Arts 9 Q3 Las Week 5

9
ARTS
Quarter 3
Arts of the Neoclassic and Romantic
Periods
LAS 5: Techniques and Styles
of the Neoclassic and Romantic Eras
Image: https://www.jimtheillustrator.co.uk/styles/
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Eco Athletic Field, F. Pimentel Ave., Daet, Camarines Norte 4600
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DepEd Camarines Norte
ARTS 9 - Quarter 3 Learning Activity Sheet 5: Techniques and Styles of the
Neoclassic and Romantic Eras
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Development Team of the Learning Activity Sheet
Writer : MARIA AURORA Z. DE LEON, T-III, CNNHS
Editor : RHANDE I. TED, MT-II, VPHS
Reviewers : NELSON R. GOMEZ, EPS, SDO
Illustrator : MARIA AURORA Z. DE LEON, T-III, CNNHS
Layout Artist: MARIA AURORA Z. DE LEON, T-III, CNNHS

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LEARNING ACTIVITY SHEET No. 5
Name of Student
Learning Area/Grade Level Arts 9
Date
I. INTRODUCTORY CONCEPT.
Techniques and Styles of the Neoclassic and Romantic Eras

Painting is the art of splashing colors with the help of brushes in a certain way
to create an art and can be done on almost any surface and they can be digital (on
computers) or manual using paints and brushes. It is all about creativity, so artists
don't restrict themselves to only limited medium and materials, it's an ever - growing
process.
II. LEARNING SKILLS FROM THE MELCs.
• Creates artworks guided by techniques and styles of the Neoclassic and

Romantic Periods (e.g., linear style and painterly style) (A9PR-IIIc-e-1)
• Describes the influence of iconic artists belonging to the Neoclassic and

Romantic Periods. (A9PR-IIIc-e-2)
Specific Objectives:
At the end of the lesson, the students should be able to:
a. Identify the influence of iconic artists from the Neoclassic and Romantic Periods.
b. Differentiate the techniques and styles of the Neoclassic from the Romantic
Periods. (e.g., linear style and painterly style)
c. Make an example of an artwork guided by techniques and styles of the
Neoclassic and Romantic Periods.

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III- ACTIVITIES.
ACTIVITY 1: WHO’S THE ONE? TRIPLE PAIRING.
Direction: Match Column A with that in Column B and Column C. In Column A are the
name of the artists, B are the pictures while in C are their influence to Neoclassic and
Romantic Periods.
Write the letter of the correct answer on the space provided.
Column A Column B Column C

A. a. His early sculptures
reflected the then-popular
1.____ ____ Rococo style, emotional
Jacques-Germain and decorative with plenty
Soufflot of embellishing touches.
B. b. He rejected the classical

repose of late 18th- and
early 19th-century French
sculpture in favor of a
2.____ ____ dynamic, emotional style
Théodore Géricault and created many
monuments that stirred
the public for generations.

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C. c. He was the principal
proponent of neoclassical
3. ____ ____ art (flourished 1770-1830)
Antonio Canova - a style that rejected the
light-heartedness of the
Rococo school in favor of
the austere spirit and
ordered forms of classical
art.
He was a leader of the

French Revolution.
D. d. A French architect and a

respected theorist too.
He was able to
4. ____ ____ demonstrate his
Francois Rude knowledge of Classical
antiquities, notably with
his up-to-date reports on
the latest archaeological
discoveries.
E. e. He created groups of
works focused on
particular themes,
5. ____ ____ including horses, scenes
Jacques-Louis of military battle and
David soldiers, Latin American
and Spanish revolutionary
figures, and finally
Orientalist subjects.

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LESSON 2:
NEOCLASSICAL AND ROMANTIC PERIODS ARE VERY DIFFERENT

FROM EACH OTHER.
ELEMENT NEOCLASSICISM ROMANTICISM

S
Value order; solemnity Intuition, emotion, imagination
inspiration Classical Rome, patriotism, Medieval and Baroque eras, Middle

courage, honor and Far East
tone Calm, rational Subjective, spontaneous,

nonconformist
subjects Greek and Roman history Legends, exotica, nature,

Violence

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technique Stressed drawing with Unrestrained, rich color; visible
lines, not color; no trace of brushstrokes
brushstroke
role of art Morally uplifting, Dramatic, carry viewer away

Inspirational
composition Most figures in Use of diagonal, crowded

foreground. Compositions

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lines outlines are sharply Painterly style
defined through controlled (brushstrokes are less restrained)
brushstrokes)
texture Smooth, no brushstrokes Often has visible brushstrokes

can be seen
ACTIVITY 2: POINT OUT THEIR DIFFERENCES!

DIRECTION: Points out the difference between Neoclassic and Romantic style by
writing letter N for Neoclassic and letter R for Romantic on the space provided.
1. VALUES 2. TECHNIQUE
_____ Order, solemnity _____ Unrestrained, rich color, visible

brushstrokes
_____ Intuition, emotion, imagination

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_____ Stressed drawing with lines, not
color, no trace of brushstrokes
3. TEXTURE 4. LINES
_____ Often has visible brushstrokes
_____ Smooth, no brushstrokes can

be seen
_____ _____
ACTIVITY 3: Creating an Artwork.

DIRECTION: On a short bond paper, make an example of an artwork guided by
techniques and styles of the Neoclassic and Romantic Periods.
IV- ANSWER KEY.
ACTIVITY 1: ACTIVITY 2: ACTIVITY 3:

PAIR IT UP! POINT OUT THEIR Please refer to the
DIFFERENCES! rubrics.
1. C d
2. D e 1. N/R 3. R/N
3. B a
4. E b
5. A c 2. R/N 4. R/N

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Rubrics for Creating an Artwork
Category 4 3 2 1
Capturing A Paint is applied in Paint is applied in An attempt has No attempt has

Style/Artist a manner very a manner that is been made to been made to
consistent with reasonably apply paint apply paint in a
the technique or consistent with the in a manner that is manner that is
artist being technique or artist consistent with the consistent with
studied. being studied. technique or artist the technique or
being studied, but artist being
it is not effective. studied.
Creativity Student has Student has taken Student has Student has not
taken the the technique copied made much
technique being being studied and some painting from attempt to meet
studied and has used source the source the requirements
applied it in a way material as a material. of the
that is totally starting place. assignment.
his/her own
Painting Painting is Painting is Painting has few The painting lacks
expressive and expressive details. almost all detail
detailed. and somewhat OR it is unclear
detailed. what the painting
is intended to be
student needs
to work on
control.
V- REFERENCES:
1. Learner’s Material for Music and Arts -Grade 9
2. https://artmastered.tumblr.com/post/11413103404/linear-vs-painterly
3. https://www.encyclopedia.com/people/literature-and-arts/architecture-
biographies/jacques-germain-soufflot
4. https://www.theartstory.org/artist/gericault-theodore/life-and-legacy/
5. https://www.britannica.com/biography/Francois-Rude
Prepared by:
MARIA AURORA Z. DE LEON

T-III, CNNHS

[email protected]

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9

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Development Team of the Learning Activity Sheet

Writer : MARIA AURORA Z. DE LEON, T-III, CNNHS

Editor : RHANDE I. TED, MT-II, VPHS

Reviewers : NELSON R. GOMEZ, EPS, SDO

Illustrator : MARIA AURORA Z. DE LEON, T-III, CNNHS

Layout Artist: MARIA AURORA Z. DE LEON, T-III, CNNHS

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Techniques and Styles of the Neoclassic and Romantic Eras

II. LEARNING SKILLS FROM THE MELCs.

• Creates artworks guided by techniques and styles of the Neoclassic and

• Describes the influence of iconic artists belonging to the Neoclassic and

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Column A Column B Column C

B. b. He rejected the classical

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

He was a leader of the

D. d. A French architect and a

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

NEOCLASSICAL AND ROMANTIC PERIODS ARE VERY DIFFERENT

ELEMENT NEOCLASSICISM ROMANTICISM

Value order; solemnity Intuition, emotion, imagination

inspiration Classical Rome, patriotism, Medieval and Baroque eras, Middle

tone Calm, rational Subjective, spontaneous,

subjects Greek and Roman history Legends, exotica, nature,

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

role of art Morally uplifting, Dramatic, carry viewer away

composition Most figures in Use of diagonal, crowded

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

texture Smooth, no brushstrokes Often has visible brushstrokes

ACTIVITY 2: POINT OUT THEIR DIFFERENCES!

_____ Order, solemnity _____ Unrestrained, rich color, visible

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

_____ Often has visible brushstrokes

_____ Smooth, no brushstrokes can

ACTIVITY 3: Creating an Artwork.

IV- ANSWER KEY.

ACTIVITY 1: ACTIVITY 2: ACTIVITY 3:

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Capturing A Paint is applied in Paint is applied in An attempt has No attempt has

MARIA AURORA Z. DE LEON

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

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_ Order, solemnity _ Unrestrained, rich color, visible