Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Cebu Province
SELF-LEARNING HOME TASK IN MAPEH
ARTS 9
3rd Quarter week 2

Name __________________________ Section ________ Date ________

School: __________________________ District: _______________________

I.MELC: Competency Code:

analyzes art elements and principles in A9EL – IIIb - 1

the production of work following a
specific art style from the Neoclassic
and Romantic periods

II. OBJECTIVES

After going through this Self-Learning Home Task, you are expected to:

A. identify artworks which derive the traditions of an art period

B. describe the elements and principles as applied in Romantic artwork.

C. display appreciation in the technique and style of Romantic Art

III. SUBJECT MATTER: ARTS OF THE NEOCLASSIC AND ROMANTIC PERIODS

IV. REFERENCES:

(2014). Unit I: Western Classical Art Traditions, Music and Arts Learner’s Materials (pp.
137-138, 285). Pasig City, Philippines, Department of Education.

IMAGE FROM Musée national du château de Malmaison

IMAGE FROM LOUVRE-LENS
IMAGE FROM LOUVRE MUSEUM
IMAGE FROM MUSEO DEL PRADO
IMAGE FROM MAGNUS MANSKE

V. PROCEDURE:

A. Readings/Discussion:

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NEOCLASSICISM and ROMANTICISM 1740-1850

Art forms of the Neoclassic Period were produced in the late 18th century. These
artworks are influenced by Ancient Greece and Ancient Rome. Some of the famous
artists of the Neoclassic Period are J.A.D. Ingres, Jacques-Louis David, Robert Smirke,
Robert Adam, Antonio Canova, Jean Antoine Houdon, and Bertel Thorvaldsen.
Neoclassic style is highly visible in paintings, sculptures, and architecture of the 18th
century.

Romanticism is highly contrasted with Neoclassicism. It is a reaction to the

classical, contemplative nature of Neoclassical pieces. It seeks modernism and
expresses emotion through art. Famous artists in this era were Jean Louis Théodore
Géricault, Eugène Delacroix, Francisco Goya, François Rude and Antoine-Louis Barye.
Landscape painting became more popular due to the peoples’ romantic adoration of
nature. Théodore Rousseau and Jean-Baptiste-Camille Corot led the Romantic
landscape painting in France.

Gothic Revival architectural movement began in the late 1740s in England. It

became widely used for churches and civic buildings throughout the West, especially
in Great Britain and the United States.

Table 1. Neoclassical and Romantic styles are very different from each other

ELEMENTS NEOCLASSICISM ROMANTICISM

Values Order, solemnity Intuition, emotion, imagination

Inspiration Classical Rome, Medieval and Baroque eras,

patriotism, courage, Middle and Far East
honor

Tone Calm, rational Subjective, spontaneous, non-

conformist

Subjects Greek and Roman Legends, exotica, nature and

History violence

Technique Stressed drawing with Unrestrained, rich color; visible

lines, not color, no trace brushstrokes
of brushstroke

Role of Art Morally uplifting, Dramatic, carry viewer away

inspirational

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 Composition Most figures in Use of diagonal, crowded
foreground compositions

Lines Linear Style Painterly style

(outlines are sharply (brushstrokes are less

defines through restrained)
controlled brushstrokes)

Texture Smooth, no brushstrokes Often has visible brushstrokes

Exercise 1 DESCRIBE THE TWO ARTWORKS

Directions: Describe the artworks below using the following indicators. The first
indicator was already given.

THE APOTHEOSIS OF HOMER (J. Ingres) LIBERTY LEADING THE PEOPLE (E.Delacroix)
IMAGE FROM LOUVRE MUSEUM IMAGE FROM LOUVRE-LENS
1. Name of artwork The Apotheosis of Homer Liberty Leading the
and Period it was – Neoclassicism Period People – Romantic Period
created

2. Subject

3. Technique

4. The use of Line: Line:

elements of arts
Shape: Shape:
(lines, shape,
color, texture Color: Color:

Texture: Texture:

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 5. The distinctive
characteristic of
the artwork

Exercise 2 ART ELEMENT ANALYSIS

Directions: Choose one artwork and analyze the characteristics of that artwork. Once
done analyzing write the artworks’ characteristics’ based on the elements given.

THE THIRD OF MAY (F. Goya), IMAGE FROM MUSEO DEL PRADO

THE RAFT OF THE MEDUSA (T. Géricault) IMAGE FROM MAGNUS MANSKE

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 APOLEON CROSSING THE ALPS
(J. David)
IMAGE FROM Musée national du château de Malmaison

ARTWORK TITLE

Tone

Subjects

Technique

Role of Art

Line

Color

Texture

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C. Assessment/Application/Outputs (Please refer to DepEd Order No. 31, s. 2020)

Directions: Read each item carefully and encircle the letter of the correct answer.

1. Which of the following art period that is influenced by Ancient Rome and Ancient
Greece?
A. Baroque B. Classical C. Neoclassical D. Romantic
2. Which of the following art period that seeks modernism and expresses emotion
through art?
A. Baroque B. Classical C. Neoclassical D. Romantic
3. Which of the following does not belong to the group?
A. Delacroix B. Gericault C. Goya D. Ingres
4. Which of the following does not belong to the group?
A. Adam B. Barye C. Canova D. David
5. What is the subject of the Romantic Art?
A. Greek History B. Roman History C. Violence D. All of these
6. What is the subject of Neoclassical Art?
A. Greek History B. Legends C. Nature D. Violence

D. Suggested Enrichment/Reinforcement Activity/ies

Directions: Paint or sketch an illustration showing the ideas of Neoclassical or

Romantic painting. Observe the usage and application of the elements of arts.
Materials: Bond paper, art and coloring materials

Reflection Questions:
1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, color and texture?
4. What did you feel while doing your artwork?

Rubric of the Activity

5 (E) 4 (VS) 3 (G) 2 (NI)

Quality of
Artwork

Visual Impact

Punctuality

Neatness

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Prepared by: Edited by:

OBRIEN P. BRIZO ARCHIE S. GALLEGO

T-I/CALAPE NHS/ DAANBANTAYAN I PRINCIPAL I/ PAYPAY NHS/ DAANBANTAYAN I

Reviewed by:

NENITA G. JARALVE
EPS, MAPEH
DIVISION OF CEBU PROVINCE

GUIDE

For the Teacher: Advise the students to read the reading discussion portion before
they attempt to answer the practice exercises. Going through the parts sequentially will
help them understand easily the topic

For the Learner: Read through the self – learning home task from the first part to the
last part. Doing so, will help you understand better the topic.

For the Parent/Home Tutor: Assist your child and make sure that he/she reads the self
– learning home task from beginning to end to ensure proper understandings of the
concepts.

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Answer Key:
Exercise 1
Refer to table 1
Exercise 2
Refer to table 2
Assessment:
1.C
2.D
3.D
4.B
5.D
6.A