LEARNING MODULE

NOTRE DAME OF MASIAG, INC.

SY 2020-2021

ARTS
Grade 9
Quarter 1
Name ______________________________________________

Section ______________________________________________

Subject Teacher ______________________________________________

Class Adviser ______________________________________________

FOR PRIVATE USE

in the Notre Dame of Masiag, Inc
Strictly not for Public Circulation
 Foreword to Parents and Students

Welcome to Notre Dame of Masiag Inc. Modular Learning Modality for school year 2020-2021. This Module
was prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever necessary and
appropriate, the Subject Teacher made some revisions in order to best suit the needs of your particular school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the
school. For the schools that do not use a textbook, the subject teacher will provide another set of texts or excerpts that
will serve as Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed
to do some activities in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your
classes: 1) Modules; 2) Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery:
the use of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore, the
students are highly encouraged to find supplementary ways of learning like reading materials, multimedia, online
resources, and the aid of the people in the homes. It goes without saying that the parents are the best partners of the
school in the education of their children. Now, more than ever, your children need your support in the delivery of
learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our
students. We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this
school year, may I introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools
starting this school year 2020-2021. Our Module Designers have tried their best to incorporate these treasures in the
Modules.
Thank you for choosing Notre Dame.
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent

VISION STATEMENT
Notre Dame of Masiag Inc., a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality
education rooted in the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development of
human persons, equipped with knowledge and life-enriching skills who are successful and responsible citizens contributing to the
transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building and promote love for country; and collaborate with the local church in its mission of evangelization.

CORE VALUES – N.O.T.R.E. D.A.M.E.

N Noble A Notre Damean demonstrates high moral principles that embody nobility of character
especially honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school policies,
rules and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-
confidence and maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country,
nature, environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-
control in one’s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one’s tasks, and
shows leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary’s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs,
cultures, traditions, and experiences of others; and shows compassion, friendship,
kindness and love.
 1

Overview References:
Arts have been present since the beginning of civilization as it is an essential means for man to live
and communicate with others. It has been used to enhance man’s life and surroundings, to express his
thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations,
and events. Arts records, reflects, and rearranges man’s life and existence.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience,
participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation.

The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and
accomplishments, and a visible expression of their distinct way of thinking, communicating, reasoning, and
worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile.

In this module you will learn that: Even before humans learned to read and write they were already artists as
manifested by the different archaeological discoveries from the different parts of the world.

BOOK REFERENCES
21st Century MAPEH in ACTION 9 (Work text in Music, Arts, Physical Education and Health)
Authors:
 GERARDO C. LACIA
 MA. KARINA MELODY ZABALA-HERNANDEZ
 GERNALYN ANDRES-SOLANO, Ed. D.
 MARK G. FABELLA
 RONALD V. SOLIS
 LUALHATI FERNANDO-CALLO

Coordinator: FERDILYN C. LACIA

ELETRONIC REFERNCES:
http://en.wikipedia.org/wiki/File:Pompejanischer_Maler_um_80_v._Chr._001.jpg
http://en.wikipedia.org/wiki/File:Pompejanischer_Maler_um_10_20_001.jpg
The Barberini Diptych http://en.wikipedia.org/wiki/Barberini_Ivory
http://media-cdn.tripadvisor.com/media/photo-s/01/17/bf/d9/carnac.jpg
http://www.timeforlearning.net/wp-content/uploads/2013/07/Stonehenge2.jpg
http://www.colosseum.net/images/colosseum-entrance.jpg
Hagia Sophia. Istanbul, 537 BCPicture courtesy of planetearth 1293 blog
http://4.bp.blogspot.com/
http://upload.wikimedia.org/wikipedia/commons/thumb/7/74/Worcester_cathe
dral_031_crop.JPG/165px-Worcester_cathedral_031_crop.JPG

DEFINITIONS OF
TERMS:
Baroque art : a style dominating the art of Europe and certain European
colonies in the Americanos
throughout and in some places, until 1750. A number of its characteristics continue culture of the
first half of the 18th century, although this period is generally termed rococo and corresponds
 2

roughly with King Louis XV of France.

Book or script :a musical refers to the story, character development, and dramatic structure including
the spoken dialogue and stage directions, but it can also refer to the dialogue and lyrics together,
which are sometimes referred to as the libretto (Italian for "little book) .
Classical period: it may be applied to all art and music, to a specific historical period in art and music
Classical In the strictest sense, this is a term used to characterize the art, literature, and aesthetics
created by the ancient Greeks and Romans. In the visual arts, a sense of control in the handling of
themes and a sense of order and proportion of forms are observed.
Comedies: These plays displayed remarkable freedom of speech in criticizing public policy and n fun
of politicians. Their plots could be fantastic, for example, having a character fly up. These play
on a dung beetle to ask the gods for peace.
Copla: music is in time and is often complemented with songs which sometimes deal with love and
Hut often are noted for their robust humor. The singing can be improvised, with participants at
The dance taking up verses of tour or seven eight-syllable lines.
Expressionism: A movement in the visual arts that strives to express subjective feelings and emotions
other than to depict reality or nature objectively. The movement developed during the late 19th
and early 20th centuries is a reaction against the academic standards that had prevailed in
Europe since the Renaissance (1300-1600), particularly in French and German art academies.
Impressionism: A movement in painting that originated in France in the late 19th century. The
impressionists specialized in landscape, informal portraits in a domestic setting, and still life
genres that before the 1870s had been regarded as of lesser importance than history painting.
masks: These are worn during festivals, celebrations, and ceremonies. Masks are worn to cleanse, a
honor, entertain, initiate ,or bless . A mask serves both to disguise and to protect the, wearer
who is most often male, as he performs in dances or that theatrical skits. Most rnasks are
carved of wood, although some are made of cloth and other materials.
Medieval painting( Angfo rish art):It flourished from the 7th to the 9th centuries .Some paintings
Were of classical inspiration, while others show a new, highly charged, energetic drawing style.
Musical plays: include songs, spoken dialogue, acting, and dancing.
Montage: Is a composition with a visual texture, It is created by putting together colored pictures from
magazines and newspapers.
Natural realism: Became the trend during this period to portray the magnifcence of national character
of the people and their leaders.
Renaissance art: it includes the painting, sculpture, architecture, and allied arts produced n Europe
between 1400 and 1600. The word renaissance literally 'means "rebirth and 1 the French
translation of the Italian rinascita.
Renaissance painting: It reflects the revival of interest in classical culture and a strong belief in
individualism which were prevalent during those period.
Renaissance sculpture: It shows strong interest in the ancient past. An example of this is the work of
Lorenzo Ghiberti. He cast two sets of bronze doors for the Florence Baptistery. These bronze
doors both demonstrate his knowledge of ancient sculpture. The second set which Is Known as
the Gates of Paradise (1425-1452) shows his mastery of the laws of scientific perspective, which
had been discovered only recently during that time. Koman theater: Show cases amusing plays of
everyday life shortly after 400 BC when dramatists turned from the social and political concerns
of old comedy. The only complete surviving example is Dyskolos (317 BC; The Curmudgeon)
by Menander.
Romantic: First became current in 18th-century English and originally meant "romance-like, that is,
resembling the strange and fanciful character of medieval romances. The word came to be
associated with the emerging taste for wild scenery, "sublime" prospects, and ruins, a tendency
reflected in the increasing emphasis in aesthetic theory on the sublime as opposed to the
beautiful.
Romantic painting: It is generally characterized by a highly imaginative and subjective approach,
emotional intensity, and a dreamlike or visionary quality. Whereas classical and neoclassical art
 3

is calm and restrained in feeling and clear and complete in expression, Romantic art
characteristically strives to express intense and mystical feelings.
Associative motive a motive of recreation for interest in like reading item others ding item collections,
and others.
Balance: ability to maintain an upright position while standing and moving.
Ballroom dance: a partner dance, which is enjoyed socially competitively because of the entertainment
aspect
Biking: an outdoor activity that provides special equipment like the bicycle which can be used for
downhill, cross country ,and track racing .
Cardiovascular endurance: ability of the heart and lungs to deliver oxygen through working muscles
and tissues and also its ability to utilize the use of the oxygen delivered.
Ceremonial or religious dances: dances performed for religious ceremonies.
Coordination: a linking of senses through the brain to the different parts, quick, and efficiently
controlled movement.
Chess: a tactical board game that is played by two opposing players on a chickened board with special
rules and the use 16 game pieces with the objective of putting the opposing player's king under
check where there are no squares for it to move to.
Competitive motive: It is a motive of recreation that test the limit of the participant. It could be his
limitations or competing against the environment, which includes popular games and sports,
performing arts competition or other outdoor activities.
Compression: using elastic bandage or compress that can reduce movement and swelling, which can
further damage the affected area.
Courtship dance: a dance for courting and showing ones interest of having someone for marriage.
Dance: an art that involves movement through rhythm and oftentimes accompanied by music.
Dancing: is the act of performing the dance movement.
Dodge ball: a game in which players on two teams try to throw balls at each other while avoiding being
hit by them.
Elevation: using pillow or other materials that can support the injured part to keep it
elevated so as to reduce swelling.
Exploratory motive: a motive of recreation that involves level of exploration like hiking, diving, and
other activities that expose oneself to a new environment.
Festival dances: These dances are suitable for special occasions and festivities.
Flexibility: t refers to the ability of the joints to move through a full range of motion.
Heat exhaustion: a condition categorized by substantial sweating and quick pulses due to body
Overheat.
Hiking: an outdoor activity that includes a lot of walking is a perfect activity for a person who has
sedentary job. sede
lce : Applying lce wrapped for 15-20 minutes within 72 Hours after o this every 20 minutes for every 3
hours. Do not leave the eat i because fit may cause cold bum nature and Their interpretative or creative
dances a movement interpretations symbol and movements adequate muscle cramp: a sudden
contraction of muscles that is extremely painful, fen blood supply to ‘muscles obesity: an excessive
increase of body fat occupational dances: a dance that portrays work and labour Orienteering: a country
race outdoor recreation having some skill needed for you of very, e, navigation of using map and
compass to an unfamiliar tract or overweight: t means weight in excess of the average for an
individual's height power: It is the ability to exert maximum force very quickly protection: support is a
must when there is a sprain; put a support on the injury o that further damage will occur reaction time:
amount of time it take to make physical response into a stamina rest attar the injury between 48-72
hours, make sure that there are no activities made on the affected area and have it rested social dance: a
dance which main focus is for socializing with other people like community dance socializing motive: a
motive of recreation that includes company like friend visits, gong out, and gathering with other people
speed. an ability to perform a task or cover a distance in a shortest possible time strength: an ability to
generate force repeatedly against a force ultimate Frisbee: a game for two teams of seven players whose
 4

objective is to reach the scoring area to earn a point underweight: a weight is of lesser amount of the
average for an individual's height waltz: a romantic dance performed in a triple time signature and is
usually in a close position war dances: a dance for battle and war engagement weight management: It
refers to managing one's weight.

Module Learning Competencies (with Budget time per week)

Lesson Topics Objectives No. Of
sessions
Western  analyse art elements and principles in the
1 classical art production of work following the style of
tradition Western Classical arts
 identify distinct characteristics of arts during
the different arts periods
 identify representative artists from various Week 1
arts periods
 reflect on and derive the mood, idea, or
message emanating from selected artworks
 determine the function of artworks by
evaluating their utilization and combination
of art elements and principles
Cont…..  use artworks to derive the traditions/history of
2 an art period
Western  compare the characteristics of artworks
Classical art produced in the different art periods
tradition.  create artworks guided by techniques and
styles of Western Classical arts traditions
 evaluate works of art in terms of artistic
concepts and ideas using criteria from the Week 2
Western Classical art tradition
 show the influences of the Western Classical
art traditions to Philippine art form

Expected Skills:
CONTENT STANDARD:

The Learner demonstrates understanding of common and distinct musical

characteristics of East Asian countries.
PERFORMANCE STANDARD:

The Learner performs East Asian music with appropriate pitch, rhythm,
expression, and style.
 5

LEARNING MODULE
ARTSG9 Q1 LESSON 1

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 self-development, 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 self-
development, the celebration of Filipino cultural identity and diversity, and the expansion
of one’s world vision.

CONTENT STANDARDS
The Learner:
 demonstrates understanding of art elements and processes by synthesizing and applying
prior knowledge and skills
 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 STANDARD

The Learner:
 performs/ participates completely in a presentation of a creative impression (verbal/
nonverbal) of a particular artistic period
 recognizes the difference and uniqueness of the art styles of the different periods (techniques,
process, elements and principles of art)

INTRODUCTION
In this module you will learn that:

Even before humans learned to read and write they were already artists as manifested by the different
archaeological discoveries from the different parts of the world.

Each and every civilization of the world has its distinct art forms depending on its aesthetic and
utilitarian needs.
 6

Pre-historic art is classified into three periods such as; Palaeolithic (Old Stone Age), Mesolithic(Middle
Stone Age), and Neolithic (New Stone Age) Eras.

Egyptian civilization was one of the early civilizations that have greatly contributed in the development
of art, religion, science, and technology of the world. Egyptian art is primarily religious in nature.

Ancient Greek art depicts naturalism. They portray human forms in a realistic and anatomically correct
manner. Their art has a conservative form with a very complex detail.

Roman art developed as a new source of artistic creativity much more progressive than the conservative
Greek art. The diversity of its form and its variety 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, illustrates a love of splendour. It was a combination of Eastern (decorative art
forms) and classical Western art (naturalistic art).

Romanesque art was characterized by its very 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, different characteristics and functions of the arts occurred but all of those
contributed in the development and establishing the importance of arts in our lives today.

OBJECTIVES:

At the end of this module learners are expected to:

 analyze art elements and principles in the production of work following the style of
Ancient art (Pre-historic and Egyptian Art), Classical Art (Greek and Roman Art),
Medieval Art ( Byzantine, Romanesque, Gothic)
 Identify distinct characteristics of arts during the different art periods.
 describe the influence of iconic artists belonging to western Classical art on the
evolution of art forms
 apply different media techniques and processes to communicate ideas,
experiences and stories showing the characteristics of Western Classical art
traditions
 identify distinct characteristics of arts during the different art periods.
 identify representative artists from various art periods
 reflect on and derive the mood, idea or message emanating rom selected
artworks
 use artworks to derive the tradition/history of an art period
 compare the characteristics of artworks produced in the different art periods
 create artworks guided by techniques and styles from different art periods
 and stories showing the characteristics of Western Classical art traditions
 evaluate works of art in terms of artistic concepts and ideas using criteria
from the Western Classical art tradition
 7

 show the influences of the Western Classical art traditions to Philippine art.

PRE-ASSESSMENT:

Pre- Egyptian Greek Roman Byzantine Romanesque Gothic

Historic
1 2 3 4 5 6 7

Classical Art
2,000BC -
400BC
Ancient Art
1,500,000BC- Medieval Art
2,000BC 400 BC- 1,400 AD

Timeline Photo:

From the choices below, write the letters corresponding to the pictures on the
Eras where they should belong.
Answer the questions in your
Activity/Assessment notebook in MAPEH.
From the choices below, write the letters corresponding to the pictures on the
Eras where they should belong.
 8

a.Cave of Lascaux b.Calyx-crater c.Enthroned d.Hieroglyphics

(mixing bowl) Madonna and Child

e.Venus of Willendorf f.Rose window g.The Morgan h.Aphrodite

Write your answer in
Leaf (fresco)
your activity notebook. 5
sentences each question. Things to ponder:
CODE:
F1AR 1. How did you classify the different artworks into their
respective periods?

2. What was your basis of classification?

EXPLORE

WHAT TO KNOW:
In this lesson, you will learn about the different characteristics, functions and types of art forms
(painting, sculpture, architecture) from Pre- Historic (including ancient Egyptian.
Classical (Greek and Roman) up to Medieval era (Baroque and Romanesque art forms.) Try to
analyse a chart form and discover how they develop in every period.
PREHISTORIC ERA

Pre-historic includes all human existence before the emergence of writing. Their art is of interest not
only to the art historians but also to archaeologist 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 Pre-historic 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.
 9

These paintings may be more an artefact of the archaeological evidence than a true
picture of humans’ first created art. Prehistoric drawings of animals were usually
correct in proportion

Image from Treasures of the World, 1961 CCP Library

Cave of Lascaux, 15000-10000 B.C. – Stone Age
The dominant features in the painting were large animals native in the

FIRM-UP

Write A if the following word or words refer for Greek art and B if it is referring to Roman art. Write
your answer on your activity/assessment notebook in MAPEH
CODE: F2AR
A= Greek art
B= Roman Art

________1. Pantheon ________6. Venus de Milo

________2. Corinthian Pottery ________7. Portland Vase
________3. Temple of Poseidon ________8. Partheon
________4. Capitoline Wolf ________9. Arch of Titus
________5. The Grand Hunt ________10. Nike of Samothrace

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.
It emphasizes the importance of life after death and the preservation of the knowledge of the
past.
Most paintings were highly stylize, symbolic, and shows profile view of an animal or a person.
The main colours used were red, black, blue , gold and green taken derived from mineral pigments that
can withstand strong sunlight without fading.
Paintings from Sarcophagus of Tutankhamen
XVIII dynasty, 1362 A.D.- 1253 BC (Images from Treasures of the World,
1961 CCP Library)
 10

The paintings of the walls on the tomb shows events of the life of them king while he was still on
earth and the scenes he expects to encounter in the underworld after his death.

Paintings from Classical Greek Era

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

Most common methods of Greek painting:

1. Fresco- method of painting water-based pigments on a freshly applied plaster usually on a wall
surfaces. Colors are made with grind powder pigments in pure water, dry and set with a plaster to
become a permanent part of the wall. Ideal for murals, durable and has a matte style.

3. Encaustic– developed to use by Greek ship builders, who used the hot wax to fill the cracks of
the ship. Soon pigments (colors) were added and used to paint a wax hull.
4.
Judgement of Paris
(370-330B.C.)
(Image from Treasures of the World, 1961 CCP
Library)
Vase painting

Kerch Style also referred to as Kerch Vases are red-figured pottery named after the place where it was
found.
Shapes commonly found are:
1. Pelike (wine container)
2. Lekanis (a low bowl with two horizontal handles and a low broad foot)
3. Lebesgamikos (with high handles and lid use to carry bridal bath)
4. Krater (bowl use for mixing wine and water)
Most common motifs were mostly scenes from the life of women (often exaggeratedly
idyllic), mythological beings that were popular among the people of the black sea, or a scene form
mythical story or event. It used a technique called polycromy, combination of different colors
specially the brilliant one in an artistic manner.
There are paintings on flat panels of wood. It can be either a small, single piece or several
panels joined together. Most of the panel paintings no longer exist because of its organic composition.
The earliest known panel painting is the:

Pitsa Panel (Archaic Period between 540 and 530 B.C.E.)

(Image from Treasures of the World, 1961 CCP Library)

Tomb / Wall Painting

 11

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.

Tomb of the Diver, Paestrum 480 BCE

Image from Treasures of the World, 1961 CCP Library

The image was painted using a true fresco technique with a limestone mortar. It depicts a symposium
scene on the wall.
In tomb paintings, artists rely on the shade and hues of paint to create depth and life-like feeling.
Paintings from the Romantic Era

Most of the paintings in this era were copied or imitated from Hellenic
Greek paintings. Fresco technique was used in brightly colored backgrounds; division of the wall into a
multiple rectangular areas (tic-tac-toe design); multi- point perspective; and a tropme-l’-oeileffect.

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.
Mosaic
is an art process where an image is created using an assemblage of small pieces of colored glass,
stones, or other materials.
This technique use for decorative art or interior decorations.
Head of Alexander
Image from Treasures of the World, 1961 CCP Library
The full image is a Roman floor mosaic in the House of Fun Pompei, dated100 B.C.The whole
mosaic depicts the battle between the armies of Alexander the Great and Darius III of Persia.

Fresco from the Villa of Mysteries, Pompeii 80 BC

This fresco painting was believed to depict ceremonial rites, either marriage or
an initiation of a woman in a mystery cult.
This fresco painting was believed to depict ceremonial rites, either marriage or an
initiation of a woman in a mystery cult.

GENERALIZATION
PROCEDURE
Individual Activity
Choose a design for your “stained glass” bottle candle holder. It should be relevant with the medieval
themes and symbolisms. Design samples for stained glass; you may also use the themes, motifs and
patterns that promotes your region.

1. Trace your design

outside the bottle
using the permanent
black marker. Your
outline should be bold
 12

and thick.
Color your design using acrylic paint.
2. After coloring, re-outline your design with black marker to make the outline
precise and visible.
3. After coloring and re-outlining your design, apply a glaze composed of white
glue diluted in water.
4. Place the tee light candle inside the bottle and light so you can see the stained
glass effect.
5.

5 4 3 2 1
Indicators Excellent Very Good Fair Poor
Good
1. Composition and design
- Shows the theme and motifs of
prehistoric art
2. Process
a. Follows the instruction in doing the
activity
b. Maintains cleanliness in the
working area
3. Materials use
- Use proper materials and tools
prescribed in the activity
4. Behavior
a. Establish good relationship with
classmates while doing the activity.
b. Shows enjoyment while doing the activity.
5. Overall look of the artwork
- Shows the overall characteristic of a pre-
historic art.
Total

INTRODUCTION
The Middle Ages is a period in European history from about the 400s
to 1400 A.D. During these years, also known as the Medieval period,
Europe evolved from ancient to modern times. This gradual change
began when the Roman Empire collapsed in Western Europe during
the 400s.
 13

PRE-ASSESSMENT
Compare and contrast:

Choose two sculptures from the different era. Compare and contrast the two using the following
indicators: write your answer on your activity/assessment notebook in MAPEH.

CODE: F1AR

1. Name of Sculpture
EXPLORE
2. Period, and era when it was created

3. Materials used

4. The use of elements of arts in the

sculpture
(lines, shape, color, texture)
5. The distinctive characteristic of the
sculpture.
Paintings from the Medieval Era
Byzantine Painting
The lively styles of paintings which had been invented in Greek and Rome lived on
in Byzantium but this time for Christian subjects.
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 court of Empress Theodora, mosaic 6th century AD
San Vitale, Ravena
Theodora was an Asian Queen with dark eyes and hair with fierce expression;
(Images from Treasures of the World, 1961 CCP Library)
Romanesque Painting
These are largely placed mosaics on the walls of the
churches that follows a strict frontal pose.
It has a remarkable variety of artistic traditions such as
modelling 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.
Christ in Majesty, painting from the Church of Saint Clemente, Tahull, Lerida Spain, c. 1123
Musue Nacional d’Art de Catalunya, Barcelon

Image from Treasures of the World, 1961 CCP Library

Christ wears a greyish, white robe with a blue mantle. Underneath the Mandorla (Italian word for
Almond, in painting, it is used to described an enclosure surrounding holy figures) is a black band with
 14

white writing. Each side of the center window are three arches resting on columns of capitals in green,
red and black in between of figures of Virgin Mary and five saints are columns with wavy line patterns
going vertically.
This mural painting has been moved to Barcelona and replaced by a replica.
Christ in Majesty, painting from the Church of Saint Clemente, Tahull, Lerida Spain, c. 1123
Musue Nacional d’Art de Catalunya, Barcelon

Image from Treasures of the World, 1961 CCP Library

Christ wears a greyish, white robe with a blue mantle. Underneath the Mandorla (Italian word for
Almond, in painting, it is used to described an enclosure surrounding holy figures) is a black band with
white writing. Each side of the centre window are three arches resting on columns of capitals in green,
red and black in between of figures of Virgin Mary and five saints are columns with wavy line patterns
going vertical.
Paintings from the Gothic Era

Paintings have been confined in the illumination of manuscript pages and the painting of frescoes
on the walls of churches in cosmopolitan style, elegant, mannered and sophisticated.

Lady and the Unicorn tapestry, 1506-1513

Image from Treasures of the World, 1961 CCP
Library

Subjects usually depicts popular legends and love stories, patterns like
“mille fleur” or thousand flowers show influence which may have
been due to the Crusades.
Rose window from the North transept, about 1230
Image from Treasures of the World, 1961 CCP Library
tained glass windows were created to transform the vast stone
interiors with warm and glowing color and at the same time to
instruct Christians in their faith.

The Shepherd David, 13th century, Gothic

manuscript illustration

Image from Treasures of the World, 1961 CCP

Library
The paintings show some realistic
details and shows naïve naturalist
This mural painting has been moved to Barcelona
and replaced by a replica.
 15

DEEPEN

Individual Activity:
To know how much you have learned from the discussion about the paintings of the Early Age,
fill in the box with the characteristics and functions that would best describe the painting in every
era/period. Write your answer on your activity/assessment notebook in MAPEH.
Period/Era Characteristics Functions
Ancient Paintings
1. Pre-historic
2. Egyptian
Classical Paintings
1. Greek  
2. Roman
Medieval Paintings
1. Byzantine
2. Romanesque
3. Gothic
Sculptures from the Early Age Pre-Historic Sculptures
Materials used in sculptures vary according to region and locality. Archaeologists believed that their sculpture is a
result of natural erosion and not of human artistry. Frequently carving may have mythological or religious
significance.

Venus of Willendorf
28,000 B.C.E. – 25,000 B.C.E
Image from Treasures of the World, 1961 CCP Library

It is carved from limestone with excessively heavy breast and abdomen used
as charm to ensure fertility.

Venus of Brassempouy
Museed’ArchéologieNationale at Saint-Germain-enlaye
25,000 years old
Image from Treasures of the World, 1961 CCP Library

A sculpture of a lady with the hood. It is a fragmentary ivory figurine

from the Upper Paleolithic era that realistically represents the human
face and hairstyle
Sculptures from the 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.

The most common materials used for sculptures are wood, ivory and stones.
Characteristics of the sculptures:
1. Symbolisms were heavily used to represent the gods. They were
represented as composite creature with animal heads on human bodies
2. Relief compositions were arranged in horizontal
lines to record an event or represent an action.
3. Most of the time the gods were shown larger than humans, the kings
larger than their followers, the dead larger than the living.
4. Empty space were filled with figures or hieroglyphics
 16

5. All individual components were all brought to the plane of representation and laid out like man
writing

Queen Nefertiti, painted limestone 18th Dynasty, 1375-1357 BC

Image from Treasures of the World, 1961 CCP Library
 Realistic with heavy lidded eyes, slender neck, determined chin and pure
profile under her heavy crown.
 Queen , refers to the Great Royal wife of the Egyptian pharaoh.

The Pharaoh Menkaure and his Queen, stone

4th Dynasty, 2548 - 2530 B.C.E.

Image from Treasures of the World, 1961 CCP Library

 An example of portraits presented in rigid postures , and were simple and
powerful with very little show of private emotion.

Sculptures from the

Classical Period
Greek
Sculptures
Early Greek sculptures were tense and stiff, their bodies were hidden within enfolding
robes. After three centuries of experiments, Greek sculptures had finally evolved and showed all
the points of human anatomy and proportion.
One of the most popular styles of the Greek sculptures was the Hellenistic style. Hellenistic
denotes a preference in sculpture for more elaborated patterns, mannered arrangement of figures
and groups, and an emphasis on the representation of movement for dramatic effects.

Myron; The Discobulus, 450 BC

Image from Treasures of the World, 1961 CCP Library

Shows an attitude of maximum tension, full of compressed energy, and about to

explode an action.
Roman Sculptures
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.

The Portonacio Sarcophagus between 180-190 BCE

Museu Nationale Romano Image from Treasures of the World,
1961 CCP Library
 Used for the burial of Roman General involved in the
campaign of Marcus Aurellius
 The best known and most elaborate of all “sarcophagus”(It is a
box- liked funeral receptacle for a dead body. Comes
from a Greek word “sarx” meaning flesh and “phagein” meaning “to eat”)
 It depicts battle scenes between Romans and Germans
 Carved in marble
Byzantine Sculptures
The dominant themes in Byzantine sculptures are religious, everyday life scenes, and
 17

motifs from nature.

Animals were used as symbols (dove, deer, peafowl) while some had acrostic signs (form of
writing in which taking the first letter; syllable or word of different lines and putting them
together it can be read a message) that contained a great theological significance.
The Barberini Diptych
- -an early example of Byzantine Ivory work.
Romanesque Sculptures
Some of the famous sculptural pieces are reliquaries, altar
frontals, crucifixes, and devotional images. Small individual works of
art were generally made of costly materials for royal and aristocratic
patrons. These lightweight devotional images were usually carried in
the processions both inside and outside the churches
Last Judgement, tymapnum (an architectural element with in the arch
or pediment) of the west portal, Cathedral of Saint- Lazare, Autun
Burgundy France, c. 1120-35 by Gislebertus
Image from Treasures of the World, 1961 CCP Library

Gothic Sculptures - 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 more lively and 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
Pre Historic Architecture
Man has developed 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.

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.
Three main types of megalith stones:

1. Menhir: a huge stone standing vertically on the ground, usually standing in the middle of the
field or arranged in rows.
2. Dolmens: the word dolmen originated from the expression
taolmaen, which means “stone table”.

These structures are in a form of table consisting of two

 18

huge standing stones supporting a horizontal giant stone. It is believed that it served as
grave or as an altar

3. Cromlech: a Brythonic word where “crom” means bent or curved and “llech” which means slab
or flagstones. Literary it is a circle of standing stones.
Stonehenge: best-preserved megalithic site in Europe, a group of stones
arranged in concentric circles, with a large external circle of triliths (Greek
word meaning three stones)

Two internal circles built in a similar manner and altar- shape stone in the
centre. It is a temple where rituals were held. The structure and the
movement of the sun in the sky has a relationship in terms of identifying
the change of the seasons which helped the primitive man on their rituals
and on their agricultural practices

Egyptian Architecture
This architectural style was developed during the pre-dynastic period 4,000BC.
Characteristics of Egyptian Architecture:
1. The structure has thick sloping walls with few openings to obtain stability.
2. The exterior and interior walls along with columns and piers were covered with hieroglyphics and
pictorial frescoes and carvings painted in brilliant colors.
3. Ornamentations were symbolic including scarab (sacred beetle), solar disk and vulture, common
motifs (palm leaves, buds, flower of lotus, and papyrus plants)
4. Temples were aligned with astronomically significant events like solstices (comes from the Latin
word Sol, meaning sun and stitium meaning stoppage, as the 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) with precise
measurements required in determining the moment of that particular event.
Pyramids of Giza
It is the most substantial ancient structure of the world. The
three pyramids are the funerary structures of the three kings of the
fourth dynasty (2575 to 2465 BC) namely:
 19

Khufu (Cheops) whom the Great Pyramid was attributed to; Khafa (Chepren) whom the pyramid next to the
Great Pyramid is attributed; and the smallest is attributed to Menkaura (Mycerinus)
Egyptian Temples were built to serve as places of residence
for the gods. They also served as key centres for economic activity.
Ancient temples were made of perishables materials like wood, reed
matting and mud brick. Their walls were covered with scenes that
were carved onto the stone then brightly painted. Pharaoh fighting in
the battles and performing rituals with the gods were the scenes
found on the walls.

Mastaba
It is a type of Egyptian tomb in the form of a flat-
roofed, rectangular structure with outward sloping sides. It was
made of mud-bricks or stone.
Greek Architecture

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:

DORIC IONIC CORINTHIAN

The Parthenon
447-432 BC, Athens
The Greatest Classical temple, ingeniously engineered to correct an optical illusion.
The columns were slightly contorted, swollen at the center and leaning inward to correct what would
otherwise have been an impression of deadness and top heaviness.
Roman Architecture

They built sturdy stone structures both for 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
The Colosseum, AD 70-82, Rome

Byzantine Architecture
It has a lot in common 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. Byzantine’s advancement in developing the dome created a new style in global
architecture.
 20

Hagia Sophia. Istanbul, 537 BC

Picture courtesy of planet earth 1293 blog
Hagia Sophia means “Holy Wisdom”. It narrates how a magnificent
construction transformed from being a church, into a mosque and what is
now known as the Hagia Sophia museum. One of the biggest domes ever
created with 108 feet in diameter and because of its grand size it can still be
seen from miles away
Romanesque Architecture
Romanesqeu architecture displayed solid masonry walls, rounded
arches and masonry vaults. It is the period of great building activities in
Europe, castles, churches, monasteries arose everywhere.
The doorways of Romanesque’s churches are often grand sculptured portals.
Wood or metal doors are surrounded by elaborate stone sculpture arranged in
zones to fit architectural elements.
Gothic Architecture
This design included two new devices: pointed 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, also known as the Notre dame Cathedral (1145- 1260)
- Has rich architecture and design
- Splendid stained glass windows
- Thousands of sculptured figures
GENERALIZATION
In every era that passed it leaves a remarkable contribution in the different forms of art that has
shown a noticeable influence in the arts of the new world. Try to create an example of art works that
shows the influence from the different eras of the early age art.
Individual Activity:
“Rock my World”
Experience how the pre-historic people were able to make an artwork all over the caves; create
your own version of cave art using a stone as your canvass or working material and another stone as
your medium to make your artwork.
Flat rock in any shape Material

Rocks with sharp edges

Procedure
1. Using the sharp edged rock, scratch the flat rock with your desired design
2. Put varnish using a mixture of white glue diluted in water to preserve your
design on the rock.
3. Design should reflect the characteristic of a pre-historic artwork.
4. You may also use the themes, motifs or patterns that
 21

show your regional identity.

CLEANLINESS 15%
CRAFTMANSHIP 20%
CREATIVITY 15%
TOTAL 50%

GOAL Make an artwork during pre-historic and Present

you output that you created.
ROLE You are going to be an artist and you are going to
make your own artwork.
AUDIENCE Art teacher and Parents/Family.
SITUATION You need to present your finished output and
share what is the content of your artwork.
PRODUCT/PERFORMANCE  Output presentations
 Documentation of the presentation.
STANDARDS Use the criteria for performance.