Arts 9 Quarter 2 Learner's Material PDF

QUARTER 2 MAPEH (Arts) G9  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...

QUARTER 2 MAPEH (Arts) G9  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 (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 the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON Arts G9 PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 MAPEH (Arts) Grade 9 Job S. Zape, Jr. PIVOT 4A Instructional Design & Development Lead Mary Jane Preciosa V. Perez Content Creator & Writer Jhonathan S. Cadavido Internal Reviewer & Editors Lhovie A. Cauilan & Jael Faith T. Ledesma Layout Artist & Illustrator Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibas IT & Logistics Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L. Fuentes PIVOT 4A CALABARZON Arts G9  Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in MAPEH-Arts as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into consideration their needs and circumstances. You are expected to assist the children in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook. For the Learners The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade- level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to : a. answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 38 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON Arts G9  Parts of PIVOT 4A Learner’s Material K to 12 Learning Descriptions Delivery Process This part presents the MELC/s and the desired Introduction What I need to know learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own What is new knowledge as regards content and skills required for the lesson. This part presents activities, tasks and contents What I know of value and interest to learner. This exposes Development him/her on what he/she knew, what he/she does What is in not know and what he/she wants to know and learn. Most of the activities and tasks simply and directly revolve around the concepts of What is it developing mastery of the target skills or MELC/s. In this part, the learner engages in various tasks What is more and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after Engagement doing the tasks in the D part. This also exposes What I can do him/her to real life situations/tasks that shall: ignite his/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help What else I can do him/her fully understand the target skills and concepts. This part brings the learner to a process where he/she shall demonstrate ideas, interpretation, What I have learned mindset or values and create pieces of Assimilation information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this What I can achieve part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction (TVI). PIVOT 4A CALABARZON Arts G9  Art Elements and Principles in the Production WEEK of Work Following a Specific Art Style 1 I Lesson This lesson was designed to guide you in learning the different art forms during the Renaissance and Baroque periods. You will discover how the artists applied the elements of arts and principles of design in the production of their craft according to their style. At the end of the lesson, you are expected to be able to describe the elements and principles used; compare and contrast (or analyze) the artworks from the two periods; and show appreciation by employing the elements and principles of arts learned from Renaissance and Baroque period in one’s work. D The elements of arts and the principles of design are the building blocks or foundation of any created artworks. It helps in giving a clearer picture or message that the artist wanted to impart. Learning Task 1: List down the different elements of arts and principles of design you remembered during your past lessons in arts. Write your answers in their proper columns. Draw one example for each element and principle. Do this in your notebook. ELEMENTS OF ARTS PRINCIPLES OF DESIGN Learning Task 2: Identify the word that is being described. Unscramble the letters to get the correct word. Write your answer in your notebook. A SC N S E A N I R E The period of economic progress and the era of great artistic and intellectual achievement with the birth of secular art. Q E A B O U R The period that utilizes a lot of ornamentation and uses exaggerated motion and contrast that leads to a dramatic effect. PIVOT 4A CALABARZON Arts G9 6  RENAISSANCE (1400-1600)  means rebirth  flourished in the 1400s in the Italian City of Florence  the era of great creativity in painting, sculpture, and literature  the period of economic progress  the period that revived enthusiasm for the study of artistic values and ancient philosophy  the time when people rediscovered the glories of ancient Greece and Rome  an era of great intellectual and artistic achievement with the birth of secular art  focus was on realistic and humanistic art BAROQUE (1600-1800)  derived from the Portuguese word Barocco which means “irregularly shaped pearl or stone”  a period of artistic styles in exaggerated motion, drama, tension, and grandeur.  describes a complex idiom and focuses on painting, sculpture, as well as architecture  the period that utilizes a lot of ornamentation and uses exaggerated motion and contrast that leads to a dramatic effect  reflects the tensions of the age by the Catholic church in Rome  medium for spreading the message of Counter-Reformation  use to propagate Christianity by the Roman Catholic Church  use for architecture and arts to impress visitors, express triumph, power, and control by the aristocracy Arts of the Renaissance Period Mona Lisa  also called as the Portrait of Lisa Gherardini, the wife of Francesco del Giocondo  Leonardo da Vinci’s oil painting on poplar wood panel  a painting that presents a woman in a half-body portrait and a backdrop of a distant landscape  Mona a polite form of address, originates as Madonna, similar to My Lady, Ma’am, or Madamme 7 PIVOT 4A CALABARZON Arts G9 Pieta  Michelangelo Buonarroti’s Renaissance sculpture  made from Carrara marble  intended for the cardinal’s funeral monument  the theme is of northern origin  famous work of art that depicts the body of Jesus on the lap of his mother Mary after the crucifixion Arts of the Baroque Period Portrait of Helene Fourment  Peter Paul Ruben’s Baroque oil on wood painting  a portrait of her second wife Helena Fourment Ecstasy of St. Teresa  Gian Lorenzo Bernini’s sculpture  made from white marble  set in elevated aedicule in Cornaro Chapel, Santa Maria della Vittoria, Rome  often describe as a total work of art  incorporates variety of elements, sculpture, painting, ang lighting effects presented in a theatrical setting. E Learning Task 3: Observe the artworks carefully. Answer the information questions in your notebook. Follow the given format. Do this in your notebook. Art Art 1 Title 2 Title Period Period Artist Artist Art Art 3 Title 4 Title Period Period Artist Artist Information Questions: 1. What type of art form does each picture belong to? 2. Give the title of the artwork. 3. In what period does each artwork belong to? 4. Who was the artist who made each artwork? PIVOT 4A CALABARZON Arts G9 8 Learning Task 4: Identify and describe the elements and principles used in the four (4) artworks. Follow the format below. Answer this in your notebook. Artwork Elements and Description (How were the elements and Principles Used principles used in the artwork) Example Lines Straight lines were used to give emphasis on the strength or masculinity of the subject Use of bright colors to give emphasis on the Color subject or theme 1 2 3 Learning Task 5: Compare and contrast the artworks in terms of the elements and principles employed using the Venn diagram below. Do this in your notebook. A. Artworks 1 and 4 B. Artworks 2 and 3 C. Painting and Sculpture A Learning Task 6: (Optional) Paint an object or scene in accordance with the elements and principles of arts depicting Renaissance and/or Baroque style. Use any available materials for painting. Please be guided by the given criteria. Criteria 5 4 3 2 1 Elements and principles of arts were employed Renaissance and or Baroque Style is applied Neatness Craftmanship Learning Task 7: Answer the following reflection questions in your activity notebook. 1. What are the elements of art shown in your painting that depict Renaissance/ Baroque style? 2. How important are these elements and principles of art in creating an artwork? 3. What is the message conveyed in your own painting? 4. How do you feel about your own work? 9 PIVOT 4A CALABARZON Arts G9  Distinct Characteristics of Arts and Representative WEEK Artists During the Renaissance 2 and Baroque Period I Lesson In this lesson, you will learn about the arts during the Renaissance and Baroque Periods, its distinct characteristics, and the representative artists. At the end of the lesson, you are expected to be able to identify and describe the distinct characteristics and the representative artists during Renaissance and Baroque periods, and appreciate the contributions made by the representative artists through employing the characteristics and styles in one’s work. D Learning Task 1: Find 15 words that are connected to the Renaissance or Baroque Period. Write them in your notebook. S R E N A I S S A N C E R R M C U B F A N I A P P L I E T I U B C U E T S N C P N X Y S C L E C F M O T C E I F L M V H P N U X Y B I T N E G L O V E T S A N D U N R T T B R A E L U R O M A V E I K A U F J L A R A D V P B M O N A L I S A N E P N A R S A S H E S R F Z G F H D A V I D R L F F T Q Q E D A R N S I O W O A M J R U L R E M B R A N D T Q U A I E O O L I V E E N C E D U Z L Z A L A C E R S A U I B I E S Y B D O N A T E L L O S T X F B C The words you found are the representative artists and their works during the Renaissance and Baroque periods. Learning Task 2: Identify the appropriate word using the pictures in each box. Use the scrambled letters as clues. Write your answer in your notebook. PIVOT 4A CALABARZON Arts G9 10  The words you found in the activity are some of the characteristics in Renaissance and Baroque Art. Here are the other characteristics of the two periods. Characteristics of Renaissance Art The Italian Renaissance began in the late 14th century. It was the period of intellectual and great artistic achievement with the birth of secular art. Humanistic and Realistic arts were the focus during this period. Accurate anatomy, scientific perspective, and deeper landscape were the characteristics of Renaissance art. Renaissance art was also a rejection of medieval themes or styles and is more secular. It was a heavy influence of Classical Greece and Rome and the emphasis was on perspective, natural color, emotions, and basic human nature. Most of the arts were optimistic and uplifting, the details were considered extremely important, the human body was glorified, and poses must be in natural form. The Renaissance was the period of artistic experimentation that brought man into full view just like the human figure in Greek Art. Characteristics of Baroque Art Rome, Italy is where the Baroque style started and spread to most of Europe. It was the period of artistic styles in an exaggerated motion, tension, drama, and grandeur. Some Baroque arts were continuation of Classicism and Naturalism of Renaissance art, characterized by dynamic composition, a far more colorful style, more ornate and more dramatic, experimental. It is influenced by the developments in Science, Geometry, and Astronomy. EIt is a period of irregular stylistic tendencies informed by Mannerism and the Council of Trent. Famous Renaissance Artworks and Artists Michelangelo di Lodovico Buonarroti Simoni (1475-1564)  an Italian sculptor, painter, architect, poet and considered as the greatest living artist in his lifetime, and one of the greatest artists of all time  his works in paintings, sculpture, and architecture rank among the famous in existence  his outstanding works as a sculptor were the following: Pieta, Bacchus, Moses, David, Dying Slave, Dawn and Dusk.  The Pieta and David were the two of his best-known works and were sculpted before he turned thirty  the scenes from Genesis on the ceiling and the Last Judgment on the altar wall of the Sistine Chapel in Rome are the two of the most influential works in fresco in the history of Western art 11 PIVOT 4A CALABARZON Arts G9 Learning Task 3: Match the artworks under Column A from the artist found under Column B. Write the letter of your answers in your activity notebook. COLUMN A COLUMN B COLUMN A COLUMN B 1. 6. A. C. Raffaello Michelangelo Sanzio da di Lodovico Urbino Buonarroti Simoni 2. 7. B. Leonardo D. Donato di di ser Piero Niccolo di Da Vinci Betto Bardi 3. 8. E. Peter Paul H. Rubens Rembrandt Harmenszoo n van Rijn 4. 9. F. Diego I. Velasquez Michelangelo Merisi 5. G. Gian Lorenzo Bernini Raffaello Sanzio da Urbino (Raphael) (1483-1520)  an Italian painter and architect of the High Renaissance period  clarity of form and ease of composition and for its visual achievement of interpreting the Divine and incorporating Christian doctrines where his work was admired for  formed the traditional trinity of great masters together with Michelangelo and Leonardo da Vinci of that period  his unique draftsmanship and compositional skills were his main contributions to art  The Sistine Madonna, The School of Athens, and The Transfiguration were his famous works  his last painting was The Transfiguration which he worked on up to his death PIVOT 4A CALABARZON Arts G9 12 Leonardo di ser Piero Da Vinci (1452- 1519)  a painter, architect, scientist, and mathematician  was popularized in present times through a novel and movie entitled, “Da Vinci Code”  known as the ultimate “Renaissance man” due to his talent, intellect, interest, and his expression of humanist and classical values  widely considered to be one of the greatest painters of all time and the most diversely talented person to have ever lived  The Last Supper (the most reproduced religious painting of all time), and the Mona Lisa (the most famous and most parodied portrait) are his well-known works Donato di Niccolo di Betto Bardi (Donatello) (1386- 1466)  an early Renaissance Italian sculptor from Florence and one of the Italian great artists of the period  known for his bas-relief work, a form of shallow relief sculpture  David, Statue of St. George, Equestrian Monument of Gattamelata, Prophet Habacuc, and The Feast of Herod were his statues and relief sculptures Famous Baroque Artworks and Artists Michelangelo Merisi or Amerighi da Caravaggio (1571- 1610)  better known as Caravaggio, an Italian artist who wanted to deviate from the classical masters of the Renaissance  his own actions and the lack of modesty and reverence for religious subjects in his own paintings made him an outcast in his society  he started out as a specialist in his paintings of still life, especially of fruits  studies of single figures followed, but they are clumsier than the fruit which gives their savor of originality and charm  his models at this period were either himself or young persons who have an air of being promising but wicked Peter Paul Rubens (1577- 1640)  a Flemish Baroque painter  paintings of mythical and figurative subjects, landscapes, portraits, and Counter- Reformation altarpieces where he is well known for  religious subjects, history paintings of magical creatures, and hunt scenes are his mostly commissioned works  Samson and Delilah, Landscape with a Tower, Portrait of Helene Fourment, and The Three Graces are his famous works 13 PIVOT 4A CALABARZON Arts G9 Gian Lorenzo Bernini (1598-1680)  the first Baroque Italian artist  the last in the list of the dazzling universal geniuses and a prodigy  skillful in painting, sculpture, architecture, and stage design  he was also a playwright  the first artworks date from his 8th birthday  The Goat Amalthea with the Infant Jupiter and a Faun, Damned Soul, and the Blessed Soul. Were among his early works.  made a sculpture of “David” for Cardinal Borghese and is different from Michelangelo’s David  the design of Piazza San Pietro in front of the Basilica made him as the greatest Baroque sculptor and architect  Piazza San Pietro, one of his most innovative and successful architectural designs  The famous “Ecstasy of St. Teresa” and the Colonnade of the Piazza of St. Peter’s Rome were his greatest achievements Rembrandt Harmenszoon van Rijn (1606-1669)  a brilliant Dutch realist, painter, and etcher  in European art, he was considered as one of the greatest painters and printmakers  fascinated with spiritual values and frequently chooses religious subjects  he shares with Rubens the revolution which painting came to depict the more personal aspects of the painter: his own home and his family  he often painted himself  his concept of himself continued to deepen in grasp and subtlety, and his technique grew more daring  popular work was “Self portrait in Old Age” Diego Velasquez (1599- 1660)  an artist from Spain  one of the finest Master of Composition and one of the most important painters of the Spanish Golden Age  come out with solutions to pictorial problems of design that transcend the style of any period  almost at the very start of his career, he discovered his avocation  passion for still life frequently emerges in his art  The Surrender of Breda, Las Meninas (The maids of honor), Los Barachos (The Drinker), and Maria Theresa are his famous works PIVOT 4A CALABARZON Arts G9 14  E Learning Task 4: Identify the distinct characteristics of the two eras and their art forms. Follow the given format and write your answers in your notebook. Renaissance Characteristics Baroque General Characteristics of the two Periods Elements or Principles Motif/Theme/Subject Learning Task 5: Identify or describe the given artist. Write your answers in your notebook. ARTISTS DESCRIPTION 1. an Italian artist who wanted to deviate from the classical masters of the Renaissance Leonardo di ser 2. Piero Da Vinci 3. one of the finest Masters of Composition and one of the most important painters of the Spanish Golden Age Michelangelo di 4. Lodovico Buonarroti Simoni Gian Lorenzo 5. Bernini 6. an early Renaissance Italian sculptor from Florence and one of the Italian great artists of the period and known for his bas-relief work Peter Paul Rubens 7 8. an Italian painter and architect of the High Renaissance period 9. considered as one of the greatest painters and printmakers Learning Task 6: List down four (4) examples of artwork in any art forms which have the characteristics of the Renaissance or Baroque Art. You can cut-out pictures or draw to point out the characteristics seen from the two periods and justify your answer. Write also the name of the foreign artist who made that contribution or styles. You can collaborate with your parents or siblings in this activity. Do this activity on a short bond paper. 15 PIVOT 4A CALABARZON Arts G9  A Learning Task 7: Draw a self portrait wearing Renaissance costume. Enhance your drawing by putting accessories on your portrait like head-dress, long hair, etc. You do not need to physically wear them. Answer the reflection question at the back of your output. Please be guided by the given criteria for your task. Reflection Questions: 1. What did you learn about Baroque Arts? 2. What skills did you develop? 3. What did you feel while doing the activities? Criteria 5 4 3 2 1 Elements and principles of arts employed Renaissance and or Baroque characteristics or Renaissance and or Baroque artist’s’ style were applied Neatness Craftmanship Learning Task 8: Provide the needed information about the artworks below. See the example as your guide in answering. Do this in your notebook. Artwork Name of Artist: 1. Pieta Era: Distinct Characteristics: Artworks 1. Pieta 2. The Feast of Herod 3. Virgin of the Rocks 4. The Transfiguration 5. Conversion of St. Paul 6. Las Meninas 7. The Last supper 8. Colonnade of the Piazza of St. Peter’s Rome 9. Portrait of Helene Fourment 10. Self-Portrait PIVOT 4A CALABARZON Arts G9 16  WEEK The Renaissance and Baroque Artworks 3 Lesson I All artist had their own ways of expressing their thoughts and feelings and on how they view things. In this lesson, you will learn the different artworks during Renaissance and Baroque periods. You will understand how artists combined and used the elements and principles of arts in their crafts to show and derive the mood, idea or message. At the end of the lesson, you are expected to be able to reflect on and derive the mood or message of the selected artifacts, discuss the use or functions of the artworks through the elements and principles applied, and create a painting depicting one’s emotion or purpose. D Learning Task 1: Identify to what art form do these artworks belong? Write your answers in your activity notebook. 1. _____________ 2. ______________ 3. _________________ Learning Task 2: Observe the artwork and answer the questions below. Write your answers in your activity notebook. Questions: 1. What art form does the artwork belong? 2. What mood, idea or message does it depict? 3. What is the purpose or function of this artwork based on how the artist utilized the elements and principles of arts? 17 PIVOT 4A CALABARZON Arts G9  Learn more about the different artworks in Renaissance and Baroque Era by reading the following information: Pieta  a Christian art subject that depicts Mary’s sorrow contemplating the dead body of Jesus her son which she holds on her lap  sculptural work made by Michelangelo in 1498 which was requested by a French Cardinal to decorate his tomb  came from the Italian word “pity” and the Latin word “piety” which means heartrending or compassion  made from a block of Carrara marble  an important Renaissance work that balances the ideals of classical beauty with naturalism Last Supper  a famous mural painting by Leonardo da Vinci created during the period 1495-1498  the first real example of Italian’s High Renaissance aesthetic masterpiece and one of the popular works of Christian art  illustrates the last days of Jesus Christ scene that commemorates Jesus life and legacy  an exceptionally complex work that uses mathematical symbolism, The Ecstasy of St. Teresa  one of the sculptural masterpieces of the High Roman Baroque that depicts an episode of religious ecstasy in the life of the cloistered Spanish mystic and Carmelite nun, Teresa of Ávila.  regarded as one of the most important examples of a Christian art intense work and  the Counter-Reformation style of Baroque sculpture  carved by Gian Lorenzo Bernini between 1647-1652  planned and created to convey spiritual aspects of the Catholic faith  made in white marble set in an elevated aedicule in Cornaro Chapel, Santa Maria Della Vittoria, Rome  a key artwork that sets Bernini as one of the greatest sculptors in the history of art  consistent with the aims of the Catholic Counter-Reformation art campaign PIVOT 4A CALABARZON Arts G9 18 Conversion of St. Paul  an Italian Baroque painting which is also known as The Conversion on the Way to Damascus  made by Michelangelo Caravaggio or Michelangelo Merisi in 1601which was commissioned for the Cerasi Chapel  is a religious allegory to the Conversion of Paul that led him to cease persecuting early Christians and to become a follower of Jesus  a style of an odd blend of Raphael and clumsy rustic realism E Learning Task 3: Identify and explain the message of the following artworks. Write your answers in your activity notebook. Follow the format below. Learning Task 4: Discuss the usage or functions of the artworks in terms of how the elements and principles of arts were applied. Follow the given chart for your answers. Do this activity in your notebook. 19 PIVOT 4A CALABARZON Arts G9 Learning Task 5: Look for one artwork from your locality which has a Renaissance or Baroque style. It can be a painting or a sculpture. Take a picture of it or you may draw the artwork. Answer the following questions. You can collaborate with your parents and siblings in doing this activity. Do this in your notebook. Process Questions: 1. What type of art form did you choose? 2. What is the name of the artwork? 3. Explain the idea, mood or message of the artwork. 4. What do you think was the purpose of the artist in creating the artwork? 5. How did the artist use the elements and principles of arts to convey the message and to show the artwork’s purpose? A Learning Task 6: Create a painting or poster to show how you can help our country or government in solving social issues. Use the elements that you learned from this lesson. Do this on any clean sheet of paper or in your notebook. Criteria 5 4 3 2 1 Elements and principles of arts employed Renaissance and or Baroque Styles Relevance to the theme/content and purpose Craftmanship and Neatness Learning Task 7: Answer the reflection questions in your notebook. 1. How did you feel while doing your task? 2. What was the message of your artwork? 3. How did you apply the elements and principles of arts in your output to show the message and the purpose? PIVOT 4A CALABARZON Arts G9 20  The History, Traditions and Characteristics WEEKS of the Renaissance and Baroque Artworks 4-5 I Lesson To most people, art is an expression of one’s creativity, a product, or artwork produced by skill and imagination. As the period changes, art has evolved into different forms of expression and has influenced history in many ways which can be marked in the different events in art. At the end of the lesson, you are expected to be able to use artworks to derive the tradition or history of an art period, compare the characteristics of artwork produced in the different art periods, and create a Renaissance or Baroque style of artwork. D Learning Task 1: Can you still remember the distinct characteristics of arts in Renaissance and Baroque period? Write them in the appropriate column. Do this activity in your notebook. RENAISSANCE PERIOD BAROQUE PERIOD Learning Task 2: Examine the picture carefully and answer the questions in your activity notebook. 1. What are the art forms of the three pictures? 2. Describe the characteristics of each artworks. 3. What country do these pictures depict? Why? What were your bases? 4. Do the pictures relate the history or tradition of that country? How? 21 PIVOT 4A CALABARZON Arts G9  Very Good. You have answered it correctly. Those pictures portray the tradition and history of our country. You can relate them easily because of the characteristics employed in the artwork even though they have different art forms. Learning Task 3: To know more about the artworks of the Renaissance and Baroque art, you will now read its content. Renaissance Artworks Characteristics of Renaissance Painting Linear perspective, landscape, light, anatomy, realism, figure composition, real-life figures, altarpieces, and Fresco cycles The Transfiguration  Raphael’s last painting  art piece which he worked on up to his death commissioned by Giulio de Medici or the late Pope Clement VII  an altarpiece for Narbonne Cathedral, France exemplifies Raphael’s development as an artist  this painting serves as his career’s culmination in the lower part, an additional episode from the Gospel was combined with the subject  a prefiguration of both Mannerism, evident in the stylized, contorted poses of the figures at the bottom of the picture  a touch of Baroque painting as evidenced by the dramatic tension imbued within the figures  strong use of chiaroscuro throughout Characteristics of Renaissance Sculpture Naturalism, naturalistic portraits of human beings, contemporary subjects, proportions, drapery, anatomy, perspective, re-emergence of classical subjects and forms. David  a bronze statue made by Donatello in 1440s  first unsupported standing work of bronze  the first freestanding nude male sculpture cast since antiquity  Florence’ perfect symbol of unexpected strength, unwavering courage, and historic perseverance  a work closely tied to tradition  a heavy Gothic influence  characterized by ornament and grace, more naturalistic and realistic PIVOT 4A CALABARZON Arts G9 22 Characteristics of Renaissance Architecture Symmetry and balance, flat ceilings of buildings, used of arches and domes, used of Roman type columns, square or rectangle symmetrical shapes buildings, front or "façade" of the buildings are symmetrical around the vertical axis. St. Peter's Basilica  has a humongous size  the second-largest Christian church in the world  one of four Major Basilicas of Rome  has the tallest dome in the world  the greatest of all churches of Christendom  the burial site of Saint Peter Baroque Artworks Characteristics of Baroque Painting Painting in this period is mostly illustrated with the Catholic dogma key elements, either in Biblical works or an imaginary or symbolic work. The gestures are broader than Mannerist gestures: less arcane, less ambiguous, and mysterious. The powerful use of chiaroscuro, contrasting of light and shadow, ranges Self-Portrait  a painting of Rembrandt’s old age self-portrait in 1663  created by looking at himself in a mirror  created in a reversed image  produced a homospatial process  the portrait shows Rembrandt at his best  uses a rich black for his hat  a warm green background which is smoothly painted  face shadows are thin, warm, and transparent, lighter parts are on the cheek  laid on with a well-loaded brush that suggests flesh texture and made to glow with color. Characteristics of Baroque Sculpture The sculpture is marked by dynamic movement along with active use of space, and typically larger than life-size. Stressed movement, figures are caught mid-motion, meant to be seen in the ground, employ negative space, texture is important within marble materials, and theatrical. 23 PIVOT 4A CALABARZON Arts G9 David  Gian Lorenzo Bernini’s life-size marble sculpture  reflection of developments in Science  implied presence of the foe  dramatic composition, theatrical  active space of Baroque sculpture  depicted moment of action  used coiled design  shows full potential energy for release  influence of Hellenism, a union of body mind and spirit  made and completed in seven months from 1623 to 1624  commissioned to decorate the villa of patron Cardinal Scipione Borghese Characteristics of Baroque Architecture It was designed to create spectacle and illusions, replaces with flowing curves of the Renaissance straight lines. Symmetry still applies in architecture, religious themes in classical style, ornate, rich, with lavish decorations inside and outside part of the architectural works, attempt to show Church power, emotional and violent portrayals, strong contrast between light and dark colors, uses Trompe l’oiel (fool the eye) painted illusions. The Colonnade of the Piazza of St. Peter’s Rome built by Gian Lorenzo Bernini for Pope Alexander VII church’s grand approach a dramatic frame for the church a nurturing enclosure for the faithful crowds a stage for the processions and other sacred spectacles has an elliptical space has four rows of simple and majestic Doric columns carved from Roman travertine marked by three monuments designed to invite Catholics back to the church in the wake of the protestant reformation. PIVOT 4A CALABARZON Arts G9 24  E Learning Task 4: Describe the characteristics of each artwork and relate how these artworks derive the history and tradition during the Renaissance or Baroque period. Characteristics Renaissance Art History/Tradition The Transfiguration David by Donatello St. Peter's Basilica Characteristics Baroque Art History/Tradition Self-Portrait David by Bernini The Colonnade of the Piazza Learning Task 5: Compare the artworks in painting, sculpture and architecture during the Renaissance and Baroque Period, in terms of the characteristics, history/tradition. Use the Venn diagram. Follow the format below. Do this activity in your notebook. Learning Task 6: Make a research or ask about the paintings, sculpture, and architectural works found within your locality. Draw or cut out one sample. List down characteristics seen from Renaissance or Baroque shown in your chosen artworks. Do these activity on a short bond paper. You can collaborate with your family members for this task. * Please be guided by the given criteria for your research work Art Documentation 20% art image fully identified: title; artist, date, and medium Reflection Organization & Structure 20% explain in detail how your art work matched your research, main points and structure of the reflection are clear and easy to follow writing is logical and maintains the flow of thought throughout the document Artwork - Overall Execution 40% inventiveness, personal expression of ideas, and overall effort were dedicated to the task Artwork - Craftsmanship/ Skill 20% neatness, precision, and care used in the art making process 25 PIVOT 4A CALABARZON Arts G9  A Learning Task 7: (Optional) Make a sculpture with a Renaissance or Baroque characteristics. The sculpture artwork must also depict the history or tradition of your community. You can use any available materials (papers, wires, clay, recyclable material) found at home. * Please be guided by the given criteria for your performance task. Composition 10 points Use of elements and principles of design is organized, characteristics of that period is employed Aesthetic 10 points Use of materials to make a pleasing work to view Creativity/Resourcefulness 10 points Work is unique. May be inspired by but does not look exactly like someone else’s idea. Make use of available resources Craftmanship/Skill 10 points Neat, clean & complete. Pride is final product Effort 10 points Took time to develop idea & complete project. Took a risk in drawing from life. Good use of class time. Learning Task 8: Complete the unfinished statements. Write your answer in your notebook. I learned that the characteristics of Renaissance and Baroque artworks are ____ _______________________________________________________________________________ _______________________________________________________________________________. I realized that the artworks can ________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________. to derive the tradition or history of a certain period. I discovered that I can (in terms of your skills) __________________________________ _______________________________________________________________________________ _______________________________________________________________________________. PIVOT 4A CALABARZON Arts G9 26  The Influences of Iconic Artist of the WEEKS Renaissance and the Baroque Periods 6-7 I Lesson In this lesson, you will discover how the iconic artists from the Renaissance and Baroque periods influenced our present art form using their styles and techniques in making the artworks. At the end of the lesson, you are expected to be able to identify the techniques and styles used by the artists, explain the influence of iconic artists belonging to the Renaissance and the Baroque periods, and apply the techniques, procedures, or styles of the iconic artist in the Renaissance and the Baroque periods in creating one’s artwork. D Learning Task 1: Choose the answers from the box by identifying the artist. Write the letter of the correct answers. Do this activity in your notebook. A. Michelangelo Simoni D. Leonardo Da Vinci G. Raphael B. Donatello E. Michelangelo Merisi H. Gian Bernini C. Peter Rubens F. Diego Velasquez I. Rembrant 1 2 3 4 5 6 7 8 9 Learning Task 2: Find six (6) words that are related to Renaissance and Baroque Art. Write your answers in your activity notebook. C H I A R O S C U R O A B C D E F C G H J I K L M N L O U P Q R S B A Z Y I X M W V U T C D T E F G B H I J K T S E R Q P L O N M L M A N N E R I S M A D U V E W X Y N Z A B C F G B H I J G K L M N S Z R G N V S M F Y O T A I H O U R L E X P U B S I R O C O C O Q V C M J P T Q K D W R 27 PIVOT 4A CALABARZON Arts G9  The words you found are some of the techniques, processes, or styles used by the iconic artists in the Renaissance and Baroque periods, which had a great influence on the arts during those periods. In today’s lesson, you will discover how the iconic artists influenced the arts during Renaissance and Baroque periods through the different techniques, processes, or styles used. Now, are you ready to find out? Let’s start! Leonardo Da Vinci was a critical figure, a solitary genius, an ultimate and quintessential Renaissance man. He was regarded as one of the greatest artists who ever lived and made remarkable contributions to engineering, architecture, science, urban planning, cartography, philosophy, and anatomy during the Renaissance. The re-birth of learning and a move to a secular worldview recognizes his unique contribution to the Renaissance. He was also a master of painting techniques, including that of chiaroscuro, which is the treatment of the light and shade. Though he did not invent this technique, he certainly perfected it. Leonardo da Vinci is also famous for using the technique of Sfumato masterfully, which is derived from the study of light and shade. This was his most significant contribution to Renaissance Art. Sfumato technique uses very fine transparent pigments and a glazing medium that can flow smoothly and spread easily. In addition to the technique of superposing color layers, glazing was also used to make the outline blurred. Michelangelo Buonarroti Simoni is a hugely influential painter and sculptor. He has a special interest in relief. It is a technique in sculpting that entails an image into stone, so the image appears above the background. Madonna of the Stair was his earliest magnificent work and the most influential sculptor surpassing any other depiction of the Madonna from early Renaissance sculptures. The technique shows idealism that includes beautiful detail outlining of the infant’s arm. He was also the one who brought the “Cangiante” technique in painting to a great height of development. It is an Italian term which means to change. This technique’s main purpose is to replace the highlights and shades by using analogous colors as long as the value and hue do not show a too big difference when compared to the actual color. An example of this technique can be seen in the paintings found on the ceiling of the Sistine Chapel. He used pure and bright colors instead of dull colors to express the glory of heaven and the brightness of God. This technique had a great influence on the later generation. It was still used in the late Renaissance, forming another artistic style, and giving an exaggerated expression in terms of color. PIVOT 4A CALABARZON Arts G9 28  Michelangelo Merisi or Amerighi da Caravaggio is a leading Italian painter in the Baroque period. His large-scale religious works with an intense and unsettling realism made him famous. In his paintings, he works rapidly and prefers to use live models, forgo drawings, and work directly onto the canvas. Most of his themes or subject vividly expressed crucial moments and scenes. He often features violent struggles, torture, and death. His influence on the new Baroque style emerged from Mannerism was profound. It can be directly or indirectly perceived in the work of Rembrandt, Jusepe de Ribera, Peter Paul Rubens, and Gian Lorenzo Bernini. The artists in the following generation were called as the Caravaggisti or Caravagesques, as well as tenebrists or tenebrosi (shadowists) who are heavily under his influence. In his painting, he used the chiaroscuro technique and made it a dominant stylistic element in the Baroque period. The word chiaroscuro came from the Italian word Chiaro which means clear or bright, and Oscuro, a Latin word meaning dark or obscure. This technique darkens the shadows and transfixing the subject in a blinding shaft of light. It also uses light and shade to express three- dimensional forms and space. In his main subject, he composed it with strong lighting and dark background to emphasize the contrast of light and shade to achieve a dramatic effect which was like stage lighting. Other techniques and styles used in Renaissance and Baroque periods. Unione is a technique in Renaissance painting where the contours, outlines and edges of objects and space meet and blend in a precise point yet remain visible to the viewer. They are not too bold nor too blurred. It is the point where the transition between the objects and space is still recognizable. This style can be seen in the works of Raphael. St. Catherine of Alexandria and Alba Madonna were some of his works with this technique. Scumbling is a Baroque painting technique in which a thin, translucent application of paint is vigorously scrubbed into the canvas while allowing part of the layer underneath to show through. This technique is applied to visually soften or lighten the areas. It must be done over a dry paint layer, and you typically apply the paint un-thinned, using a dry-brush technique. Rembrandt was famous in using this technique. Mannerism refers to a stylized, exaggerated approach to painting and sculpture. It is named after an Italian term Maniera which means style or manner. It focuses on un-natural figures with very prominent muscular bodies. This style was regarded as a bridge between the High Renaissance and the Baroque period, which adopted the subset's ornate aesthetic and extravagance. Michelangelo Simoni has been the one credited for the up rise of this style. 29 PIVOT 4A CALABARZON Arts G9  Tenebrism is a Baroque style of painting where there is a violent contrast of light and dark, and darkness becomes the dominating feature of an image. It came from the Italian word tenebroso which means dark, gloomy, or mysterious. Occasionally called as dramatic illumination. Caravaggio and Ribalta are some of the tenebrist artists. Rococo is an ornamental and theatrical style of architecture, art and decoration. It is a combination of scrolling curves, asymmetry, sculpted molding, gilding, white and pastel colors, and trompe l’oeil frescoes to create surprise and the illusion of motion and drama. It is the final expression of the Baroque movement. E Learning Task 4: Answer the following questions. Write your answers in your activity notebook. 1. What are the techniques, processes and styles used by the iconic artists in Renaissance and baroque period? 2. Describe briefly the techniques/styles they used? 3. How did the iconic artists influenced other artist on those periods? At present? Learning Task 5: Chooses an artist who was influenced by either Michelangelo Simoni, Leonardo da Vinci or.Michelangelo Merisi. Give one example of his work to point out and discuss the influence made by that iconic artist. Do this activity in a short bond paper or notebook. You may collaborate with your parents or siblings for this activity. * Please be guided by the given criteria for your research work. Art Documentation 20% art image fully identified: title; artist, date, and medium Reflection Organization & Structure 20% explain in detail how your art work matched your task, main points and structure of the reflection are clear and easy to follow writing is logical and maintains the flow of thought throughout the document Artwork - Overall Execution 40% inventiveness, personal expression of ideas, and overall effort were dedicated to the task Artwork - Craftsmanship/ Skill 20% neatness, precision, and care used in the art making process Learning Task 5: Explain how the iconic artists from Renaissance and Baroque period influenced or contributed in the development of the art at present in five to 10 sentences. Write your answer in your notebook. Criteria for short Essay: Content and Development 5 points Organization and Structure 5 points Grammar, Punctuation, spelling 5 points PIVOT 4A CALABARZON Arts G9 30  A Learning Task 7: Create a self-portrait using any of the techniques, processes or styles in Renaissance or Baroque period. Do this on a clean sheet of paper or in your notebook. * Please be guided by the given criteria for your performance task. Composition 10 points Use of the techniques, processes or style is organized, characteristics of that period is employed Aesthetic 10 points Use of materials to make a pleasing work to view Creativity/Resourcefulness 10 points Work is unique. May be inspired by but does not look exactly like someone else’s idea. Make use of available resources Craftmanship/Skill 10 points Neat, clean & complete. Pride is final product Learning Task 7: Answer the following questions in your notebook. 1. What can you say about the techniques/styles during the Renaissance and Baroque period? 2. Among the given styles and technique, which do you prefer and why? 3. From the iconic artists studied, which of them made a big influence in the field of arts, in other artist? Why and how? 4. If you were given a chance to use the styles in either Renaissance or Baroque Art, how will you use it in our present situation. 31 PIVOT 4A CALABARZON Arts G9  The Influences of the Western Classical Art WEEK Tradition to Philippine Art Form 8 Lesson 6 I This module was designed to help you learn the influences of the Western Classical Art to Philippine Art Form and the artistic concepts and ideas from the Western Classical tradition. At the end of the lesson, you are expected to trace the Western influences reflected in the design of the Philippine architecture, compare the features and designs in Catholic churches from Western churches, develop appreciation and creativity in Philippine architecture by employing designs, traced from the Western influences in one’s creation, and evaluates works of art in terms of artistic concepts and ideas using criteria from the Western Classical art traditions. D Learning Task 1: Read each question carefully and choose the letter of the correct answer. Write your answer in your activity notebook. 1. Which of the following is an example of an architectural form? A. Self Portrait C. Madonna B. Intramuros D. David 2. Which of the following churches has the influences of the Renaissance architecture? A. Abucay Church C. Tumauni Church B. Parish of the Three Kings D. Andres Apostol Parish 3. The San Agustin Church Manila has the following features except for: A. retablos B. wall buttresses C. ceiling paintings D. huge side doorways 4. Which of the following art form were used by the Spaniards religious propaganda in spreading Catholicism in the Philippines? A. Architecture B. Sculpture C. Paainting D. Music 5. Which of the following contribution of San Agustin or Paoay church to Philippine history? A. The Spanish revolution Site B. It was declared as a UNESCO World Heritage Site. C. A fusion of styles with arched openings, alternating segmental canopies, and arches of asymmetric shapes. D. The adjacent three-story bell tower was once used by the Katipuneros as an observation post during the Spanish revolution. PIVOT 4A CALABARZON Arts G9 32 Philippine architecture today is the result of a natural growth enriched with the absorption of varied influences. Below are the pictures of some artifacts which are proof of the influences made by the Western colonial countries in the field of Arts. Learning Task 2: Identify the name of the following churches. Answer the questions below. Write your answers in your notebook. Questions: 1. What have you noticed in the picture? 2. Based on the pictures who made an influence in the architectural design or structure? 3. What was their greatest contribution to the Philippines? Justify your answer. The historical and cultural traditions of the Philippines are reflected in its architectural heritage, such as the churches. Now, it’s your time to find out how the Western architectures influenced the Philippine architecture specifically the designs of the churches. Sta. Maria Church Art forms in the Philippines are diverse due to traditions Sta. Maria, Ilocos and cultural influences. These foreign influences specifically the Western Art can be seen in Philippine arts such as painting, dancing, weaving, sculpting, and pottery. Western art made a huge impact in terms of designs, motifs, techniques, and styles. In the 16th century, the Baroque style was carried by the Spanish and Portuguese to the Philippines where it became the prominent style of building for large and small churches. A proportionally very wide facade that seems to stretch between the towers is often seen in the large Baroque churches. At the same time, the Spaniards’ religious propaganda to spread Catholicism throughout the Philippines was done by means of paintings. These paintings appeared mostly on the walls of the church. They feature religious figures in Catholic teachings. The nipa huts made from natural materials consisted of the pre-colonial architecture in the Philippines. Though, there are some traces of large-scale construction before the Spaniards came. The pre-colonial walled city of Manila which was dismantled by the Spaniards and rebuilt as Intramuros with its houses, churches, and fortress after the Spanish colonization is an example of these traces. 33 PIVOT 4A CALABARZON Arts G9  The Philippine architecture was dominated by Spanish influences over three hundred years of colonization. Here are the examples of Baroque influences some churches in the Philippines: San Agustin Church, San Agustin Church, Manila Paoay, Ilocos Norte Sto. Tomas de Villanueva Baclayon Church, Bohol Church, Miag-ao, Iloilo E Learning Task 3: Track the influences made on the Philippine architectures by completing the details on the chart. Write your answers in your notebook. PIVOT 4A CALABARZON Arts G9 34 Learning Task 4: Compare the two architectures using the elements of art, features, motifs/designs, and styles. Answer the questions below. Present your answers in a creative manner. Do this activity in your notebook. Questions: 1. Do they have more similar features? Explain your answer. 2. In what period you can classify the two structures? Why? Learning Task 5: Choose one church in the Philippines with Baroque design. Draw it or cut out and paste its picture in your notebook. Answer the questions below. The criteria for this task is found on page 36. Reflection Questions: 1. What are the features, designs or styles shown in the pictures you pasted? 2. What are the characteristics of the churches that you choose to consider and classify as Baroque? 3. Name some artwork/s in your locality which has similar characteristics with the Renaissance and/or Baroque Period? 35 PIVOT 4A CALABARZON Arts G9  A Learning Task 8: Based on the lesson and activities you did, reflect, and fill-out the exit slip by completing the given task. Answer it honestly. Do this activity in your notebook. 1. Give four (4) things you learned in the art lesson today. 2. Name three (3) qualities that you developed while doing the task. 3. List two (2) things you want to learn more. 4. Ask one (1) question about today’s lesson. __________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ * Please be guided by the given criteria for your performance task. Composition 10 points Use of the techniques, or style is organized, characteristics of that period is employed Aesthetic 10 points Use of materials to make the design and a pleasing work to view Creativity/Resourcefulness 10 points Work is unique. May be inspired by but does not look exactly like someone else’s idea. Make use of available resources Craftmanship/Skill 10 points Neat, clean & complete. Pride is final product Effort 10 points Took time to develop idea & complete project. Took a risk in drawing from life. Good use of class time. PIVOT 4A CALABARZON Arts G9 36 Key to Corrections 37 PIVOT 4A CALABARZON Arts G9  Personal Assessment on Learner’s Level of Performance Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below. - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson. - I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson. - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task. Distribution of Learning Tasks Per Week for Quarter 2 Week 1 LP Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Week 5 LP Week 6 LP Week 7 LP Week 8 LP Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal evaluation indicated in the first Level of Performance found in the second column up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you. PIVOT 4A CALABARZON Arts G9 38  References Department of Education. 2020. Revised MELC for MAPEH. RM 306, s. 2020 Corrigendum to the Enclosures in Regional Order No. 10, s. 2020, Re: Implementing Guidelines on the Implementation of MELC PIVOT 4A Budget of Work (BOW) in all Learning Areas for Key Stage 1 - 4. Music and Arts Grade 9 Learner’s Material, Mary Grace J. Badiola, Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B. Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustillo, Ace Sauden B. Pambuan, and Lourdes R. Siobal, (2014) Department of Education Music and Arts Grade 9 Teacher’s Guide, Mary Grace J. Badiola, Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B. Bongcawil, Jenny C. Mendoza, Gail Josephine P. Bustillo, Ace Sauden B. Pambuan, and Lourdes R. Siobal, (2014) Department of Education 39 PIVOT 4A CALABARZON Arts G9 For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2, Karangalan Village, Cainta, Rizal Landline: 02-8682-5773, locals 420/421 Email Address: [email protected]