Republic of the Philippines

Department of Education
Region X
Division of Camiguin
MAMBAJAO NATIONAL HIGH SCHOOL
Balintawak St., Poblacion, Mambajao, Camiguin
Tel. No. 0883870407; email: mamnhs303994@gmail.com
SCHOOL ID NO.: 303994

LESSON PLAN FOR MAPEH 9

By: Mae Amor B. Babanto
THIRD GRADING
I. Objectives

At the end of the lesson, students are expected to:

 Analyzes art elements and principles in the production of work following a specific art style from the
Neoclassic and Romantic periods. (A9EL-IIIb-1)

 Identifies distinct characteristics of arts during the Neoclassic and Romantic periods.
(A9EL-IIIa-2)

II. Subject Matter

A. ARTS Module 1: The Art (Paintings) Production of Neoclassic and Romantic Periods
B. Topic: The Art Production of Neoclassical and Romantic Periods
C. Materials: Video Presentation
D. References: Mapeh 9: Arts Quarter 3 - Module 1: The Art Production of Neoclassic and
Romantic Periods (page 5-13)

Teacher's Activity Student's Activity

A. Daily Routines

a) Prayer Students will do the activities.

b.) Greetings

c.) Checking of Attendance (KRA 2, OBJ. 5) (KRA 2, Obj. 5 -

Established safe and
d.) Cleanliness of the classroom secure learning
environments to enhance
e.) Recall the previous lesson learning through the
consistent implementation
of policies, guidelines and
f.) Unlocking of Difficulties
procedures.)
g.) Motivation

“DESCRIBE ME”

The teacher will show some pictures of paintings and sculptures to the
students and ask them to interpret or describe the paintings/sculptures or
what do they feel/think about the art. (KRA 1, Obj. 4) (KRA 1, Obj. 4 - Used
effective verbal and non-
verbal classroom
strategies to support
learner understanding,
participation, engagement
and achievement.)

(They are allowed to explain it in

English, Tagalog or in Bisaya to express more deeply their opinions)
(KRA 1, OBJ. 3 - Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning. &
OBJ. 4 - Used effective verbal and non-verbal classroom
strategies to support learner understanding, participation,
engagement and achievement.)

1. How do you describe this painting/sculpture? The students answer may vary.
2. How do you feel about it?

3. Why it is important to know the Art History of each artworks made by

every period?
(KRA 1, OBJ. 1 - Applied knowledge of content within and
across curriculum teaching areas. (ARAL.PAN Integration)

B. Lesson Proper

a.) Activity 1 – CLASSIFY ME!

The teacher will group the students into 4 groups and they will going to
classify pictures according to periods. (KRA 1, OBJ. 2) (KRA 1, OBJ. 2 - Used
research-based knowledge
and principles of teaching
and learning to enhance
professional practice.)

The student will answer the

definition of Neoclassicism is
the western movement in
b. Analysis decorative and visual arts which
can be applied in Literature,
The teacher will ask these following questions to the students and the Theater, Music and Architecture
presentation of Objectives and PowerPoint to be followed. while the Romanticism artists of
Neoclassical period sought to
(They are allowed to explain it in English, Tagalog or in Bisaya to break new ground in the
express more deeply their opinions) expression if emotion, both
(KRA 1, OBJ. 3 - Displayed proficient use of Mother Tongue, subtle and stormy.
Filipino and English to facilitate teaching and learning. &
OBJ. 4 - Used effective verbal and non-verbal classroom
strategies to support learner understanding, participation,
engagement and achievement.)
1. What is common in both periods of Neoclassicism and Romanticism?

2. How does Romanticism relate to Neoclassicism?

3. As a young students, how does arts affect your life?

(KRA 1, OBJ. 1 - Applied knowledge of content within and
across curriculum teaching areas. (ESP Integration)

c. Abstraction

(Presentation)Our lesson for today is all about “The Art Production of

Neoclassical and Romantic Periods.” But before we start our
discussion regarding the topic let us first know what is Neoclassicism and
Romanticism.

What comes into your mind when we say Neoclassicism? Romanticism?

Neoclassicism, 1780-1840
In decorative and visual arts, the Western trend that prevailed beginning
1760’s was called Neoclassicism. The movement reached its height by
1780s and 90s. The movement was inspired by the classical art and
culture of ancient Greece and Rome, especially after the discovery of the
buried Roman cities of Herculaneum and Pompeii. It is also influenced to
literature, theater, music and architecture. This is now known as the Age
of Enlightenment. The revived interest in Greek and Roman classics has
increased the interest for the art forms 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, supernatural 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.

Characteristics
Neoclassicism
 Portrayal of Roman history
 Formal compositions
 The use of diagonals to show the peak of an emotional or moment
 Local color
 Overall lighting
 Classic geo-structure

Romanticism
 Shows the height of action
 Emotional extremes
 Celebrated nature as out of control
  Heightened sensation

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, Middle & Far
Inspiration
courage, honor East

Tone Calm, rational Subjective, spontaneous, non-conformist

Subjects Greek & Roman history Legends, exotica, nature, violence

Stressed drawing with lines,

Technique not color, no trace of Unrestrained, rich color, visible brushstrokes
brushstroke
The students answer may vary.
Role of art Morally uplifting, inspirational Dramatic, carry viewer away

Composition Most figures in foreground Use of diagonal, crowded compositions

Linear style
Painterly style (brushstrokes are less
Lines (outlines are sharply defined
restrained)
through controlled
brushstrokes)

Smooth, no brushstrokes can

Texture Often has visible brushstrokes
be seen

After the presentation the teacher will ask the students what they have
learned from the discussion with these following questions.
(KRA 1, OBJ. 3 - Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning. &
OBJ. 4 - Used effective verbal and non-verbal classroom
strategies to support learner understanding, participation,
engagement and achievement.)

1. Are there any similarities when it comes to elements of Neoclassicism

and Romanticism?

2. What is the importance of Neoclassical and Romantic Arts?

3. How Neoclassicism and Romanticism differs on its art forms?

4. How do you describe Romanticism Paintings and Neoclassicism

Paintings?

d. Application

Activity 2: With the same group of students, the teacher will give each
Group a task to do.
(KRA 2, OBJ. 6 - Maintained learning environments that
promote fairness, respect and care to encourage learning &
OBJ. 7 - Maintained learning environments that nurture and
inspire learners to participate, cooperate and collaborate in
continued learning.)

 Group 1: Art Sculptures (Recycled Materials)

(KRA 1, OBJ. 1 - Applied knowledge of content within
and across curriculum teaching areas. (SCIENCE
Integration)
 Group 2: Photo Collage
  Group 3: Drawing/Painting
Group 4: Poem
(KRA 1, OBJ. 1 - Applied knowledge of content within
and across curriculum teaching areas. (ENGLISH
Integration)

e. Assessment:

Activity 3: My Inspiration!

Directions: Paint or sketch an illustration showing the ideas of

Neoclassical or Romantic painting. Observe the usage and application of
the element of Arts.
(KRA 2, OBJ. 8 - Applied a range of successful strategies
that maintain learning environments to motivate learners
to work productively by assuming responsibility for their
own learning, OBJ. 9 - Designed, adapted and implemented
teaching strategies that are responsive to learners with
disabilities, giftednedness and talents & OBJ. 10 - Adapted
and used culturally-appropriate teaching strategies to
address the needs of learners from indigenous groups.)

Materials:

 Short Bond Papers

 Art and Coloring Materials

On the next page of your bond paper, you write your reflection using the
guide questions below.

Reflection:

1. What is the subject of your artwork?

2. Why did you choose this subject?

3. How did you apply the elements of arts to lines, color and texture?

4. What did you feel while doing your work?

RUBRICS

CRITERIA 5 4 3 2

All 1-2 3-4 Most of the

instructions instructions instructions instructions
Quality of
were were not were not were not
Artwork
followed followed followed followed
correctly correctly correctly correctly

Artwork Artwork Artwork did

Artwork
mostly somehow not orderly
conveys the
conveys the conveys the convey the
Visual idea and
idea and idea and idea and
Impact dimensions
dimensions dimensions dimensions
of
of of of
landscape
landscape landscape landscape

Neatness Artwork Artwork Artwork Artwork

presentation presentatio presentation presentation
 was
n was
was neat somehow was
mostly neat
and orderly neat and disorderly
and orderly
orderly

Descriptive Rating Points

Excellent 15-13

Very Good 12-10

Good 9-7

Fair 6-3

Poor 2

f. Assignment:

Study in advance the next topic which is “Artists of the Neoclassical

and Romantic Periods”.

Prepared by: Rater:

Mae Amor B. Babanto Mayvail B. Cabegin

Secondary School Teacher I Master Teacher I/Instructional Supervisor