LEARNING ACTIVITY SHEET

Music 9
2nd Quarter 2020-2021

Week No: 1
TOPIC: Classical Period
Activity No: 1,2,3
OBJECTIVE
At the end of the lesson, the learners CAN
1. Describes musical elements of given Classical Period pieces;
2. Explains the performance practice (setting, composition, role of composers/ performers, and audience)
during Classical Period.
3. Relates Classical music to other art forms and its history within the era
4. Improves appropriate accompaniment to selected music from Classical Period
5. Performs selected music from the Classical period
6. Evaluates music and music performance using guided rubrics.

I. FOCUS LESSON
The period from 1750 to 1820 is generally referred to as the Age of Reason and Enlightenment.
This era is considered nonreligious, impartial, logical, respectful to human welfare, and universal.
All of these characteristics are reflected in the music created in this time.

II. GUIDED INSTRUCTION

Essential Bits of Information
Lesson 1 Classical Music
When one hears the word “classical” it connotes several meanings. It could mean;
- the art and literature of ancient Greece - the same as Art music; or
- the opposite of Romantic music - the period beginning from 1750 up to 1820

The following are the specific characteristics of Classical period music

Texture Usually homophonic. There is one melodic line with a nonmelodic of less melodic
accompaniment, thus creating a simpler texture as opposed to the massive sound of the Baroque
Melody There is a strong emphasis on the melody in classical music. Classical melodies are typically
short, lyrical and easy to sing. Melodic lines re more diatonic than of Baroque music. There are
also elements of folk music that can be heard in themes of highly sophisticated classical
composition.
Harmony Classical harmony is a lot simpler than that of the Baroque. It is strongly tonal because key
signatures are firmly established during this period. It uses more of the primary chord － tonic (I),
subdominant (IV) and dominant (V)
Dynamics and In order to express different feelings, moods, and emotions, dynamic markings are widely used
Instrumentation such as forte (loud) and piano (soft). Dynamic levels cannot demonstrate through playing the
harpsichord. This led to the replacement of harpsichord by the piano, which was perfected by
Bartolomeo Cristofori－ an Italian maker of musical instruments famous for inventing the piano.
Form Musical forms in the Classical period were clearly defined. Music was organized into precise,
well-balanced and clear sections. The ABA structure of music was commonly used which has two
basic melodies－ Melody A and Melody B. However, this musical structure is called ternary.
Improvisation The importance of the basso continuo had been reduced during this period. This is why
improvisation had become less and less significant. Unlike Baroque music, classical music with
its specific harmony, ornamentation, dynamics and phrasing was clearly indicated in the musical
score. If Baroque music uses the basso continuo chord figure as the bass accompaniment,
classical music uses the Alberti Bass－ a broken chord figure named after Domenico Alberti.

Supplemental Video: Mozart - Piano Sonata No. 16 in C Major, K.545 (1st Mvt)

(https://www.youtube.com/watch?v=qjk-YRuQZDE)

Lesson 2 Instrumental Music of the Classical Period

 It was in the instrumental music of the Classical period that important changes in musical form and style
happened.

Sonata Is a large instrumental composition made up of several movements or sections. The first
movement of section of a sonata is written in a form called sonata-allegro form or first
movement form.
Exposition －where the basic theme is presented in the tonic key; modulation also takes place
for the subordinate theme from the tonic key to the dominant key; it concludes in a theme called
codetta.
Development－where the main theme is developed in different ways; the theme may be treated
in differen keys, registers, textures and timbres
Recapitulation－where the themes in the exposition are restated in the tonic key but not exactly
the same
Symphony Performing the symphony can last from 20-45 minutes.
The typical sequence of symphony are as follows:
First movement- fast and vigorous; in sonata form; usually in duple meter
Second movement- slow tempo; can be in sonata form, rondo or theme and variation structure
Third movement- dance-like movement; can be in minuet or scherzo form
Fourth movement- brilliant, lively and fast movement; often either in sonata form or sonata-
rondo form.
Concerto Is a major instrumental composition combining the virtuosity of the instrumental soloist and the
various textures and expressiveness of the orchestra. The soloist and the orchestra are equally
important creating a balanced dialogue between the two. The piano is frequently used as the solo
instrument. Other solo instruments like violin, cello, horn, clarinet, trumpet and bassoon can also
be employed. It is composed of three movement following fast-slow-fast structure.
Chamber Music Is designed in such a way that it is performed in a small room or in a palace, unlike the
symphony or concerto which is performed in a public concert hall. It is composed for small
ensembles consisting of only two or nine players and usually only one instrument to a part. The
most important chamber music ensemble is the string quartet. Its music is written for 2 violins,
1 viola, and 1 cello. It is usually composed of four movements: 1. Fast,2. slow, 3. minuet or
scherzo and 4. fast.

Listen to the following instrumental music of the Classical period.

1. Little Night Music, K. 525 (Third Movement: Minuet- Allegretto) by Wolfgang Amadeus Mozart
2. Trumpet Concerto in E-flat Major (Third Movement: Allegro) by Franz Joseph Haydn
3. Symphony No.5 in C Minor, Opus 67 (Second Movement: Andante con moto) by Ludwig Van Beethoven

Lesson 3 Classical Music Composer

Franz Joseph Haydn (1732- Wolfgang Amadeus Mozart (1756- Ludwig Van Beethoven (1770-
1809) 1791) 1827)
- One of the most prolific and - a child prodigy and an influential - was born in Bonn, Germany on
prominent composers of the composer of the Classical period Dec. 16, 1770
Classical period - was baptized as Johannes - was trained musically by his father
- Austrian born on March 31, 1732 Chrysostomus Wolfgangus Theophilus Johann, Franz Rovantini (violin and
- died of old age Mozart, born in Salzburg, Austria on viola), Tobias Pfieiffer (piano), and
- Father of the Symphony Jan. 27, 1756 to composer Leopold Christian Gottlob Neefe (compsition)
- Father of the String Quartet Mozart and Anna Maria. - spent most of his life in Vienna
- served as Kapellmeister or music - at age 3, he began to play tunes at the where he met Haydn and Mozart
director of a small orchestra of harpsichord and began to write minuets - Vienna years were considered to be
Count Morzin in Bohemia and the at age 5 learning years (began to notice
palace of Esterhazy family. - at age 6, he was already performing ringing in his ears during this period)
Major Compositions: for royalties and aristocrats with his - Second period, his major pieces
- ‘The Creation’ and ‘The Season’ sister Nannerl. became longer.
- The Surprise Symphony Major Compositions: - Final years, became totally deaf
- The Clock Symphony - The Marriage of Figarro Major Compositions:
- The Paris Symphony - Don Giovanni - Moonlight Sonata
- The London Symphony - The Magic Flute - Symphony No.5
- Fur Elise and March of the Turks
 Immaculate Conception Archdiocesan School
Fr. Barua Street, Tetuan Zamboanga City
Junior High School Department
S.Y. 2020-21

Student Activity Worksheet

Name: Date:
Grade Level: 7 Subject Music
Worksheet No. 1 Activity Sheet No. 1.1
Topic / Content: Music of the Classical Period

Checking for understanding

In a short bond paper, answer the following question (Handwritten)
1. Name some major changes in the instrumental music of the Classical Period.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Choose three from the following words and explain: cadenza, scherzo, theme and variation,
string quartet, double exposition, sonata-allegro.
A. _______________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________
B. _______________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________
C. _______________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________

III. GUIDED PRACTICE

Collaborative Activity (Work by 3)
Analysis
Listen to the following Classical music. Explain its musical element that appeals to you the most.

1. Symphony no. 40 in G Minor, K. 550 by Wolfgang Mozart

Melody-
_______________________________________________________________________________
________________________________________________________________________
Dynamics-
_______________________________________________________________________________
______________________________________________________________________
Instrumentation-
_______________________________________________________________________________
__________________________________________________________________

2. Symphony no. 94 in G Major (Surprise Symphony) by Joseph Haydn

 Melody-
_______________________________________________________________________________
________________________________________________________________________
Dynamics-
_______________________________________________________________________________
______________________________________________________________________
Instrumentation-
_______________________________________________________________________________
__________________________________________________________________

3. Moonlight Sonata

Melody-
_______________________________________________________________________________
________________________________________________________________________
Dynamics-
_______________________________________________________________________________
______________________________________________________________________
Instrumentation-
_______________________________________________________________________________
__________________________________________________________________

Synthesis

Fill out this table.

Haydn Mozart Beethoven
Full name

Birth date and birth

place

Musical training

Date and reason of

death

Famous compositions

INDEPENDENT PRACTICE
Reflection
3. What lesson can you learn from the life of each of the Classical composers?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Note: Submit the following

Checking for understanding, Guided Practice, Independent Practice

Resources: Quennie Miranda, Laura Jugueta, Guinevere Sacdalan, Maria Teresa San Jose,Copyright 2017, MAPEH 9, The Phoenix Publishing House Inc.;
Argie Concha, Carlo Luis Ganzon, Carlo Bejarasco, Copyright 2018, MAPEH 9, The Sibs Publishing House Inc.

Prepared by: ANSON S. ATILANO

Subject Teacher
Noted: JEREMEE E. DEL ROSARIO
Subject Coordinator

Music of the Classical Period

This Chapter is about the Classical period (1750-1820) in the history of Western music, its historical and
cultural background. The lives of the great major composers who graced this period will be discussed. Also this
chapter presents the significant changes in instrumental music like the sonata cycle, symphony, concerto, and
chamber music.
Overview of the Lesson
Lesson 1 What is Classical Music
Lesson 2 Instrumental Music of the Classical Period
Lesson 3 Classical Music Composer
Name: ____________________________________
Grade and Section: __________________________

Post Assessment
MUSIC 9
Multiple choice. Write the letter of the correct answer on the space provided before each number
.
________1. A musical work with different movements for an instrumental soloist and
orchestra
a. SYMPHONY b. CONCERTO c. SONATA d. RONDO

________2. A section of the sonata allegro form where the themes are introduced
a. EXPOSITION b. RECAPITULATION c. DEVELOPMENT d. THEME AND VARIATION

________3. The general texture of Classical music

a. MONOPHONIC b. HETEROPHONIC c. HOMOPHONIC d. POLYPHONIC

________4. The term for serious opera

a. OPERA b. OPERA BUFFA c. COMIC OPERA d. OPERA SERIA

________5. The most important form that was developed during the classical era and was usually the
form of the first movement of a sonata or symphony was called
a. MINUET b. RONDO c. SONATA ALLEGRO d. SYMPHONY

________6. It repeats the themes as they first emerged in the opening exposition
a. EXPOSITION b. RECAPITULATION c. DEVELOPMENT d. SONATA

________7. A musical composition designed to be played by the full orchestra

a. SYMPHONY b. CONCERTO c. SONATA d. CANTATA

________8. The term for Italian opera

a. OPERA b. OPERA BUFFA c. COMIC OPERA d. OPERA SERIA

________9. It is a multi-movement work for solo instrument

a. SYMPHONY b. CONCERTO c. SONATA d. CANTATA

________10. It is called “The Age of Reason”

a. MEDIEVAL b. BAROQUE c. RENAISSANCE d. CLASSICAL

Arts 9
A. Match the artworks with the artist’s name. Write only the letter of the
correct answer on the space provided before the number.
_________ 1 Equestrian Monument of Gattamelata a. Donatello
_________ 2. Mona Lisa b. Michelangelo
_________ 3. Sistine Madonna c. Leonardo da Vinci
_________ 4. The Last Supper d. Raphael
_________ 5. Pieta e. Bernini
Write the letter of the correct answer on the space before each item.
__________1. It means “an irregular shaped pearl”
a. Renaissance b. Baroque c. Sculpture
_________ 2. One of his famous works is the “Conversion of St. Paul”.
a.Caravaggio b. Bernini c. Rubens
________ 3. “Ecstasy of St. Teresa” is the artwork of ___________.
a. Bernini b. Rembrandt c. Rubens
_________ 4. He is known as the greatest Baroque sculptor
a. Velasquez b. Rembrandt c. Bernini
_________ 5. “The maids of honour” is the artwork of _________.
a.Velasquez b. Rubens c. Bernini

LEARNING ACTIVITY SHEET

Arts 9
2nd Quarter 2020-2021

Week No: 2
TOPIC: Arts of the Renaissance and the Baroque
Activity No: 1,2
OBJECTIVE
At the end of the lesson, the learners CAN
1. Analyze art elements and principles in the production of work following a specific art style
2. Identify distinct characteristics of arts during the Renaissance and Baroque periods
3. Identify representative artists from Renaissance and Baroque periods
4. Reflect on and derive the mood, idea or message from selected artworks
5. Discuss the use or function of artworks by evaluating their utilization and combination of art
elements and principles.
6. Use artworks to derive the traditions/ history of an art period
7. Compare the characteristics of artworks produced in the different art periods

I. FOCUS LESSON
“Where there is shouting, there is no true knowledge” - Leonardo da Vinci

What do you think da Vinci meant by this quotation? Do you agree with his statement? Why or why
not?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

II. GUIDED INSTRUCTION

Essential bits of Information
There was a shift in the values of the people in the latter part of the medieval period. There was a change of
principles from the spiritual to more human-centered interests. Importance was given to the attainment of knowledge and
self- betterment.

Lesson 1 Renaissance Period

The Renaissance began in Florence, Italy in the 14 th century C.E. as a literary movement. Writings of the
philosophers of antiquity were rediscovered. The teachings and values of the ancient Greeks and Roman were eventually
adapted to the visual arts. Artists combined Christian iconography with Greek and Roman symbolism and imagery. They
spread gradually throughout Europe and were adapted in varying degrees.
The Catholic church during the Renaissance is one of the most powerful and wealthiest institutions in
Europe, especially in Italy. The Church commissioned artists to create artworks that were used for church decoration and
iconography. This period also produced many of the most recognizable religious artworks in Catholic tradition.
Artist also found patronage from wealthy merchant families such as the Medici, a rich and politically
influential dynasty who commissioned hundreds of paintings and sponsored many Renaissance artists.
Secular sponsorship, like that of the Medici, allowed artists to experiment with their art without being
restricted by the doctrines of the church. Artists depicted both religious and secular themes. Royalties, along with the
noble families in Europe, were also great supporters of art and talented artists. This inspired other budding artists to
improve their crafts. Below are the characteristics of Renaissance art period.
Classicism Humanism Individualism Realism Mannerism

- Artists used styles - Humanists believe - Being dependent - Humans were - Also known as The
and techniques that understanding upon others is often drawn with facial Late Renaissance
 that were inspired is achieved considered expression and period that lasted
by the Classical through science shameful or were lifelike around 1520-1580.
arts of Greece and and logic. embarrassing. - Linear perspective It is a transitional
Rome. - Humanists believe - Independence is allows artists to phase from the
- The common that people can highly valued. draw figures in Renaissance to the
subject matter of experience God - Individual rights three dimensions. Baroque period.
the Renaissance, through His take center stage. - Italian - Was practiced in
along with greatest creation, - People often place Renaissance artists Italy and Northern
religious subjects, man. a greater emphasis often placed their Europe, but this
was ancient - In achieving man’s on standing out and subjects in large or style gradually
Greek and Roman true potential, he being unique. outdoor spaces appeared in the
mythology. can experience - People tend to like a courtyard, a whole continent-
God. be self-reliant. forest, etc., not influencing
- Filippo Brunelleschi - Paintings that have making the other countries.
was an architect, single subject in the paintings feel - They depict figures
goldsmith, piece, like the spacious and from Christianity
sculptor, engineer, Mona Lisa, were large. as well as
and accepted. mythology of the
mathematician. Greeks and
Leonardo da Vinci Romans.
was skilled in - They have bright
architecture, colors with
sculpting, meticulously
painting, music, attention on details.
engineering, - Mannerists works
literature, botany, also give an
among others. impression of
sensuality through
nudity and pose.

Painting Modes of the Renaissance

Sfumato Literally means “soft and blurred. The painting mode blurs the edges of the outlines, creating tonal value.
Leonardo used this technique on his “Mona Lisa-1503-1507”.
Unione Uses gradient changes between color and the light blending on the edges but retains the overall brilliance
Raphael used this technique on his work “St. Catherine of Alexandria- 1507”.
Chiaroscuro Means “light and dark”. The strong contrast creates shadows and light that the artist uses to create focal
point. It is like pointing a spotlight on a dark scene like da Vinci’s work “Virgin of the Rocks-1440-42”
Cangiante Means “to change”. This technique renders shadows by replacing the color. This technique was used by
Michaelangelo in some panels of the Sistine Chapel as well as Fra Angelico’s “Presentation of Jesus at
the Temple- 1440-1442”.
Fresco Is a painting technique on wet plaster. Water is used to make the pigment combine with the plaster, and
when its sets, it creates a painting that is integrated on the wall
Tempera Is similar to acrylic painting that we see today. It is made of colored pigments with a water-soluble
binder, loke egg yolks.

Artist of the Renaissance Period

Donatello di Niccolὁ di Michaelangelo di Lodovico Leonardodi ser Piero da Rafaello Sanzio da Urbino
Betto Bardi (1386-1466) Buonarroti Simoni (1475- Vinci (1452-1519) (1483-1520)
1564)
Popularly known as Known by his first name, Was a polymath (painter, An apprentice of
Donatello Michaelangelo sculptor, architect, musician, Michaelangelo and
Pioneered the Renaissance Was a poet, painter, sculptor poet, geologist, botanist, Leonardo da Vinci.
style, was a sculptor that and architect. anatomist, mathematician) Learned shading to create an
applied perspective in his A talented man who created and was a perfectionist and illusion of three
works. many works for the Catholic many of his works were left dimensionality that is also
He sculpted his statues to be Church. unfinished because wasn’t known as modeling.
wider and longer on top to Famous works: Pieta, and happy about it or he was
remove this optical illusion. the paintings on the ceiling distracted with a new Famous work: The School
Famous work: David of the Sistine Chapel The project. of Athens
Creation of Man Famous works: The Last
Supper, Mona Lisa, The
Vitruvian Man
Supplemental Video:
Inside Sistine Chapel on 500th anniversary (https://www.youtube.com/watch?v=Fwl640Yc6JM)
Behind the Scene at the Sistine Chapel (https://www.youtube.com/watch?v=ZQ--TSB6JHE)

Lesson 2 Baroque Period

Baroque comes from the Portuguese word barroco, or the Spanish barrucco, which means means “rough or
imperfect pearl”. In the 1600s, the Baroque style became widespread in Rome and other parts of Italy. The religious
paintings of this style soon spread to other countries in Europe until the 1750s. it encouraged artists to express themselves
 in grand and beautiful artworks. It often portrayed religious conversions, visons, and martyrdom. This movement
flourished in Catholic regions such as Italy and Spain, while protestant countries adapted the style sparingly.
Baroque period is divided into three phases: Early Baroque (1590-1625), the High Baroque (1625-1660) and the
Late Baroque or Rococo (1660-1725).
The common objectives of Baroque artists were to evoke the spirituality within to encourage the viewers to
connect with the scene, and to cement the belief in God’s compassion to humankind. It was made to be larger than life, to
the spiritual and to evoke a scene of awe. All these were done to deliver a strong religious message to the masses.

Baroque Painting Baroque Architecture Baroque Sculpture

- are realistic, dramatic and - Churches reflected the Baroque - Sculptures made during the Baroque
extravagant. It is a style that characteristic of movement through period mirrored the dramatic and
conveys strong emotions through the use of curving lines as emotional impact of Baroque
dramatic lighting and inferred decorative ornaments. The curving paintings.
movement. elements lead the viewers eyes - Sculptors gave importance to texture
- Religious themes were the most along the structure, giving them a to highlight and emphasize the dark
popular subject in this style. sense of movement. shadows, mirroring the Baroque
- Assumption of Mary (1626) and The - Sculptural Scrolls are examples of the style of dramatic lighting.
conversion of St. Paul (1601) were said decorative elements used as - The Hell (1755-1760) by Joseph
among the best paintings. decorative façade of the churches. Stammel and Ecstasy of St. Teresa.
- Scoppa arch in Ostuni Puglia, Italy
Artists of the Baroque Period
Gian Lorenzo Michaelangelo Peter Paul Reubens Rembrandt van Rijn Diego Velazquez
Bernini (1598-1680) Merisi da (1577-1640) (1606-1669) (1599-1660)
Caravaggio (1571-
1610)
- His gift of thinking - his works are - Flemish artist - Dutch painter and - Spanish artist
beyond the normal characterized by - His works were printmaker of the known for painting
confines of dramatic lighting. influenced by era. not only royalties
medium - his art intrigues his different artist - unlike his fellow but also other
- He considered the viewers, making from different countrymen, he European
overall effect of them ask what is periods like the painted not just noblemen.
his work to the happening. Renaissance genre paintings but - his works has
viewers by - he painted the flaws artists. also religious inspired and
designing his and imperfections - His paintings make paintings. influenced many
sculptures to of his subject to the viewers feel as - his expertise on the modern artists such
where it will be make them more if they are part of use of color and as Pablo Picasso
placed and making human. the artwork. texture is achieved and Salvador Dali.
them part of a through the thick
building or setting. use of paint.
- His mastery of
dramatic light
creates an
atmosphere making
the viewers to stop
and study the
artwork.
Note:
Do a research on the following artworks for you to appreciate the actual colors !
Aeneas, Anchises Conversion on the The Raising of the The Nightwatch Las Meninas
and Ascanius Way to Damascus Cross

Supplemental Video: Palace of Versailles (https://www.youtube.com/watch?v=tMI3jcgtEas)

Rococo or Late Baroque Period

One of the products of France’s influence in art is seen in the artistic style known as Rococo. This 18 th century art
movement initially started in France under King Louis XIV as a mode of interior decoration. The court patronized this
rebellious style. It further developed under the rule of King Louis XV and later on spread to different parts of Europe.
The Rococo movement was the art of the aristocracy. The term Rococo came from the French word Rocaille
which refers to an architectural style that uses small pebbles and shells to decorate the inside of the grottoes. Rococo is a
highly decorative art that is characterized by feminine, graceful, and playful lines and use of light and delicate colors. It
veered away from the religious propaganda and dramatic expression of the Baroque and instead centered on the carefree
lives of the wealthy aristocrats at play in fantastical and dreamlike settings.

To further understand Rococo Style, pls log in to this url: (http://academic.mu.edu/meissnerd/rococo.html)

Supplemental Video: Rococo Style 1700-1760 (https://www.youtube.com/watch?v=TvlMyFXiMSc)
 Baroque in the Philippines
Baroque influence in the Philippines is seen primarily in its churches. The Baroque architectural style in the
Philippines was a result of Spanish and Asian influences. The architectural decoration can be seen in the Daraga Church
or more formerly known as Our Lady of the Gate Parish Church in Daraga, Albay, the Paoay Church in Ilocos Norte, and
the San Agustin Church in Intramuros Manila.

Immaculate Conception Archdiocesan School

Fr. Barua Street, Tetuan Zamboanga City
Junior High School Department
S.Y. 2020-21

Student Activity Worksheet

Name: Date:
Grade Level: 7 Subject Arts
Worksheet No. 2 Activity Sheet No. 2
Topic / Content: Arts of the Renaissance and Baroque Periods

Checking for understanding

Write down three things you learned about the following Baroque artists
Baroque artist Three things you learned about the artist
Michaelangelo Merisi de
Caravaggio

Gian Lorenzo Bernini

Peter Paul Rubens

Rembrandt van Rijn

Diego Velasquez

GUIDED PRACTICE
Synthesis
Choose a Renaissance or Baroque artist that is not mentioned in this module and conduct a research about
him/her. Make a short, yet informative summary of his/her life, career and style. Choose one of his/her well-known
works. Paste it in the box below
Name: Period:
Famous Artwork: Life:
________________________________________
________________________________________
________________________________________
________________________________________
 ________________________________________
________________________________________
___________________________________
Career:___________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_____

INDEPENDENT PRACTICE
Analysis. Identify the words that are being referred to by the statements. Match each item from the box.

Renaissance Period School of Athens Filippo Brunelleschi Mona Lisa Modeling

Leonardo da Vinci Pieta Michaelangelo Donatello’s David Tempera

___________________1. This was the period of reawakening the interest in the classical arts.
___________________2. He was the one who developed linear perspective.
___________________3. This is the technique used by artists to achieve realism with shading and shadows.
___________________4. This artwork of Michaelangelo features Mother Mary cradling the body of Jesus Christ.
___________________5. This bronze statue was one of the first to redepict nudity in sculptures.
___________________6. This is the paint used by artists that is made of pigment and egg yolks as binding agents.
___________________7. He painted the ceiling of Sistine chapel.
___________________8. He painted a version of The Last Supper that is displayed in the dining hall of a monastery.
___________________9. This enigmatic portrait is famous all over the world for her smile.
___________________10. This painting by Raphael features the great minds of ancient Greece.

Reflection
The Best Name:
Renaissance
Artist
Reasons: 1.________________________________________________________________________________
_________________________________________________________________________________
___________________
2.________________________________________________________________________________
_________________________________________________________________________________
___________________

Note: Submit the following

Checking for understanding; Guided Practice (Synthesis and Analysis); Reflection; Post Assessment

Resources: Quennie Miranda, Laura Jugueta, Guinevere Sacdalan, Maria Teresa San Jose,Copyright 2017, MAPEH 9, The Phoenix Publishing House Inc.;
Argie Concha, Carlo Luis Ganzon, Carlo Bejarasco, Copyright 2018, MAPEH 9, The Sibs Publishing House Inc.
(http://academic.mu.edu/meissnerd/rococo.html)
Supplemental Video:
Inside Sistine Chapel on 500th anniversary (https://www.youtube.com/watch?v=Fwl640Yc6JM)
Behind the Scene at the Sistine Chapel (https://www.youtube.com/watch?v=ZQ--TSB6JHE)
Do you know why the Sistine Chapel was Artrageous (https://www.youtube.com/watch?v=NadMZ-P93Ms)
Palace of Versailles (https://www.youtube.com/watch?v=tMI3jcgtEas)
Rococo Style 1700-1760 (https://www.youtube.com/watch?v=TvlMyFXiMSc)

Prepared by: Noted:

ANSON S. ATILANO JEREMEE E. DEL ROSARIO

Subject Teacher Subject Coordinator
 Arts of the Renaissance and Baroque Periods

This chapter will discuss how the Renaissance and Baroque periods showed an important shift on the
Westerners’ way thought. These periods produced many discoveries and introduced the world to new
philosophies that helped transition the West to the modern age. The lessons will also talk about the development
and innovations in art during these periods and the lives of famous artists and their masterpieces. You will be
inspired to use the available resources and learn more about these periods in art history.

Overview of the Lesson

Lesson 1 Renaissance Period
- Classicism
- Humanism
- Individualism
- Realism
- Mannerism
Lesson 2 Baroque Period
- Paintings, Architecture, Sculpture
- Artists of the Baroque Period
- Rococo Style Period
- Baroque in the Philippines