Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Arts 9
Quarter 1 – Module 1
Western Classical Arts
Traditions: Distinct
Characteristics, Elements and
Principles of Arts during the
different Periods

MELC: Analyzes art elements and principles in the

production of work following the style of a western and
classical art.
(A9EL-Ib1)

Prepared by:

Francisco B. Pascual Jr.

Teacher I
Caribquib National High School

1
Arts- Grade 9
Quarter 1 – Module 1: Western Classical Arts Traditions:
Distinct Characteristics, Elements and Principles of Arts during the different
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 royalties.
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.

Development Team of the Module

Writers: Francisco B. Pascual Jr.
Illustrators:
Layout Artist:
Editors: Evelyn R. Guillermo
Jefferson Y. Pre
Management Team: Joann A. Corpuz Jenetrix T. Tumaneng
Joyce D. Madalipay Gene A. Reginaldo
Arnel S. Bandiola
Gene A. Reginaldo

Schools Division of Ilocos Norte

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos
Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph

2
 9
Arts
Quarter 1 – Module 1
Western Classical Arts
Traditions: Distinct
Characteristics, Elements and
Principles of Arts during the
different Periods

3
Introductory Message
For the Facilitator:

Welcome to the Arts 9 Module on Wester Classical Arts Tradition. This

module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that will help you
in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:

Welcome to the Arts 9 Module on Western Classical Arts Tradition. This

module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need This will give you an idea of the skills or

to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

What I Know
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

4
 In this portion, the new lesson will be introduced to
Whats New
you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.

This section provides a brief discussion of the

What is it
lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice to

What’s More
solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.

What I have This includes questions or blank

Learned sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

Additional In this portion, another activity will be given to you

Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

This is a list of all sources used in developing this
References module.

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The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

In this lesson, you will learn about the different characteristics, functions,
and types of art (painting, sculpture, architecture) from Pre-Historic (including
Ancient Egyptian Art Forms), Classical (Greek and Roman), to Medieval Era
(Baroque and Romanesque Art Forms).

After going through this module, you are expected to:

1. Analyzes art elements and principles in the production of work following the
style of a western and classical art (A9EL-Ib1)

Specific Objectives:
At the end of the module, you should be able to:

1. Analyze art elements and principles in the production of work following the
style of a western and classical art.
2. Identify distinct characteristics of arts during the different art periods.
3. Identify representative artworks and artists from various art periods.

What I Know

PRE-TEST
To assess what you know about the different art 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. Write your answers
on your answer sheet.

______________ 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.

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______________ 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.

Direction: Read the questions below and choose the best answer. Write your answers on
your answer sheet.

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
Lesson during the different periods

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 What’s In

Painting is the practice of applying paint, pigment, color or other

medium to a solid surface (called the "matrix" or "support"). The medium is
commonly applied to the base with a brush, but other implements, such as
knives, sponges, and airbrushes, can be used.

Sculpture is the branch of the visual arts that operates in three

dimensions. It is one of the plastic arts. Durable sculptural processes
originally used carving (the removal of material) and modelling (the addition
of material, as clay), in stone, metal, ceramics, wood and other materials
but, since Modernism, there has been an almost complete freedom of
materials and process. A wide variety of materials may be worked by
removal such as carving, assembled by welding or modelling,
or molded or cast.

Architecture is the art and science of designing buildings and other

physical structures. A wider definition often includes the design of the total
built environment from the macro level of town planning, urban design, and
landscape architecture to the micro level of construction details and,
sometimes, furniture

What is New

ACTIVITY 1. “JUMBLED BEE”

Direction: There are seven (7) Principles of Arts and Design. Unscramble the letters
to form the element using the clues below. Write your answers on your answer
sheet.

NUMBER: JUMBLED CLUES OR DEFINITION:

LETTERS:
Comfortable arrangement of things in art
1. LEANCBA or maybe symmetry.
Difference between elements in the
2. TACRTSON artwork.

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 3. SMEHIAPS Creation of a focal area in a work of art.

4. MVENOTEM How we get around in a work of art.

Decorates surfaces with planned and
5. ATRTENP repeated units.

6. MHYTHR Repetition of shapes, lines and forms.

Means that all is in harmony and variety
7. TUINY adds interest.

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

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 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.
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).

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 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 11 th century, the Greek and Oriental styles
seem to blend together in splendid, imposing images which ornamented the
churches in large and small forms.
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.
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 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.

What’s More

ACTIVITY 3. “GUESS THAT TRIPLE THREAT!!”

Instructions: Given the descriptions and characteristics of artworks from the

different periods, analyze and identify which period does the three photos represent
and briefly answer the questions below. Write your answers on your answer sheet.

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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.

What I have Learned

ACTIVITY 4. “FILL IN THE BOX”

Instructions: To know how much you have learned from the discussion, on your
answer sheet, copy the table and 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.
PERIOD / ERA CHARACTERISTICS FUNCTIONS
ANCIENT ART:
PAINTINGS

Pre-Historic

Egyptian

CLASSICAL ART:
SCULPTURE

Greek

Roman

MEDIEVAL ART:
ARCHITECTURE

Byzantine

Romanesque

Gothic

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 What I can do

ACTIVITY 5. “MAKE ME A CATALOGUE”

Direction: 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%

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 Assessment

Choose that Word

Directions: Identify the following below. Choose the correct Era/Period on the box below that
identifies the item. Write your answers on your answer sheet.

1. 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.
2. Sculptures were believed to have symbolic elements such as forms,
hieroglyphics, relative size, location, materials, color, actions and gestures
were widely used. Their tombs required the most extensive use of sculpture.
3. 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.
4. Sculptures were made of monumental terra-cotta.
5. 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.
6. 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.
7. 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.
8. Sculptures had a greater freedom of style. They no longer lay closely against
the wall but begun to project outward.
9. Sculptures were believed to be a product or result of natural erosion and not
of human artistry according to archaeologists.
10. Paintings during this period were most commonly found in vases, panels and
tomb.

PRE-HISTORIC ERA ANCIENT EGYPT CLASSICAL GREEK

ROMAN ERA BYZANTINE PERIOD ROMANESQUE ERA
GOTHIC ERA

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 Additional Activities

Directions: Analyze the sample painting below. Identify what principle of design
and elements of art is applied. Write your answers on your answer sheet.

17
 Answer Key

What I Know

PART I. PART II.

1. Greek 1. D
2. Byzantine 2. A
3. Egyptian 3. C
4. Romanesque 4. C
5. Pre-historic 5. B

Activity 1
Activity 3
1. Balance
2. Contrast 1. Byzantine
3. Emphasis 2. Egyptian
4. Movement 3. Gothic
5. Pattern 4. Greek
6. Rhythm
7. Unity

Assesment

1. Pre-Historic Era
2. Ancient Egypt
3. Classical Greek
4. Roman Era
5. Byzantine Period
6. Romanesque Era
7. Romanesque Era
8. Gothic Era
9. Pre-Historic Era
10. Classical Greek

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References
Raul M. Sonico, PhD. 2015. "Horizons Music and Arts Appreciation for Young Filipinos." In Horizons
Music and Arts Appreciation for Young Filipinos, 196197. Tawid Publications.
https://www.google.com/imgres?imgurl=https://live.staticflickr.com/7571/28
006968585_2376a46c16_b.jpg&imgrefurl=https://www.flickr.com/photos/thad
z/28006968585&tbnid=yXPt9RFiGFMstM&vet=1&docid=FjwlvRCG1h_0GM&w=
1024&h=780&q=jose+clemente+orozco,+Zapatistas+1931+oil+on+canvas&hl=en -
PH&source=sh/x/im
https://www.google.com/url?sa=i&url=https%3A%2F%2Fin.pinterest.com%2Fp in
%2F426434658437365296%2F&psig=AOvVaw3lUosKcT3ZaLkc7DGl9SCU&u
st=1590768609737000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCIj3ppn51ukCFQAA
AAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.artyfactory.com %2Fart_appreciation
%2Fvisualelements
%2Fcolor.html&psig=AOvVaw3zkaRLk4Ua1JroJ2V5uTkz&ust=1590768781113000&source=i
mages&cd=vfe&ved=0CAMQjB1qFwoTCPiu59b51ukCFQ AAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=http%3A%2F%2Felements-ofdesign.weebly.com
%2Ftexture.html&psig=AOvVaw1lCP0yxy1f7Jut3MTzzuhu&u
st=1590768865975000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCKC_74
P61ukCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&uact=8&ved=
2ahUKEwjm8ufXhNfpAhXNc3AKHfMICEUQjB16BAgBEAM&url=https%3A%2F
%2Fcommons.wikimedia.org%2Fwiki%2FFile
%3AClevelandart_1947.209.jpg&psig=AOvVaw2qihrGXehUG8ywX7-
7eq_H&ust=1590771744097960

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For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph

20