9 NOT Arts Quarter 1, Wk.1 - Module 1 Distinct Characteristics, Elements and Principles of Arts During the Different Art Periods Department of Education ● Republic of the Philippines Arts - Grade 9 Alternative Delivery Mode Quarter 1, Wk. 1 - Module 1: Distinct Characteristics, Elements and Principles of Arts During the Different Art Periods First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Iligan City Schools Division Superintendent: Roy Angelo E. Gazo, PhD., CESO V Development Team of the Module Author/s: Neal Alvin R. Dumaguing Evaluators/Editors: Althea Mae B. Bongcawil, Sevenia P. Pagdanganan Illustrator and Layout Artist: Neal Alvin R. Dumaguing Gianna Norma Stefani D. Mercado Management Team Chairperson: Roy Angelo E. Gazo, PhD., CESO V Schools Division Superintendent Co-Chairpersons: Nimfa R. Lago, PhD., CESE Assistant Schools Division Superintendent Members Henry B. Abueva OIC-CID Chief Nanette Kay D. Mercado, PhD., EPS-MAPEH Sherlita L. Daguisonan, PhD., EPS-LRMS Meriam S. Otarra, PDO II Charlotte D. Quidlat, Librarian II Printed in the Philippines by Department of Education – Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph 9 Arts Quarter 1, Wk.1 - Module 1 Distinct Characteristics, Elements and Principles of Arts During the Different Art Periods This instructional material was collaboratively developed and reviewed by select teachers, school heads, Education Program Supervisor in MAPEH of the Department of Education - Division of Iligan City. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education-Iligan City Division at iligan.city@deped.gov.ph or Telefax: (063)221-6069. We value your feedback and recommendations. Department of Education ● Republic of the Philippines Table of Contents What This Module is About ................................................................................................................... i What I Need to Know .............................................................................................................................. ii How to Learn from this Module ...........................................................................................................ii Icons of this Module ...............................................................................................................................iii What I Know ........................................................................................................................................... iii Lesson 1: Distinct Characteristics, Elements and Principles of Arts During the Different Art Periods ................................................................................................................. What I Need to Know..................................................................................................1 What’s New ...............................................................................................................1 What Is It ........................................................................................................................2 What’s More .................................................................................................................5 What I Have Learned..................................................................................................6 What I Can Do ..............................................................................................................6 Summary ............................................................................................................................ 7 Assessment: (Post-Test).................................................................................................. 8 Key to Answers .................................................................................................................................. 9 References ........................................................................................................................................... 10 What This Module is About Welcome to “Western Classical Art Traditions”, an online and offline module in Arts for Grade 9 learners of the Department of Education. This module aims to be as inclusive as possible during this trying times of the Covid19 pandemic, with series of activities that would cater the needs of learners who have internet access and smartphones and those who are unable to have access and aid of technology. Even before humans learned to read and write, they were already artists as manifested by the different archeological discoveries from the different parts of the world. Pre-historic art is classified into three periods such as; Paleolithic (Old Stone Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age) Eras. Egyptian Civilization was one of the early civilizations that greatly contributed in the development of art, religion, science and technology of the world. Egyptian art is said to be religious in nature. Ancient Greek art depicts naturalism. They portray human forms in a realistic and anatomically precise manner. Their art has conservative form with a very complex detail. Roman art developed as a new source of artistic creativity and more progressive than that of conservative Greek art. The diverse form and variety of the Romans inspired the modern attitude in art. Byzantine art was purposely made to glorify the Christian Religion and to express its mystery. It is filled with spiritual symbolism and illustrates a love of splendor. It was a combination of Eastern (decorative art forms) and classical Western art (naturalistic art). Romanesque art was characterized by its vigorous style in painting and sculpture, lavishly decorated manuscripts and retained many basic features of Roman architectural styles. It was also greatly influenced by Byzantine art with a highly innovative and coherent style. The basic characteristics of Gothic art styles reinforce symbolic meanings. The church symbolizes the transcendence of the soul and the underlying philosophy is to create buildings of height and light. Different eras, different styles, characteristics and functions of arts occurred but all of those contributed in the development and established the importance of arts in our lives today. What I Need to Know LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. KEY - STAGE STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. GRADE LEVEL STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARD The Learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills The learner demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon PERFORMANCE STANDARDs The Learner performs/ participates completely in a presentation of a creative impression (verbal/ nonverbal) of a particular artistic period The Learner recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements and principles of art) OBJECTIVES: At the end of this module, the learners are expected to: Analyze art elements and principles in the production of work following the style of a western and classical art. Identify distinct characteristics of arts during the different art periods. Identify representative artworks and artists from various art periods. How to Learn from this Module To achieve the objectives cited above, you are to do the following: • Take your time reading the lessons carefully. • Follow the directions and/or instructions in the activities and exercises diligently. • Answer all the given tests and exercises. Icons of this Module What I Need to Know This part contains learning objectives that are set for you to learn as you go along the module. What I know What’s In This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of the activities as a way to deepen your discovery and understanding of the concept. What’s More These are follow-up activities that are intended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned from the lesson What I can do These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations. What I Know PRE-TEST To assess what you know about the musical elements during the Medieval, Renaissance and Baroque Periods, answer the following activities. PART I. IDENTIFICATION. Instructions: Write the period being described in the statements below. ______________ 1. Paintings in this period were found in vases, panels and tombs which depicted natural figures with dynamic compositions. ______________ 2. Paintings influenced by Greek and Rome but this time with Christian subjects. ______________ 3. The purpose of their paintings is to make the deceased afterlife place pleasant. ______________ 4. Largely placed mosaics on the walls of the churches with traces of Mozarabic influences. ______________ 5. Paintings were found inside the caves and believed to be their way of communicating with each other. PART II. MULTIPLE CHOICE. Instructions: Encircle the letter of your choice. 1. Most sculptures in this period are made of monumental terra-cotta with continuous narrative reliefs around. A. Pre-historic B. Egyptian C. Greek D. Roman 2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from nature. A. Byzantine B. Romanesque C. Gothic D. Egyptian 3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but eventually evolved and showed all points of human anatomy and proportion. A. Gothic B. Egyptian C. Greek D. Romanesque 4. Sculptures have a greater freedom of style and subjects begun to project outward giving a more lively and realistic effects. A. Byzantine B. Romanesque C. Gothic D. Pre-historic 5. Common materials used in their sculptures were wood, ivory and stones and showed symbolic elements such as forms, hieroglyphics, color, actions and gestures. A. Pre-historic B. Egyptian C. Greek D. Byzantine Distinct Characteristics, Elements and Principles of Arts during the different periods Lesson 1 What I Need to Know OBJECTIVES: At the end of the lesson, the learners will be able to; Analyze art elements and principles in the production of work following the style of a western and classical art. Identify distinct characteristics of arts during the different art periods. Identify representative artworks and artists from various art periods. What’s New ACTIVITY 1. “JUMBLED BEE” Instructions: There are seven (7) Principles of Arts and Design. Unscramble the letters to form the element using the clues below: NUMBER: JUMBLED LETTERS: CLUES OR DEFINITION: 1. LEANCBA 2. TACRTSON Comfortable arrangement of things in art or maybe symmetry. Difference between elements in the artwork. 3. SMEHIAPS Creation of a focal area in a work of art. 4. MVENOTEM 5. ATRTENP How we get around in a work of art. Decorates surfaces with planned and repeated units. 6. MHYTHR 7. TUINY Repetition of shapes, lines and forms. Means that all is in harmony and variety adds interest. 1 What Is It PRE-HISTORIC ERA Paintings were found inside the caves and believed to be their way of communicating each other. It may also be for religious or for ceremonial purposes and more of an artefact of the archaeological evidence than a true picture of human’s first created art. Pre-historic drawing showed animals that were usually correct in proportion. Sculptures were believed to be a product or result of natural erosion and not of human artistry according to archaeologists. Materials used in sculptures vary according to region and locality while carving may have mythological or religious significance. Architectures from the early age developed a form based on Megaliths (a big rock) from the Greek word lithos (stone) and megas (big). Although these structures that survived from prehistory might not be what we would normally think of as architecture, but these buildings still inspire awe today, through the mysteries of their meaning, the intricacy or scale of their design, or the ingenuity of their construction. ANCIENT EGYPT Paintings were believed to make the deceased life place pleasant giving importance of life after death and the preservation of the knowledge of the past. Most paintings were stylized, symbolic and shows profile view of an animal or a person with themes that included the journey of the deceased gods to the underworld. The main colours used in this period were red, black, blue, gold and green derived from mineral pigments that can withstand strong sunlight without fading. Sculptures were believed to have symbolic elements such as forms, hieroglyphics, relative size, location, materials, colour, actions and gestures were widely used. Their tombs required the most extensive use of sculpture. Characteristics includes; symbolism to represent the gods where composite creature with animal heads on human body, relief compositions were arranged in horizontal lines to record an event or represent an action, most of the time the gods were shown larger than humans. The kings are larger than the followers and the dead larger than the living, empty spaces were filled with figures or hieroglyphics and all individual components were all brought to the plane of representation and laid out like writing. 2 Architectures were developed during the pre-dynastic period of 4,000 BC. Characteristics of Egyptian Architecture includes; thick sloping walls with few openings to obtain stability, exterior and interior walls along with the columns and piers were covered with hieroglyphics and pictorial frescoes with carvings painted in brilliant colours, ornamentations were symbolic like scarab (sacred beetle), solar disk, vulture and common motifs such as palm leaves, buds, lotus flower and papyrus plants and temples were aligned with astronomically significant events with precise measurements like solstices (sun appears to stand still on the first day of winter) and equinox (a time or date when day and night are of equal length). CLASSICAL GREEK Paintings during this period were most commonly found in vases, panels and tomb. They depict natural figures with dynamic compositions and reveal a grasp of linear perspective and naturalistic representation. Most of the subjects were battle scenes, mythological figures and everyday scenes. Most common methods of Greek painting are Fresco or water based painting and Encaustic or wax based painting. Sculptures were tensed and stiff and their bodies were hidden within enfolding robes or draping during the early times but it had finally evolved and showed all the points of human anatomy and proportion after three centuries of experiments. Architectures showed temples consisting of a central shrine or room in an aisle surrounded by rows and columns. These buildings were designed in one of three architectural style or orders; Doric, Ionic and Corinthian. ROMAN ERA Paintings were mostly copied or imitated from Hellenic Greek paintings. Fresco technique was used in brightly coloured backgrounds, division of the wall into a multiple rectangular areas (tic-tac-toe design) and multi-point perspective as well as a tropme-l’-oeil effect. Roman painting have a wide variety of subjects including animals, everyday life, still life, mythological subjects, portraits and landscapes (main innovation of Roman painting from Greek painting). Sculptures were made of monumental terra-cotta. They did not attempt to compete with the free standing Greek works of history and mythology but rather produced reliefs in the Great Roman triumphal columns with continuous narrative reliefs around. Architectures from this era were sturdy stone structures both for use and to perpetuate their glory. The emperors erected huge halls and arenas for public games, baths and procession with gigantic arches of stones, bricks and concrete or with barrel vaults. BYZANTINE PERIOD Paintings were lively styles which had been invented in Greek and Rome but this time for Christian subjects. By the 11th century, the Greek and Oriental styles seem to blend together in splendid, imposing images which ornamented the churches in large and small forms. 3 Sculptures were religious, everyday life scenes and motifs from nature. Animals were used as symbols such as doves, deer, and peafowl while some had acrostic signs that contained a great theological intent or significance. Architectures from this period had a lot in common with the early Christian architecture where mosaic decoration was perfected as was the use of clerestory to bring light in from high windows. Byzantine’s advancement in developing the dome created a new style in global architecture. ROMANESQUE ERA Paintings have remarkable variety of artistic traditions where largely placed mosaics on the walls of the churches that follow a strict frontal pose with modelling and treatment of faces that follow Byzantine convention while the refreshingly decorative feeling came from southern French styles. It showed Mozarabic influence (Arabize influence) through elongated oval faces, large staring and fierce eyes, long noses and figures against flat coloured bands with heavy outlining. Sculptures were pieces of reliquaries, altar frontals, crucifixes and devotional images. Small individual works of art were generally made of costly materials for royal and aristocratic patrons. Lightweight devotional images were usually carried during processions both inside and outside the churches. Architectures from this period showed doorways of Romanesque churches that were often grand sculpted portals or door openings. Wood or metal doors were surrounded by elaborate stone sculptures arranged in zones to fit architectural elements. Many castles were built during this period but were greatly outnumbered by the churches. Romanesque style in England was traditionally referred to as Norman architecture. GOTHIC ERA Paintings have been confined in the illumination of manuscript pages and the paintings of frescoes on the walls of the churches were of cosmopolitan style in elegant and sophisticated manner. Subjects of their paintings usually depict popular legends and love stories with patterns like mille fleur or thousand flowers showed influence which may have been due to the Crusades. Stained glass windows were created to transform the vast stone interiors with warm colours to instruct Christian in their faith. Sculptures had 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 but were more lively and realistic at the same time. Architectures from this period included two new devices such as pointed arch which enabled builders to construct much higher ceiling vaults and stone vaulting hauled on a network of stone ribs which were supported by piers and clustered pillars. These elements together formed a structurally and aesthetically integrated system or style which made the primary engineering innovation and design component of Gothic architecture. 4 What’s More ACTIVITY 2. “GUESS THAT TRIPLE THREAT!!” Instructions: Given the descriptions and characteristics of artworks from the different periods on “What Is It”, analyse and identify which period does the three photos represent and briefly answer the questions below. PROCESS QUESTIONS: 1. How does the representative artworks of each period differ from each other in terms of elements and principles of arts and design? In paintings? Sculptures? And architecture? Explain briefly. 2. How were you able to identify the periods? Which of the characteristics did you find more evident on the sample photos in the activity? Give examples. 3. Which period did you find more interesting in terms of paintings? How about sculptures? And architecture? Explain briefly. 5 What I Have Learned ACTIVITY 3. “FILL IN THE BOX” Instructions: To know how much you have learned from the discussion, fill in the box with the characteristics and functions that would best describe the artworks in every period or era. Complete the table and follow the format below. (Note: make a separate table for Paintings, Sculptures and Architecture) PERIOD / ERA ANCIENT ART: CHARACTERISTICS FUNCTIONS Pre-Historic Egyptian CLASSICAL ART: Greek Roman MEDIEVAL ART: Byzantine Romanesque Gothic What I Can Do ACTIVITY 4. “MAKE ME A CATALOGUE” Instructions: Choose two different eras or periods, compare and contrast the two by creating a catalogue. Search for sample artworks or photos of the artworks of each period that would help you support your content or output. Your catalogue will be judged according to the following indicators: 1. CONTENT and STORY (50%) Story-line and how the ideas were presented. 2. CREATIVITY (30%) Layout, Design, Materials Used and Artistic Choices 3. OVERALL IMPACT (20%) Overall appeal of the output (colour combination, originality, difficulty, etc.) TOTAL: 100% 6 Summary This module aims to develop the critical thinking skills and analysing abilities of the learners through various activities which aid in achieving the competency of the week which is to analyse art elements and principles in the production of work following the style of a western and classical art and identify the distinct characteristics of arts during the different art periods. Western classical arts were classified into three timelines; Ancient Arts which includes Pre-Historic and Egyptian Eras, Classical Arts through Greek and Roman Eras and Medieval Arts which was represented by Byzantine, Romanesque and Gothic Eras. Pre-historic era showed paintings as a way of communicating, sculptures as a product of natural erosion and not of human artistry while architecture ignited man’s imagination through megalithic monuments. Egyptian paintings emphasized on the importance of life after death, sculptures that symbolized and represented the gods and architecture that were structurally stable and astronomically significant and scientific in nature. Greek paintings used vases, panels and tombs and introduced methods of painting such as Fresco and Encaustic, sculptures that showed all points of human anatomy and proportion and emphasized on the representation of movement for dramatic effects while architecture that highlighted buildings such as temples surrounded by rows and columns thus introducing three architectural style or orders (Doric, Ionic and Corinthian). Roman paintings were copied or imitated from Hellenic Greek paintings but gave more importance on landscape paintings and introduced mosaic painting, sculptures were made of monumental terra-cotta and produced reliefs in the Great Roman triumphal columns and architectural designs that built sturdy stones both for use and to perpetuate their glory. Byzantine period emphasized on paintings, sculptures and architecture with Christian subjects. Romanesque paintings emphasized on largely placed mosaics on the walls of churches, sculptural pieces were reliquaries, altar frontals, crucifixes and devotional images while architecture that were evident on doorways of churches or grand sculpted portals. Gothic paintings showed frescoes on the walls of the churches in cosmopolitan style, elegant and sophisticated manner, sculptures had great freedom of style and begun to project outward while architectural designs included two new devices such as pointed arch and stone vaulting. 7 Assessment: (Post-Test) PART I. IDENTIFICATION. Instructions: Write the period being described in the statements below. ______________ 1. Paintings in this period were found in vases, panels and tombs which depicted natural figures with dynamic compositions. ______________ 2. Paintings influenced by Greek and Rome but this time with Christian subjects. ______________ 3. The purpose of their paintings is to make the deceased afterlife place pleasant. ______________ 4. Largely placed mosaics on the walls of the churches with traces of Mozarabic influences. ______________ 5. Paintings were found inside the caves and believed to be their way of communicating with each other. PART II. MULTIPLE CHOICE. Instructions: Encircle the letter of your choice. 1. Most sculptures in this period are made of monumental terra-cotta with continuous narrative reliefs around. A. Pre-historic B. Egyptian C. Greek D. Roman 2. Dominant themes of their sculptures were religious, everyday life scenes and motifs from nature. A. Byzantine B. Romanesque C. Gothic D. Egyptian 3. Early sculptures were tensed and stiff, their bodies were hidden within enfolding robes but eventually evolved and showed all points of human anatomy and proportion. A. Gothic B. Egyptian C. Greek D. Romanesque 4. Sculptures have a greater freedom of style and subjects begun to project outward giving a more lively and realistic effects. A. Byzantine B. Romanesque C. Gothic D. Pre-historic 5. Common materials used in their sculptures were wood, ivory and stones and showed symbolic elements such as forms, hieroglyphics, color, actions and gestures. A. Pre-historic B. Egyptian C. Greek 8 D. Byzantine Key to Answers PRE-TEST / POST TEST PART I. “PAINTINGS” PART II. “SCULPTURES” 1. Greek 2. Byzantine 3. Egyptian 4. Romanesque 5. Pre-historic PART III. “ARCHITECTURE” 1. D 2. A 3. C 4. C 5. B 1. E 2. F 3. D 4. G 5. A LESSON 1 ACTIVITY 1. “JUMBLED BEE” 1. BALANCE 2. CONTRAST 3. EMPHASIS 4. MOVEMENT 5. PATTERN 6. RHYTHM 7. UNITY ACTIVITY 2. “GUESS THAT TRIPLE THREAT” 1. BYZANTINE 2. EGYPTIAN 3. GOTHIC 4. GREEK References: For inquiries and feedback, please write or call: DepEd Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph