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Arts
Quarter 1, Wk.1 - Module 1
Western Classical Art Traditions

Department of Education ● Republic of the Philippines

Arts - Grade 9
Alternative Delivery Mode
Quarter 1, Wk. 1 - Module 1: Western Classical Art Traditions
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
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.

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

names, trademarks, etc.) included in this book 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 – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V

Development Team of the Module

Author/s: Neal Alvin R. Dumaguing
Evaluators/Editors: Althea Mae B. Bongcawil, Sevenia P. Pagdanganan
Illustrator and Layout Artist: Neal Alvin R. Dumaguing
Management Team
Chairperson: Roy Angelo E. Gazo, PhD., CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, PhD., CESE

Assistant Schools Division Superintendent

Members Henry B. Abueva OIC-CID Chief

Nanette Kay D. Mercado, PhD., EPS-MAPEH
Sherlita L. Daguisonan, PhD., EPS-LRMS
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
Printed in the Philippines by
Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
 9
Arts
Quarter 1, Wk.1 - Module 1
Western Classical Art Traditions

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Education Program Supervisor in Filipino of
the Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

This page is intentionally blank
 Table of Contents

What This Module is About ........................................................................................................................ i

What I Need to Know ................................................................................................................................... ii
How to Learn from this Module ............................................................................................................... .iii
Icons of this Module .................................................................................................................................... .iii

What I Know ................................................................................................................................................ ..iv

Lesson 1:
Distinct characteristics, elements and principles of arts during the
different art periods ........................................................................................................................
What I Need to Know ..................................................................................................... 1
What’s New .................................................................................................................... 1
What Is It ............................................................................................................................ 2
What’s More ..................................................................................................................... 5
What I Have Learned ..................................................................................................... 6
What I Can Do .................................................................................................................. 6

Summary.......................................................................................................................... 7
Assessment: (Post-Test) ................................................................................................ 8
Key to Answers ....................................................................................................................................... 9
References ................................................................................................................................................. 10
This page is intentionally blank
What This Module is About

Welcome to “Western Classical Art Traditions”, an online and offline module in

Arts for Grade 9 learners of the Department of Education. This module aims to be as
inclusive as possible during this trying times of the Covid19 pandemic, with series of
activities that would cater the needs of learners who have internet access and
smartphones and those who are unable to have access and aid of technology.

Even before humans learned to read and write, they were already artists as
manifested by the different archeological discoveries from the different parts of the
world.
Pre-historic art is classified into three periods such as; Paleolithic (Old Stone
Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age) Eras.
Egyptian Civilization was one of the early civilizations that greatly contributed
in the development of art, religion, science and technology of the world. Egyptian art
is said to be religious in nature.

Ancient Greek art depicts naturalism. They portray human forms in a realistic
and anatomically precise manner. Their art has conservative form with a very
complex detail.

Roman art developed as a new source of artistic creativity and more

progressive than that of conservative Greek art. The diverse form and variety of the
Romans inspired the modern attitude in art.

Byzantine art was purposely made to glorify the Christian Religion and to
express its mystery. It is filled with spiritual symbolism and illustrates a love of
splendor. It was a combination of Eastern (decorative art forms) and classical
Western art (naturalistic art).

Romanesque art was characterized by its vigorous style in painting and

sculpture, lavishly decorated manuscripts and retained many basic features of
Roman architectural styles. It was also greatly influenced by Byzantine art with a
highly innovative and coherent style.

The basic characteristics of Gothic art styles reinforce symbolic meanings.

The church symbolizes the transcendence of the soul and the underlying philosophy
is to create buildings of height and light.

Different eras, different styles, characteristics and functions of arts occurred

but all of those contributed in the development and established the importance of
arts in our lives today.

i
 What I Need to Know

LEARNING AREA STANDARD

The learner demonstrates an understanding of basic concepts and processes in
music and art through appreciation, analysis and performance for his/her self-
development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.

KEY - STAGE STANDARD

The learner demonstrates understanding of salient features of music and arts of the
Philippines and the world, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

GRADE LEVEL STANDARD

The learner demonstrates understanding of salient features of Western music and
the arts from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.

CONTENT STANDARD
Ø The Learner demonstrates understanding of art elements and processes by
synthesizing and applying prior knowledge and skills
Ø The learner demonstrates understanding that the arts are integral to the
development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences and other external phenomenon

PERFORMANCE STANDARDs
Ø The Learner performs/ participates completely in a presentation of a creative
impression (verbal/ nonverbal) of a particular artistic period
Ø The Learner recognizes the difference and uniqueness of the art styles of the
different periods (techniques, process, elements and principles of art)

OBJECTIVES:

At the end of this module, the learners are expected to:

Ø Analyze art elements and principles in the production of work following the
style of a western and classical art.
Ø Identify distinct characteristics of arts during the different art periods.
Ø Identify representative artworks and artists from various art periods.

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
 What I Know

PRE-TEST
To assess what you know about the musical elements during the Medieval,
Renaissance and Baroque Periods, answer the following activities.

PART I. IDENTIFICATION.
Direction: Write the period being described in the statements below.

______________ 1. Paintings in this period were found in vases, panels and tombs
which depicted natural figures with dynamic compositions.

______________ 2. Paintings influenced by Greek and Rome but this time with
Christian subjects.

______________ 3. The purpose of their paintings is to make the deceased afterlife

place pleasant.

______________ 4. Largely placed mosaics on the walls of the churches with traces
of Mozarabic influences.

______________ 5. Paintings were found inside the caves and believed to be their
way of communicating with each other.

PART II. MULTIPLE CHOICE.

Direction: Encircle the letter of the correct answer.

1. Most sculptures in this period are made of monumental terra-cotta with continuous
narrative reliefs around.

A. Pre-historic B. Egyptian C. Greek D. Roman

2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from
nature.

A. Byzantine B. Romanesque C. Gothic D. Egyptian

3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but
eventually evolved and showed all points of human anatomy and proportion.

A. Gothic B. Egyptian C. Greek D. Romanesque

4. Sculptures have a greater freedom of style and subjects begun to project outward giving a
more lively and realistic effects.

A. Byzantine B. Romanesque C. Gothic D. Pre-historic

5. Common materials used in their sculptures were wood, ivory and stones and showed
symbolic elements such as forms, hieroglyphics, color, actions and gestures.

A. Pre-historic B. Egyptian C. Greek D. Byzantine

iv
This page is intentionally blank
 Distinct Characteristics,
Elements and Principles of Arts
Lesson during the different periods
1
What I Need to Know

OBJECTIVES: At the end of the lesson, the learners will be able to;

Ø Analyze art elements and principles in the production of work

following the style of a western and classical art.
Ø Identify distinct characteristics of arts during the different art periods.
Ø Identify representative artworks and artists from various art periods.

What’s New
ACTIVITY 1. “JUMBLED BEE”

Direction: There are seven (7) Principles of Arts and Design. Unscramble the letters
to form the element using the clues below:

NUMBER: JUMBLED CLUES OR DEFINITION:

LETTERS:
Comfortable arrangement of things in art
1. LEANCBA or maybe symmetry.
Difference between elements in the
2. TACRTSON artwork.

3. SMEHIAPS Creation of a focal area in a work of art.

4. MVENOTEM How we get around in a work of art.

Decorates surfaces with planned and
5. ATRTENP repeated units.

6. MHYTHR Repetition of shapes, lines and forms.

Means that all is in harmony and variety
7. TUINY adds interest.

1
 What Is It

PRE-HISTORIC ERA
Paintings were found inside the caves and believed to be their way of
communicating each other. It may also be for religious or for ceremonial purposes
and more of an artefact of the archaeological evidence than a true picture of
human’s first created art. Pre-historic drawing showed animals that were usually
correct in proportion.
Sculptures were believed to be a product or result of natural erosion and not
of human artistry according to archaeologists. Materials used in sculptures vary
according to region and locality while carving may have mythological or religious
significance.
Architectures from the early age developed a form based on Megaliths (a
big rock) from the Greek word lithos (stone) and megas (big). Although these
structures that survived from prehistory might not be what we would normally think of
as architecture, but these buildings still inspire awe today, through the mysteries of
their meaning, the intricacy or scale of their design, or the ingenuity of their
construction.

ANCIENT EGYPT

Paintings were believed to make the deceased life place pleasant giving
importance of life after death and the preservation of the knowledge of the past. Most
paintings were stylized, symbolic and shows profile view of an animal or a person
with themes that included the journey of the deceased gods to the underworld. The
main colours used in this period were red, black, blue, gold and green derived from
mineral pigments that can withstand strong sunlight without fading.
Sculptures were believed to have symbolic elements such as forms,
hieroglyphics, relative size, location, materials, colour, actions and gestures were
widely used. Their tombs required the most extensive use of sculpture.
Characteristics includes; symbolism to represent the gods where composite creature
with animal heads on human body, relief compositions were arranged in horizontal
lines to record an event or represent an action, most of the time the gods were
shown larger than humans. The kings are larger than the followers and the dead
larger than the living, empty spaces were filled with figures or hieroglyphics and all
individual components were all brought to the plane of representation and laid out
like writing.
2
 Architectures were developed during the pre-dynastic period of 4,000 BC.
Characteristics of Egyptian Architecture includes; thick sloping walls with few
openings to obtain stability, exterior and interior walls along with the columns and
piers were covered with hieroglyphics and pictorial frescoes with carvings painted in
brilliant colours, ornamentations were symbolic like scarab (sacred beetle), solar
disk, vulture and common motifs such as palm leaves, buds, lotus flower and
papyrus plants and temples were aligned with astronomically significant events with
precise measurements like solstices (sun appears to stand still on the first day of
winter) and equinox (a time or date when day and night are of equal length).

CLASSICAL GREEK
Paintings during this period were most commonly found in vases, panels and
tomb. They depict natural figures with dynamic compositions and reveal a grasp of
linear perspective and naturalistic representation. Most of the subjects were battle
scenes, mythological figures and everyday scenes. Most common methods of Greek
painting are Fresco or water based painting and Encaustic or wax based painting.
Sculptures were tensed and stiff and their bodies were hidden within
enfolding robes or draping during the early times but it had finally evolved and
showed all the points of human anatomy and proportion after three centuries of
experiments.
Architectures showed temples consisting of a central shrine or room in an
aisle surrounded by rows and columns. These buildings were designed in one of
three architectural style or orders; Doric, Ionic and Corinthian.

ROMAN ERA

Paintings were mostly copied or imitated from Hellenic Greek paintings.

Fresco technique was used in brightly coloured backgrounds, division of the wall into
a multiple rectangular areas (tic-tac-toe design) and multi-point perspective as well
as a tropme-l’-oeil effect. Roman painting have a wide variety of subjects including
animals, everyday life, still life, mythological subjects, portraits and landscapes (main
innovation of Roman painting from Greek painting).
Sculptures were made of monumental terra-cotta. They did not attempt to
compete with the free standing Greek works of history and mythology but rather
produced reliefs in the Great Roman triumphal columns with continuous narrative
reliefs around.
Architectures from this era were sturdy stone structures both for use and to
perpetuate their glory. The emperors erected huge halls and arenas for public
games, baths and procession with gigantic arches of stones, bricks and concrete or
with barrel vaults.

BYZANTINE PERIOD

Paintings were lively styles which had been invented in Greek and Rome but
this time for Christian subjects. By the 11th century, the Greek and Oriental styles
seem to blend together in splendid, imposing images which ornamented the
churches in large and small forms.

3
 Sculptures were religious, everyday life scenes and motifs from nature.
Animals were used as symbols such as doves, deer, and peafowl while some had
acrostic signs that contained a great theological intent or significance.
Architectures from this period had a lot in common with the early Christian
architecture where mosaic decoration was perfected as was the use of clerestory to
bring light in from high windows. Byzantine’s advancement in developing the dome
created a new style in global architecture.

ROMANESQUE ERA

Paintings have remarkable variety of artistic traditions where largely placed

mosaics on the walls of the churches that follow a strict frontal pose with modelling
and treatment of faces that follow Byzantine convention while the refreshingly
decorative feeling came from southern French styles. It showed Mozarabic influence
(Arabize influence) through elongated oval faces, large staring and fierce eyes, long
noses and figures against flat coloured bands with heavy outlining.
Sculptures were pieces of reliquaries, altar frontals, crucifixes and devotional
images. Small individual works of art were generally made of costly materials for
royal and aristocratic patrons. Lightweight devotional images were usually carried
during processions both inside and outside the churches.
Architectures from this period showed doorways of Romanesque churches
that were often grand sculpted portals or door openings. Wood or metal doors were
surrounded by elaborate stone sculptures arranged in zones to fit architectural
elements. Many castles were built during this period but were greatly outnumbered
by the churches. Romanesque style in England was traditionally referred to as
Norman architecture.

GOTHIC ERA

Paintings have been confined in the illumination of manuscript pages and the
paintings of frescoes on the walls of the churches were of cosmopolitan style in
elegant and sophisticated manner. Subjects of their paintings usually depict popular
legends and love stories with patterns like mille fleur or thousand flowers showed
influence which may have been due to the Crusades. Stained glass windows were
created to transform the vast stone interiors with warm colours to instruct Christian in
their faith.
Sculptures had a greater freedom of style. They no longer lay closely against
the wall but begun to project outward. Figures were given their own particular
attitudes instead of being set into particular patterns but were more lively and
realistic at the same time.
Architectures from this period included two new devices such as pointed
arch which enabled builders to construct much higher ceiling vaults and stone
vaulting hauled on a network of stone ribs which were supported by piers and
clustered pillars. These elements together formed a structurally and aesthetically
integrated system or style which made the primary engineering innovation and
design component of Gothic architecture.

4
 What’s More
ACTIVITY 2. “GUESS THAT TRIPLE THREAT!!”

Instructions: Given the descriptions and characteristics of artworks from the

different periods on “What Is It”, analyse and identify which period does the three
photos represent and briefly answer the questions below.

PROCESS QUESTIONS:

1. How does the representative artworks of each period differ from each other in
terms of elements and principles of arts and design? In paintings? Sculptures? And
architecture? Explain briefly.

2. How were you able to identify the periods? Which of the characteristics did you
find more evident on the sample photos in the activity? Give examples.

3. Which period did you find more interesting in terms of paintings? How about
sculptures? And architecture? Explain briefly.

5
 What I Have Learned

ACTIVITY 3. “FILL IN THE BOX”

Instructions: To know how much you have learned from the discussion, fill in the
box with the characteristics and functions that would best describe the artworks in
every period or era. Complete the table and follow the format below. (Note: make a
separate table for Paintings, Sculptures and Architecture)

PERIOD / ERA CHARACTERISTICS FUNCTIONS

ANCIENT ART:

Pre-Historic

Egyptian

CLASSICAL ART:

Greek

Roman

MEDIEVAL ART:

Byzantine

Romanesque

Gothic

What I Can Do
ACTIVITY 4. “MAKE ME A CATALOGUE”
Direction: Choose two different eras or periods, compare and contrast the two by
creating a catalogue. Search for sample artworks or photos of the artworks of each
period that would help you support your content or output. Your catalogue will be
judged according to the following indicators:

1. CONTENT and STORY (50%)

Story-line and how the ideas were presented.

2. CREATIVITY (30%)
Layout, Design, Materials Used and Artistic Choices

3. OVERALL IMPACT (20%)

Overall appeal of the output (colour combination, originality, difficulty, etc.)

TOTAL: 100%
           
6
Summary

This module aims to develop the critical thinking skills and analysing abilities
of the learners through various activities which aid in achieving the competency of
the week which is to analyse art elements and principles in the production of work
following the style of a western and classical art and identify the distinct
characteristics of arts during the different art periods.

Western classical arts were classified into three timelines; Ancient Arts which
includes Pre-Historic and Egyptian Eras, Classical Arts through Greek and Roman
Eras and Medieval Arts which was represented by Byzantine, Romanesque and
Gothic Eras.

Pre-historic era showed paintings as a way of communicating, sculptures as a

product of natural erosion and not of human artistry while architecture ignited man’s
imagination through megalithic monuments. Egyptian paintings emphasized on the
importance of life after death, sculptures that symbolized and represented the gods
and architecture that were structurally stable and astronomically significant and
scientific in nature.

Greek paintings used vases, panels and tombs and introduced methods of
painting such as Fresco and Encaustic, sculptures that showed all points of human
anatomy and proportion and emphasized on the representation of movement for
dramatic effects while architecture that highlighted buildings such as temples
surrounded by rows and columns thus introducing three architectural style or orders
(Doric, Ionic and Corinthian). Roman paintings were copied or imitated from Hellenic
Greek paintings but gave more importance on landscape paintings and introduced
mosaic painting, sculptures were made of monumental terra-cotta and produced
reliefs in the Great Roman triumphal columns and architectural designs that built
sturdy stones both for use and to perpetuate their glory.

Byzantine period emphasized on paintings, sculptures and architecture with

Christian subjects. Romanesque paintings emphasized on largely placed mosaics on
the walls of churches, sculptural pieces were reliquaries, altar frontals, crucifixes and
devotional images while architecture that were evident on doorways of churches or
grand sculpted portals. Gothic paintings showed frescoes on the walls of the
churches in cosmopolitan style, elegant and sophisticated manner, sculptures had
great freedom of style and begun to project outward while architectural designs
included two new devices such as pointed arch and stone vaulting.

7
 Assessment: (Post-Test)

PART I. IDENTIFICATION.
Instructions: Write the period being described in the statements below.

______________ 1. Paintings in this period were found in vases, panels and tombs
which depicted natural figures with dynamic compositions.

______________ 2. Paintings influenced by Greek and Rome but this time with
Christian subjects.

______________ 3. The purpose of their paintings is to make the deceased afterlife

place pleasant.

______________ 4. Largely placed mosaics on the walls of the churches with traces
of Mozarabic influences.

______________ 5. Paintings were found inside the caves and believed to be their
way of communicating with each other.

PART II. MULTIPLE CHOICE.

Direction: Encircle the letter of the correct answer.

1. Most sculptures in this period are made of monumental terra-cotta with continuous
narrative reliefs around.

A. Pre-historic B. Egyptian C. Greek D. Roman

2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from
nature.

A. Byzantine B. Romanesque C. Gothic D. Egyptian

3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but
eventually evolved and showed all points of human anatomy and proportion.

A. Gothic B. Egyptian C. Greek D. Romanesque

4. Sculptures have a greater freedom of style and subjects begun to project outward giving a
more lively and realistic effects.

A. Byzantine B. Romanesque C. Gothic D. Pre-historic

5. Common materials used in their sculptures were wood, ivory and stones and showed
symbolic elements such as forms, hieroglyphics, color, actions and gestures.

A. Pre-historic B. Egyptian C. Greek D. Byzantine

8
 Key to Answers

PRE-TEST / POST TEST

PART I. “PAINTINGS” PART II. “SCULPTURES” PART III. “ARCHITECTURE”

1. Greek 1. D 1. E
2. Byzantine 2. A 2. F
3. Egyptian 3. C 3. D
4. Romanesque 4. C 4. G
5. Pre-historic 5. B 5. A

LESSON 1
ACTIVITY 1. “JUMBLED BEE” ACTIVITY 2. “GUESS THAT TRIPLE THREAT”

1. BALANCE 1. BYZANTINE
2. CONTRAST 2. EGYPTIAN
3. EMPHASIS 3. GOTHIC
4. MOVEMENT 4. GREEK
5. PATTERN
6. RHYTHM
7. UNITY

9
References

• Included all third party materials or sources in developing the material

• Follows the Chicago Manual of Style 17th edition

For your guide,

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_an
d_style_guide/chicago_manual_of_style_17th_edition.html

you can also use citation machine generators: citethisforme.com and citefast.com

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