IMMACULATE CONCEPTION HIGH SCHOOL OF PITOGO INC.
7033 Pob. PitogoZamboangadel Sur
LEARNING PLAN in MAPEH-9 ( ARTS )
CONTENT STANDARDS: The learner ……
 Demonstrate understanding of arts elements and processes by synthesizing and applying prior
knowledge and skills.
 Understanding of the arts as integral to the development of the organization, spiritual beliefs,
historical events, scientific discoveries, natural disaster/occurrences, and other external
phenomena.
PERFORMANCE STANDARDS: The learner……

Performs / participates competently in a presentation of a creative impression (verbal/non-verbal)
of a particular artistic period.
Learning Competencies
At the end of the lesson you can:
 Explain the different characteristics of western classical arts.
Activity # : 3
Learning Content: Western Classical Arts
Instructional Materials
MUSIC & ARTS Learner’s Material for Music and Arts (Grade 9) First Edition 2014 – Department of Education,
Philippines,
WEBSITE:https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and
_style_guide/chicago_manual_of_style_17th_edition.html ,Gerarda C. Lacia, Ronald V. Solis, Mark G. Fabella
Ed.D, Lualhati Fernando- Callo, Aileen C. Dela Cruz, The 21ST Century MAPEH in Action 9, REX, 81-113
Pre-assessment
Direction/s: How much you have learned from the previous discussion about paintings?Identify
the type of the painting shown below. Write your answer on the space provided below.
1. ___________
2. ____________ 3. ____________ 4. _______ 5. __________
Introduction:
Let the students watch a a short video about the Western Classical Arts Sculpture
https://www.youtube.com/watch?v=aH5NnDvh0GA
Guided Question :
1. What was the video all about?
2. Describe the sculpture on each period.
3. What do you think is the purpose of their sculpture on each period?
INTERACTION:
WESTERN CLASSICAL ARTS
The materials used in sculptures, both in the past and the present, vary according to region and locality. Most of the
sculptures from the prehistoric period likely had some sort of mythological or religious significance, while the later
sculptures tended to be more natural.
VENUS OF WILLENDORF
The statuette was carved from a kind of limestone which is not found in the place it was found in, which means that the
limestone was brought in from another location. It is also possible that the carving, which was likely done with flint
tools, was likewise done in a location different from where it was found. The figurines excessively heavy breasts and
abdomen show that the figure was apparently used as fertility.
BUST OF NEFERTITI
 This realistically made sculpture features heavy lidded eyes, a slender neck, a determined chin, and a pure
profile under a heavy crown.
 Nefertiti was a queen of Egypt and the wife of King Akhenaton, who attempted to change Egypt
traditional polytheistic religion to a monotheistic one, centered around the worship of the sun god, Aton.
DISCOBOLUS
Or “discus tower “ is an iconic artwork of classical antiquity. The original, bronze statue was sculpted by the
Athenian Myron. The many bronze and marble copies made of statue showed how popular it was, and it still is even
today.
SARCOPHAGUS OF THE SPOUSES
Is a human-shaped and painted terracotta sarcophagus from the ancient Etruscan city of Caere ( now Cerveteri,
Italy). The sarcophagus was discovered during archaeological excavations in the Banditaccia necropolis during the
nineteenth century and is now displayed in Rome.
BARBERINI IVORY
Which is made up of five ivory plates which are fitted together. It was made in Constantinople sometimes during
the first half of the sixth century.
LAST JUDGEMENT
This artwork features a mandorla, an almond-shaped frame which surrounds a particular figure, which is, in this
case, Christ. Below Christ, the dead rise and line up to have their souls weighed. At the scales where the souls are to be
weighed, Angels and demons fight to manipulate the scales either against or for the soul being weighed.
ACTIVITY 1
Direction/s:
1. Draw your design on a sheet of paper, in the actual size of the bar of soap youwill
use. Use the first letter of your name as your subject and establish your design from
one of the art periods in this lesson.
2. Transfer your design by tracing it out on the soap. You can do this in yourown
way if you want.
3. Carve out your design.
Note: Be careful in doing this activity, since you will be using sharp tools.
Criteria for Grading:
Creativity
20
Relevance
15
Neatness of the work
10
Overall look of the artwork
5
Total - 50
INTEGRATION
CLOSURE /SYNTHESIS
These are simple and direct ways to help you integrate the art content, art process, and personal feelings
that you experience every lesson. Try making entries in your logs during the last five minutes of class or
after completed week of class.
1. What did I do in my art
class?_____________________________________________________________
2. What did I learn?
______________________________________________________________________
3. What did I find interesting about arts during the Renaissance Period?
_____________________________________________________________________________________
__
4. What questions do I have about what I learned?
______________________________________________
5. What was the point of today’s lesson?
______________________________________________________
INTERVENTION
Directions: Reflect and share your idea about the quote below.
There is no must
in art because art
is free
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Post Assessment
FILL IN THE BLANKS
Directions: Choose two sculptures from different eras. Compare and contrast the two using the following
indicators.
Name of sculpture
Period and era
when it wascreated
How the sculpture
uses elements of art
(line, shape,color,
texture).
The sculpture’s
distinctive
characteristics.
.
ANSWER KEY
ARTS MODULE #1
PRE-TEST
1. Greek
2. Byzantine
3. Egyptian
4. Romanesque
5. Pre-Historic
ACTIVITY 1“JUMBLED BEE”
1. BALANCE
2. CONTRAST
3. EMPHASIS
4. MOVEMENT
5. PATTERN
6. RHYTNM
7. UNITY
ACTIVITY 2 “GUESS THAT TRIPLE
THREAT”
1. BYZANTINE
2. EGYPTIAN
3. GOTHIC
4. GREEK