Page 1 : Arts, Quarter 3 – Module 1:, Art Production of Neoclassical, and Romantic Periods, , CO_Q3_Arts 9_ Module 1

Page 2 : Arts- Grade 9, Alternative Delivery Mode, Quarter 3 – Module 1: Art Production of Neoclassical and Romantic Periods, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of, the Government of the Philippines. However, prior approval of the government agency or office, wherein the work is created shall be necessary for exploitation of such work for profit. Such, agency or office may, among other things, impose as a condition the payment of royalty., Borrowed materials (i.e., 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 authors do not represent nor claim ownership, over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, , Development Team of the Module, Author:, , Aileen B. Ladlad, , Content Editor:, , Nanette Kay D. Mercado, , Layout Artist:, , Gianna Norma Stefani D. Mercado, Ma. Jayvee A. Garapan, , Management Team: Arturo B. Bayocot, Mala Epra B. Magnaong, Marie Emerald A. Cabigas, Bienvenido U. Tagolimot, Jr., Henry B. Abueva, Rustico Y. Jerusalem, Virginia N. Nadayag, , Printed in the Philippines by, Department of Education – Region X, Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Telefax: (088)-856-3932, E-mail Address: [email protected]

Page 3 : 9, Arts, Quarter 3 – Module 1:, Art Production of Neoclassical, and Romantic Periods

Page 4 : Introductory Message, This Self-Learning Module (SLM) is prepared so that you, our dear learners,, can continue your studies and learn while at home. Activities, questions, directions,, exercises, and discussions are carefully stated for you to understand each lesson., Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you., Pre-tests are provided to measure your prior knowledge on lessons in each, SLM. This will tell you if you need to proceed on completing this module or if you, need to ask your facilitator or your teacher’s assistance for better understanding of, the lesson. At the end of each module, you need to answer the post-test to self-check, your learning. Answer keys are provided for each activity and test. We trust that you, will be honest in using these., In addition to the material in the main text, Notes to the Teacher are also, provided to our facilitators and parents for strategies and reminders on how they can, best help you on your home-based learning., Please use this module with care. Do not put unnecessary marks on any part, of this SLM. Use a separate sheet of paper in answering the exercises and tests. And, read the instructions carefully before performing each task., If you have any questions in using this SLM or any difficulty in answering the, tasks in this module, do not hesitate to consult your teacher or facilitator., Thank you.

Page 5 : What I Know, Part I: Matching Type: Match Column A with Column B. Write the letter of your, choice on the space provided before the number., Column A, ____1. classicus, ____2. contours, ____3. romanticism, ____4. aesthetic, ____5. neoclassicism, , Column B, A. Renewed interest in classical ideas and forms that, influenced European and American society through, idea, politics and fine arts during 18th to 19th, century, B. Concerned with beauty or the appreciation of, beauty, C. A surface, especially of a curving form, D. Subjects more on legends, exotica, nature,, violence, E. Greek word which means 'first class, F. Father of Philippine Arts, , Part II: Multiple Choice: Choose the letter of the correct answer and write it on the, space provided before the number., ___1. Who was the first internationally acclaimed Danish artist?, a. A. Canova, b. F. Goya, c. B. Thorvaldsen d. A. Barye, ___2. Whose masterpiece is the Library of Sainte-Genevieve?, a. Palais Garnier, b. David, c. Henri Labrouste d. Guillermo Tolentino, ___3. Neoclassicism was originally a reaction against the style of which period/, movement?, a. rococo, b. luminism c. baroque, d. gothic, ___4. What is the western movement that highlights the decorative and visual arts of, the ancient Roman and Greek civilizations?, a. Romanticism, b. Baroque c. Neoclassicism, d. Renaissance, ___5. Antonio Canova was well known for his concepts throughout his works of art., a. Mythological creatures and nude flesh, b. Religious creatures, c. Peristyle, d. More on history, Part III. Identify the following characteristics if they are present in the arts of the, Neoclassic period or in Romantic period. Write NEO if it is a style of the Neoclassic, period and ROM if it is a style in Romantic period., _____1., _____2., _____3., _____4., _____5., , Emotional extremes, Dramatic compositions, Portrayal of Roman history, Formal compositions, Heightened sensation, 1, , CO_Q3_Arts 9_ Module 1

Page 6 : Lesson, , The Art Production of Neoclassic, and Romantic Periods, , 1, , What’s New, Introduction, Showing short video clips of artworks of Neoclassical and Romantic Period., Click each link below., Activity 1: Watch Me!, a. https://www.youtube.com/watch?v=aR86ja-RcSA&t=25s, b. https://www.youtube.com/watch?v=agK-qvtb6Mc, After watching the short video clips, kindly answer the guide questions written below., Guide questions:, 1. What do you observe in their artwork?, ______________________________________________________________, 2. Which artwork do you like better and why?, ______________________________________________________________, 3. What are the visible Neoclassic or Romantic characteristics of the artworks?, ______________________________________________________________, , 2, , CO_Q3_Arts 9_ Module 1

Page 7 : What is It, Read Me!, Neoclassicism and Romanticism were the movements that spread in Western, Europe and the United States during the Rococo era, lasting roughly from the late, 18th to the 19th centuries., Neoclassicism, 1780-1840, In decorative and visual arts, the Western trend that became popular from, 1780 to 1840 was called Neoclassicism. It also refers to literature, theater, music and, architecture which were inspired by Ancient Greece and Rome’s classical art and, culture. This is also known as the Age of Enlightenment. The revived interest in Greek, and Roman classics has brought on the art form in this time period., Neoclassical works of art such as paintings, sculptures and architecture, typically depicted Roman history that exalted the ancient heroes., Romanticism, 1800-1810s, Romanticism was a trend that emphasized both the delicate and stormy, presentation of sentiments or emotions and individualism. The subjects or art works, promoted a variety of distinguishing concepts, such as historical ambition, supernatural elements, social justice and nature, with a preference for the medieval over, the classical., Landscape painting was also made more popular because of the romantic, adoration of nature by the inhabitants., Neoclassical and Romantic styles differ greatly from one another. Table 1, shows their differences based on various criteria:, Table 1. Comparison of Neoclassicism and Romanticism, CRITERIA, Values, Inspiration, Tone, Subjects, Technique, , NEOCLASSICISM, , ROMANTICISM, , Order, solemnity, , Intuition, emotion, imagination, , Classical Rome, patriotism,, courage, honor, , Medieval and Baroque eras,, Middle & Far East, , Calm, rational, , Subjective, spontaneous, nonconformist, , Greek & Roman history, , Legends, exotica, nature,, violence, , Stressed drawing with lines, not, color, no trace of brushstroke, , Unrestrained, rich color,, visible brushstrokes, , 3, , CO_Q3_Arts 9_ Module 1

Page 8 : CRITERIA, Role of art, Composition, , NEOCLASSICISM, , ROMANTICISM, , Morally uplifting, inspirational, , Dramatic, carry viewer away, , Most figures in foreground, , Use of diagonal, crowded, compositions, , Linear style, Lines, , Texture, , (outlines are sharply defined, through controlled brushstrokes), Smooth, no brushstrokes can be, seen, , Painterly style (brushstrokes, are less restrained), Often has visible brushstrokes, , Aside from artistic components, both movements also differ in their basic, philosophy and beliefs about art. Table 2 summarizes their distinct features that can, be seen in the respective works of art., Table 2. Distinct Features of Neoclassicism and Romanticism, Neoclassicism: REASON, , Romanticism: PASSION, , Nature is defined as human nature, , Nature is defined as natural, environment (woods, mountains, etc.), , Society is more important than the, individual, , Individual is more important than, society, , Imitation, , Originality, , Tradition, , Experimentation, , Rules and order, , Freedom, , Mechanical form (imposed from outside), , Organic form (growing from inside), , Logic, , Intuition, , Reason, , Imagination, emotion, , Attempted objectivity, , Accepted subjectivity, , Town or cultivated landscape, , Country, preferably untouched, nature, , Constraint, , Spontaneity, , Conformity, , Independence, Rebellion, , Cultivated, formal, social, , The primitive become focus, , 4, , CO_Q3_Arts 9_ Module 1

Page 10 : What I Have Learned, Activity 3: My Inspiration!, Directions: Paint or sketch an illustration showing the ideas or characteristics of, Neoclassical or Romantic painting. Observe the usage and application of the, elements and principles of art., Materials:,  Short bond paper,  Art and coloring materials, On the next page of your bond paper, you write you reflection using the guide, questions below., Reflection, 1. What is the subject of your artwork?, 2. Why did you choose this subject?, 3. How did you apply the elements of arts to lines, color and texture?, 4. What did you feel while doing your artwork?, , RUBRICS, CRITERIA, , 5, , All, instructions, Completeness were followed, correctly, , Quality of, Work, , The artwork, shows, evidence of the, learner’s, originality of, ideas and, proficiency in, the chosen, artistic, process., , 4, , 3, , 2, , 1-2, instructions, were not, followed, correctly, , 3-4, instructions, were not, followed, correctly, , Most of the, instructions, were not, followed, correctly, , The artwork, shows, evidence of, the learner’s, originality of, ideas and, basic, knowledge of, the chosen, artistic, process., , The artwork, shows, common ideas, and the, learner’s basic, knowledge of, the chosen, artistic, process., , The artwork, lacks, originality of, ideas and, shows the, learner’s, inability to do, the chosen, artistic, process., , 6, , CO_Q3_Arts 9_ Module 1

Page 11 : CRITERIA, , 5, , 4, , 3, , 2, , Artwork, mostly, conveys a, general idea, of a landscape, and has a, remarkable, effect on the, viewer., , Artwork, somehow, conveys the, idea of a, landscape but, leaves no effect, or impression, on the viewer., , Artwork does, not present a, landscape and, has no effect, on the viewer., , Visual Impact, , Artwork, conveys, present the, appropriate, idea of a, landscape and, has an, impressive or, significant, effect on the, viewer., Artwork, presentation, was neat and, orderly, , Artwork, presentation, was mostly, neat and, orderly, , Artwork, presentation, was somehow, neat and, orderly, , Artwork, presentation, was disorderly, , Neatness, , Descriptive Rating, , Points, , Excellent, , 15-13, , Very Good, , 12-10, , Good, , 9-7, , Fair, , 6-3, , Poor, , 2, , What I Can Do, Activity 4: Up-to-Date!!, Directions: Draw or paint an artwork incorporating characteristics of Neoclassicism, or Romanticism with the theme “Addressing the challenges of the COVID-19, pandemic”. Give a title and a short description about your work., Materials:,  ¼ white cartolina,  Art and coloring materials,  Drawing materials, At the back of your cartolina, you write you reflection using the guide, questions below., 7, , CO_Q3_Arts 9_ Module 1

Page 12 : Reflection, 1. Does your artwork visibly convey the characteristics or idea of Neoclassicism, or Romanticism?, 2. How does your artwork illustrate the idea and the message of such issues you, have decided to work on?, 3. What did you feel while doing your artwork?, RUBRICS, CRITERIA, , 5, , 4, , 3, , 2, , 1-2, All instructions instructions, were followed, were not, correctly, followed, correctly, , 3-4, instructions, were not, followed, correctly, , Most of the, instructions, were not, followed, correctly, , Visual, Impact, , Artwork, conveys the, idea and, dimensions of, landscape, , Artwork mostly, conveys the, idea and, dimensions of, landscape, , Artwork, somehow, conveys the, idea and, dimensions of, landscape, , Artwork did not, orderly convey, the idea and, dimensions of, landscape, , Neatness, , Artwork, presentation, was neat and, orderly, , Artwork, presentation, was mostly, neat and, orderly, , Artwork, presentation, was somehow, neat and, orderly, , Artwork, presentation was, disorderly, , Punctuality, , Artwork, submitted on, time, , Artwork was, submitted 1, day late, , Artwork was, submitted 2, days late, , Artwork was, submitted 3, days late, , Quality of, Artwork, , Descriptive Rating, , Points, , Excellent, , 20-18, , Very Good, , 17-15, , Good, , 14-11, , Fair, , 10-9, , Poor, , 8, , 8, , CO_Q3_Arts 9_ Module 1

Page 13 : Lesson, , 2, , Artists from Neoclassical, and Romantic Periods, What’s In, , We were exposed to various characteristics of artworks from neoclassical and, romantic periods, as well as their arts elements as covered in the previous lessons., Now, how much can we derive from neoclassical and romantic periods of the various, representative artists and their works?, , What’s New, INTRODUCTION, Activity 1: Match Me!, Directions: Match Column A with Column B. Write the letter of your choice on the, space provided before the number., Column A, ____1. Robert Adam, , Column B, A. National artist for sculpture. Father of, modern Philippine sculpture, , ____2. Palais Garnier, , B. Painter and sculptor. A political activist of, the Philippine Revolution during late 19th, ____3. Napoleon Isabelo Veloso Abueva, century., ____4. Guillermo Estrella Tolentino, ____5. Juan Luna y Novicio, , C. British Palladian Architect of the, Neoclassical who designed two American, civic buildings, D. Charles Garnier designed the most famous, classical block which is the _____, E. Filipino sculptor who was named as, National Artist for the Visual Arts, F. Father of Philippine Arts, , 9, , CO_Q3_Arts 9_ Module 1

Page 14 : What is It, NEOCLASSIC PERIOD, 1780-1840, ARTIST, , ART WORK /, ART FORM, ,  Jacques-Louis David,  The Death of Marat, (1748 – 1825), / Painting, - An influential French  Napoleon Crossing, painter and, the Alps / Painting, considered to be the, pre-eminent painter of, the era, - His subject of,  Oath of the Horatii, painting were more on, / Painting, history., ,  Jean-AugusteDominique Ingres, (1780 – 1867), - He was a pupil of, Jacques-Louis David,, and regarded as one, of the great examplers, of academic art and, one of the finest Old, Masters of his era., - His paintings were, usually nudes,, portraits, and, mythological theme.,  Antonio Canova, (1757 – 1822), - A prolific Italian artist, & sculptor who, became famous for, his marble sculptures, that delicately, rendered nude flesh., ,  Portrait of Napoleon, on the Imperial, Throne / Painting, ,  The Apotheosis of, Homer / Painting, ,  Psyche Awakened, by Cupid’s Kiss /, Sculpture,  Washington /, Sculpture, , 10, , DESCRIPTION (Artwork), Shows the portrayal of a, revolutionary martyr., Shows a strongly idealized view, of the real crossing that, Napoleon and his army made, across the Alps through the, Great St. Bernard Pass in May, 1800., Depicts a scene from a Roman, legend about the dispute, between Rome and Alba Longa., The three brothers, all of whom, appear willing to sacrifice their, lives for the good of Rome, are, shown saluting their father who, holds their swords out for them., Depicts Napoleon in his, decadent coronation costume,, seated upon his goldenencrusted throne, hand resting, upon smooth ivory balls., Depicts an image of Homer,, receiving all the brilliant men of, Rome, Greece and contemporary, times., , A marble sculpture portraying, the relationship of Psyche and, Cupid, A marble sculpture of, Washington currently displayed, at North Carolina Museum of, History., , CO_Q3_Arts 9_ Module 1

Page 15 : ARTIST,  Bertel Thorvaldsen, (1789 – 1838), - He was the first, internationally, acclaimed Danish, artist., - He executed, sculptures of, mythological and, religious theme, characters.,  Robert Adam, (1728 – 1792), - A Palladian architect of, the Neoclassic period,  Henri Labrousete, ,  Charles Garnier, , ART WORK /, ART FORM,  Christ / Sculpture, ,  Lion of Lucerne /, Sculpture, ,  White House /, Architecture,  United States, Capitol /, Architecture,  Library of SaintGennevieve /, Architecture,  Palais Garnier /, Architecture, , DESCRIPTION (Artwork), An image of resurrected Christ, currently located at the, Thorvaldsen Museum., It commemorates the Swiss, Guards who were massacred in, 1792 during the French, Revolution., , A well-known American civic, buildings, with a balustrade, which is a railing with vertical, supports along the edge of the, roof., , ROMANTIC PERIOD, 1800s-1810s, ARTIST,  Jean louis Theodore, Gericault (1791 – 1824), France, - He was the first French, master and the leader of, the French realistic, school., - His masterpiece were, energetic, powerful,, brilliantly colored and, tightly composed,  Eugene Delacroix, (1798 – 1863) France, - He was considered the, greatest and most, influential French, Romantic painter., , ART WORK /, ART FORM,  The Raft of the, Medusa / Painting,  Charging Chasseur, / Painting, ,  Insane Woman /, Painting, ,  Liberty Leading the, People / Painting, , 11, , DESCRIPTION (Artwork), Portrays the victims of a, contemporary shipwreck, His first major work revealed the, influence of the style of Rubens, and an interest in the depiction, of contemporary subject matter, One of several portraits, Gericault made of the mentally, disabled that has a peculiar, hypnotic power., A woman holding the flag of, French Revolution personifies, Liberty and leads the people, forward over the bodies of the, fallen, , CO_Q3_Arts 9_ Module 1

Page 16 : ARTIST,  Francisco Goya, (1746 – 1828) Spain, - He was a commissioned, Romantic painter by the, King of Spain., - He was also a, printmaker regarded, both as the last of the, “Old Masters” and the, first of the “Moderns”., ,  Theodore Rousseau, ,  Jean-Baptiste-Camille, Corot, , ART WORK /, ART FORM,  The Third of May /, Painting, ,  Saturn Devouring, His Son / Painting, ,  The Burial of, Sardine / Painting, ,  Der kleine Fischer, / Painting,  Landscape with a, Plowman / Painting,  The Church of, Marissel, near, Beauvais / Painting,  Le repos sous les, saules / Painting,  Departure of the, Volunteers /, Sculpture,  JEANNE d’Arc /, Sculpture, ,  Francois Rude, (1784 – 1855) France, - He was best known for, his social art which, aimed to inspire and, capture the interest of a, broad public.,  Antoine-Louis Barye,  Hercules Sitting on, (1796 – 1875) France, a Bull / Sculpture, - He was the most famous  Theseus Slaying, animal sculptor of all, the Minotaur /, time., Sculpture, , 12, , DESCRIPTION (Artwork), Commemorates Spanish, resistance to Napoleon’s armies, during the occupation of 1808 in, the Peninsular War., Depicts the Greek myth of the, Titan Cronus (Saturn), who fears, that t\he would be overthrown, by one of his children, so he can, ate each one upon their birth., It was Spanish ceremony, celebrated on Ash Wednesday, and was a symbolical burial of, the past to allow society to be, reborn, transformed with new, vigor, A landscape painting depicts the, physical world that surrounds, us and includes features such, as mountains, valleys,, vegetation and bodies of water., , Portrays the goddess liberty, urging the forces of the French, Revolution onward, , CO_Q3_Arts 9_ Module 1

Page 17 : What’s More, Activity 2: Pair Me Up!, Directions: Match column A (picture of the artwork) with column B (artist and title of, the artwork). Choose your answer in Column B that corresponds to the pictures in, column A. Write the letter of your answer on the space provided., , Column A, , Column B, , 1, a. Liberty Leading the People, by Eugene Delacroix, , b. Washington, by Antonio Canova, , c. Christ, by Bertel Thorvaldsen, , https://www.pinterest.ph/pin/600104719069707778/, , 2, d. The Raft of the Medusa, by Jean Louis Theodore, Gericault, , e. Oath of the Horatii, by Jacques-Louis David, https://www.theartpostblog.com/en/raft-medusa-gericault/, , 3, , https://www.britannica.com/topic/Liberty-Leading-thePeople, , 13, , CO_Q3_Arts 9_ Module 1

Page 18 : What I Have Learned, Activity 3: Fill in the Box!, Directions: To know how much you have learned from the discussion, fill in the box, with their correct answers to complete the table., PERIOD, , Romantic, , 2., , Neoclassic, , 5., , Neoclassic, , 8., , Neoclassic, , ARTIST, , ARTWORK, , DESCRIPTION, , 1., , The Third of, May, , Commemorates Spanish, resistance to Napoleon’s, armies during the, occupation of 1808 in the, Peninsular War., , 3., , Psyche, Awakened by, Cupid’s Kiss, , A marble sculpture, portraying the relationship, of Psyche and Cupid, , 4., , The Death of, Marat, , Shows the portrayal of a, revolutionary martyr., , Liberty Leading, the People, , A woman holding the flag, of French Revolution, personifies Liberty and, leads the people forward, over the bodies of the, fallen, , 7., , Depicts a scene from a, Roman legend about the, dispute between Rome and, Alba Longa. The three, brothers, all of whom, appear willing to sacrifice, their lives for the good of, Rome, are shown saluting, their father who holds, their swords out for them., , 9., , One of several portraits, Gericault made of the, mentally disabled that has, a peculiar hypnotic power., , 6., , Jacques-Louis David, , Jean louis Theodore, Gericault, , 10., , Christ, , 14, , An image of resurrected, Christ currently located at, the Thorvaldsen Museum., , CO_Q3_Arts 9_ Module 1

Page 19 : What I Can Do, Activity 4: Copy the Masters, Directions: Choose 1 prominent painting from the neoclassic or romantic period, and, make your own rendition of the work. You may use your own materials and other, found objects to recreate your chosen painting., Materials:,  Oslo paper or illustration board,  Paint, markers and other available materials, Instructions:, 1. On a separate sheet, provide a title for your work., 2. Also explain why you chose the art work and discuss your reasons and process, in making your own rendition., Guide Questions:, 1. Why did you choose that art work? What do you like about it? Explain., 2. Why did you use the new materials for your rendition? What processes/, techniques did you use in making the artwork?, , RUBRICS, CRITERIA, , 5, , All, instructions, Completeness were followed, correctly, , Quality of, Work, , Visual Impact, , 4, , 3, , 2, , 1-2, instructions, were not, followed, correctly, , 3-4, instructions, were not, followed, correctly, , Most of the, instructions, were not, followed, correctly, , The artwork, shows, evidence of the, learner’s, originality of, ideas and, proficiency in, the chosen, artistic, process., , The artwork, shows, evidence of, the learner’s, originality of, ideas and, basic, knowledge of, the chosen, artistic, process., , The artwork, shows, common ideas, and the, learner’s basic, knowledge of, the chosen, artistic, process., , The artwork, lacks, originality of, ideas and, shows the, learner’s, inability to do, the chosen, artistic, process., , Artwork, conveys, , Artwork, mostly, , Artwork, somehow, , Artwork does, not present a, , 15, , CO_Q3_Arts 9_ Module 1

Page 20 : CRITERIA, , Neatness, , 5, , 4, , 3, , 2, , present the, appropriate, idea of a, landscape and, has an, impressive or, significant, effect on the, viewer., , conveys a, general idea, of a landscape, and has a, remarkable, effect on the, viewer., , conveys the, idea of a, landscape but, leaves no effect, or impression, on the viewer., , landscape and, has no effect, on the viewer., , Artwork, presentation, was neat and, orderly, , Artwork, presentation, was mostly, neat and, orderly, , Artwork, presentation, was somehow, neat and, orderly, , Artwork, presentation, was disorderly, , Descriptive Rating, , Points, , Excellent, , 15-13, , Very Good, , 12-10, , Good, , 9-7, , Fair, , 6-3, , Poor, , 2, , 16, , CO_Q3_Arts 9_ Module 1

Page 21 : Assessment, Part I: Matching Type: Match Column A with Column B. Write the letter of your, choice on the space provided before the number., Column A, ____1. classicus, ____2. contours, ____3. romanticism, ____4. aesthetic, ____5. neoclassicism, , Column B, A. Renewed interest in classical ideas and forms that, influenced European and American society through, idea, politics and fine arts during 18th to 19th, century, B. Concerned with beauty or the appreciation of, beauty, C. A surface, especially of a curving form, D. Subjects more on legends, exotica, nature,, violence, E. Greek word which means 'first class, F. Father of Philippine Arts, , Part II: Multiple Choice: Choose the letter of the correct answer and write it on the, space provided before the number., ___1. Who was the first internationally acclaimed Danish artist?, a. A. Canova, b. F. Goya, c. B. Thorvaldsen d. A. Barye, ___2. Whose masterpiece is the Library of Sainte-Genevieve?, a. Palais Garnier, b. David, c. Henri Labrouste d. Guillermo Tolentino, ___3. Neoclassicism was originally a reaction against the style of which period/, movement?, a. rococo, b. luminism c. baroque, d. gothic, ___4. What is the western movement that highlights the decorative and visual arts of, the ancient Roman and Greek civilizations?, a. Romanticism, b. Baroque c. Neoclassicism, d. Renaissance, ___5. Antonio Canova was well known for his concepts throughout his works of art., a. Mythological creatures and nude flesh, b. Religious creatures, c. Peristyle, d. More on history, Part III. Identify the following characteristics if they are present in the arts of the, Neoclassic period or in Romantic period. Write NEO if it is a style of the Neoclassic, period and ROM if it is a style in Romantic period., _____1., _____2., _____3., _____4., _____5., , Emotional extremes, Dramatic compositions, Portrayal of Roman history, Formal compositions, Heightened sensation, 17, , CO_Q3_Arts 9_ Module 1

Page 22 : CO_Q3_Arts 9_ Module 1, WHAT I HAVE LEARNED:, Activity 3, 1. Francisco Goya, 2. Neoclassic, 3. Antonio Canova, 4. Jacques-Louis David, 5. Romantic, 6. Eugene Delacroix, 7. Oath of the Horatii, 8. Romantic, 9. Insane Woman, 10. Bertel Thorvaldsen, , 18, WHAT’S MORE:, Activity 2, 1. C, 2. D, 3. A, , WHAT’S NEW:, Activity 1, 1., 2., 3., 4., 5., , C, D, A, F, B, , LESSON 2, ASSESSMENT, , ROM, NEO, NEO, ROM, ROM, , Part II, 1., 2., 3., 4., 5., , D, C, A, B, B, , Part II, 1., 2., 3., 4., 5., , E, F, B, D, C, , Part I, 1., 2., 3., 4., 5., , WHAT I KNOW, , Part I, 1., 2., 3., 4., 5., , E, C, D, B, A, , Part II, 1. B, 2. C, 3. A, 4. C, 5. A, Part II, 1. ROM, 2. ROM, 3. NEO, 4. NEO, 5. ROM, , LESSON 1, , Answer Key