style did not make use of figures or even representations of
figures. They did not refer to recognizable objects or forms in the outside world.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
8. In this style, basic forms such as planes, cones, spheres, and cylinders all
fit together precisely and neatly in their appointed places.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
9. These are the characteristics of Abstractionism except:
a. It was logical and rational
b. It involved analyzing, detaching, selecting, and simplifying.
c. It has concept of space-time and relativity
d. They distorted outlines, applied strong colors, and exaggerated
forms.
10. Pablo Picasso’s paintings except:
a. Three Musicians c. Girl before a Mirror
b. Guernica d. The City

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 What’s In
Direction: Write your answer on a separate piece of paper.

1. Art movement in which the artist used their works to protest against
injustices, inequalities, immorality and ugliness of the human condition?
a. Dadaism c. Social realism
b. Fauvism d. Surrealism
2. A movement/style in which artist created works with more emotional
force rather than with realistic or natural images.
a. Cubism c. Fauvism
b. Expressionism d. Impressionism
3. Art style that depicted an illogical subconscious dream world that
seemed to exist beyond the logical, conscious physical tone.
a. Dadaism c. Neo-primitivism
b. Fauvism d. Surrealism
4. Who among the following artist do not belong to the group?
a. Manet c. Renoir
b. Monet d. Pablo Picasso’s
5. Van Gogh artwork that has been recognized as the most monumental
and comprehensive statement of social realism against war brutality.
a. Guernica c. Miner’s wives
b. Impression:Sunrise d. Persistance of a Memory

What’s New
Directions: Make your own perspective on these various paintings provided.
Write your answer on a separate sheet of paper.

1. 2.

The Weeping The Beer

woman Mug

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 What is it

This part of the module will provide you a brief discussion on the third
Modern art movement called Abstractionism and its sub-art movement.
Our discussion will focus on the famous proponents of each sub-art
movement under Abstractionism. It will further discuss the different
paintings emerged on certain era like in WWII.

Lesson 3
Abstractionism
Another group of artistic styles emerged at the same time as the expressionist
movement. It had the same spirit of freedom of expression and openness that
characterized life in the 20th century, but it differed from expressionism in certain
ways. This group of styles was known as abstractionism.

Characteristics:
 Concepts: Space-time and relativity
 It is Logical and rational.
 It involved: Analyzing, detaching, selecting, and simplifying
Representational Abstractionism
 It used geometrical shapes, patterns, lines, angles, textures and swirls
of color but still depicting recognizable subjects.
Pure Abstractionism
 where no recognizable subject could be discerned

VARIOUS ART STYLES OF ABSTRACTIONISM

1. Cubism
 Cubist style derived its name from the cube, a three- dimensional
geometric figure composed of strictly measured lines, planes, and
angles.
 Cubist artworks were, therefore a play of planes and angles on a
flat surface.
 The cubists analyzed their subjects’ basic geometrical forms, and
broke them up into a series of planes then they re-assembled
these planes, tilting and interlocking them in different ways.
 Human figures as well were often represented with facial features
and body parts shown both frontally and from a side angle at
once.
 It took the contemporary view that things are actually seen
hastily in fragments and from different points of view at the same
time.

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Proponent:

Pablo Picasso
 Spanish painter/sculptor

Three Musicians Girl before a Mirror

Pablo Picasso, 1921 Pablo Picasso, 1932
Oil on canvas Oil on canvas

2. Futurism
 Began in Italy in the early 1900s.
 Futurists created art for a fast-paced, machine-propelled age.
 They admired the motion, force, speed, and strength of mechanical forms
Proponent:

Gino Severini
 He was an Italian painter and a leading member of the Futurist
movement.
 He was associated with neo-classicism and the "return to order" in
the decade after the First World War.
 During his career he worked in a variety of media, including mosaic
and fresco.
 He showed his work at major exhibitions, including the Rome
Quadrennial, and won art prizes from major institutions.

Armored Train
Gino Severini, 1915
Oil on canvas

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 3. Mechanical Style
 In this style, basic forms such as planes, cones, spheres, and
cylinders all fit together precisely and neatly in their
appointed places.
 Mechanical parts such as crankshafts, cylinder blocks, and
pistons are brightened only by the use of primary colors.
 Even human figures are mere outlines, rendered purposely
without expression.
Proponent:

Ferdinand Léger

The City, 1919

Oil Canvass

4. Non-Objectivism
 Logical geometrical conclusion of abstractionism
 From the term “non-object”, works in this style did not make
use of figures or even representations of figures.
 They did not refer to recognizable objects or forms in the
outside world.
 Lines, shapes, and colors were used in a cool, impersonal
approach that aimed for balance, unity and stability.
 Colors were mainly black, white, and the primaries

Proponent:

Piet Mondarian
 Born: March 7, 1872 in the Netherlands
 Was a theorist, writer, and artist, reflectedthe underlying spirituality
of nature.
 Liked simple and basic Logical manner
 Uses basic colors and forms
 Wrote: Neo-Plasticism and now is keydocument for abstractionism

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  One of the founders of De-stijl
 Major influences: Vincent Van Gogh, Paul Cezanne, Pablo Picasso,
Cubism, impressionism, Favuism

New York City

Piet Mondrian, 1942
Oil on canvas

What’s More
Activity 1:

Matching Type

Directions: Match column A with the correct answer on column B. Write

only the letter of the correct answer on the space provided.

Column A Column B

_________1. Ferdinand Léger A B

_________2. Pablo Picasso

_________3. Piet Mondarian

_________4. Gino Severini C D

_________5. Kasmir Malevich

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Activity 2:

Directions: Answer the following question. Write your answer on separate

sheet of paper.

1. Explain the difference between expressionism and

abstractionism.
2. How did the cubists give a sense of dynamism
and energy to their works?
3. Who is considered the most famous abstractionist and
cubist artist?
4. Describe how each of the following styles reflected
modern life:
a. futurism
b. mechanical style
c. non-objectivism

Activity 3:

LET’S BETTER KNOW

Directions: Reflect on each artworks provided below. (5pts each). Write you
answer on separate piece of paper.

Still Life on a chair by Juan Gris

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

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 The Arrival by Christopher Richard Wynne
________________________________________________________
________________________________________________________
________________________________________________________

What I have Learned

The abstractionist movement arose from the intellectual points of view

in the 20th century. In the world of science, physicists were formulating a
new view of the universe, which resulted in the concepts of space-time and
relativity. This intellectualism was reflected even in art. While expressionism
was emotional, abstractionism was logical and rational. It involved analyzing,
detaching, selecting, and simplifying. It has various styles arts movements
which arise from the era of World War I.
b. Cubism
 It derived its name from the cube, a three- dimensional geometric
figure composed of strictly measured lines, planes, and angles.
 Cubist artworks were, therefore a play of planes and angles on a
flat surface.
c. Futurism
 It created art for a fast-paced, machine-propelled age.
 They admired the motion, force, speed, and strength of
mechanical forms
d. Mechanical Style
 In this style, basic forms such as planes, cones, spheres, and
cylinders all fit together precisely and neatly in their appointed
places.
e. Non-objectivism
 From the term “non-object”, works in this style did not make use
of figures or even representations of figures.

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 What I can Do

Activity 1:

Create a “Picasso”

Instructions:
1. Review the description of Picasso’s cubist style.
2. Based on this, plan a cubist artwork on your own to create.
3. Prepare a magazine, assorted photographs, 1 sheet
of sketch pad, scissors, and glue or paste.
4. Select a large photograph from the magazine and/or
the other photos, and cut these up into segments of
different shapes and sizes.
5. Glue or paste the segments on the oslo paper in a
creative way, but with the image still recognizable.
6. Give your cubist artwork a title.
7. Take a photo and send it to your subject teacher.

Activity 2:
Create a “Mondarian”
Instructions:

1. Review the description of Mondrian’s style of painting.

2. Based on this, plan a non-objectivist artwork on your own to
create.
3. Prepare a sheet of sketch pad; masking tape; scissors; a
paint brush; and acrylic, poster, or any available paints in
primary colors, black, and white.
4. Use the tape to mask off strips and spaces on the board.
5. Paint the exposed areas using your chosen colors. Wait for
the paint to dry.
6. Continue masking and painting, overlapping strips of color
as Mondrian did, until you have completed your artwork.
(Note: Allow the paint to dry thoroughly between applications
before laying the masking tape to avoid destroying your
design.)
7. Give your painting a title.
8. Take a photo and send it to your subject teacher.

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 Assessment
Multiple Choice:
Directions: Choose the correct answer. Write it on a separate sheet of paper

1. An art movement that had the same spirit of freedom of expression and
openness that characterized life in the 20th century, but it differed from
expressionism in certain ways.
a. Expressionism c. Abstract Expressionism
b. Abstractionism d. Post-Impressionism
2. Proponents under Abstractionism except:
a. Georges Braque c. Pablo Picasso
b. Gino Severini d. Jackson Pollock
3. Art styles under Abstractionism except:
a. Action Painting c. Cubism
b. Non-objectivism d. Mechanical Style
4. An art style that derived its name from the cube, a three- dimensional
geometric figure composed of strictly measured lines, planes, and angles.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
5. An art movement that created art for a fast-paced, machine-propelled age.
They admired the motion, force, speed, and strength of mechanical forms.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
6. Famous art painting of Gino Severini.
a. Girl before a mirror c. Three Musicians
b. Armored Train d. The City
7. The works in this style did not make use of figures or even representations of
figures. They did not refer to recognizable objects or forms in the outside
world.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
8. In this style, basic forms such as planes, cones, spheres, and
cylinders all fit together precisely and neatly in their appointed
places.
a. Futurism c. Cubism
b. Non-objectivism d. Mechanical Style
9. These are the characteristics of Abstractionism except:
a. It was logical and rational
b. It involved analyzing, detaching, selecting, and simplifying.
c. It has concept of space-time and relativity
d. They distorted outlines, applied strong colors, and exaggerated forms.
10. Pablo Picasso’s paintings except:
a. Three Musicians c. Girl before a Mirror
b. Guernica d. The City

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LESSON 3

10.D 10.D
9. D 9. D
8. D 8. D
7. B 7. B
6. B E 5. 6. B
5. D C 4. 5. D
4. C A 5. A 3. 4. C
D 4. D 2.
3. A 3. A
D 3.
2. A B 1. 2. A
B 2.
1. B C 1. 1. B
What I know In What Whats More Assessment

RUBRICS for the Artworks

Criteria 5 4 3 2 1
Excellent Very Good Fair Poor
Good
1. Composition and Design
- Showed the theme and motif of
Modern Art
2. Process
- Followed the instruction in doing the
activity.
- Maintained cleanliness in the
artwork
3. Material Used
- Used proper materials and tools
prescribed in the activity

4. Application of Art Concept

- Demonstrate comprehensive
knowledge and expressive ideas.
5. Overall look of the artwork
- Depicts a Modern Art look

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References
 Jeyson M. Logronio, Herlyn C. De La Cruz and Rosauro S. Parafina Jr.
Quarter 1 - Module 2: Modern Art –Artistic Concept of Modern Art Movements
First Edition, Malaybalay City, 2020
 Maricel L. Burgos and Rowell D. Garcia. Quarter 1 – Module 2:
Characteristics of Arts from the Various Art Movements First Edition, La
Union, 2020
 Raul M. Sonico, PhD. 2015. Horizons Music and Arts Appreciation for Young
Filipinos Learners’ Material. Tawid Publications.2015

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For inquiries or feedback, please write or call:

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Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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