DEPARTMENT OF EDUCATION

REGION III
Schools Division of Cabanatuan City
Maharlika Highway, Cabanatuan City

Modern Arts

ARTS

Writer/Illustrator/Layouter:
Melanie B. Sangoyo
Teacher I, San Josef National High School

Project EL AR:
Enhance Learning
thru Adequate Resources
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 GUIDE FOR THE LEARNER, PARENTS,
GUARDIANS AND LEARNING FACILITATOR

To You, Learner:

Welcome to Arts 10 Self-Learning Module (SLM) on Modern Arts! This module was
made to give you with fun and meaningful time for guided and independent learning at
your convenience. You will be able to process the contents of this Module while being an
active learner.

To You, Parent/s, Guardian/s and Learning Facilitator/s:

This Module was collaboratively developed and reviewed by the teachers, school
heads and supervisors of DepEd Division of Cabanatuan City to assist you in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their different
constraints in schooling. 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.

This Module is about Modern Arts. You are going to witness that our own arts is very
similar to that of our neighbors. In this module, you will answer different activities where
you can learn and show your understanding of the basic concepts and principles of
modern arts. You will also discover how people from the different countries express their
feelings towards each other, towards the environment, and their history and beliefs
through arts.

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 OBJECTIVES

1. Reflect on and derive the mood, idea or message from selected artworks.
2. Explain the role or function of artworks by evaluating their utilization and principles.

COMPETENCY

Reflect on and derive the mood, idea or message from selected artworks. (A10PL-Ih-1)
Explain the role or function of artworks by evaluating their utilization and principles.

A10PL-Ih_2

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 WHAT DO YOU ALREADY KNOW?

Where Do I Belong?
On your work sheet, write the name of the following painting.

1. 2. 3.

4. 5. 6.

4
 WHAT YOU NEED TO KNOW

Presentation of the Lesson

In all of human history, art has mirrored life in the community, society, and the world
in all its colours, lines, shapes, and forms. The same has been true in the last two
centuries, with world events and global trends being reflected in the art
movements.
The decades from 1900 to the present have seen the human race living in an
evershrinkingplanet.The20th century saw a boom in the inter change of ideas,
beliefs, values, and lifestyles that continues to bring the citizens of the world closer
together

Impressionism - studying effects of light on objects how light colours shadows and dissolves
objects and transferring their observations into canvas.

Expressionism - Expressionism is a modernist movement, initially in poetry and painting,

originating in Germany at the beginning of the 20th century. Its typical trait is to present the
world solely from a subjective perspective, distorting it radically for emotional effect in order
to evoke moods or ideas.

Neo- Primitivism- which emerged in fine art during the late 19th-century, is used to
describe any art characterized by imagery and motifs associated with such primitive art.

Fauvism- used intensely vivid, non-naturalistic and exuberant colours. The style was
essentially expressionist, and generally featured landscapes in which forms were distorted.

Dadaism- explicitly political overtones – a reaction to the senseless slaughter of the

trenches of WWI. It essentially declared war against war, countering the absurdity of the
establishment's descent into chaos with its own kind of nonsense.

Surrealism - Surrealism was a cultural movement which developed in Europe in the

aftermath of World War I and was largely influenced by Dada. The movement is best known
for its visual artworks and writings and the juxtaposition of uncommon imagery.

Social Realism - the realistic depiction in art of contemporary life, as a means of

social or political comment.

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 Abstractionism - Abstractionism is the theory that the mind obtains some or all of its concepts
by abstracting them from concepts it already has, or from experience.

Cubism - Cubism was a revolutionary new approach to representing reality invented

in around 1907–08 by artists Pablo Picasso and Georges Braque. They brought different views
of subjects (usually objects or figures) together in the same picture, resulting in paintings that
appear fragmented and abstracted.

Futurism - was an artistic and social movement that originated in Italy in the early 20th
century. It emphasised speed, technology, youth, violence, and objects such as the car, the
airplane, and the industrial city.

Mechanical Style - are a medieval concept of ordered practices or skills, often

juxtaposed to the traditional seven liberal arts. Also called "servile" and "vulgar", from antiquity
they had been deemed unbecoming for a free man, as ministering to baser needs.

Objectivism - selective re-creation of reality according to an artist's metaphysical

value-judgments

Abstract Expressionism - a development of abstract art that originated in New York in the
1940s and 1950s and aimed at subjective emotional expression with particular emphasis on
the creative spontaneous act.

Principles of Arts

Mood - the atmosphere in a painting or the feeling being expressed.

Tone – the lightness or darkness of the color used.

Harmonize – bringing the elements together and create a pleasing sensation.

Form – it can refer to the overall form taken by the work – its physical nature; or within a
work of art it can refer to the element of shape among the various elements that make up
a work

Line - is any image that consists of distinct straight or curved lines placed against a
background, without gradations in shade or hue to represent two-dimensional or three-
dimensional objects. Line art can use lines of different colors, although line art is usually
monochromatic.

Shape - is a flat, enclosed area of an artwork created through lines, textures, colours or an
area enclosed by other shapes such as triangles, circles, and squares. Likewise, a form can
refer to a three-dimensional composition or object within a three-dimensional composition.

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Space - refers to the area within, around, above or below an object or objects. It is
important to creating and understanding both two dimensional and three dimensional
works of art.

Color - is produced when light, striking an object, is reflected back to the eye

Value - art is essentially how light or dark something is on a scale of white to black (with
white being the highest value and black being the lowest value). It is widely considered to
be one of the most important variables to the success of a painting, even more so than
your selection of color (hue).

Texture - It is used to describe the way a three-dimensional work actually feels when
touched. In two-dimensional work, such as painting, it may refer to the visual "feel" of a
piece.

Balance - one of the basic principles of design, along with contrast, movement, rhythm,
emphasis, pattern, unity, and variety. Balance refers to how the elements of art (line, shape,
color, value, space, form, texture) relate to each other within the composition in terms of
their visual weight to create visual equilibrium.

Rhythm - often referred to as principles of organization or design principles, they help to

organize the basic elements of art, which include, line, shape, form, value, color, space,
and texture. Rhythm refers to the movement or the visual flow within a certain piece.

Proportion - can be defined as the relation based on size between parts or objects within
a composition. It should not be confused with scale, which defines relation between
different artworks and their sizes.

Impressionism

The Bar at the Folies-Bergere La Promenade Claude Monet,

Edouard Manet, 1882 Oil on 1875 Oil on canvas
canvas Oil on canvas

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 Starry Night, Vincent van Gogh, Boy in a Red Vest Paul
1889 Oil on canvas Cezanne, 1890 Oil on canvas Oil
on canvas

Expressionism

Yellow Sweater Amedeo Head Amedeo Modigliani, c.

Modigliani, 1919 Oil on canvas 1913 Stone

Fauvism

Woman with Hat Henri Matisse, Blue Window Henri Matisse, 1911
1905 Oil on canvas Oil on canvas

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 Dadaism

Melancholy and Mystery of a I and the Village Marc Chagall,

Street Giorgio de Chirico, 1914 1911 Oil on canvas

Surrealism

Miners’ Wives Ben Shahn, 1948 Guernica PabloPicasso,1937 Oil

Egg tempera on board on canvas

Futurism

Armored Train Gino Severini,

1915 Oil on canvas

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 WHAT HAVE YOU LEARNED?

Answer the following questions.

1. Was the term “impressionism” fitting for modern art movement? Why do you say so?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

2. Do you see this style reflected even in the works of today’s artists? Explain briefly.
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________

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 ENRICHMENT ACTIVITY 1

DIRECTIONS: On your answer sheet, write the depicting mood, idea or message
of the following painting.

MOOD:
_____________________________________________
_____________________________________________
_____________________________________________

IDEA/MESSAGE:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

MOOD:
_____________________________________________
_____________________________________________
_____________________________________________
IDEA/MESSAGE:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

MOOD:
_____________________________________________
_____________________________________________
_____________________________________________
IDEA/MESSAGE:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

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 ENRICHMENT ACTIVITY 2

Directions:
I. Briefly describe each of the following elements of art which you have
learned

Description
Line
Form
Shape
Space
Color
Value
Texture
II. Now review the following principles of art which you have studied before. Briefly
describe each one.

Descriptions

Rhythm

Balance

Harmony

Proportion

Tone

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 ENRICHMENT ACTIVITY 3

DIRECTIONS: For each element of art above, cite one sample work by an
impressionist or post-impressionist painter and briefly describe how this
element was applied in a new way. You may use the following sample format:

Example:
Element: Line

Name of artist:_________________________________________________________________________
Title of work: ___________________________________________________________________________
How the element was applied: _________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

DIRECTIONS: For each principle of art above, cite one sample work by an impressionist or
post-impressionist painter and briefly describe how this principle was applied in a new way.
You may use the following sample format:

Example:
Principle: Rhythm/Movement
Name of artist:_________________________________________________________________________

Title of work: ___________________________________________________________________________

How the element was applied: _________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________

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 ENRICHMENT ACTIVITY 4

Creating Your Own Artwork!

Materials:
Water color
Oslo paper

Paintbrushes
Pencil
Rags for clean up

Procedure:

1. Decide on a simple design for your artwork.

2. Keep in mind what colors of paints are available to you.

3. Using a pencil, sketch in the general design on your olso paper.

4. Apply the paints to your design with the brush.

5. Allow the paint to dry thoroughly before handling or displaying the

finished artwork.

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15
What Do You Already Know? What Have You Learned?
1. Sunrise 1. ?
2. Dancer 2. ?
3. The Sower
4. Starry Night
5. Boy in a Red Vest
6. Rue Mosnier Decked with Flag Activity Number 2
Activity Number 1
1. ?
2. ?
3. ?
Activity Number 3
1.?
Activity Number 4
1.?
ANWER KEYS
 REFERENCES

Books

1. Grade 10 Music and Arts: Learners’ Material (Philippines: Department of Education, 2011)

Online Sources

1. https://study.com/academy/lesson/understanding-visual-art-identifying-theme-mood-
tone.html

Royalty-Free Pictures and Illustrations

1. https://www.wikiart.org/en/pablo-picasso/the-girls-of-avignon-1907
2. https://www.moma.org/collection/works/79418
3. http://www.charitymika.com/art-activist-blog/guernica-by-pablo-picasso
4. https://www.pinterest.ph/pin/478296422898182431/

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 MODERN ARTS
This Learning Module is created for you to have a background on the famous modern
arts. We have done this through identifying the mood, idea or message from selected
artworks. With this, you are able to explain the role or function of artworks by evaluating their
utilization and principles.

This module is anchored on the learning competency:

Reflect on and derive the mood, idea or message from selected artworks. (A10PL-Ih-1).
Explain the role or function of artworks by evaluating their utilization and principles. (A10PL-
Ih_2).

Thank you for learning with us! See you next time!

DEPARTMENT OF EDUCATION Region 3 Division of Cabanatuan City

Curriculum Implementation Division (CID)
Learning Resource Management and Development System (LRMDS)
This self-learning module (SLM) is developed by the SDO Cabanatuan City CID-LRMDS Team under
Project EL AR: Enhanced Learning thru Adequate Resources.
Cover and page elements illustrations by Jefferson U. De Jesus ● Project EL AR logo by Gemmarie G. Rivas