ARTS

DEPED COPY

Grade 10
Teacher’s Guide

89

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

Quarter I: MODERN ART

CONTENT STANDARDS

The learner demonstrates understanding of…

1. art elements and processes by synthesizing and applying prior learnings and skills.
2. the arts as integral to the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/occurrences, and other
external phenomena.

PERFORMANCE STANDARDS
The learner…
1. performs/participates competently in a presentation of a creative
impression (verbal/nonverbal) from the various art movements.
2. recognizes the difference and uniqueness of the art styles of the various
art movements (techniques, processes, elements, and principles of art).

DEPED LEARNINGCOMPETENCIES COPY

1. analyzes art elements and principles in the production of work following a
The learner…

specific art style from the various art movements.

2. identifies distinct characteristics of arts from the various art movements.
3. identifies representative artists and Filipino counterparts from the various art
movements.
4. derives the mood, idea, or message from selected artworks.
5. determines the role or function of artwork by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of the various art movements.
7. compares the characteristics of artworks produced in the various art movements.
8. creates artworks guided by techniques and styles of the various art movements.
9. describes the influence of iconic artists belonging to the various art movements.
10. applies different media techniques and processes to communicate ideas, experiences,
and stories showing the characteristics of the various art movements.
11. evaluates works of art in terms of artistic concepts and ideas using criteria
from the various art movements.
12. shows the influences of modern art movements on Philippine art forms.
13. mounts an exhibit using completed artworks influence by Modern Art
movements.

From the Department of Education curriculum for ARTS Grade 10 (2014)

90

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

Quarter I – Session 1
MODERN ART: IMPRESSIONISM

I. SUBJECT MATTER

A. Topic: Modern Art: Impressionism

 The Origins of the Movement
 A Break From Past Painting Traditions
 Works of Manet, Monet, and Renoir
 Post-Impressionism: Works of Cezanne and Van Gogh

B. Materials:Colored reproduction(s) of any impressionist artwork(s)

Photographs of impressionist artists (e.g., Van Gogh)

C. Reference: Arts Grade 10 Learner’s Materials, pages 189 - 203

II. PRE-ASSESSMENT

DEPED Conductthefollowingsurveyto assess COPY

experienced concerning modern art and impressionism:
whatthestudentsknoworhave

1. What comes to mind when you hear the term “modern art”?
2. Give some qualities or characteristics that make you consider an artwork
“modern.”
3. How is modern art different from earlier styles of art that you know?
4. Have you heard of the art movement known as impressionism?
5. If yes, can you name one famous impressionist artist that you know of?
6. Can you name or recognize one well-known artwork in the impressionist
style?

III. ORIENTATION ON QUARTER I CULMINATING EXHIBIT

General instructions:
1. Explain to the students that the culminating activity for Quarter I will be an
Exhibit of Modern Art.
2. Brief them that the various artworks that they will create in all the sessions
of Quarter I will be labelled for proper curating and will be turned over to
you for safekeeping, to be retrieved for mounting in the final exhibit.
3. Explain that, due to time constraints with just eight class sessions for Art in
one quarter, they must be prepared to complete the artworks and/or do
other required tasks for the exhibit outside of class hours.

91

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

IV. ACTIVITIES

A. PRESENTATION OF THE TOPIC

1. Ask the students to explain what they understand by the term “first
impression.” Have them describe the qualities of an impression. Note
down their different ideas on the chalkboard. Then briefly summarize
these to arrive at a definition of an impression (e.g., a quick glance, an
unclear or incomplete image of something, a partial sense of what
something is, etc.).

2. Explain that this particular session will present the pre-modern art
movement that came to be called impressionism. And they will learn
the reason why.

3. Present to the class a colored reproduction of an impressionist artwork.

Give the title of the work and the name of the artist.

4. Have the class turn to page 190 of the Arts Grade 10 Learner’s
DEPED Materials,andaskthemtoread silently
characteristics of impressionism.
COPY thedefinitionandgeneral

5. Call on students to briefly explain the following distinct characteristics

of this movement:
a. Color and light
b. Ordinary subjects
c. Painting outdoors
d. Open composition
e. The influence of photography

6. Ask them to explain if the sample reproduction you had presented fits
these general characteristics of an impressionist artwork or not. Have
them cite details. (For example, ask them if the painting’s style
appears realistic to them or not; what the subject is, if the forms are
distinct; what the colors are like, etc.).

7. Have the class turn to pages 194 to 200 of the Arts Grade 10 Learner’s
Materials, to see and appreciate the sample works of the great
impressionist masters Edouard Manet, Claude Monet, Auguste Renoir,
Paul Cezanne, and Vincent Van Gogh. Call on a few volunteers to
express their reactions to these works.

92

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

B. WHAT TO KNOW

On impressionism - Have the class answer the What to Know questions

on page 193 of the Arts Grade 10 Learner’s Materials:

1. How did the term impressionism originate? What did it mean?

2. In what country did this art movement begin, and in what period of
history?
3. What was the significance of the painting technique used by Delacroix
in the development of the impressionist style?
4. What characteristics distinguished impressionism from the art
movements of the earlier centuries? Cite and briefly describe at least
three of these characteristics.
5. How was the impressionist style influenced by the early stages of
photography?

On the works of the impressionist masters - Have the class answer the
What to Know questions on page 200 of the Arts Grade 10 Learner’s
Materials:

DEPED 1.Namethreeofthemostprominent COPY artistsoftheimpressionistmovement.

2. Cite one outstanding characteristic of each of these artists.
3. Who were two of the most famous post-impressionists?
4. What new techniques or styles distinguished post-impressionism from
the earlier impressionism?
5. Identify 2 to 3 specific artworks where these techniques are
prominently seen.

C. WHAT TO PROCESS

The new color technique - Have the class do the “What to Process”
activity on page 193 of the Arts Grade 10 Learner’s Materials.

To help them understand the revolutionary technique for applying color

introduced by the impressionists (as seen in the painting by Delacroix),
have them experiment with this simplified process:
1. Take a set of watercolors (cake type or in tubes). Choose one
secondary color: orange, green, or violet.
2. Color a shape on a paper using this single secondary color.
3. Beside it, color a similar shape using strokes of the two primary colors
that are combined in that particular secondary color (ex: red + yellow
= orange; blue + yellow = green; red + blue = violet).

93

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

4. Hold the paper some distance away and ask your classmates to
comment on the “impression” of the secondary color you have created
and the actual color itself.

Impasto - Have the class do the “What to Process” activity on pages 200 -
201 of the Arts Grade 10 Learner’s Materials.

Materials: ¼ illustration board or chipboard

Tubes of acrylic paints (can be shared among the class members)
Paintbrushes
Wooden popsicle sticks
Pencil
Rags for clean up

Procedure:
1. Decide on a simple design for your artwork. Keep in mind what colors
of paints are available to you.
2. Using a pencil, sketch in the general design on the illustration board or
chipboard.

DEPED 3.Applythepaintstoyourdesignwith the COPY brush,thenmorethicklywith the

popsicle sticks and, in certain spots, squeeze the paint directly from
the tube.
4. Allow the paint to dry thoroughly before handling or displaying the
finished artwork.

D. WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on pages 201 -
202 of the Arts Grade 10 Learner’s Materials:

Impressionism and the Rise of Modern Art

1. Was the name “impressionism” fitting for this art movement? Why do
you say so?
2. From your knowledge of world history during the late 19th century, do
you note a relation between the impressionist styles and the major
events of that period?
3. Do you agree that impressionism set the stage for the succeeding
movements of modern art? If so, in what ways?
4. Do you see this style reflected even in the works of today’s artists?
Explain briefly.
5. Do you know of any Filipino artists who also used or use the

94

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

impressionist style? If yes, explain how they applied this style in their
works. If not, you may want to research on this on the internet to
discover something new.

Elements and Principles of Art in Impressionism

1. As a review, briefly describe each of the following elements of art

which you have learned in your Art classes in the earlier grade levels.
a. Line
b. Shape
c. Form
d. Space
e. Color
f. Value
g. Texture

2. Now review the following principles of art which you have also
studied before. Briefly describe each one.
a. Rhythm / Movement
DEPEDb.Balance COPY
c. Emphasis
d. Harmony / Unity / Variety
e. Proportion

3. For each element of art above, cite one sample work by an

impressionist or post-impressionist painter and briefly describe how
this element was applied in a new way. You may use the following
sample format:

Ex.: Element: Line

Name of artist:_______________________________________
Title of work: _______________________________________
How the element was applied: __________________________

4. For each principle of art above, cite one sample work by an

impressionist or post-impressionist painter and briefly describe how
this principle was applied in a new way. You may use the following
sample format:

Ex.: Principle: Rhythm/Movement

Name of artist:_______________________________________
Title of work: _______________________________________
How the principle was applied: _________________________

95

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

Impressionism and You

1. Which of the impressionist masters—Manet, Monet, Renior, Cezanne,

and Van Gogh—has a style that most strongly appeals to you? Explain
briefly.
2. Is there a value in learning about art movements like impressionism
that arose over a century ago, halfway around the world from us? Why
or why not?
3. On a personal level, what struck you most about the impressionist style
of art?
4. Would you want to experiment further with painting in this style?
Explain briefly.
5. Would you want to own an artwork in the impressionist style? Why or
why not?

E. WHAT TO PERFORM

Preparing for the Culminating “Exhibit of Modern Art”

DEPED Guidethestudentsinpreparingtheirartworks
the end of the quarter.
COPY fortheculminatingexhibitat

1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique
used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

V. GENERALIZATION

Impressionism was an art movement that planted the seeds for what we now
know as modern art. The movement began in Europe in the mid-1800s and
introduced exciting new approaches and techniques for applying the elements of
art (particularly color and texture) in ways that gave impressionist paintings a
sense of energy, freshness, and intensity.

Impressionism was more concerned with capturing a sense or feel of the subject
(in other words, an “impression”), rather than a realistic rendering. Thus, this
movement shifted away from posed scenes created inside studios to everyday,
sometimes mundane, subjects painted outdoors in natural light.

96

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

Among the most famous impressionist artists were Edouard Manet, Claude
Monet, Auguste Renoir, and Paul Cezanne from France; and Vincent Van
Gogh from The Netherlands.

VI. SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics
discussed:
1. How did the term impressionism originate?
2. What did it mean?
3. Why is Delacroix’s painting, The Barque of Dante, considered so
significant in the emergence of the impressionist style?
4. Cite and briefly describe at least three qualities that distinguished
impressionism from the art movements of the earlier centuries.
5. Who were some of the key figures in this movement?
6. Name one impressionist painter and one post-impressionist painter.
7. Name at least 3 impressionist artworks.

DEPED QuarterI–Sessions
EXPRESSIONISM: A BOLD NEW MOVEMENT
COPY 2and3

I. SUBJECT MATTER

A. Topic: Expressionism: A Bold New Movement

 neoprimitivism
 fauvism
 dadaism
 surrealism
 social realism

B. Materials:Colored reproduction(s) of any expressionist artwork(s)

Photographs of expressionist artists (e.g., Pablo Picasso)
For art project: ¼ cartolina or ¼ box board; acrylic,
poster paints, or any available
paints; markers, crayons, pastels, or
colored pencils; glue or paste

C. Reference: Arts Grade 10 Learner’s Materials

Pages 203 - 208

97

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

II. PRE-ASSESSMENT

Conduct the following survey to assess what the students know or have
experienced concerning expressionism:

1. Is the name of the art movement “expressionism” familiar to you at all?

If yes, what do you know about this movement?
2. Have you heard of the artistic styles known as “surrealism” or “dadaism”?
3. If yes, do you know of any famous artist who painted in these styles?
4. Would you like to own an artwork in an expressionist style? Why or why
not?

III. ACTIVITIES [Session 2]

A. PRESENTATION OF THE TOPIC

1. Present to the class a colored reproduction of an expressionist artwork.

Give the title of the work and the name of the artist. Let the students
give their comments as to whether this artwork fits their ideas about
Modern Art.

DEPED 2.Havetheclassturntopage203 of COPY theArtsGrade10Learner’s Materials,

and ask them to read silently the definition and general
characteristics of expressionism. Call on some students to give the
definition and characteristics in their own words.

3. Review briefly with the class the elements of art that they have studied
in the earlier grades:
a. line d. color
b. shape / form e. value
c. space f. texture
Call on some students to comment on how the artwork you presented
makes use of these elements to exhibit the qualities of expressionism.

4. Divide the class into five groups. Assign to each group one of the
movements under expressionism:
a. neoprimitivism d. surrealism
b. fauvism e. social realism
c. dadaism

5. Have each group read the description of their assigned art movement
(Arts Grade 10 Learner’s Materials, pages 203 - 208) and study the
sample works.

98

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

6. Have each group make a brief presentation in front of the class,

describing their assigned art movement and pointing out its
characteristics in the sample work (with title and artist’s name).

7. Show the photograph of Pablo Picasso. Explain that he was one of the
most famous expressionists, whose works are known the world over.

B. WHAT TO KNOW

Have the class answer the What to Know questions on page 211 of the
Arts Grade 10 Learner’s Materials:

1. Describe how the different elements and principles were used by

expressionist artists to convey their individual style. Discuss 3 examples
from works in this Learning Material.
2. What qualities make an artwork expressionistic?
3. Where did neoprimitivism get its influences?
4. Who is the French artist famous for his fauvist style?
5. What are the characteristics of fauvism?
DEPED COPY
6. Why was the child’s term “dada” fitting for the art movement
known as dadaism?
7. What style of painting is Salvador Dali known for?
8. What art movement expressed the artists’ social role?

C. WHAT TO PROCESS [Session 3]

Have the class do the “What to Process” activities on page 212 of the Arts
Grade 10 Learner’s Materials. Divide the class into groups of 5 to 6
students each.

Create a Work of “Social Realism”

Give these instructions to the group members:
1. With your groupmates, choose a current issue in society that you feel
needs to be addressed.
2. Select art materials that are readily available, such as one whole sheet
of cartolina; acrylic paints, poster paints, or any available paints;
markers, crayons, pastels, or colored pencils; #8 brush; scissors; glue
or paste; and pictures from magazines, newspapers, or calendars.
3. Working as a group, plan how to use these materials to express your
message about your chosen social issue.
4. Assign a task to each group member, then create your artwork
together. (Note: Remember that expressionism made use of very
strong images and colors, and expressed deep emotions.)

99

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 ARTS Teacher’s Guide

5. Decide on a title for your group artwork.

6. Present your finished artwork to the rest of the class.
7. Join in the discussion about the social message of each group’s
artwork.
8. Comment on how each group effectively used the characteristics of
expressionism (through the elements and principles of art) to convey
this social message.

D. WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 213 of
the Arts Grade 10 Learner’s Materials:

1. How was expressionist art an outgrowth of life in modern society?

2. Were all surrealist artworks gloomy? Support your answer.
3. Which among the forms of expressionism (fauvism, dadaism,
surrealism, social realism) appeals to you the most? And which does
not appeal to you at all? Explain why.
4. Expressionism in Philippine art – Research online for works by
DEPEDFilipinoartistswhousedvariations ofCOPYthisstyle(e.g.,CesarLegaspi).
Give your personal reaction to these.

E. WHAT TO PERFORM

Preparing for the Culminating “Exhibit of Modern Art”

Guide the students in preparing their artworks for the culminating exhibit
at the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique
used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

IV. GENERALIZATION

Expressionism is a movement of modern art that began in Europe in the early

1900s. It was more concerned with emotional impact, rather than realism. To do
this, it made use of distorted outlines, strong colors, and exaggerated forms.

100

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

Expressionism has several sub-movements, namely: neoprimitivism, fauvism,

dadaism, surrealism, and social realism. The Spanish painter Pablo Picasso was
one of the foremost figures in expressionist art, along with Henri Matisse,
Salvador Dali, Paul Klee, and Joan Miro.

V. SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics
discussed:
1. Give a brief definition of the modern art movement called expressionism.
2. When and where did it begin?
3. Name three expressionist artists that you learned about in this session.
4. Name the five sub-movements of expressionism.
5. Describe the distinct characteristics of each sub-movement in terms of how
it made use of the elements and principles of art.

Quarter I - Sessions 4 and 5

DEPED I.SUBJECTMATTER
ABSTRACTIONISM
COPY
A. Topic: Abstractionism
 cubism
 futurism
 mechanical style
 nonobjectivism

B. Materials:Photograph of Pablo Picasso (optional)

Sample “abstract artwork” (teacher-made from a magazine
photograph cut into segments and creatively re-assembled)
Colored reproduction(s) of any abstract artwork(s)
For art project 1: magazine, oslo paper, scissors, glue/paste
For art project 2: ¼ cartolina or box board; scissors;
masking tape; acrylic, poster paints, or
any available paints; #8 round brush

C. Reference: Arts Grade 10 Learner’s Materials

Pages 208 - 211

101

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

II. PRE-ASSESSMENT

Conduct the following survey to assess what the students know or have
experienced concerning abstractionism:

1. What ideas come to mind when you hear the term “abstract art”?
2. In your opinion, what does an abstract artwork look like?
3. Do you know the name of any abstract artist—foreign or Filipino?
4. Have you heard of the artistic style known as “cubism”? If yes, why
do think it was named in this way?
5. Have you heard of Pablo Picasso? What country did he come from?
What artistic style is he most famous for?
6. Would you like to own an abstract artwork? Why or why not?

III. ACTIVITIES

A. PRESENTATION OF THE TOPIC [Session 4]

1. Show the teacher-made abstract artwork. Ask the students to identify

DEPED theimagetheyseeinit.
for them to still identify the
COPY 2. Have them explain what makes it possible

image, even if it has been assembled in a mis-aligned way.

3. Have them turn to pages 208 to 211 of the Arts Grade 10 Learner’s
Materials and read about the art movement known as abstractionism.
4. Based on their reading, ask the students explain how abstract art is
similar to expressionist art; and how it is different from expressionist
art.

5. Ask the students to count off “1-2-3-4.” Have all those who counted
“1” group together; those who counted “2” group together; and so on.
Assign each group one of the sub-movements of abstractionism:
a) cubism
b) futurism
c) mechanical style
d) nonobjectivism

6. Challenge each group to think of a creative way of explaining the

characteristics of each sub-movement based on the root word of its
name:
a) “cube” for cubism
b) “future” for futurism
c) “machine” for mechanical style
d) “not objective” for nonobjectivism

102

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

7. Have each group support their explanation with a sample artwork from
the Arts Grade 10 Learner’s Materials, pages 208 - 211.

B. WHAT TO KNOW

Have the class answer the What to Know questions on page 211 of the
Arts Grade 10 Learner’s Materials:

1. Explain the difference between expressionism and abstractionism.

2. How did the cubists give a sense of dynamism and energy to their
works?
3. Who is considered the most famous abstractionist and cubist artist?
4. Describe how each of the following styles reflected modern life:
a) futurism
b) mechanical style
c) nonobjectivism

C. WHAT TO PROCESS [Session 5]

DEPED Havetheclassdothe“Whatto Process” COPY activitiesonpages212to213of the

Arts Grade 10 Learner’s Materials. Divide the class into Groups A, B,
C, D, E, and F with approximately 6 to 7 students each.

Groups A, B, C: Create a “ Picasso”

Give these instructions to the group members:
1. Review the description of Picasso’s cubist style.
2. Based on this, plan a cubist artwork for your group to create.
3. Prepare a magazine, assorted photographs, 1 sheet of oslo paper,
scissors, and glue or paste.
4. Select a large photograph from the magazine and/or the other
photos, and cut these up into segments of different shapes and sizes.
5. Glue or paste the segments on the oslo paper in a creative way, but
with the image still recognizable.
6. Give your cubist artwork a title.
7. Display it in front of the class, together with the works of the
other groups.
8. Join your classmates in giving personal reactions to each other’s work.

Group D, E, F: Create a “ Mondrian”

Give these instructions to the group members:
1. Review the description of Mondrian’s style of painting.
2. Based on this, plan a non-objectivist artwork for your group to create.
3. Prepare ¼ sheet of cartolina; masking tape; scissors; a #8 round

103

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

paintbrush; and acrylic, poster, or any available paints in primary

colors, black, and white.
4. Use the tape to mask off strips and spaces on the board.
5. Paint the exposed areas using your chosen colors. Wait for the paint to
dry.
6. Continue masking and painting, overlapping strips of color to create a
Mondrian effect, until you have completed your artwork. (Note: Allow
the paint to dry thoroughly between applications before laying the
masking tape to avoid destroying your design.)
7. Give your painting a title. Display it in front of the class, together with
the works of the other groups.
8. Join your classmates in giving personal reactions to each other’s works.

D. WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 213 of
the Arts Grade 10 Learner’s Materials:
Abstractionism
DEPED 1.Whichformofabstractionismdo you COPY findmoststriking,andwhy?
2. Do you consider action painting, color field painting, and
pictographic painting true art? Why or why not?
3. Abstractionism in Philippine art – Research online for works by
Filipino artists who used variations of this style (e.g., Arturo Luz,
Jose Joya, and others). Give your personal reaction to these.

Cubism
4. Recall the message expressed in the painting Guernica by Picasso.
Study the details that he incorporated to convey that message.
5. Do you think his technique was effective? Why or why not?
6. How does the painting make you feel?
7. Cubism in Philippine art – Research online for works by Filipino
artists who used variations of this style (e.g., Vicente Manansala and
others). Give your personal reaction to these.

E. WHAT TO PERFORM

Preparing for the Culminating “Exhibit of Modern Art”

Guide the students in preparing their artworks for the culminating exhibit
at the end of the quarter.

104

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the
technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

IV. GENERALIZATION

Abstractionism was another movement of modern art in Europe in the early

1900s. While expressionism was emotional, abstractionism was logical and
rational. It reduced an image into geometrical shapes, patterns, lines, angles,
textures, and fields or strokes of color—in effect, the elements of art.

Abstractionism has several sub-movements, namely: cubism, futurism,

mechanical style, and nonobjectivism. Pablo Picasso is one of the foremost
figures in abstract art, along with Fernand Leger and Piet Mondrian.

V. SUMMATIVE TEST

DEPED discussed:
Usethefollowingquizitemsto assess COPY thestudents’graspofthetopics

1. Give a brief definition of the modern art movement called abstractionism.

2. Who is the renowned Spanish artist who spanned both expressionist and
abstract art?
3. Name the four sub-movements of expressionism.
4. Describe the distinct characteristics of each sub-movement.
5. Who is the artist known for the mechanical style?
6. Who is the artist known for the nonobjectivist style?

Quarter I - Session 6
ABSTRACT EXPRESSIONISM, POP ART, OP ART

I. SUBJECT MATTER

A. Topic: Abstract Expressionism, Pop Art, Op Art

 New York School (action painting, color field painting)
 neodadaism and pop art
 conceptual art
 op art

105

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

B. Materials:World map (optional)

Sample “melted crayon” artwork
Colored reproduction(s) of any artwork(s) of this period

For action painting:

1 whole cartolina or 1 whole box board, acrylic paints,
1-inch paintbrushes, sponges, rags, popsicle sticks
For color field painting:
1 whole cartolina or 1 whole box board; acrylic,
poster paints or any available paints; #8 round brush
(for outlines), sponges, rags
For pop art:
1 whole cartolina or 1 whole box board, colored
magazines, scissors, glue or paste, coloring
materials, #8 round brush or sponges

C. Reference: Arts Grade 10 Learner’s Materials

Pages 214 - 219

DEPED II.PRE-ASSESSMENT
the following survey to assess what the students know or have
COPY Conduct

experienced concerning pop art and/or op art:

1. Have you heard of the terms “pop art” and “op art”?
2. If yes, briefly describe what you know about each of these styles.
3. If not, what do you think the names of these styles refer to?
4. Can you name any well-known artists using these styles?
5. Can you guess what types of subjects these styles depicted?

III. ACTIVITIES

A. PRESENTATION OF THE TOPIC

1. Show the world map (if available) and ask student volunteers to point
to the countries where the modern art movements of the early 20th
century were found: France, Spain, Germany, and Italy.
2. Ask another student volunteer to locate New York City on the map.
3. Point out to the class that this traces the “migration” of the modern
art movements from Europe to North America in the mid-1900s.

106

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

4. Have the students turn to pages 214 to 219 of the Arts Grade 10
Learner’s Materials, and read about abstract expressionism, pop art,
and op art.
5. Based on their reading, ask the students to describe the art movement
that came to be known as “The New York School.”
6. Present the sample melted crayon artwork (a project that is common
in elementary school Art classes). Have the students describe how
such an artwork is made.
7. Ask them to compare this with the action painting style of American
artist, Jackson Pollock, as seen in the Learner’s Materials.
8. Call on students to describe the different styles and characteristics of
the various movements that arose in American modern art:
a) action painting
b) color field painting
c) neodadaism and pop art
d) conceptual art
e) op art
9. Have them support their descriptions with the sample artworks in the
Learner’s Materials, pages 214 - 219.

DEPED B.WHATTOKNOW COPY

the class answer the What to Know questions on page 220 of the
Have

Arts Grade 10 Learner’s Materials:

Abstract Expressionism: Action Painting, Color Field Painting

1. What were two of the art movements that emerged from The New York
School?
2. Why were action painting and color field painting given these names?
3. Who was the artist who became famous for his action painting style?
4. Describe how the elements and principles of art were used in the
unique techniques and approaches of these movements.

Conceptual Art, Neodadaism, Pop Art, Op Art

5. What is conceptual art? How is it unlike any other art movement
before it?
6. How was neodadaism different from the earlier dadaism movement?
7. From where did pop art draw its subjects?
8. Name the foremost artists of the pop art movement.
9. Explain how the elements of art were used to create the special
technical effect in op art.

107

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ARTS Teacher’s Guide

C. WHAT TO PROCESS

Have the class do the “What to Process” activities on pages 220 to 222 of
the Arts Grade 10 Learning Materials.

Group Projects: “My Own Modern Art”

Divide the class into six groups, and assign the art styles as follows:
Groups 1 and 4 - Action painting
Groups 2 and 5 - Color field painting
Groups 3 and 6 - Pop art

Instruct the groups to follow their respective procedures below:

Procedure for Action Painting

1. Prepare your materials – 1 whole cartolina, box board, or other

recycled board; acrylic paints; 1-inch paintbrushes, sponges, or
popsicle sticks; recycled mixing plates; small rags for cleaning up;
newspaper for covering work surface.

DEPED use.
2.Asagroup,discusstheoverallcomposition COPY andtechniquethatyouwill

3. Select desired colors of paint and apply these to the board using actions
such as brushing, sprinkling, dripping, and flicking. Let the paint dry.

4. Decide on a title for your group painting and display it in the classroom.

5. Be ready to explain the “action painting” techniques that you used and
to exchange comments with the other groups about their works. In
what ways are they the same? In what ways are they different?

Procedure for Color Field Painting: Pictograph Approach

1. Prepare your materials – 1 whole cartolina or 1 whole box board;

acrylic, poster, or any available paints in primary colors, black, and
white; #8 paintbrushes; small rags for cleaning up.

2. As a group, plan the overall composition and technique that you will
use. Select colors of paint similar to those used by color field artists,
and plan how these will be arranged in your artwork.

3. Use the #8 brush to paint small picture fragments or symbols in a

108

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I: Modern Art

repeating pattern on the entire cartolina or board. Let the paint dry.

4. Decide on a title for your group painting and display it in the classroom.

5. Be ready to explain the pictograph approach that you used and to

exchange comments with the other groups about their works.

Procedure for Pop Art

1. Prepare your materials – 1 whole cartolina or 1 whole box board; old

colored magazines, newspapers, or calendars; scissors; glue or paste;
watercolors, acrylic paints, poster colors, crayons, or pastels; #8
paintbrushes and/or sponges.

2. Select a “popular” subject for your artwork (e.g., a product, celebrity,

movie or television character, sport, place, brand name, etc.). Plan how
this will be depicted using your available materials.

3. Cut out images, letters, etc. from the magazines, newspapers, or

calendars, and glue or paste them on the cartolina or board. Color the
DEPEDsurroundingbackground withCOPYwatercolors,postercolors,orany
available paints. You may add details with crayons or pastels.

4. Decide on a title for your group artwork and display it in the classroom.

5. Be ready to explain the pop art style and techniques that you used (e.g.,
inspired by Andy Warhol, Roy Lichtenstein, etc.) and to exchange
comments with the other groups about their works.

D. WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 222 of
the Arts Grade 10 Learner’s Materials:

1. Explain the shift of the center of art from Europe to the United States
in the mid-1900s. What political, economic, or social conditions
caused this shift?
2. Was modern art readily accepted as “true art”? Why or why not?
3. How did the U.S. involvement in modern art eventually influence
Philippine art? What historical developments allowed this to happen?
4. Can you name any Filipino artists who used or are using any of these
modernist styles?
5. Do these styles appeal to you? Explain why or why not.

109

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 ARTS Teacher’s Guide

F. WHAT TO PERFORM

Preparing for the Culminating “Exhibit of Modern Art”

Guide the students in preparing their artworks for the culminating exhibit
at the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the
technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

IV. GENERALIZATION

By the mid-1900s, the center of Modern Art moved from Europe to America.
Daring American artists came up with their own synthesis of Europe’s cubism
and surrealism, known as abstract expressionism.

DEPEDTheU.S.modernartmovementhasseveral subCOPY-movements,namely:theNew York

School (which included action painting and color field painting),
neodadaism, pop art, conceptual art, and op art. The foremost figure in early
U.S. modern art is Jackson Pollock.

V. SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics
discussed:

1. Where did the center of modern art move to from Europe?

2. When did this take place?
3. Name the sub-movements of American modern art.
4. Briefly describe the characteristics of each.
5. Name the American artist known for his action painting.
6. Comment on why early American modern art was not easily understood or
accepted by the general public.

110

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I - Session 7
INSTALLATION AND PERFORMANCE ART

I. SUBJECT MATTER

A. Topic: Installation and Performance Art

B. Materials:Colored photographs of installation art and

performance art

For installation art project: various art materials

(as decided upon by the students), found objects, etc.

C. Reference: Arts Grade 10 Learner’s Materials

Pages 223 - 228

II. PRE-ASSESSMENT

DEPED Conductthefollowingsurveyto assess COPY

experienced concerning installation art and performance art:
whatthestudentsknoworhave

1. Do you know what installation art is?

2. Have you ever seen an actual example of this type of art? If yes, what was
it? Briefly describe it.
3. Do you know what performance art is?
4. Have you ever witnessed or watched such a form of art? If yes, what was
your reaction to it and why?

III. ACTIVITIES

A. PRESENTING THE TOPIC

Ask the students if they have ever “walked through” an artwork. Explain
that the “installation art” they will encounter in this lesson allows just that.

Explain that the other form, called “performance art,” again makes use of
the human body, gestures, and sounds to convey its message.

Installation art
1. Show the photograph of installation art (if available) or refer to the
examples in the Learner’s Materials.

111

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 2. Ask the students to show how the elements and principles of art are
applied in these works and to identify the unique materials used, the
location, etc.
3. Have them interpret the themes or messages being expressed by
these artworks and give their personal comments and reactions.

Performance art
1. Select five students at random and secretly instruct them to plan a
one-minute, no-dialogue presentation on “Alas Singko Na: Rush
Hour!” (Example: five people waiting in a jeepney line, anxious to
get a ride.)
2. Give them only five minutes to confer, and then have them make
their presentation.
3. Afterwards, ask the rest of the class to interpret the theme of the
presentation and to give their reactions.
4. Have them comment on whether or not it would qualify as
“performance art,” as they now understand it.
5. Ask them to describe the characteristics of performance art.
6. Facilitate a discussion among the students about how these two art
forms could serve as:
DEPEDa)formsofcommunicationinthe modernCOPYera
b) forms of commentary on current issues and concerns.

B. WHAT TO KNOW

Have the class answer the What to Know questions on page 227 of the
Arts Grade 10 Learner’s Materials:

Installation Art
1. What are the distinct characteristics of installation art?
2. Why is it called “installation”?
3. In general, what do installation artists express in their works? Cite 2
examples from the Learner’s Material.
4. Aside from the traditional mediums and materials, what new elements
can installation artists incorporate in their works?
5. What are some unique ways that the viewer can get to experience a
piece of installation art?

Performance Art
1. What are different names for performance art?
2. How do these point to the distinct qualities of this form of art?
3. In what decade did this art form emerge?
4. As distinct from traditional art forms, what or who serves as the
medium in performance art? Explain briefly.

112

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 5. Give examples of places where performance art takes place.

C. WHAT TO PROCESS

Have the class do the “What to Process” activities on pages 227 to 228
of the Arts Grade 10 Learner’s Materials.

Divide the class into four groups. Groups A and B will create an
installation artwork. Groups C and D will present performance art.

Groups A and B: Installation Art

Give the group members the following instructions:
1. The group members will brainstorm on the concept of an installation
work to be constructed within the school grounds.
2. As a group, gather creative and innovative materials for the planned
installation and bring these to your chosen work area.
3. Together, assemble the materials to construct your installation.
4. Give the work a thought-provoking title and label it accordingly.
5. All the groups will then take a tour of the installations created by the

DEPED others. COPY

6. Hold a discussion on how the finished works made the class members
feel and think; and whether they consider these good examples of
installation art or not.

Groups C and D: Performance Art

Give the group members the following instructions:
1. The group members will brainstorm on the concept of a performance
art presentation.
2. As a group, agree on the place, equipment, costumes, and props (if
any) for your presentation.
3. Assign roles/tasks to each group member, as performers, production
crew, etc.
4. At the assigned time, the two groups will perform in front of the class.
5. Hold a discussion on how the performance art presentations made the
class members feel and think; and whether they consider these good
examples of performance art or not.

D. WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 228 of
the Arts Grade 10 Learner’s Materials:

113

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 1. Do installation art and performance art exemplify the qualities of
modern art? If yes, in what ways do they do so?
2. Do art forms like these serve a purpose in today’s world? Explain your
opinion.
3. Select two examples of installation art in the Learner’s Materials and
describe your reaction to it—whether positive or negative, or a bit of
both.
4. Do you think you would enjoy experiencing performance art? Why or
why not?
5. Compare your former views on what art is with what you now see in
installation art and performance art. Have your views changed? In
what way?

IV. GENERALIZATION

Installation art is a modern art form that generally produces works large
enough for the viewers to interact with (e.g., walk through, touch objects, feel
textures, hear sounds, see lights and motion, etc.). It can be located indoors or
outdoors, and makes unique and innovative use of everyday objects and

DEPED materials. COPY

in which the actions of a person or group of persons
Performance art is a form

in a particular place and at a particular time constitute the work. This may take
place in a public or private place, indoors or outdoors. It may last a few minutes
or several hours. The production may be very bare or very lavish.

Both of these modern art forms seek to capture the viewers’/audience’s

attention, make a statement, convey a message in unconventional, sometimes
humorous, occasionally shocking ways.

V. SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics
discussed:

1. Describe the distinctive characteristics of installation art.

2. Describe the distinctive characteristics of performance art.
3. Aside from the artistic aspect, what other purposes can such art forms be
used for?
4. Explain why both these art forms reflect the spirit of the modern era.

114

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
 Quarter I - Session 8
CULMINATING ACTIVITY FOR QUARTER I:
“AN EXHIBIT OF MODERN ART”

This last session for the Quarter will be devoted to having the students stage “An
Exhibit of Modern Art” presenting the following categories:

1. Impressionism
2. Expressionism
3. Abstractionism, Pop art, Op art
4. Installation art
5. Performance art

The students will be assigned to select from among their own works, as well as source
photos, magazine or calendar cutouts, Internet images, etc. of at least 2 to 3
representative artworks each for the above categories.

Each artwork will be accompanied by a card briefly describing the work and the
historical and cultural context of the category it belongs to:

DEPED Title(ifknown)__________________________________________ COPY

Artist (if known) __________________________________________
Artistic style and medium used ______________________________

Year or period of the work’s creation ________________________

Prevailing historical events at that time _______________________

_______________________________________________________

Prevailing cultural and social environment at that time ___________

_______________________________________________________

Have the students invite the school Administration, other faculty members, and their
schoolmates to visit the exhibit. They should be prepared to explain the works and
how these present the characteristics of different movements and styles of modern art.

115

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.
Critique of the Exhibit

As a form of self-evaluation, have the students rate the culminating exhibit using the
format below:

“An Exhibit on Modern Art”

Evaluation Form

Criteria Very Good Good Fair Poor

Selection of artworks to exhibit

(theme and message)

Completeness of exhibit
Presentation

DEPED of works)
(display,mounting,and COPY labelling

Assignment of tasks

Cooperation among students

Response of exhibit visitors

116

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office.