9

MAPEH (Arts)
Quarter 1 – Module 1:
Western Classical Art
Traditions (Painting,
Sculpture and
Architecture)
Arts – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 2: EX’s: Sports Officiating-Common Injuries in Sports Activities
Second Edition, 2021

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Development Team of the Module

Writer/Streamliners: Edmond C. Cantomayor, John Bern N. Navidad
Editors: Jazze J. Sibonga, Mary Ann Lorren L. Lamata, Roselyn B.
Robelo, Jeaveth S. Suela, Belly D. Regoniel, Shylla Joy O.
Parcon, Jonathan R. Gorieza, Jemz B. Evangelio, Eustaquio L.
Calamba Jr, Levi D. Reyes, Divina T. Maligatong, Vicenta A.
Martin
Reviewers: Agabai S. Kandalayang, Yusof A. Aliudin, Mary Joy D. Bautista,
Mary Ann A. Barrientos
Illustrator: Junjie E. Semillano, Mary Joy G. Cainglet
Layout Artist: Annaliza B. Uy, Jaypee K. Balera, Glen C. Napoles,
Jay Ar O. Espartero, Jake D. Bana-ay, Sherma U. Medina
Cover Art Designer: Arvel Garry L. Campollo
Management Team: Carlito D. Rocafort – Regional Director
Rebonfamil D. Dela Cruz – Assistant Regional Director
Isagani S. Dela Cruz- Schools Division Superintendent
Mario Bermudez- Assist. Schools Division Superintendent
Roberto Montero- Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Magdalino R. Duhilag- REPS, MAPEH
Elpidio B. Daquipil- CID Chief
Juvy B. Nitura -Division EPS In Charge of LRMS
Marcelo A. Bocatera, CESE- Division ADM Coordinator
Lito S. Fernandez-EPS – Division EPS in MAPEH

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided each activity and test. We trust that you will be
honest in using these. In addition to the material in the main text, notes to the
Teachers are also provided to the facilitators and parents for strategies and
reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficult in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you assess
your physical fitness based on the Philippine physical pyramid. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module will discuss the lesson on:

1. analyze art elements and principles in the production of work
following the style of Ancient art (Prehistoric and Egyptian Art),
Classical Art (Greek and Roman Art), Medieval Art (Byzantine,
Romanesque, Gothic)
2. identify distinct characteristics of arts during the different art
periods.
3. identify representative artists from various art.
4. reflect on and derives the mood, idea, or message from selected
artworks.
5. discusses the use or functions of artworks by evaluating their
utilization and combination of art elements and principles.
6. uses artworks to derive the traditions/history of an art period.
7. compares the characteristics of artworks produced in the different art
periods.

After going through this module, you are expected to:

1. discuss the characteristics and function of arts during the
different period/era.
2. describe the characteristics of artworks produced and functions of
arts during the different period/era; and
3. appreciate the different artworks, the mood, idea or message from
different period/era.

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 What I Know

Directions: Write TRUE if the statement is correct and FALSE if it is not. Write your
answer in the separate sheet of paper.

1. Prehistoric era includes all human existence before the emergence of writing.
2. The purpose of Egyptian paintings is to make the deceased afterlife place
unpleasant.
3. Paintings during Classical Era were most commonly found inside the cave.
4. In tomb paintings, artists rely on the shade and hues of paint to create depth
and life-like feeling.
5. Paintings from Roman Era were copied or imitated from Hellenic Greek paintings.
6. Archeologists believed that Prehistoric sculpture is a result of natural erosion
and not of human artistry.
7. Greek sculptures had finally evolved and showed all the points of human
anatomy and proportion.
8. Most Roman sculptures are made of monumental figure.
9. Romanesque sculptures have a greater freedom of style.
10. Symbolisms were heavily used to represent the gods in Egyptian sculpture.
11. Prehistoric drawings of animals were usually not proportion.
12. Roman paintings were focused mainly on mythological subjects.
13. Pillars are slender, freestanding, vertical support and a column.
14. Megaliths are large stones used in the prehistoric architectures.
15. Hieroglyphics is a system of writing using picture symbols used in ancient
Egypt.

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 What’s In

In your previous lesson, you have learned about the elements and principles
of arts applied. You understand how important these elements and principles applied
in such artworks.

In this module, you are now ready to identify distinct characteristics and
functions of arts during the different arts period. This module will help you
appreciate the artworks of the different period/era. So, get involved and enjoy the
world of arts and make your own masterpieces.

What’s New

Direction: Below are the three sets of words. Fill in the missing letters to complete
the mystery words. Write your answer in a separate sheet of paper.

____ A ____ N ____ I ____ G

S ____ U ____ P ____ ____ R ____

____ R C ____ I ____ E ____ T U ____ E

Guide Questions:

1. Have you visited a museum in your locality?

2. What have you seen?

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 What is It
In this lesson, you will learn about the different
characteristics, functions and types of art forms (painting, sculpture, architecture)
from Prehistoric (including ancient Egyptian art forms), Classical (Greek and Roman)
up to Medieval era (Baroque and Romanesque art forms).

Prehistoric Era

Prehistoric includes all human existence before the emergence of writing.

Their art is of interest not only to the art historians but also to archeologist and
anthropologist, for whom the art is only one clue- along with fossils, pollens, and
other finds to an understanding of early human life and culture.

Paintings from the Prehistoric Era Their

paintings were found inside the caves which may have been
their way of communicating with each other. It may also be
for religious or ceremonial purposes.
These paintings may be more an artifact of the
archeological evidence than a true picture of humans’ first
created art.
Prehistoric drawings of animals were usually correct in proportion.

Paintings from Ancient Egypt

The purpose of Egyptian paintings is to make the

deceased afterlife place pleasant. With this in mind,
themes include journey to the underworld introducing the
deceased to the gods of the underworld by their protective
deities.

The paintings of the walls on the tomb shows events of the

life of the king while he was still on earth and the scenes
he expects to encounter in the underworld after his death.

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Paintings from Classical Greek Era
Paintings during the classical era were most found in vases, panels and tomb.
It depicts natural figures with dynamic compositions. Most of the subjects were battle
scenes, mythological figures, and everyday scenes. It reveals a grasp of linear
perspective and naturalist representation.

Tomb/Wall Painting
The image was painted using a
true fresco technique with a
limestone mortar. It depicts a
symposium scene on the wall.

Tomb or wall painting was very

popular during the classical period. It
uses the method frescos either
tempera (water-base) or encaustic (wax). It has a sharp, flatly outlined style of
painting and because it uses water-based materials, very few samples survived.

Painting from Romantic Era

Roman paintings have a wide variety of subjects, animals, everyday life, still
life, mythological subjects, portraits, and landscapes. The development of landscape
painting is the main innovation of Roman painting from Greek painting.

Paintings from the Roman Era

Byzantine By the 11th century, the
Greek and Oriental styles seem to
blend together in magnificent,
imposing images, which adorned
the churches in large and small
forms.
The lively styles of
paintings which had been
invented in Greek and Rome
lived on in Byzantium but this
time for Christian subjects.

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Romanesque It has a remarkable variety
of artistic traditions such as
modeling and treatment of faces
and draperies that follow
Byzantine convention while the
refreshingly decorative feeling
comes from southern French
styles. It also shows traces of
Mozarabic influence (Arabize
influence) through elongated oval
faces, large staring eyes and long
noses, figures against flat colored
bands and heavy outlining.
These are largely placed
mosaics on the walls of the
churches that follows a strict
frontal pose.

Sculptures from the Early Age

Prehistoric Materials used in

sculptures vary according
to region and locality.
Archeologists believed
that their sculpture is a
result of natural erosion
and not of human
artistry. Frequently
carving may have
mythological or religious
significance.

Egyptian Era Symbolic elements

were widely used such as
forms, hieroglyphics,
relative size, location,
materials, color, actions,
and gestures. Their
tombs required the most
extensive used of
sculpture.

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Sculptures from the Classical Period
Greek Shows an attitude of
maximum tension, full of
compressed energy, and about to
explode an action.

Myron; The Discobulus, 450 BC

Image from Treasures of the World, 1961 CCP
Library

Roman Most Roman sculptures are

made of monumental terra-cotta.
They did not attempt to compete
with the free-standing Greek
works of history or mythology but
rather they produced reliefs in
the Great Roman triumphal
columns with continuous
narrative reliefs around.

Byzantine The dominant themes in

Byzantine sculptures are
religious, everyday life scenes,
and motifs from nature.

Romanesque Last Judgement, tympanum (an

architectural element within the
arch or pediment) of the west
portal, Cathedral of Saint-Lazare,
Autun Burgundy France, c.
1120-35 by Gislebertus

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Gothic Gothic sculptures have 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
and are livelier and more
realistic.

Resurrection of the Virgin , end of the 12th

century Cathedral Amiens
Image from Treasures of the World, 1961 CCP
Library

Architecture from the Early Age

Prehistoric Man has developed 1. Menhir

a form of architecture
based on megaliths (a big
rock) from the Greek word
lithos (stone) and megas
(big). This architecture is
made of huge stone blocks
which were probably
intended for burial. 2. Dolmens
Megalithic
monuments have always
ignited man’s
imagination. It provided
plenty of legends and
superstition. During this
era, stones and rocks were
associated with divinity.
3. Cromlech

Egyptian This architectural style The Pyramid of Giza

was developed during the
pre-dynastic period
4,000BC.

Mastaba

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Greek Temples consisted of a
central shrine or room in
an aisle surrounded by
rows of columns. These
buildings were designed
in one of three
architectural style or
orders:
Roman They built sturdy
stone structures both for The Colosseum, AD 70-82, Rome
use and to perpetuate
their glory.
The emperors erected
huge halls and arenas for
public games, baths and
procession. They built
them of gigantic arches of
stone, bricks and concrete
or with barrel vaults.

Byzantine It has a lot in common Hagia Sophia. Istanbul, 537 BC

with the early Christian
architecture. Mosaic
decoration was perfected
by the Byzantines, as was
the use of clerestory to
bring light in from high
windows.

Romanesque Romanesque The groin-vaulted crypt of

architecture displayed Worcester Cathedral
solid masonry walls,
rounded arches, and
masonry vaults. It is the
period of great building
activities in Europe,
castles, churches,
monasteries arose
everywhere.

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 Gothic This design included
two new devices: pointed
Architecture arch which enabled
builders to construct
much higher ceiling vaults
and stone vaulting borne
on a network of stone ribs
supported by piers and
clustered pillars.

Cathedral of Chartres

What’s More

Activity 1. Answer the following questions. Write your answer in a separate sheet of
paper.

Processing Question/s:

1. How did you classify the different artworks into their respective periods?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What was your basis of classification?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. How does painting exhibit the culture of the different period?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. How does painting transcend from period to period?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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5. What periods have the same features?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2.
Directions: The items below describe the sculpture of different era. Choose your
answer inside the box and write only the letter of the correct answer in a
separate sheet of paper.

A. Last Judgement F. The Barberini Diptych

B. Resurrection of the Virgin G. Venus of Willendorf
C. Myron; The Discobulus H. The Portonacio Sarcophagus
D. Queen Nefertiti I. The Pharaoh Menkaure and his Queen
E. Sarcophagus, from cervetiri J. Venus of Brassemppouy

1. End of the 12th century Cathedral Amiens Image.

2. Used for the burial of Roman General involved in the campaign of Marcus
Aurellius.
3. Shows an attitude of maximum tension, full of compressed energy, and about
to explode an action.
4. A sculpture of a lady with the hood.
5. It is carved from limestone with excessively heavy breast and abdomen used
as to ensure fertility.
6. Realistic, with heavy lidded eyes, slender neck, determined chin and pure
profile under her heavy crown.
7. A husband and wife are shown reclining comfortably, as if they were on a
couch.
8. An architectural element with in the arch or pediment.
9. An early example of Byzantine Ivory work.
10. An example of portraits presented in rigid postures, and were simple and
powerful with very little show of private emotion.

Activity 3: Can You Fill Me?

To measure how much you have learned from the discussion about the
selected artworks of the Early Age.

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Directions: Fill in the box with the characteristics and functions that would best
describe the artworks in every era/period.Write your answer on a
separate sheet of paper.

Period/Era Characteristics Functions

Ancient Painting
Prehistoric
Cave of Lascaux, 15000-
10000 B.C. – Stone Age
Egyptian
Paintings from Sarcophagus of
Tutankhamen
Classical Sculpture
Greek
Myron;The Discobulus,450 BC

Roman
The Portonacio Sarcophagus

Medieval Architecture
Byzantine
Hagia Sophia. Istanbul, 537
BC
Romanesque
The groin-vaulted crypt of
Worcester Cathedral
Gothic
Cathedral of Chartres

What I Have Learned

Directions: Answer the following questions to deepen your understanding about

the lesson. Write your answer on a separate sheet of paper.

1. What are the characteristics that you observed from the different artworks
from different periods?
2. How did the Medieval art develop from Byzantine art to Gothic art?
3. What is the greatest contribution of Roman Arts to the Modern World?
4. How does Greek architecture differ from Ancient artworks

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 What I Can Do

To know how much you have learned from the discussion about the paintings,
sculpture, and architecture, fill in the box with the characteristics and functions that
would best describe the art forms of the different era.

Period/Era Characteristics Functions

Ancient Paintings
1. Pre-historic
2. Egyptian
Classical Sculpture
1. Greek
2. Roman
Medieval Architecture
1. Byzantine
2. Romanesque
3. Gothic

Assessment

Directions: Choose your answer from the given choices. Write your answer in a
separate sheet of paper.
1. What is a painting that was discovered on September 12, 1940 which has a
dominant feature of large animals native in the region?
A. Cave of Lascaux
B. Head of Alexander
C. Judgement of Paris
D. Pitsa Panel

2. Which of the following sections have NOT been identified inside the cave?
A. The Chamber of Engraving
B. The Great Hall of the Bulls
C. The Lateral Passage
D. Tomb of the Diver

3. What is the method of painting that uses a water-based pigments usually found
in a wall surface?
A. Encaustic
B. Fresco
C. Kerch Style
D. Lekanis

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4. What is the earliest known panel painting?
A. Cave of Lascaux
B. Head of Alexander
C. Judgement of Paris
D. Pitsa Panel

5. Which refers to an art process where an image is created using an

assemblage of small pieces of colored glass, stone or other materials?
A. Carving
B. Mosaic
C. Painting
D. Sculture

6. Which among the given characteristics does NOT describe Cathedral of

Chartres that is also known as the Notre Dame Cathedral?
A. Splendid stained-glass windows
B. Thousands of sculptured figures
C. Has rich architecture and design
D. Structures both for use and to perpetuate their glory.

7. Which among the characteristics represent the true essence of the

groin-vaulted crypt of Worcester Cathedral?
A. Splendid stained-glass windows
B. Pointed arch which enabled builders to construct much higher ceiling
vaults
C. Magnificent construction transformed from being a church, into a
mosque
D. Wood or metal doors are surrounded by elaborate stone sculpture
arranged in zones to fit architectural elements.

8. What sculpture shows an attitude of maximum tension, full of compressed

energy, and about to explode an action?
A. Corinthian
B. Last Judgement
C. Myron; The Discobulus
D. The Portonacio Sarcophagus

9. What is an artwork that depicts battle scenes between Romans and

Germans?
A. Corinthian
B. Last Judgement
C. Myron; The Discobulus
D. The Portonacio Sarcophagus

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10. What is an artwork emphasizing the importance of life after death and the
preservation of the knowledge of the past?
A. Cave of Lascaux
B. Head of Alexander
C. Sarcophagus of Tutankhamen
D. Tomb of the Diver

Additional Activities

Directions: Answer the following questions from your observation of the different
architecture of different period/era. Write your answer on a separate
sheet of paper.

1. What observation you have gathered about the different use or functions of the
different period/era?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
2. How did they utilize and combine the art elements and principles in making their
artwork?

__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________

3. How can you differentiate the different artworks from different period/era?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________

4. As a student, what era/period would you like to choose? Why?

___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________

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 RUBICS
4 3 2 1
FOCUS Sharp, distinct Apparent No apparent Minimal
Controlling point made point but evidence of a
Point made about a evidence of a topic
About a single single topic specific topic
topic with with
Evident sufficient
awareness of awareness of
task. task.

CONTENT Substantial, Sufficiently Limited Superficial

specific, developed content with and/or
and/or content with inadequate minimal
illustrative adequate elaboration content.
content elaboration or
demonstration or explanation.
explanation.

ORGANIZATION Precise Generic use Limited word Minimal

illustrative use of a variety choice and variety in
of a variety of of words and control of word choice
words and sentence sentence and minimal
sentence structure structures control of
structures to that may or that inhibit sentence
create may not voice and structures.
consistent create tone.
writer’s voice writer’s voice
and tone and tone
appropriate to appropriate
audience. to audience

CONVENTIONS Evident control Sufficient Limited Minimal

of grammar, control of control of control of
mechanics, grammar, grammar, grammar,
spelling, usage mechanics, mechanics, mechanics,
and sentence spelling, spelling, spelling,
formation. usage and usage and usage and
sentence sentence sentence
formation. formation. formation.

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 Answer Key
15. True
14. True
10. I 13. True
10.C 9. F 12. False
9. D 8. A 11. False
8. B 7. E 10. True
7. D 6. D 9. False
6. B 5. G 8. False
5. B 4. J 7. True
4. D 3. C 6. True
3. B 2. H 5. True
2. D 1. B 4. True
1. A 3. False
Assessment Activity 2 2. False
What’s More 1.True

What I know

References
Website:

• http://upload.wikimedia.org/wikipedia/commons/thumb/7/74/
Worcester_cathedral_031_crop.JPG/165pxWorcester_cathedral_0
31_crop.JPG

Books
• Hamlyn, Paul, (1961), Treasures of the World, Hamlyn Publishing Group Ltd.,
Hamlyn House, the Center, Feltham, Middlesex London, New York, Sydney,
Toronto, arrangement with Golden Pleasures Books Ltd
• Rene Huyghe, (1963), Art and Mankind, Larousse Encyclopedia of Byzantine
and Medieval Art, The Hamlyn Publishing Group Ltd., Hamlyn House, The
Center, Feltham, Middlesex

Websites
• http://historyofrchitecture.blogspot.com/2010/12/prehistorian-
architecture.html
• http://media-cdn.tripadvisor.com/media/photo-s/01/17/bf/d9/carnac.jpg
• http://en.wikipedia.org/wiki/File:Pompejanischer_Maler_um_10_20_001.jpg
• http://www.colosseum.net/images/colosseum-entrance.jpgARTS S MGRA
• http://4.bp.blogspot.com/-
_Dtc5CI79X0/TeWfaHDFuvI/AAAAAAAAABc/DsPQoXoYHQQ/s320/Hagia+Soph
ia+
• Exterior.jpg
• http://en.wikipedia.org/wiki/Barberini_Ivory
• http://media-cdn.tripadvisor.com/media/photo-s/01/17/bf/d9/carnac.jpg
• http://images.search.yahoo.com/images/view;_ylt=A2KJkezWolRS90YAGIKJzb
kF;_ylu=X3oDMTFxa29
• hNzk3BHNlYwNzcgRzbGsDaW1nBG9pZAMzZTVkMGQ3N2M5OGFjn
• http://www.timeforlearning.net/wp-
content/uploads/2013/07/Stonehenge2.jpg

17
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph