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Arts
Quarter 1 – Module 1:
Western Classical Art Traditions
Paintings
Arts – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1:
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
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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

Writer: Obrien P. Brizo
Content Editors: Nenita G. Jaralve
Evelyn G. Patiño
Language Editor: Fanny Y. Inumerables
Lay-out Editor: Charmaine L. Juyahib
QA Evaluator: Leonicel D. Caliguid
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

Isaiah T. Wagas - EPS in Charge of LRMS

Nenita G. Jaralve – EPS MAPEH
Printed in the Philippines by ________________________

Department of Education – Region VII

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telephone No: 032-2556405
E-mail Address: cebu.province@deped.gov.
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Arts
Quarter 1 – Module 1:
Western Classical Art Traditions
on Paintings

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Introductory Message
For the facilitator:
Welcome to the Arts 9 Alternative Delivery Mode (ADM) Module on Western
Classical Art Traditions on Paintings!

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

Motivate learners to appreciate art by providing
colored photos, illustrations or scaled models of
the different art styles.

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 9 Alternative Delivery Mode (ADM) Module on Western Classical
Art Traditions on Paintings!

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

What I Know This part includes Pre-Assessment

activity that aims 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.

What’s New In this portion, the new lesson will be

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.

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 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.
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 Western and Classical Painting. 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 is divided into three lessons, namely:

• Lesson 1– Pre-Historic Painting
- Ancient Egypt Painting
• Lesson 2 – Classical Greek Painting
- Roman Painting
• Lesson 3 - Byzantine Painting
- Romanesque Painting
- Gothic Painting

After going through this module, you are expected to:

1. analyze art elements and principles in the production of work following the style
of a western and classical art painting; A9EL-Ib1
2. identify distinct characteristics of arts during the different art periods; A9EL-Ia2
3. Identify representative artists from various art periods. A9EL-Ia3

Before going on, check how much you know about this topic. Answer the
pretest on the next page in a separate sheet.

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 What I Know
PRE-ASSESSMENT:

Things to ponder:
1. How did you classify the different artworks into their respective periods?
2. What was your basis of classification?

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 What’s In

Directions: Below is an activity for you to recall the elements of Arts. Arrange the
following jumbled letters:

1. IENL - ____________________
2. PAESH - ___________________
3. AVUEL - __________________
4. ORFM - ___________________
5. OOLRC - __________________
6. SCEPA - ___________________
7. TREXTUE - __________________

What’s New
Activity 1: Crossword Puzzle

Directions: Below is an activity for you to check your memory about Elements of
Arts. Write your answer in a separate sheet.

Across:
2. made up of three properties: hue, value and intensity
4. quality of an artwork through sense of touch
6. grouped into two categories: organic and geometric

Down:
1.mark on a surface that describes outline or shape
3. an illusion of 3-D effect
5. the area around the images of artworks

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 What is It

Lesson Paintings from the Early Age:

1 Pre-Historic and Ancient Egypt

Painting is one of the oldest art forms. When societies began crafting tools and
making fire, they were also learning to represent the world in pictures. These pictures
were recorded in cave paintings that still exist today.

PAINTINGS FROM THE PRE-HISTORIC ERA

(Image from Treasures of the World, 1961 CCP Library Cave of Lascaux, 15000-10000 B.C. – Stone
Age)

Even before humans learned to read and write they were already artists as
manifested by the different archeological discoveries from the different parts of the
world. Each and every civilization of the world has its distinct art forms depending on
its aesthetic and utilitarian needs.

Prehistoric includes all human existence before the emergence of writing. Their
art is of interest not only to the art historians but also to archeologist and
anthoropologist, for whom the art is only one clue – along with fossils, pollens, and
other finds to an uderstanding of early human life and culture.

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 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.

These paintings may be more on artifact of the archeological evidence than true
picture of human’s first created art.
Pre historic drawings of animals were usually correct in proportion. The dominant
features in the painting were large animals native in the region.

PAINTINGS FROM ANCIENT EGYPT

Most Ancient Egypt paintings were highly symbolic and showed profile view of
an animal or person. The main colors used were red, black, blue, gold and green.
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)

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

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 Lesson Paintings from Classical Art:
Greek and Roman
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Paintings from Classical Greek Era Paintings during the classical era were most
commonly found in vases, panels and tomb. It depicts natural figures with dynamic
compositions. Most of the subjects were battle scenes, mythological figures, and
everyday scenesIt 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.
2. Encaustic– developed to use by Greek ship builders, who used the hot wax to fill
the cracks of the ship. Soon pigments (colors) was added and used to paint a wax
hull.
3.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. lebes gamikos (with high handles and lid use to carry bridal bath) 4.
krater (bowl use for mixing wine and water)

Judgement of Paris (370-330B.C.) (Image from Treasures of the World, 1961 CCP Library)

4. Panel Painting 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.

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Pitsa Panel (Archaic Period between 540 and 530 B.C.E.) (Image from Treasures of the World, 1961
CCP Library)

5. Tomb / Wall Painting 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

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 area (tic-tac-toe design); multipoint perspective; and a
trompe-l’-oeil effect. 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.

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 Lesson Paintings from Medieval Art:
Byzantine, Romanesque and
3 Gothic
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 6 th century AD San Vitale, Ravena

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 modeling
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, Barcelona

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 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)

Stained 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.

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 What’s More

Directions: Here are some enrichment activities for you to work on to master
and strengthen the elements of Arts. Write your answer in a separate sheet.

Period/ Era Painting Line Color Shape Form Texture

Pre-Historic Era Painting

Ancient Egypt Painting

Classical Greek Painting

Byzantine Painting

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Romanesque Painting

Gothic Painting

What I have learned

Directions: Summarize what you have learned from the lessons and activities
by completing the sentences using the words from the box. You can only use
each word once. Use a separate sheet of paper for your answers.

prehistoric painting ceremonial battle scenes

vases byzantine art large animals
mosaics oval faces modeling
long nose communicating animal
tomb illumination mozarabic
deceased afterlife panels christian religion
mythological figures churches

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 (1)____________________ were found inside the caves which may have been
their way of (2) _______________with each other. It may also be for religious or (3)
_________________. purposes
Prehistoric drawings of animals were usually correct in proportion. The dominant
features in the painting were (4) __________ native in the region.

Most Ancient Egypt paintings were highly symbolic and showed profile view of
an (5) ____________. The purpose of Egyptian paintings is to make the (6)
______________________. place pleasant

Paintings during the classical era were most commonly found in (7) ______,(8)
and ______ (9)______. It depicts natural figures with dynamic compositions. Most of
the subjects were (10) ________________, (11) _______________, and everyday
scenes. It reveals a grasp of linear perspective and naturalist representation.

(12) _____________ was purposely made to glorify the

(13)_________________ and to express its mystery. It is filled with spiritual
symbolism, illustrates a love of splendor.

Romanesque Paintings are largely placed (14) ________ on the walls of the
(15) __________ that follows a strict frontal pose. It has a remarkable variety of artistic
traditions such as (16) ___________ 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 (17)____________ influence (Arabize influence)
through elongated (18)_____________, large staring eyes and (19)______________,
figures against flat colored bands and heavy outlining.

Gothic paintings have been confined in the (20) ___________ of manuscript

pages and the painting of frescoes on the walls of churches in cosmopolitan style,
elegant, mannered, and sophisticated.

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 What I Can Do

Directions: 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. Use separate sheet for
your answers.

Period/Era Characteristics Functions

Ancient Paintings

1. Prehistoric

2. Egyptian

Classical Paintings

1. Greek

2. Roman

Medieval Paintings

1. Byzantine

2. Romanesque

3. Gothic

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 Assessment

Multiple Choice
Directions: Choose the letter of the best answer.
1. How our archeologists discovered Pre-Historic Painting?
a. artifacts
b. fossils
d. all of the above
2. What is the dominant features of Pre-Historic Painting Era?
a. profile of person
b. religious paintings
c. large animals
d. Gods and Goddesses
3. The following sections have been identified inside the cave EXCEPT;
a. The Great Hall of the Bulls
b. Cave of Lascaux,1
c. Paintings from Sarcophagus of Tutankhamen
d. The Chamber of Engravings
4. What is the purpose of Pre-Historic Painting?
a. for study purposes
b. for historical purposes
c. for religious purposes
d. none of the above
5. What is the subject of Ancient Egypt Painting?
a. Gods and Goddesses
b. Profile view of an animal or person
c. Large animals
d. Biblical events
6. The following are the main colors of Egyptian Painting EXCEPT;
a. Black
b. Blue
c. Gold
d. Violet
7. What is being emphasized by the Ancient Egypt Painting?
a. Developed as a new source of artistic creativity much more progressive than
the conservative Greek Art.
b. They portray human forms in realistic and anatomically correct manner.
c. The importance of life after death and the preservation of the knowledge of
the past.
d. All of the Above

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8. What is the purpose of Ancient Egypt Painting?
a. depicts the life of women
b. to make the deceased afterlife place pleasant
c. for religious purposes
d. none of the above
9. Paintings during this era were mostly found in vases, panels, and tomb.
a. Ancient c. Greek
b. Byzantine d. Roman
10. The following are the common methods of Greek painting EXCEPT;
a. Fresco c. Tempera
b. Encaustic d. Tomb/Wall Painting
11. It is an art process where an image is created using an assemblage of small pieces
of colored glass, stones, or other materials.
a. Fresco c. Encaustic
b. Mosaic d. Tomb/Wall Painting
12. What is the subject of Byzantine Painting?
a. Christian subjects c. Life events
b. profile of a person d. Life of a woman
13. An era of painting that shows Mozarabic influence (Arabize influence) through
elongated oval faces, large staring eyes and long noses?
a. Gothic Painting c. Roman Painting
b. Greek Painting d. Romanesque Painting
14. When was the Gothic Art period began?
a. 12th century c. 1100’s
b. 1200’s d. 11th century
15. Which theme was used in the Gothic era?
a. All colors c. no colors
b. bright, joyful colors d. Dark, Brooding colors

Additional Activities

Individual Activity: Mosaic Greeting Cards

The ancient Greeks were the first to manufacture mosaics. It was made of
pebbles usually black and white used in the floor and pathways. Typically, pebbles are
triangular, or square applied with mortar or other adhesive to create floor and wall
mosaics. Mosaic is the art of creating images with an assemblage of small pieces of
colored glass, stone, or other materials. It is a technique of decorative art or interior
decoration.

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 Design Samples for Mosaic Arts

Materials
Recycled candy wrapper
Scissors
Glue
Ruler
Cardboard

Procedure
1. Create your design for your greeting card mosaic.

Original Image by Obrien P. Brizo, 2020

2. Clean the recycled candy wrapper that you will use for your mosaic.
3. Cut your candy wrapper into small squares, rectangles, or circles.
4. Start pasting your candy wrappers into your design.

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 Rubric for the activity

5 4 3 2 1
Criteria Excellent Very Good Fair Poor
Good
1. Criteria Composition
and design: - Shows the
theme and motifs of
medieval stained glass.
2. Materials used: Used
proper materials and
tools prescribed in the
activity.
3. Behavior:
Shows enjoyment while
doing the activity.
4. Overall look of the
artwork: depicts a
medieval look on
the stained glass.

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 17
Assessment What I Can Do What’s More Answers may
vary
1. d 9. c Answers may vary
2. c 10.c
3. c 11.b
4. c 12.a
5. b 13.d
6. d 14.a
7.d 15.d
8. b
What I Have Learned
1. Pre-historic 11. Mythological figures
2. Communicating 12. Byzantine
3. Ceremonial 13. Christian Religion
4. Large animals 14. Mosaics
5. Animal 15. Churches
6. Deceased afterlife 16. Modeling
7. Vases 17. Mozarabic
8. Panel 18. Oval faces
9. Tomb 19. Long Noses
10. Battle scenes 20. Illumination
What’s New What's In What I know
1. LINE 1. LINE 1. a,e
2. COLOR 2. SHAPE 2. d
3. FORM 3. VALUE 3.b
4. TEXTURE 4. FORM 4. h
5. SPACE 5. COLOR 5. c
6. SHAPE 6. SPACE 6. g
7. TEXTURE 7. h
Answer Key
References
(What is painting? – Definition, Evolution & Major Artists. 2016)
(2014). Unit I: Western Classical Art Traditions, Music and Arts Learner’s Materials
(pp. 140-152). Pasig City, Philippines, Department of Education.
(2014). Unit I: Western Classical Art Traditions, Music and Arts Learner’s Materials
(pp. 172-177). Pasig City, Philippines, Department of Education.
Images above can be found at Images from Treasures of the World, 1961 CCP Library.

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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

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