Art 9 Quarter 1: WESTERN AND CLASSICAL ART TRADITIONS

CONTENT STANDARDS
The learner demonstrates…
 understanding of art elements and processes by synthesizing and applying prior knowledge and skills;
 understanding that the arts are integral to the development of organizations, spiritual beliefs, historical events, scientific
discoveries, natural disasters/ occurrences and other external phenomena.
PERFORMANCE STANDARDS
The learner…
 performs/participates competently in a presentation of a creative impression (verbal/non-verbal) 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).
DAY 1
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. identify and discuss the historical background of Western and classical art traditions;
2. create their own version of prehistoric artwork artistically;
3. show appreciation to the styles, art ideas and contributions of the pre historic art to the worldwide art;
4. compare the styles of western classical art to some local and international art.
II. CONTENT
A. Subject Matter: HISTORICAL BACKGROUND (WESTERN AND CLASSICAL ART TRADITION)
B. Materials: Laptop, Projector, Video Clips, Visual Aids (Card Symbols, Pictures, Timeline Table), Speaker
C. References: Learner’s Module for Music and Arts 9, pp. 136-141
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
a. Opening Prayer
b. Checking of Attendance
B. Priming
1. Pre-assessment: Timeline Photos
Students will identify the photos to which eras they belong. Pls. refer to pp. 140-141 of the Learner’s Module for Music and Arts.
2. Motivation: Video Clip Viewing
 The teacher plays a video clips of the animated “Croods” and “Sherman and Mr. Peabody” showing some styles and sample of
prehistoric arts.
 Guide Questions:
a. Where do you think the scene took place?
b. What can you say about the styles and ideas of art shown in the video clips?
c. How do their art styles differ from the present art?
Note: Questions may vary depending on the answers of the students
C. LESSON PROPER
1. Activity
a. Guessing Game
 The class is divided into four groups. Each group is given a set of cards with different symbols in it. The groups will guess the
message behind the symbols given. The first team to guess the hidden message wins the game. Candies and simple tokens
maybe given to the winners.
b. Presentation of the Lesson: Historical Background of the western classical art tradition
 Lesson is presented through pictures and timeline table. Classification of arts and their styles are discussed as the pictures of
art are connected with their respective dates/timeline.
 2. Analysis
Guide Questions:
a. What are the characteristics of the western art?
b. What are the patterns/ideas or messages of the art in the pre-historical era?
c. Why the characteristics of pre-historic arts are distinctive based on the videos you’ve seen?
d. How are the arts related to the socio-political, cultural lives of the people during that time?
3. Abstraction
Compare and Contrast!
 Visual Aids showing various prehistoric art are presented to the students.
 The students try to interpret and analyze the arts according to their “schema” or past knowledge or based on the discussed
lesson.
 The student are given the chance to compare the pre-historic artwork to Philippine artwork.
Example: The Venus of Willendorf in comparison with the Bul’ul

 The class shares the importance of the existence of the western pre historic art and its contribution to the development of
worldwide art.
4. Application
Group Activity: Clay Molding
The class is divided according to their groups. They are suggested to mold their clay based on the idea that, “if
you are in a prehistoric setup, how will you do your own craft?”
IV. ASSESSMENT
Students present their molded clays in front of the class. The leader explains the reason why and how they
choose their material. Afterward, the members of the group evaluate their work based on the rubrics given.

V. ASSIGNMENT
1. Give the meaning of the following:
a. Painting c. Encaustic e. Kerch Style g. Panel Painting
b. Fresco d. Vase Painting f. Mosaic h. Medieval Age
2. Have a research paintings and be ready for a group presentation/report on the following eras:
a. Ancient/Prehistoric
b. Classical: Ancient Egypt, Greek, Roman
c. Medieval: Byzantine, Romanesque and Gothic
3. Cut and paste in your notebook at least one example of painting in the above-mentioned eras. Enumerate and
describe the characteristics of paintings in the different eras.
Reference/s: Learner’s Module for Music and Arts 9, pp.142-152
Internet: Google, Wikipedia, Youtube.com
 DAY 2
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify different paintings and their distinct characteristics from ancient/prehistoric, classical and medieval
eras;
2. create and use artworks to derive the traditions/history of an art periods;
3. compare and contrast the paintings based on their styles, characteristics, medium and attitudes;
4. show appreciation to the existence of different paintings of the ancient/prehistoric, classical and medieval
eras.
II. CONTENT
A. Subject Matter: PAINTINGS FROM THE EARLY AGE: ANCIENT/PREHISTORIC, CLASSICAL & MEDIEVAL ERAS
B. Materials: Laptop, Projector, Video Clips, Visual Aids (Card Symbols, Pictures, Timeline Table),
Speaker
C. References: Learner’s Module for Music and Arts 9, pp. 142-152, Youtube.com
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson: HISTORICAL BACKGROUND (WESTERN AND CLASSICAL ART TRADITION)
2. Motivation: Video Clip Viewing
The teacher plays another video clip from the animated film “Croods” and “Prince of Egypt” showing
different caves/wall paintings in the prehistoric era particularly in ancient Egypt
C. LESSON PROPER
1. Activity
a. Videoke Singing
 The class is encouraged to sing the song “WHEN YOU BELIEVE” by Mariah Carey and Whitney Houston from the movie Prince
of Egypt
 http://www.youtube.com/watch?v=RwIcDmhsAkk
 The teacher asks selected students to tell something about the movie
b. Picture/Word Association
 Different words from the assignment given will be attached under some selected chairs/areas of the room
and different pictures will also be posted on the board. The students who get the word card will paste it
on the correct picture. Afterward, the word with its picture will be explained its meaning based on the
students’ answer to their assignment.

3.
Group

CAVE PAINTING MEDIEVAL Reporting/Discussion

GREEK ERA ANCIENT EGYPT
Each group will be given 10 minutes to present their reports according to their respective era with the
paintings, pictures, videos and other materials needed. Classification, design, styles, medium and attitude of
the different painting are discussed to deepen the discussion.
 3. Analysis
a. What do you notice about the different paintings from the different era? How are they related to the lives
of the people during those eras?
b. What are the characteristics of paintings in those different eras? How did they use the paintings in their
lives? What are their functions?
c. How do the paintings differ from the other?

4. Abstraction
Fill in the Box!
Students will fill in the box with their own word or phrase the characteristics and functions of paintings
in the Early Age.
Period/Era Characteristics Functions
Ancient Paintings
1. Prehistoric

2. Egyptian

Classical Paintings
1. Greek

2. Roman

Medieval Paintings
1. Byzantine

2. Romanesque

3. Gothic

D. Application
Mini-Exhibit
Students will mount mini-exhibit in accordance of the criteria/characteristics of artworks assigned to each
group.

IV. ASSESSMENT
Students are evaluated based on the group’s output. Rubrics/checklist will be used.

V. ASSIGNMENT
1. Have a research about sculptures and prepare for a group presentation/reporting on the following eras:
a. Ancient/Prehistoric
b. Classical: Ancient Egypt, Greek, Roman
c. Medieval: Byzantine, Romanesque and Gothic
2. List down the differences and the similarities of sculptures in the different era.
3. Collect pictures of prehistoric, classical and medieval sculptures.
4. Bring a set of modelling clay, plastic cover, poster paint and glue next meeting.
Reference/s: Learner’s Module for Music and Arts 9, pp.154-159
Internet: Google, Wikipedia, Youtube.com
 DAY 3

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify different sculptures and their distinct characteristics from ancient/prehistoric, classical and medieval
eras;
2. create and use artworks to derive the traditions/history of an art periods;
3. compare and contrast the sculptures based on their styles, characteristics, medium and attitudes;
4. show appreciation to the existence of different sculptures of the ancient/prehistoric, classical and medieval
eras.

II. CONTENT
A. Subject Matter: SCULPTURES FROM THE EARLY AGE: ANCIENT/PREHISTORIC, CLASSICAL & MEDIEVAL ERAS
B. Materials: Laptop, Projector, Video Clips, Visual Aids, Popsicle Sticks, Speaker
C. References: Learner’s Module for Music and Arts 9, pp. 154-159
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson: PAINTINGS FROM THE EARLY AGE: ANCIENT/PREHISTORIC, CLASSICAL AND MEDIEVAL ERAS
2. Motivation: Puzzle Game
The students play puzzle game that shows an early aged sculpture. The game is modified to a question
and answer game. The teacher asks questions about the previous lessons. The team to answer the question
correctly gets the chance to move a piece of puzzle.
C. Lesson Proper
1. Activity
a. Video Clip Showing
 The teacher plays a video about the ancient sculpture from the collection of the BBC Ancient Art.
 The teacher asks selected students to tell something about the video clip
b. Group Reporting/Presentation/Discussion
 Each group will be given 10 minutes to present their reports according to their respective era with the
paintings, pictures, videos and other materials needed. Classifications, designs, styles, medium and attitudes of the
different painting are discussed to deepen the discussion. In the later part of the discussion, the different pictures of the
early age sculptures being discussed are to be compared according to their characteristics.
2. Analysis
a. What do you notice about the different sculptures from the different era? How are they related to the lives
of the people during those eras?
b. What are the characteristics of sculptures in those different eras? How did they use the sculptures in their
lives? What are their functions?
c. How do the sculptures differ from the other?
d. What are the improvements of the sculptures in terms of medium, styles, ideas, meaning and subjects in
different eras?
 e. How do these sculptures represent the culture of their respective era?
f. How did these sculptures change your point of view in arts and cultures?
3. Abstraction
Compare and Contrast!
Students will choose any two sculptures from the different early age. They will compare and contrast the
two by using the following indicators:

Indicators Prehistoric/Ancient Classical Medieval

1. Name of Sculpture

2. Period and Era when it was

created

3. The use of elements of arts in

the sculpture (lines, shape, color,
texture)

4. The distinctive characteristics of

the Sculpture

D. Application
Group Activity: Clay Molding
The most known era in terms of sculpture is the Egyptian and the Greek. The characteristics of each
sculpture represent a big part of the era’s culture and lifestyle.
The class is divided into four groups. Each group is given a set of special molding clay and a picture of
“Queen Nefertiti” of Egypt (for groups 1 & 2) and “Myron: The Discobulus” of Greece (for groups 3 & 4). The
class tries to imitate the ancient sculpture by molding the special clay according to the task given.

IV. EVALUATION
The students are evaluated based on the group’s output. Rubrics/checklist will be used. Leaders explain in
the class the procedures on how they come up with the project they did.

V. ASSIGNMENT
1. Have a research about architecture and prepare for a group presentation/reporting on the following eras:
a. Ancient/Prehistoric Era
b. Classical: Ancient Egypt, Greek, Roman
c. Medieval: Byzantine, Romanesque and Gothic
2. Find the meaning of the following words:
a. Megalith Stones d. Cromlech
b. Meedsnhir e. Parthenon
c. Dolmens
3. Collect pictures of modern architectures either local or international and paste them in your notebook.
4. Bring 3 dozen or more of popsicle sticks, glue, poster paint and illustration board 1/4" next meeting.
Reference/s: Learner’s Module for Music and Arts 9, pp.160-167
Internet: Google, Wikipedia, Youtube.com
 DAY 4

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify different architectural designs and their distinct characteristics from ancient/prehistoric, classical and
medieval eras;
2. create and use artworks to derive the traditions/history of an art period through improvised stone hedge by
using popsicles;
3. compare the characteristics of architectures produced in the different art periods;
4. show the influences and significance of architectural design in the modern Philippine art form.

II. CONTENT
A. Subject Matter: ARCHITECTURE FROM THE EARLY AGE: ANCIENT/PREHISTORIC, CLASSICAL & MEDIEVAL
ERAS
B. Materials: Laptop, Projector, Video Clips, Visual Aids (Card Symbols, Pictures, Timeline Table), Speaker
C. References: Learner’s Module for Music and Arts 9, pp. 160-167
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson: SCULPTURE FROM THE EARLY AGE: ANCIENT/PREHISTORIC, CLASSICAL AND MEDIEVAL ERAS
 Review Game: The teacher posts various pictures and words/names presented in the previous lessons (paintings and
sculptures). The students match the word with the correct picture. The group to have the most points wins. Tokens and
simple gifts maybe given for appreciation.
2. Motivation
Action Song: AKO AY MAY SANDIGAN
The teachers sings the song first then students follow. Afterwards, actions prior to the movements of
the song will be acted. Then, students follow. The teacher leads the class to sing the song “Ako Ay May
Sandigan” and allows the students to do its action.
Ako ay may sandigang di magigiba
Ako ay may sandigang di magigiba
Kasing tatag ng kabundukan
Di magigiba

C. LESSON PROPER
1. Activity
a. Video Clip (The Ten Commandments)
 The teacher plays a clip from the movie ten commandments (the building of Babel), Moses and the pyramid showing workers
building a structure.
  The teacher asks selected students to tell something about the movie
Guide Questions:
a. What is the video clip all about?
b. What did you notice about the people in the movie clip?
c. What do you think are they doing?
 The teacher picks 2 students and asks to build a high tower using only a set of game cards. The cards are expected to reach its
highest form without falling down after the end signal.
b. Group Reporting/Presentation/Discussion
 Each group will be given 10 minutes to present their reports according to their respective era with the paintings, pictures,
videos and other materials needed. Pictures of famous buildings and towers from different parts of the world are shown in the
class. Characteristics, designs, styles are identified. Later in the discussion, ancient architectures are shown in pictures.
Comparison in styles, designs and purpose are discussed to deepen the lesson

2. Analysis
Guide Questions:
 How do the architectural designs differ from one another?
 How do the structures contributed in terms of cultures and functions?
 What can you say about the artistry of each design?
3. Abstraction
Answer Me!
 In the Greek architecture, how do you think their designs especially the columns affects the mindset of the architects who
designed most of the old buildings here in the Philippines such as, the Supreme Court, Malacanan Palace that was built with
the same columns as of the Greeks?
 If you are an architect, are you going to use or imitate ancient architectural designs to your projects? Why?
4. Application
Group Activity – THE MAKING OF STONEHENGE
The Stonehenge is the best preserved megalithic structure in Europe. It is a temple used for rituals and ceremonies
which design helped the primitive humans on their agricultures in terms of identifying season changes. The students work on
their version of the Stonehenge using popsicle sticks, glue and cutter.
IV. ASSESSMENT
Short Quiz:
Identify the following questions and write your answer in your paper:
1. A huge stone standing vertically on the ground, field or arranged in rows. (meedsnhir)
2. The word originated from the expression Taol Maen which means stone table. (dolmens)
3. A type of Egyptian tomb which is flat-roofed, rectangular structure with outward sloping side. (mastaba)
4. A Roman architectural structure which was designed for public games and processions. (The Colosseum)
5. Words meaning holy wisdom which was used in a magnificent structure and now as one of the biggest dome
in the world. (Hagia Sophia)
6-7. Draw the column DORIC.
8-9. Draw the column IONIC
10. The Cathedral of Chartres known as Notre Dame Cathedral was built in what era? (Gothic)

V. ASSIGNMENT
1. The teacher divides the class into four through draw lots and require them to bring the following materials
next meeting:
2. Group 1 - Big Empty Glass Bottle Black Permanent Marker, Acrylic Paint, Paint Brush, White Glue, Water,
Tee Light Candle
Group 2 - Overhead Projector Plastic, Black Permanent Marker, Acrylic Paint, Paint Brush, White Glue,
 Water, Cardboard or Illustration board
Group 3 - Yema Wrapper, Black Permanent Marker, Acrylic Paint, Paint Brush, White Glue,
Water, Cardboard or Illustration board
Group 4 - Recycled Candy Wrapper, Scissors, Glue, Ruler, Cardboard
3. Be ready for an artwork activity.

DAY 5
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. identify and analyze art element and principles in the production of work following the style of a Western and
classical art;
2. create and use artworks guided by techniques and styles of Western and classical art;
3. apply different media techniques and processes to communicate ideas experiences and stories showing the
characteristics of Western and classical art;
4. evaluate works of art in terms of artistic concepts and ideas using criteria from the Western and classical art
traditions.

II. CONTENT
A. Subject Matter: ART STYLE ANALYSIS: Stained Glass/Plastic Painting and Mosaic Greeting Cards
B. Materials: 1. Big Empty Glass Bottle, Overhead Projector Plastic, Yema Wrapper, Black Permanent
Marker, Acrylic Paint, Paint Brush, White Glue, Water, Tee Light Candle, Cardboard
2. Recycled Candy Wrapper, Scissors, Glue, Ruler, Cardboard
C. References: Learner’s Module for Music and Arts 9, pp. 172-176
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson
Short Review Quiz (Quiz from the previous lesson will be answered again to test if previous lesson is still
remembered.)
2. Motivation
Videoke Singing: “YOU LIGHT UP MY LIFE”
 The teacher asks a student if anyone knows the song: “YOU LIGHT UP MY LIFE”. The class will have a videoke singing using the
song.
C. Lesson Proper
1. Activity
a. Light Me Up (Stained Glass/Plastic Painting)
b. Mosaic Greeting Cards Making
2. Analysis
a. To what era does your artwork belong?
 b. Analyze your artwork according to the following contexts:
Principles of Arts Group 1 Group 2 Group 3 Group 4
1. Rhythm
2. Movement
3. Balance
4. Emphasis
5. Harmony
6. Unity and Variety
7. Proportion
3. Abstraction
a. How do the different ages developed in terms of medium, styles, ideas, meaning and subjects?
b. How can a painting express one’s feelings?
c. How does painting affect your thinking as a student?
4. Application
GROUP ACTIVITY: “Picturesque”
Each group will be asked to create a scene/scenario using their artwork. They will be given 1 minute to think and discuss
themselves what to scene/scenario to create. A 15-second of moving/acting is given and afterwards they will stop and freeze for
another 15 seconds. Each group is taken a photo shoot during the freeze. A group with a best shot maybe given a reward.

IV. EVALUATION
The students are evaluated based on the group’s output. Rubrics/checklist will be used. Please refer to the rubric on p. 172
and p. 176

V. ASSIGNMENT
1. The teacher divides the class into four through draw lots and require them to bring the following materials
next meeting:
2. Group 1 & 3 - Flat rock in any shape, Rocks with sharp edges, Illustration Board, Glue Gun and Sticks
Group 2 & 4 – Soft bar tools, Sharp tools, Carbon Paper
3. Be ready for another artwork activity.
 DAY 6
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. identify and analyze art element and principles in the production of work following the style of a Western and
classical art;
2. create and use artworks guided by techniques and styles of Western and classical art;
3. apply different media techniques and processes to communicate ideas experiences and stories showing the
characteristics of Western and classical art;
4. evaluate works of art in terms of artistic concepts and ideas using criteria from the Western and classical art
traditions.

II. CONTENT
A. Subject Matter: ART STYLE ANALYSIS: Rock My World, Ivory Carving (SCULPTURE), Samsonite (ARCHITECTURE)
B. Materials: 1. Flat rock in any shape, Rocks with sharp ages, White Glue
2. Soft Bar Soap, Sharp Tools, Carbon Paper
3. White Candle, Sharp Tools, Soft Bar Soap
C. References: Learner’s Module for Music and Arts 9, pp. 167-168, 177-178
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson-Sculpture, Architecture
2. Motivation
a. Videoke Singing: “WE WILL ROCK YOU!”
b. Film Clip Showing: “THE FLINTSTONES”
The teacher asks a student if anyone knows the song: “WE WILL ROCK YOU!”. The class will have a videoke singing using the
song.
C. Lesson Proper
1. Activity
a. Rock My World! (Sculpture) b. Ivory Carving (Sculpture) c. Samsonite (Architecture)
 2. Analysis
a. To what era does your artwork belong?
b. Analyze your artwork according to the following contexts:
Principles of Arts Group 1 Group 2 Group 3 Group 4
1. Rhythm
2. Movement
3. Balance
4. Emphasis
5. Harmony
6. Unity and Variety
7. Proportion
3. Abstraction
Dear Diary
a. I learned today that carving images out stone/rock makes me feel _____________ because_______________.
b. I realized that Byzantine sculptures are carved in ______________ an are used for the ___________________,
preferred by the ________________ and brought from places such as ___________________.
c. I discovered that out of candles, I can make ______________ that show architecture during ______________.
These can be traced and seen in some of the _______________ we have today like in ___________________.
4. Application
GROUP ACTIVITY – MAKE A COMMERCIAL OF THEIR ARTWORKS
Each group is given 2 minutes to make a commercial of their sculpture that they want to endorse. Wise
analysis of the product is needed to promote their artworks well.

IV. ASSESSMENT
The students are evaluated based on the group’s output. Rubrics/checklist will be used.

V. ASSIGNMENT
1. Have a research on the following Philippine art forms:
a. Group 1: Manungil Jar
b. Group 2: Bul-ul
c. Group 3: Pampnaga’s Lantern Festival
d. Group 4: San Sebastian Church
2. Describe the assigned art form according to the following:
a. Characteristics
b. Function
c. Similarity in Western art form
Reference/s:
1. Learner’s Module for Music and Arts 9, pp.180-183
2. Internet: Google, Wikipedia, etc.
 DAY 7

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. show the influence of Western Classical art traditions to Philippine art forms;
2. compare the characteristics of artworks produced in the different art periods to Philippine art forms;
3. reflect on and derive the mood, idea, message or function emanating from selected artworks.

II. CONTENT
A. Subject Matter: PHILIPPINE ART FORMS: A Comparison to Western and Classical Art Traditions
B. Materials: Laptop, Projector, Video Clips, Visual Aids (Card Symbols, Pictures), Speaker, Learner’s
Module for Music and Arts 9
C. References: Learner’s Module for Music and Arts 9, pp. pp.180-183
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Review Lesson-Take Me Back Art Attack! Painting, Sculpture, Architecture
Some pictures will be flashed to recall the previous lessons. Students will identify the pictures and classify
whether it is: Painting, Sculpture, Architecture and title or name of the art work.
2. Motivation
Video Clip Showing: “A Glimpse of Philippine Art Forms!”
Some Philippine art forms are shown in the video. Students will take down notes the important Philippine
art forms shown for discussion.
C. Lesson Proper
1. Activity
Group Presentation/Reporting
 Each group will present their assigned research based on the art period and Philippine art form. They will
show the locality of the art forms, characteristics and function. The group is given 5 minutes to discuss within
themselves about their report and present it in the class. At least two from each group will present their
output. Below is the format on how they will present their report. Please see pp. 181-183
Early Age Art Form Philippine Art Form
Example: Example:
Picture of Parthenon Picture of Philippine Postal Office

Locality Locality
Characteristics: Characteristics:

Function/s: Function/s:

2. Analysis
1. To which aspect of art elements are evident of having similarity or differences? Why?
2. What art style do these artworks belong?
3. How are they associated with one another?

3. Abstraction
I therefore conclude that:
1. Philippine art forms of which some are similar to Western art traditions because ____________________.
2. Filipinos are also artistically creative because ______________________.
3. Philippine art forms are diverse through _____________________.

4. Application
It’s More Fun in the Philippines!
Aside from the Philippine art forms discussed earlier, list down one Philippine art form similar to Western
art tradition.
1. Cave Painting: ____________________ 6. Parthenon: ____________________
2. Hieroglyphics: ____________________ 7. Colosseum: ____________________
3. Fresco: ____________________ 8. Hagia Sophia: ____________________
4. Greek Sculpture: ____________________ 9. Mustaba: ____________________
5. Romanesque Sculpture: ____________________ 10. Cathedral of Notre Dame: ____________________

IV. ASSESSMENT
Formative Test (Long Quiz)

V. ASSIGNMENT
1. Bring all your art works output for an art exhibit.
2. Invite your loved ones, relatives and friends to see your outputs.
3. Prepare for a production number showcasing your Western art period.
 DAY 8

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. mount an exhibit using computed Western Classical art traditions;
2. use artworks to derive the tradition/history of an art period;
3. reflect on and derive the mood, idea, message or function emanating from selected artworks;
4. evaluate works of art in terms of artistic concepts and ideas using criteria from the Western Classical art
traditions.

II. CONTENT
A. Subject Matter: ART FAIR: An Exhibit of Western and Classical Art Traditions
B. Materials: Different Artwork Outputs, Laptop, Projector, Video Clips, Visual Aids, Speaker
C. References: Learner’s Module for Music and Arts 9, pp. pp.184-185
III. PROCEDURE
A. Preliminary Activities
1. Daily Routines
B. Priming
1. Short Program
a. Prayer/Doxology
b. Nationalistic Song
c. Short Messages (Welcome and Opening Remarks)
2. Production Number: Tara Na Biyahe Tayo!
 C. Lesson Proper
1. Activity
Art Fair: “Traveling the Past through Art of the Early Age”
2. Analysis
a. Which exhibit area showcases ancient/early age, classical and medieval eras?
b. What art style is the most dominant and common in the eras?
c. In the Philippine setting, which art style has the similarity in the Western Classical art traditions? How will you
describe the similarity?
3. Abstraction
Describe in One Word:
a. Paintings in Ancient/Early Age, Classical and Medieval Eras
b. Sculptures in Ancient/Early Age, Classical and Medieval Eras
c. Architecture in Ancient/Early Age, Classical and Medieval Eras
4. Application
Fact or Bluff?

IV. ASSESSMENT
Rubrics, please refer to p. 185

V. ASSIGNMENT
Be ready for a unit test next meeting.

Prepared by:

MR. MANUEL P. TUPAZ

F. Torres High School

MAPEH ENHANCEMENT
LEARNING PLAN WRITESHOP
September 5, 2014

Art 9 Quarter 1: WESTERN AND CLASSICAL ART TRADITIONS

DAY TOPIC
1 Historical Background
PAINTINGS FROM THE EARLY AGE: ANCIENT/PREHISTORIC,
2
CLASSICAL & MEDIEVAL ERAS
SCULPTURES FROM THE EARLY AGE: ANCIENT/PREHISTORIC,
3
CLASSICAL & MEDIEVAL ERAS
ARCHITECTURE FROM THE EARLY AGE: ANCIENT/PREHISTORIC,
4
CLASSICAL & MEDIEVAL ERAS
ART STYLE ANALYSIS: Stained Glass/Plastic Painting and Mosaic
5
Greeting Cards
 ART STYLE ANALYSIS: Rock My World, Ivory Carving (SCULPTURE),
6
Samsonite (ARCHITECTURE)
PHILIPPINE ART FORMS: A Comparison to Western and Classical Art
7
Traditions
CULMINTATING ACTIVITY:
8
ART FAIR: An Exhibit of Western and Classical Art Traditions

Prepared by:

MANUEL P. TUPAZ, JR.

F. Torres High School

Edited & Checked by:

MARCOS S. GOMEZ, JR.

MT-I, JP Laurel High School