Instructional Planning

(The process of systematically planning, developing, evaluating, and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: 1 Learning Area: Arts Grade Level: 9 Quarter: Duration:
3rd 1hr
Learning 1. analyzes art elements and principles in the production of work Code:
Competency/ies: following a specific art style from the Neoclassic and Romantic periods A9ELIIIb-1
(Taken from the 2. identifies distinct characteristics of arts during the Neoclassic and A9ELIIIa-2
Curriculum Guide) Romantic periods A9ELIIIa-3
3. identifies representative artists from the Neoclassic and Romantic A9PRIIIc-e-2
periods
9. describe the influence of iconic artists belonging to the Neoclassic
and Romantic
Key Concepts / Arts of the Neoclassic and Romantic Period
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or
condition of Remembering identify, retrieve, recognize, Recognize the background of the arts
duplicate, list, memorize,
knowing something The learner can recall information and retrieve relevant in Neoclassic and Romantic periods.
knowledge from long-term memory repeat, describe, reproduce
with familiarity
gained through Understanding interpret, exemplify, classify, Discuss the elements and principles
The learner can construct meaning from oral, written summarize, infer, compare,
experience or applied in the artworks of the select
association and graphic messages explain, paraphrase, discuss
artists of the Neoclassic and
Romantic periods.
Skills Applying execute, implement, Interpret the meanings and emotions
The ability and The learner can use information to undertake a demonstrate, dramatize,
of the select artworks in Neoclassic
capacity acquired procedure in familiar situations or in a new way interpret, solve, use,
illustrate, convert, discover and Romantic periods in terms of art
through deliberate,
systematic, and movements.
sustained effort to Analyzing differentiate, distinguish,
smoothly and The learner can distinguish between parts and compare, contrast, organize,
adaptively carryout determine how they relate to one another, and to the outline, attribute,
complex activities overall structure and purpose deconstruct
or the ability, Evaluating coordinate, measure, detect,
coming from one's The learner can make judgments and justify decisions defend, judge, argue,
knowledge, debate, describe, critique,
practice, aptitude, appraise, evaluate
etc., to do Creating generate, hypothesize, plan,
something design, develop, produce,
The learner can put elements together to form a
functional whole, create a new product or point of view construct, formulate,
assemble, devise

Attitude Categories: List of Attitudes: Give respect to

Growth in feelings 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self- others’ insights
or emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
about the
A settled way of locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
thinking or feeling discipline, Perseverance, importance of arts
about someone or Sincerity, Patience, Critical in Neoclassic and
something, typically thinking, Open-mindedness, Romantic periods
one that is reflected Interest, Courteous,
in a person’s Obedience, Hope, Charity,
through
behavior Fortitude, Resiliency, constructive
Positive vision, Acceptance, feedback.
2. Responding to Phenomena - Active participation on the part of the learners. Determined, Independent ,
Attends and reacts to a particular phenomenon. Learning outcomes may Gratitude, Tolerant,
emphasize compliance in responding, willingness to respond, or satisfaction Cautious, Decisive, Self-
in responding (motivation). Control, Calmness,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Responsibility,
help, label, perform, practice, present, read, recite, report, select, tell, write Accountability,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Industriousness, Industry,
ranges from simple acceptance to the more complex state of commitment. Cooperation, Optimism,
Valuing is based on the internalization of a set of specified values, while Satisfaction, Persistent,
clues to these values are expressed in the learner's overt behavior and are Cheerful, Reliable, Gentle,
often identifiable. Appreciation of one’s
culture, Globalism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Compassion, Work Ethics,
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Creativity, Entrepreneurial
study Spirit, Financial Literacy,
4. Organization - Organizes values into priorities by contrasting different Global, Solidarity, Making
values, resolving conflicts between them, and creating a unique value system. a stand for the good,
The emphasis is on comparing, relating, and synthesizing values. Voluntariness of human
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, act, Appreciation of one’s
defend, explain, formulate, generalize, identify, integrate, modify, order, rights, Inclusiveness,
organize, prepare, relate, synthesize Thoughtful, Seriousness,
5. Internalizing values - (Characterization): Has a value system that controls Generous, Happiness,
their behavior. The behavior is pervasive, consistent, predictable, and most Modest, Authority,
importantly, characteristic of the learner. Instructional objectives are concerned Hardworking, Realistic,
with the student's general patterns of adjustment (personal, social, emotional). Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Sympathetic, Frankness
perform, practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith,
standards of locate, name, point to, reply, select, sit, Study, use Trusting, Spirituality, Inner
behavior; one's 2. Responding to Phenomena - Active participation on the part of the learners. Peace, Love of truth,
judgment of what is Attends and reacts to a particular phenomenon. Learning outcomes may Kindness, Humble
important in life. emphasize compliance in responding, willingness to respond, or satisfaction in
Go beyond responding (motivation). 2. Maka-tao Show appreciation
learner’s life on Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Concern for Others,
earth, include more
for the artistic
help, label, perform, practice, present, read, recite, report, select, tell, write Respect for human rights,
than wealth and 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Gender equality, Family talents of the select
fame, and would ranges from simple acceptance to the more complex state of commitment. Solidarity, Generosity, artists in the
affect the eternal Valuing is based on the internalization of a set of specified values, while clues Helping, Oneness Neoclassic and
destiny of millions. to these values are expressed in the learner's overt behavior and are often
Intentionally
Romantic periods
identifiable.
adding value to by sharing its
Behavioral Verbs: work, complete, demonstrate, differentiate, explain,
people every day.
follow, form, initiate, invite, join, justify, propose, read, report, select, share,
influence.
study 3. Makakalikasan
4. Organization - Organizes values into priorities by contrasting different Care of the environment,
values, resolving conflicts between them, and creating a unique value system. Disaster Risk Management,
The emphasis is on comparing, relating, and synthesizing values. Protection of the
Environment, Responsible
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Consumerism, Cleanliness,
defend, explain, formulate, generalize, identify, integrate, modify, order, Orderliness, Saving the
organize, prepare, relate, synthesize ecosystem, Environmental
5. Internalizing values - (Characterization): Has a value system that controls sustainability
their behavior. The behavior is pervasive, consistent, predictable, and most 4. Makabansa
importantly, characteristic of the learner. Instructional objectives are concerned Peace and order, Heroism
with the student's general patterns of adjustment (personal, social, emotional). and Appreciation of
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Heroes, National Unity,
perform, practice, propose, qualify, question, revise, serve, solve, verify Civic Consciousness, Social
responsibility, Harmony,
Patriotism,
Productivity
2. Content Neoclassic and Romantic Period: Characteristics and Representative
Artists’ Works
3. Learning Resources Instructional Materials (laptop, camera and editing software)

interacty.me
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the Curriculum Activity: Movie Ticket, Ticket for Entry!
lesson content. Although at times optional, it is usually included to serve Contextualization
as a warm-up activity to give the learners zest for the incoming lesson and
Localization: Procedure:
an idea about what it to follow. One principle in learning is that learning
Consider/include here 1. The teacher will let the students watch
occurs when it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
movies about “The Fall of Roman Empire
Heritage Themes:
A. Annual Rites, (1964)” depicting Roman history
Festivals, and Rituals (Romanticism) and “Helen of Troy
(Historical/Religious (1956)” that depicts Greek History
Festivals, Local
Cultural Festivals,
(Neoclassicism).
Local
Delicacies/Products Note: Only 30-second duration will be shown
Festivals, Rituals, each movie.
Wedding Ritual,
Palihi Ritual, Burial
Ritual,
B Literary Anthologies Movie Title: The Fall of Roman Empire 1964
Written in Local
Language (BALITAW,
BALAK, Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous
Games Attached Link of the Video:
D. Topography, Flora/
Fauna (Falls, https://www.youtube.com/watch?
Mountains, River, Cave, v=roLCkdvWKB4
Trees, Flower, Fauna
E. Food & Local
products Movie Title: The Helen of Troy 1956
G. Role Model Family

Attached Link of the Video:

https://www.youtube.com/watch?
v=_1IhxJJcRMs

2. The teacher will then ask the students

the following questions:

1. What can you say about the movie

 clips, The Fall of Roman Empire and
The Helen of Troy?
- As I have seen, the characters
involved from the movie clip, The
Helen of Troy, are from Greece
based on their actions, what they
wear and the structure of their place.
It depicts history with classic geo-
structure, what happened and how it
looked back then.

- In the movie clip, The Fall of

Roman Empire, the discovery of
ancient Greek and Roman ancient
sites were observed. The
representation of historical events,
and ancient Rome’s ruins and
architecture just like its landscape
were obvious. 

2. Which part of the movie reminds

you of something? What is it and why?
- In the movie clip, The Helen of
Troy, it is the part where the soldiers
gathered around in one place, it
reminded me of some historical
artworks that we always see in
museums such as paintings,
sculpture etc.

- In the movie clip, The Fall of

Roman Empire, it is the part where
the characters are gathering in a
landscape. For me, the movie clip
shows romantic adoration of nature.

After watching the movie clips and answering

the questions, most of you answered about
the Greek and Roman historical events, its
architecture, and what it depicts. You were
able to witness the different landscapes in
every scene. Now, you have unlocked the
door going to the Arts of Neoclassicism and
Romanticism Period Museum. You will now
receive your entry tickets! Then, we will
discuss to you the Neoclassic and Romantic
Periods: Characteristics and Representative
Artists’ Works. As you enter the museum you
will be able to recognize the background of
the arts; interpret the meanings and emotions
of the select artworks in Neoclassic and
Romantic periods in terms of art movement.;
discuss the elements and principles applied
in the artworks of the select artists; give
respect to others’ insights about the
importance of arts in Neoclassic and
Romantic periods through constructive
feedback; and show appreciation for the
artistic talents of the select artists of the
Neoclassic and Romantic arts by sharing its
influence. Us, being the curator, we are
going to walk you through this Museum. But
first, let’s have an activity called “Neo-Rom
Tour”

Note: The teachers will serve as the tour

guide during the whole duration of the class.
4.2 Activity/Strategy (15 minutes). This is an interactive strategy to Title: “Neo-Rom Tour”
elicit learner’s prior learning experience. It serves as a springboard for
new learning. It illustrates the principle that learning starts where the
Purpose: The students will recognize the
learners are. Carefully structured activities such as individual or group
reflective exercises, group discussion, self-or group assessment, dyadic or background of the arts in Neoclassic and
triadic interactions, puzzles, simulations or role-play, cybernetics Romantic periods.
exercise, gallery walk, and the like may be created. Clear instructions
should be considered in this part of the lesson.
Procedure:
1. The teacher will let the students
have a time-travel tour in
Neoclassicism and Romanticism
through roundme.com.
2. Their first stop is the nature and
background of the Neoclassic and
Romantic Period’s art movements,
art styles and themes.

Note: The teacher will act as a tour guide,

explaining what is seen.

Activity Link:
https://roundme.com/tour/809870/
edit/2558541
.

In the Neoclassicism’s art style and themes,

the word” neoclassic” comes from the Greek
word “neos” meaning “new” and the Latin
word “classicus” which is similar in
meaning to the English phrase “first class”.
The name is given to Western movements in
the decorative and visual arts, literature,
theater, music, and architecture that draw
inspiration from the "classical" art and
culture of Ancient Greece or Ancient Rome.
The main Neoclassical movement coincided
with the 18th century Age of Reason (Age of
Enlightenment). The art style was brought
about by the renewed interest for Greek and
Roman classics. Neoclassical art pieces
generally portrayed Roman history; and they
elevated the Roman heroes.

Let’s now talk about Romanticism’s art styles

and themes.

Romanticism is a movement in which the

artists of the Neoclassical period sought to
break new ground in the expression of
emotion, both subtle and stormy. It embraced
a number of distinctive themes, such as a
longing for history, supernatural elements,
social injustices, and nature. Landscape
painting became more popular due to the
peoples’ romantic adoration of nature. It is a
reaction to the classical, contemplative
nature of Neoclassical pieces.

3. The next destination would be the

sample artworks of both the periods
through a teacher-made video.
 4. The teacher will then ask the
students this question:

1. Based on the pictures that you

have seen from the teacher-made
video, what art movements, themes
and art style are present?
- This is what I have seen while
watching the video. The
pictures have the art style that
was brought about by the
renewed interest for Greek
and Roman classics.
Distinctive themes were
present, like the depiction of
history, other pictures are
with supernatural elements,
social injustices, and other
pictures portray nature.

You were able to recognize the background

of the arts in Neoclassic and Romantic
periods.

To summarize the art movements of each

period, the art style of neoclassicism is an
aesthetic attitude based on the art of Greece
and Rome in antiquity. Which invokes
harmony, clarity, restraint, universality, and
idealism. It was a Western cultural movement
in the decorative and visual arts, literature,
theater, music, and architecture that drew
inspiration from the art and culture of
classical antiquity. On the other hand, the art
style of romanticism was characterized by its
emphasis on emotion and individualism,
idealization of nature, suspicion of science
and industrialization, and glorification. It
was an artistic, literary, musical, and
intellectual movement that originated in
Europe towards the end of the 18th century,
and in most areas was at its peak in the
approximate period from 1800 to 1850.

You can already see how vast and far-

reaching the Neoclassic and Romantic
Period was. Despite the wide range of unique
expressions fostered by both periods, there
are a few fundamental Neoclassic and
Romantic descriptions that underpin their
respective arts. Now, how will we be able to
analyze the selected art pieces in
Neoclassicism and Romanticism? Let us go
to the museum's hallway to find out. 
4.3 Analysis (5 minutes). Essential questions are included to serve as Activity: “Examine the Hallway!” 
a guide for the teacher in clarifying key understandings about the topic at
hand. Critical points are organized to structure the discussions allowing
the learners to maximize interactions and sharing of ideas and opinions Purpose: The students will interpret the
about expected issues. Affective questions are included to elicit the feelings meanings and emotions of the select artworks
of the learners about the activity or the topic. The last questions or points in Neoclassic and Romantic periods in terms
taken should lead the learners to understand the new concepts or skills
that are to be presented in the next part of the lesson.
of art movement.

Procedure: 

1. The teacher will show two (2)

pictures of artworks from the art
movement under Neoclassicism, Jean-
Auguste-Dominique Ingres and Eugene
Delacroix of Romanticism.
NEOCLASSICISM
Jean-Auguste-Dominique Ingres (1780-1867)
France
“The Apotheosis of Homer (J. Ingres)”

Description:
The Apotheosis of Homer is a grand 1827
painting by Jean-Auguste-Dominique Ingres,
The symmetrical composition depicts Homer
being crowned by a winged figure
personifying Victory or the Universe.

ROMANTICISM
Eugene Delacroix (1854)
“Christ on the Sea of Galilee”

Description:
This picture is based on an episode described
in three New Testament Gospels: a violent
storm breaks out as Jesus and his followers
sail across the Sea of Galilee to proclaim
Christ's message. To the astonishment of the
disciples, Jesus calms the wind and storm,
demonstrating the power of Christian faith.

2. The teacher will then ask the students

the following questions:

1. Why do you think these artworks

were created by the artists during the
Neoclassic and Romantic period?
How were you able to analyze the
artists’ purpose based on the art
movement? 
- These artworks were made for
many reasons; artists may be
inspired by the happenings
around or from the experiences
that prompt them to do so. As
for the artworks shown, they
wanted to depict a message
about the historical
happenings, hence both
artworks display old features. 

2. Why is it important to examine

these artworks? How were you able
to recognize it?
- By looking at a work of art's
symbolism, we can learn about
the art movement of the artworks
and its underlying meaning. As
shown, I can recognize the
artists’ influence, as it was stated
earlier that Neoclassicism
displays about Roman History,
elevated Roman heroes, and it
clearly displays as what the
example picture illustrates. Same
 goes for Romanticism which
embraces longing for history,
nature, and other distinctive
themes. 

You were able to analyze the selected art

pieces of Neoclassic and Romantic periods in
terms of its art movement such as the themes,
and art styles. The artists in these art
movements clearly depict different historical
backgrounds. Put in mind the significance of
these artworks and how these artists brought
life to their piece. Both Neoclassicism and
Romanticism artists like Ingres and
Delacroix took much meaning and influence.
Now, what are its principles, elements, and
characteristics?  To explicate your
knowledge – let’s explore our Arts of
Neoclassical and Romantic Period Museum’s
chambers.
4.4 Abstraction (20 minutes). This outlines the key concepts, Activity: Explore the Chambers!
important skills that should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecturette that summarizes
the learning emphasized from the activity, analysis and new inputs in this Purpose: The students will discuss the
part of the lesson. elements and principles applied in the
artworks of the select artists of the Neoclassic
and Romantic periods.
Procedure:
1. The teacher will recall about the
elements and principles of arts by
asking the students this question:

1. Based on your previous learning

experience, give an example of an
artwork and identify its elements
and principles?
- An example of an artwork
that I can give is the painting
of Leonardo da Vinci, Mona
Lisa, with a mystique smile
and the most beautiful hand
ever painted. The color is
warm, and the rhythm is
there because of the repeated
elements; the line, shape
texture, and the balance of the
artwork.

You were able to recall the elements of arts

such as lines that are defined by a point
moving in space. It may be two-or three-
dimensional, descriptive, implied, or
abstract; shape is an element of art that is
two-dimensional, flat, or limited to height
and width; texture refers to the way things
feel or look as if they might feel if touched;
and color is an element of art made up of
three properties: hue, value, and intensity.
While the principles of arts are balance it is
a way of combining elements to add a feeling
of equilibrium or stability to a work of art;
emphasis is a way of combining elements to
stress the differences between those
elements; movement is used to create the
look and feeling of action and to guide the
viewer’s eye throughout the work of art;
proportion refers to the relationship of
certain elements to the whole and to each
other; rhythm indicates movement, created
by the careful placement of repeated
elements in a work of art to cause a visual
tempo or beat; unity combines similar
elements in an artwork to accent their
similarities (achieved through use of
repetitions and subtle gradual changes); and
variety which concerns with diversity or
contrast. It is achieved by using different
shapes, sizes, and/or colors in a work of art.
Now, it’s time for you to view the paintings
from the selected artists and dig deeper
about the elements and principles of arts.

2. The teacher will let the students view

sample paintings from the selected
artists of Neoclassic and Romantic
Period namely: Jean-Auguste-
Dominique Ingres and Eugene
Delacroix respectively through Canva.

Neoclassicism Famous Artwork

The Apotheosis of Homer (Jean-

Auguste-Dominique Ingres)

Romanticism Famous Artwork

Christ on the Sea of Galilee 1854

(Eugene Delacroix)

3. The teacher will call students to

answer the following questions:

1. What are the dominating elements

of art found in the painting?
- The dominating elements of art
found in the painting of Ingres,
The Apotheosis of Homer, is that
the texture is smooth and there’s
no brushstrokes that can be seen
and lines are in linear style. The
colors are in different hues and
values. In the painting of
Delacroix, Christ on the Sea of
Galilee, the texture is that the
brushstrokes are visible, and it is
done in painterly style. I could see
the low intensity colors that made
the painting look dull.

2. Give an example of an existing

principle that is visible in the
painting.
-  As I have noticed, there are
similar elements combined.  So, the
existing principles of design in the
painting of Ingres, The Apotheosis
of Homer, are emphasis and
variety because there are different
shapes and colors in the work of
art. In the painting of Delacroix,
Christ on the Sea of Galilee, the
principles that were seen are the
following: nature is defined as a
natural environment just like
having the sea wherein it talks
about the principle of rhythm.
Elements and principles of art are essential
in the creation of art. Arts’ elements are the
building blocks or visual tools used to create
a composition, such as line, shape, texture,
and color. Principles of art, on the other
hand, are used to organize the Elements of
Art such as balance, emphasis, movement,
proportion, unity, variety, and rhythm. Based
on the given paintings from the
representative artists in each period, you
were able to discuss the elements and
principles applied in the artworks of the
selected artists of the Neoclassic and
Romantic periods.

We’re done in the Elements and Principles

Chamber. Now, let’s venture to another
chamber of this Arts of Neoclassical and
Romantic Period Museum. There are still
rooms of learning for you to identify the
distinct characteristics of arts present in this
period. Welcome to the Characteristics of
Arts Chamber!

2. The teacher will give an overview

about the characteristics of arts in
the Neoclassic and Romantic periods
through a teacher made video
animation.

The characteristics of Neoclassicism are that

they reflect and bring back Roman past,
employ classic geo-structures, formal
composition, diagonals that express the
pinnacle of emotion or movement, and use
local color. It resulted in a widespread
rebirth of classical thinking that reflected
what was going on in the political and social
arenas of the time, eventually culminating in
the French Revolution. The principles of
simplicity, symmetry, and mathematics,
which were regarded as virtues of the arts in
Ancient Greece and Rome, guided
Neoclassical art.

The characteristics of Romanticism arts

depict heights of action, emotional extremes,
and depicts nature as out of control, they
have dramatic compositions and deliver
heightened sensations such as life and death
situations. Artists during this period began to
paint subjects that were diametrically
opposed to the rigid decorum and classical
historical and mythical subject matter of
traditional figurative art. These painters
preferred weird, tragic, or extravagantly
heroic themes, and they characterized their
works with tensely linear drawing and
striking contrasts of light and shadow.

4. The teacher will let the students

segregate one-by-one the characteristics
of arts into the designated works of the
artists through Canva.

4.5 Application (5 minutes).
commitment of the learners to do something to apply their new learning in
their own environment.
This part is structured to ensure the
Note: The pictures being utilized are still the
same with the ones used in Explore-the-
Chambers Activity.
Neoclassicism Arts’ Characteristics:
1. brought back and depicted Roman
history;
2. formal composition;
3. the use of diagonals shows the
apex of emotion/moment (versus a
regular moment);
4. local color; and
5. classic geo-structure.
Romanticism Arts’ Characteristics:
1. shows the height of action;
2. emotional extremes;
3. celebrated nature as out of
control;
4. dramatic compositions; and
5. heightened sensation (life and
death moments).
We were able to explore the chambers from
Elements and Principles down to
Characteristics of Arts. We’re almost done
with our tour in this Museum. For you to
have an exit ticket, you need to give respect
to others’ insights about the importance of
arts through constructive feedback and show
appreciation for the artistic talents of the
selected artists by sharing its influence. It’s
now your time to apply and share what
you’ve got on this tour. 
Title: Exit Ticket!
Purpose: The students will:
● give respect to others’ insights about
the importance of arts in Neoclassic
and Romantic periods through
constructive feedback; and
● show appreciation for the artistic
talents of the select artists of the
Neoclassic and Romantic period by
sharing its influence.
Procedure:
1. The teacher will give an exit ticket to
the students after answering the
questions based on what they have
learned from the discussion.
2. The teacher will call another student
to give feedback if he/she agrees or
disagrees and why?
Here are the following questions:
 1. As a youth of today, why do you
think the arts of Neoclassic and
Romantic periods are important?

-I think this age of reason and

enlightenment brought a great
importance to today especially of its
visual arts. Both Neoclassicism and
Romanticism creates together to
express its emotion as well as love for
the classics.

Do you agree with his/her answer?

- I agree with his statement. In
addition to that, these two periods
were influenced by many artists
because of their beautiful and fine
details. The importance of these
periods shows a wide range of
culture and influence on the
evolution of art.

2. From the selected artists being

discussed, whose artwork inspires you
to appreciate the arts of Neoclassic and
Romantic periods? Why?
- The artwork of Eugene Delacroix,
Christ on the Sea of Galilee, because
aside from his historical
background, his artwork portrays
mythical subject matter. Moreover,
the way he paints is full of passion
and you can see his own expression
towards what is happening.

Do you agree with his/her answer?

- I agree because through his
artwork I was able to express my
own viewpoints about it. There are
also other meanings that I couldn’t
distinguish right away, but by
knowing the artist’s purpose, I was
able to grasp his ideas.

We could see how much appreciation you

have shown based on stating the influence
you got from our discussion. Those ideas you
had in your mind made the importance of
arts to exist. As we are about to end our tour,
you were able to recognize the background of
the arts; interpret the meanings and emotions
of the select artworks in Neoclassic and
Romantic periods in terms of art movement.;
discuss the elements and principles applied
in the artworks of the select artists; give
respect to others’ insights about the
importance of arts in Neoclassic and
Romantic periods through constructive
feedback; and show appreciation for the
artistic talents of the select artists of the
Neoclassic and Romantic arts by sharing its
influence. Art is truly amazing and useful. It
allows us to see a new perspective on our
world and expresses our emotions and
depicts reality. We can also identify the
importance of arts through its characteristics
by analyzing how it reflects and how it is
used in an artwork.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich
with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play,
(Formal and informal observations of learners’ performance or behaviors Oral Presentation,
are recorded, based on assessment criteria) Dance, Musical
Performance, Skill
Demonstration, Group
 Activity (e.g. Choral
Reading), Debate, Motor
& Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain Activities, Written Work Through the activity “Examine the
and Essay, Picture
insights on their understanding and to progress and clarify their thinking) Hallway!”, the students interpret the
Analysis, Comic Strip,
Panel Discussion, meanings and emotions of the select artworks
Interview, Think-Pair- in Neoclassic and Romantic periods in terms
Share, Reading of art movement.

Through the activity “Explore the

Chambers”, the students discuss the
elements and principles applied in the
artworks of the select artists of the Neoclassic
and Romantic periods.

c) Analysis of Learners’ Products Worksheets for all Through the activity “Neo-Rom Tour”, the
subjects, Essay, Concept
(Teachers judge the quality of products produced by learners according to students recognize the background of the arts
agreed criteria) Maps/Graphic
Organizer, Project, in Neoclassic and Romantic periods.
Model, Artwork, Multi-
media Presentation, Through the activity “Exit Ticket!”, the
Product made in
technical-vocational
students give respect to others’ insights about
subjects the importance of arts through constructive
feedback; and show appreciation for the
artistic talents of the select artists of the
Neoclassic and Romantic arts by sharing its
influence.

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and
Post Test, Diagnostic
Test, Oral Test, Quiz
4.7 Assignment (3 minutes). Fill-in below any of the four purposes:

● Reinforcing / strengthening the day’s lesson

● Enriching / inspiring the day’s lesson

● Enhancing / improving the day’s lesson

● Preparing for the new lesson Title: Let’s Get Ready!

Purpose: The students will apply different
media techniques and processes to
communicate ideas, experiences, and stories
showing the characteristics of the Neoclassic
and Romantic periods.

Procedure:

1. The teacher will assign the students to

prepare any art materials used for painting,
drawing, sculpture, or watercolor. 
Examples: canvas, paint brush, oil
paint, acrylic paint, color pencil, Oslo
paper, crayons, oil pastel, clay, soap
bars, cutter, or watercolor.
4.8 Concluding Activity (3 minutes). As we are on the last part of our venture
This is usually a brief but affective closing activity such as a strong quotation, a short song, an today, we
anecdote, parable or a letter that inspires the learners to do something to practice their new learning.
would like to impart to you a quote:

"In the arts the way in which an idea is

rendered, and the manner in which it is
expressed, is much more important than the
idea itself" by Jacques-Louis David

Art is not merely about what our naked eyes

can see, but how it portrays the ideas and the
story it tells. Just like how both periods
convey their purpose towards their arts. Both
Neoclassicism and Romanticism were eras of
reason and enlightenment. Many
contemporary artists have been affected
because of their fine details and elaborative
drama. We hope you'll keep exploring these
fascinating timelines on your own!
 This has been Teacher Alva, Teacher
Angelou, Teacher Glendyl, Teacher Jae, and
Teacher Mark John. Thank you and once
again good morning!
5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack
of time, transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my learning
strategies worked
well? Why did these
work?
F. What difficulties did
I encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:
Name: School:
Alva Joyce T. Lisondra CNU- ILS
Angelou D. Libutan
Glendyl D. Lepon
Jae Mary N. Leyson
Mark John U. Legaspi

Position/Designation:  Intern Division: DepEd- Cebu City Division

Contact Number: Email address:
09568838598 main.18001433@cnu.edu.ph
09300281191 main.18000860@cnu.edu.ph
09559941284 main.18000871@cnu.edu.ph
09183627527 main.18001002@cnu.edu.ph
09686939170 main.18001479@cnu.edu.ph

References:
Hinampas, J. (2019). Neoclassicism and Romanticism. SCRIBD. Retrieved from:
https://www.scribd.com/document/421080479/ARTS-9-3rd-Quarter-Module-1?
fbclid=IwAR0Bl1yvEO7Sl2tSugpVGm2LJ0N9x35wuxUTcK_dM4R5KqQKZIzx0wojWHY