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ARTS
Quarter 1 – Module 4
Lesson3 Week 8
MODERN ART
Arts– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 4: Modern Art
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 module 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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Remie Mantuhac

Editors: Nenita G. Jaralve
Evelyn G. Patiṅo
Isidore Luther A. Herrera
Language Editor: Fanny Y. Inumerables
Lay-out Editor: Charmaine L. Juyahib
QA Evaluator/s: Maurie Jo D. Cabrera, Juniel Gomez
Moderator in Arts: Archie S. Gallego
Moderator: Milanie M. Panique
Management Team: Marilyn S. Andales EdD, CESO V. – Division Superintendent
Leah B. Apao, Ed.D.CESE – Asst. Schools Division Superintendent
Ester A. Futalan, Ed.D. – Asst. Schools Division Superintendent
Cartesa M. Perico, Ed.D. – Asst. Schools Division Superintendent
Mary Ann P. Flores – CID Chief
Isaiash T. Wagas – EPS LRMS
Nenita G. Jaralve – EPS MAPEH

Printed in the Philippines by ________________________

Department of Education – Region VII, Division of Cebu Province

Office Address: Division of Cebu Province

Sudlon. Lahug, Cebu City
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
E-mail Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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ARTS
Quarter 1 – Module 4
Lesson3 Week 8
MODERN ART
Introductory Message
For the facilitator:
Welcome to the ARTS 10 Alternative Delivery Mode (ADM) Module on Modern Art.
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:

Notes 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.

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For the learner:
Welcome to the ARTS 10 Alternative Delivery Mode (ADM) Module on Modern Art
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:

This will give you an idea of the skills or
What I Need to Know competencies you are expected to
learn in the module.

This part includes an activity that aims

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

This is a brief drill or review to help you

What’s In
link the current lesson with the previous
one.

In this portion, the new lesson will be

What’s New introduced to 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
What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for
What’s More independent practice to 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into
process what you learned from the
lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life
situations or concerns.

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 This is a task which aims to evaluate
Assessment your level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional Activities given to you 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:

References This is a list of all sources used in

developing this module.

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. Do not 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

This module was designed and written with you in mind. It is here to help you
master the concepts of Modern Art. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module 4 is divided into three lessons, namely:

• Lesson 1 – Techniques and styles of the various movement and the influence
of iconic artist.
• Lesson 2 – Different media techniques and process to communicate ideas,
experiences and works of art in terms of artistic concepts and ideas.
• Lesson 3 – The influence of Modern Art movements on Philippine art forms.

After going through this module, you are expected to:

1. create artworks guided by techniques and styles of the various art movement
e.g., Impasto, Encaustic, etc. A10PR-lce-1
2. discuss the influence of iconic artist belonging to the various art movement.
A10PR-lce-2
3. apply different media techniques and process to communicate ideas,
experiences, and stories showing the characteristics of the various arts
movement e. g. the use of industrial materials or found objects, silkscreen
printing, etc. A10PR-lce-3
4. evaluate works of art in terms of artistic concepts using criteria from the various
art movementsA10PR-1f-1
5. shows the influence of Modern Art movements on Philippine art forms
A10PR-1f-2

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 What I Know
Directions: Fill in the needed information inside the box. Use a separate sheet
of paper for your answers.
Remember?

Artwork of some Filipino Give the name of Style/movement

artists the artist and the title of the
artwork

Amorsolo: Planting Rice (Mayon) |

Fernando Amorsolo (1892 ...
www.flickr.com › photos
Jan 31, 2015 - Fernando
Amorsolo (1892 - 1972) Planting
Rice (Mayon) signed and dated
1949 (lower left) oil on canvas 26” x
38” (66 cm x 97 cm) P ...

VICENTE SILVA MANANSALA

(PHILIPPINES, 1910-1981)
The Musicians
signed and dated 'Manansala 73'
(upper right); inscribed 'To Abbott
Lighter with best wishes Manansala
2 Oct 73' and 'J.A.Roxas musicians'
(on the reverse)

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Sep 17, 2020 - Edades emerged as
the “Father of Modern
Philippine Painting”. Unlike,
Amorsolo's bright, sunny, cheerful
hues, Edades' colors were dark
and ...
Fabian de la Rosa Artworks -
MutualArt
www.mutualart.com › Artist ›
Artworks
Find artworks by Fabian de laRosa
(Filipino, 1869 - 1937) on MutualArt
and find more ... Fabian de la
Rosa ... Paisaje de la Isla de Jolo ...
Untitled (Sailing Boats)

Nov 24, 2008 - Las

damas Romanas (Roman maidens)
by the Filipino painter Juan Luna ...
1884, a triumph that made
Luna and his contemporary, Felix
Resurrection ... It is not well known
that Luna spent six years in Rome
from 1878-1884.
Missing: Romances | Must
include: Romances
Nov 24, 2008 - Las
damas Romanas (Roman maidens)

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 by the Filipino painter Juan Luna ...
1884, a triumph that made
Luna and his contemporary, Felix
Resurrection ... It is not well known
that Luna spent six years in Rome
from 1878-1884.
Missing: Romances | Must
include: Romances

What’s In

Lesson Influence of modern art movement

3 on Philippine art forms

The history of the Modern Philippine Art is marked by the conflict between the
rules and the views of the Academy and the innovative methods of the Modernist.
The academic style was established during the Spanish colonial period and followed
rules of the Spanish, Italian, and French Academies.
When they first arrived in the Philippines in the early 16th century the Spaniards
did so with the primary intension of spreading the Catholic faith. As a result, religious
art and the creation of icons were strongly encouraged. By late 19 th century the
neoclassicism and realism became the norm. A turning point was the emergence of
the “13 Modernist” group which includes artist group who had received their education
where they had come in contact with various new and experimental styles. They
argued that the official art was too photographic and relied too much with the
exactness of representations which led and rigidness and lack of originality .The
Academy stroke back by framing the Modernist as charlatans who made shocking and
controversial artworks to mask “their lack of skills.”

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 What’s New

Directions: Draw a religious icon using the available materials you have. Use a
short bond paper. Read the rubrics below as your standard guide in earning a
point.

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 What is it

Modern Art begins the heritage of painters like Vincent Van Gogh, Paul
Cezanne , Paul Gaugin , George Seurat and Henri de Toulouse-Lauctrec all of whom
were essential for the development of the modern art Matisse’s two version of the
dance signified a key point on his career and in the development of modern painting.

Five Classics of Modern Philippine Art

1. “Las Damas Romanas” painted by Juan Luna his style is neo-classicism is one
of the most famous painting of the colonial period Skilled in the style of Academy he
was the first Filipino painter to win International recognition in Europe and USA
2. “Houseboats in a River” painted by Fabian de la Rosa is considered to reflect
from Spanish rule to American occupation. Subdued landscapes and genre paintings
with impressionistic influence became the art of choice in the era of uncertainty and
broken hopes.
3. “Planting Rice” painted by Fernando Amorsolo. The arrival of the Americans led
to a new wave of nationalism in the Philippine Society which is best reflected in the
art. His art focused on traditional folk scenes as an embodiment of the imagined sense
of nationhood. The traditional customs pastimes and occupations are among the most
recognizable motifs employed. Some historians criticized Amorsolo’s paintings and
idealized version of what life was like in those times while others have argued that his
paintings reflected the people’s desire to escape from a complicated reality to
simplicity.
4. “Interaction” by Victorio Edades the Father of Modern Art. Schooled in the US
upon his return. He introduced entirely new way of thinking about art. He argued that
art can be more than representation of reality. It can be representation of reality as
seen through the mind and emotions of the artist.
5. “The Musicians” by Vicente Manansala. One of the first Abstractionist on the
Philippine art. He is also credited with bridging the gap between the city and the
suburbs, between the rural and the cosmopolitan ways of life. His paintings depict a
nation in transition, an illusion to new culture brought by the Americans. Manansala
together with Fabian de la Rosa are among the best-selling Philippine Artist in the
West.

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 What’s More

Directions: Write the needed information in the box. Use a sparate sheet of
paper.
Name the Filipino artists Title of their painting Issues about their
who belong to the five painting.
classics of modern What is the painting all
Philippine Art about?

What I Have Learned

Directions: Answer each question briefly. Use a separate sheet of paper.

1. Who criticized Amorsolo’s painting?
2. Who is one of the first Abstractionist to the Philippine art?
3. What is the reason why Victorio Edades argued that art can be more than a
representation of reality?
4. What is reflected in the art or painting, “Planting Rice” by Fernando Amorsolo?
5. According to Fabian de la Rosa subdued landscapes and genre painting with
impressionistic influence became what?

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 6. “Las Dramas Romanos” painted by Juan Luna garnered what kind of award?
7. Who were the heritage painters that started up the Modern Art?
8. How did the Spaniards spread their Catholic faith?
9. Why is it that during the 19th century neo-classicism and realism became the
norms?
10. Why did the Academy stroke back by framing the Modernist as “Charlatans”?

What I Can Do

Directions: Using the availability of your art resources (coloring materials),

create an artwork inspired by Fernando Amorsolo’s “Planting Rice”.
Be reminded of the characteristics below in creating your artwork. See the rubrics on
the next page for your guide and use a separate short size bond paper.

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 Rubrics:
5 3 2
Criteria Very much Visible Not visible
visible
Visible
brushstrokes
Light colors

Emphasis on
lightand the
changing qualities
on it
Ordinary subject
matter
Unsual visual
angles
Open composition

Creativity
craftmanship

Assessment

Directions: Create your own artwork by choosing any of those art movements
and styles that influenced and inspired you so much. You can use canvas,
illustration board, cartolina or a short size bond paper.

See the Rubrics on the next page.

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 Additional Activities
Directions:
1. Create an artwork in REALISM style/movement.
2. Use “PANDEMIC Way of Life” as your title/subject.
3.Use the same rubrics with your assessment activity.

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 Answer Key

the city and the Suburbs

5. Luna – Las Damas Romanas
4. De la Rosa – Impressionism
3.Edades – Edades
2.Manansala –Abstractionist
1. Amorsolo- Impressionism
What I Know
5. The Musician- bridging the gaps between
thinking about arts
4.Interaction-introduced entirely new
simplicity
escapefrom a complicated reality to
3. Planting Rice- people’s desire to
in the uncertainty and broken hopes
2. Houseboats in a River – the art of choice
painting of the colonial period
1. Las Damas Romanos-the most famous
What’s More

1. Historians
2.Vicente Manansala
3.as seen through the mind and emotions of the artist
4.The arrival of the Americans lead to a new wave of nationalism in
the Philippine society
5. became the art of choice in the era of uncertainty and broken
hopes
6.International recognition in Europe and USA
7.religious art and the creation of icons were strongly enjoyable
8. note: the answer can be an opinion, ideas, based on their
understanding with #9 also
9.
10.Vincen Van Gogh, Paul Cezanne, Paul Gaugin, , Georges
Seurat , Henri de Tuolouse-Lautrec

References

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1. Horizon 10 Music and Arts Appreciation for Young Filipinos (Teachers Guide)
2. Horizon 10 Music and Arts Appreciation for Young Filipinos (Learners
Material)
3. Online: google https://www.pinterest.ph/ (pictures)
4. JUAN LUNA (The Philippines 1857-1899) | Las Damas ...
www.christies.com › lotfinder › Lot › juan-luna-the-phi...
Nov 30, 2008 - Las Damas Romanas (Roman Maidens). Price realised. HKD
4,700,000. Estimate. HKD 8,000,000 - HKD 10,000,000. Follow lot. JUAN
LUNA ...
5. File:Barcazas en el Rio by Fabian dela Rosa.jpg - Wikimedia
...commons.wikimedia.org › wiki › File:Barcazas_en_el_...
Feb 22, 2018 - Barcazas en el Rio (Houseboats in a River). Artist. Fabián de
laRosa (1869-1937). Title. Barcazas en el Rio (Houseboats in a River}
6. Victorio Edades, The Original Bad Boy of Philippine Art ...
www.manilaartblogger.com › 2012/05/31 › victorio-ed... May 31, 2012
- Victorio Edades, Carlos Francisco, Galo B. Ocampo, "The Interaction",1935
oil on canvas, 256.5x270.5cm, Eleuterio Pascual Collection.
7.Vicente Manansala - Wikipedia
en.wikipedia.org › wiki › Vicente_Manansala
Vicente Silva Manansala (January 22, 1910 – August 22, 1981) was a Filipino
cubist painter ... University; Slum Dwellers; Bayanihan; Balut Vendors; Jansen
Rodriguez; Pamilya; Reclining Mother and Child; Dambana; The Musicians ...

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For inquiries or feedback, please write or call:
Department of Education, Region VII, Division of Cebu Province
IPHO Bldg., Sudlon, Lahug, Cebu City, Cebu, Philippines, 6000
Telefax: (032) 255-6405
Email Address: cebuprovince@deped.gov.ph