SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/ARTS 3 ___

Date: MARCH 1, 2023

I. OBJECTIVES
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the arts as integral to the development of organizations, spiritual belief, historical
A. Content
Standards events, scientific discoveries, natural disasters/occurrences, and other external
phenomena

1. perform/participate competently in a presentation of a creative

impression (verbal/nonverbal) from the Neoclassic and Romantic periods
B. Performance
Standards 2. recognize the difference and uniqueness of the art styles of the different periods
(techniques, process, elements, and principles of art)

C. Learning  Analyze art elements and principles in the production of work following a specific art style
Competencies/ from the Neoclassic and Romantic periods. (A9EL-IIIb-1)
Objectives
(Write the LC
 identifies distinct characteristics of arts during the Neoclassic and Romantic periods
code) (A9EL-IIIa-2)

II. CONTENT THE ART PRODUCTION OF NEOCLASSICAL AND ROMANTIC PERIODS

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Learning Activity Sheets in Arts 9
Resource (LR)
portal
B. Other Learning
Resources
Manila paper, scotch tape, marker
IV. PROCEDURES
1. PRIMING 1. Prayer – The teacher will ask for a volunteer to lead the prayer.
ACTIVITIES 2. Checking of Attendance – To monitor the students, the teacher will check the
attendance through their permanent seating arrangement.
3. Reminding of classroom rules and norms.
 In order to have a conducive and harmonious teaching and learning process,
the teacher and the learners will establish or set their agreed classroom
rules and norms.
4. Review
 Who can still remember our topic yesterday?
 What was our lesson all about?
 What are the 7 elements or Art?
  How about the principles of Art?
 How are these elements and principles important in making an art?

Group Activity: Classify me!

 The class will be grouped into three.

 The teacher will be posting/showing pictures of different artworks from Neoclassic
and Romantic Period, each group will identify the artworks whether it belongs to the
Neoclassic or Romantic Period.
 The Group who will get the most aggregated points will have an additional point in
the quiz.

2. ACTIVITY

Process questions:
1. Did you enjoy the activity?
3. ANALYSIS 2. How were you able to identify the pictures?
3. What do you think is the connection of the pictures in the activity with our lesson
today?
4. What do you think is our lesson for today?

Neoclassicism and Romanticism were the movements that spread in Western

Europe and the United States during the Rococo era, lasting roughly from the late 18th to
4. ABSTRACTION the 19th centuries.
Neoclassicism, 1780-1840
In decorative and visual arts the Western trend was called Neoclassicism. It also refers to
literature, theater, music and architecture which were inspired by Ancient Greece and
Ancient Rome’s classical art and culture.
This is now known as the Age of Enlightenment. The revived interest in Greek and Roman
classics has brought on the art form in this time period.
Neoclassical works of art such as paintings, sculptures and architecture typically depicted
Roman history that exalted the heroes of Roman times.
Romanticism, 1800- 1810s
Romanticism was a trend in which Neoclassical Era artists sought to break new ground with
both the delicate and stormy presentation of sentiment. They also promoted a variety of
distinguishing concepts, such as historical ambition, super-natural elements, social justice
and nature.
Landscape painting was also made more popular because of the romantic adoration of
nature by the inhabitants.
Romanticism was a reaction to the neoclassical pieces' historical, contemplative nature.

Neoclassical and Romantic styles differ greatly from one another.

ELEMENTS NEOCLASSICISM ROMANTICISM

Values Order, solemnity Intuition, emotion, imagination

Classical Rome, patriotism, Medieval and Baroque eras,
Inspiration
courage, honor Middle & Far East
Subjective, spontaneous, non-
Tone Calm, rational
conformist
Legends, exotica, nature,
Subjects Greek & Roman history
violence
Stressed drawing with lines, not Unrestrained, rich color, visible
Technique
color, no trace of brushstroke brushstrokes
Role of art Morally uplifting, inspirational Dramatic, carry viewer away
Use of diagonal, crowded
Composition Most figures in foreground
compositions
Linear style
Painterly style (brushstrokes are
Lines (outlines are sharply defined
less restrained)
through controlled brushstrokes)
Smooth, no brushstrokes can be
Texture Often has visible brushstrokes
seen

Neoclassicism and romanticism are in sharp contrast. They both exhibit distinct features that
can be seen through the works of art.
 Neoclassicism VS Romanticism
Neoclassicism: REASON Romanticism: PASSION
Nature is defined as natural environment
Nature is defined as human nature
(woods, mountains, etc.)

Society is more important than the individual Individual is more important than society

Imitation Originality
Tradition Experimentation
Rules and order Freedom
Mechanical form (imposed from outside) Organic form (growing from inside)
Logic Intuition
Reason Imagination, emotion
Attempted objectivity Accepted subjectivity
Town or cultivated landscape Country, preferably untouched nature
Constraint Spontaneity
Conformity Independence, Rebellion
Cultivated, formal, social The primitive become focus

Neoclassicism is characterized by clarity of form, sober colors, shallow space, strong

horizontal and verticals that render that subject matter timeless (instead of temporal as in
the dynamic Baroque works), and classical subject matter (or classicizing contemporary
subject matter).
Individual Activity Look at Me!

Directions: Describe the following images based on the basic elements of arts such as to
lines, colors, shapes, and texture. Write and discuss briefly the details of your reviews of
each image.

1. 2.
5. APPLICATION

https://arthive.com/artists/1316~Theodore_Rousseau/works/28562~L https://www.chinaoilpaintinggallery.com/t-theodore-gericault-c-58_86_1287/the-charging-cha
andscape_with_a_ploughman sseur-p-33611

6. EVALUATION Part I: Matching Type:

Match Column A with Column B. Write the letter of your choice on the space provided
before the number.
Column A Column B
____1. classicus A. Renewed interest in classical ideas and
forms that influenced European and
American society through idea, politics and
____2. contours fine arts during 18th to 19th century

B. Concerned with beauty or the

____3. romanticism appreciation of beauty

C. a surface, especially of a curving form

____4. aesthetic
D. Subjects more on legends, exotica,
nature, violence
 ____5. neoclassicism
E. Greek word which means 'first class

F. Father of Philippine Arts

Part II: Multiple Choice
Choose the letter of the correct answer and write it on the space provided before the
number.
____1. Romanticism occurred as a rebellion against what art movement?
a. Rococo b. Neoclassicism c. Baroque d. Renaissance
____2. Neoclassical movement is also known as ______________.
a. Golden Age b. Age of Darkness c. Age of Happiness d. Age of Enlightenment
____3. Neoclassicism was originally a reaction against the previous generation of
artists from what style?
a. rococo b. luminism c. baroque d. gothic
____4. A western movement in decorative and visual arts is called ___________
a. Romanticism b. Baroque c. Neoclassicism d. Renaissance
____5. Which of the following is a characteristic of romanticism?
a. Mythological b. Tragedy c. Formal composition d. Emotional extremes

7. ASSIGNMENT Search at least 3 famous artist of the Neoclassic Period.

V. REMARKS
VI. REFLECTION
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 teaching 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: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN. COP Head

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I