ARTS

Quarter 3 - Module 1:
Arts of the Neoclassical & Romantic
Period

1
ARTS - Grade 9
Alternative Delivery Mode
Quarter 3 – Module 1: Arts of the Neoclassical & Romantic Period
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: MAR KAI SAIR S. ELECTONA

Editor: ANDRITO Q. BAJARDO

CONSESA B. BALUCAN
FRANKLIN S. ALKUINO
GIRLIE M. PAGLINAWAN

Illustrator:

Layout Artist: MAR KAI SAIR S. ELECTONA

Management Team: SALUSTIANO T. JIMENEZ, JD, Ed.D., CESO V

CRISTITO A. ECO, EDD
MAURETTA F. PONCE
LELANIE T. CABRERA, CESO VI
JULIET J. TUALA, EDD
LORENZO M. ARCON, Ed.D.
ANNABELLA P. EVA, Ed.D.

Printed in the Philippines by SDO Bayawan City

Office Address: National Highway, Villareal, Bayawan City
Telefax: 035-430-0529
E-mail Address: bayawan@deped.gov.ph

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 Subject
Quarter 3 - Module 1:
Arts of the Neoclassical & Romantic
Period

i
Introductory Message

For the facilitator:

Welcome to the Arts - Grade 9 Alternative Delivery Mode (ADM) Module on Arts of
the Neoclassical & Romantic Period.

This module was collaboratively designed, developed, and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the Arts 9 Alternative Delivery Mode (ADM) Module on Arts of the
Neoclassical & Romantic Period.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies you

What I are expected to learn in the module.
Need to Know

This part includes an activity that aims to check what you

What I Know already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

This is a brief drill or review to help you link the current lesson
What’s In with the previous one.

In this portion, the new lesson will be introduced to you in

What’s New various ways such as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion of the lesson. This

What is It aims to help you discover and understand new concepts and
skills.

This comprises activities for independent practice to solidify

What’s More your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of
the module.

This includes questions or blank sentence/paragraph to be

What I filled in to process what you learned from the lesson.
Have Learned

This section provides an activity which will help you transfer

What I Can your new knowledge or skill into real life situations or
Do concerns.

This is a task which aims to evaluate your level of mastery in

Assessment achieving the learning competency.

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 In this portion, another activity will be given to you to enrich
Additional your knowledge or skill of the lesson learned. This also tends
Activities retention of learned concepts.

Answer Key
This contains answers to all activities in the module.

At the end of this module, you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This friendly module is created for you to understand deeply about the Arts of the
Neoclassical & Romantic Period. The content of this module is designed for the diversity of
learners but follows the standards given. However, the order of the lesson was changed to
align with the learner’s material used by the 21st century learner.

This module contains:

➢ Elements and Principles of arts in Neoclassical & Romantic period

➢ Distinct characteristic of arts in Neoclassical & Romantic period
➢ Known artist in the Neoclassical & Romantic period

At the end of this module, you will be able to:

➢ analyze art elements and principles in the production of work following a specific
art style from the Neoclassic and Romantic periods
➢ identify distinct characteristics of arts during the Neoclassic and Romantic periods
➢ identify representative artists from the Neoclassic and Romantic periods

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 What I Know

PRE-ASSEMENT

Read the questions carefully and write the letter of the correct answer in your activity
notebook.

1. This artwork depicts the Greek myth of the Titan Cronus (Saturn), who fears that he would
be overthrown by one of his children, ate each one upon their birth.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
2. David’s masterpiece that show portrayal of a revolutionary martyr.
A. Napoleon Crossing the Alps C. The Apotheosis of Homer
B. Oath of the Horatii D. The Death of Marat
3. Which art period were most artwork use only black lines with no traces of brushstrokes?
A. Classical B. Neoclassical C. Medieval D. Romantic
4. In the painting of Juan Luna Y Novicio the “Spoliarium” what subject does it show?
A. patriotism B. solemnity C. cruelty D. All of the above
5. The “Christian virgin being exposed to the populace” was painted by ____________.
A. Amorsolo B. Hidalgo C. Luna D. Tolentino
6. This painting was a state commission by Charles X to have himself remembered in the
building works of the Louvre.
A. Marat’s Death C. The Apotheosis of Homer
B. Oath of Horatii D. Washington
7. This is Goya’s masterpiece sought to commemorate Spanish resistance to Napoleon's
armies during the occupation of 1808 in the Peninsular War.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
8. Which art period were legends, nature and cruelty are common subject of arts?
A. Romantic B. Classical C. Neoclassic D. Romantic
9. It is a Latin word referring to the basement of the Roman Colosseum wherein the fallen
and dying gladiators are dumped and devoid of their worldly possessions.
A. Oblation B. Oblarium C. Spoliarium D. Spolation
10. This painting commemorates the July Revolution of 1830, which toppled King Charles X
of France.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
11. Which does not belong to the group?
A. Honor B. Courage C. Patriotism D. Rational
12. What element of arts is being used on an artwork were it has rich in color and has visible
brushstrokes?
A. Values B. Role of art C. Composition D. Technique
13. The “Planting of rice with the Mayon Volcano” was painted by ____________.
A. Abueva B. Amorsolo C. Hidalgo D. Luna
14. What element of arts where it uses diagonals with no specific structure?
A. Tone B. Technique C. Composition D. Lines

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 Lesson Arts of the Neoclassical &

1.1 Romantic Periods

What’s In

Instructions: On the given pictures below. Write at least 3 words that can describe
the artwork of Delacroix, David and Padilla. Write your answers on a sheet of paper.

http://bit.ly/3s43DH5

OATH OF THE HORATII (J. David) IMAGE FROM

TOLEDO MUSEUM OF ART
http://bit.ly/3vHlRAr

THE CHRISTIAN VIRGINS BEING EXPOSED TO

THE POPULACE 3
FÉLIX RESURRECCIÓN HIDALGO Y PADILLA
https://bit.ly/3ra3FvF
 What’s New

Below are the different art styles of Neoclassical and Romantic period. Look carefully at their
difference because you will need it in the later part of this module. An illustration showing the
different elements of arts under Neoclassical (N) and Romantic period (R). They are mark
with the bold letters above.

(N) Order, solemnity

1 (R) Instinct, passion, imagination
VALUES

2
INSPIRATION
(N) Classical Rome,
patriotism, courage, honor (N) Calm, rational
(R) Subjective, spontaneous,
(R) Subjective, spontaneous,
nonconformist
non-conformist
3

TONE
4
SUBJECTS
(N) Greek and Roman history
(R) Legends, exotica, nature, cruelty
5 (N) Morally uplifting
TECHNIQUE 6 (R) Spectacular
ROLE OF ART

(N) drawings with black lines only

with no traces of brushstrokes 7
(R) Uncontrolled, rich in color with visible COMPOSITION
brushstrokes
8 (N) Most foreground
LINES are in figures
9
(R) use of diagonals with
TEXTURE no specific type of
(N) Linear style (outlines
compositions
are sharply defined
(N) Smooth with no
through controlled
visible brushstrokes
brushstrokes)
present
(R) Painterly style (brushstrokes are less
(R) consist of visible
restrained
brushstrokes

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 What is It

This time let us discovery together the people and their artworks behind the
Neoclassical and Romantic period. Let us travel back through time as we discover the past.

NEOCLASSICAL PAINTING/FIGURES

JACQUES-LOUIS DAVID
(1748-1825) France
Jacques-Louis David was an influential French painter in the Neoclassical
style and considered to be the pre-eminent painter of the era. His subjects
of paintings were more on history.

https://bit.ly/3pluNXz

THE DEATH OF MARAT

(J. David) IMAGE FROM Royal Museums of Fine Arts of Belgium

David’s masterpiece shows the portrayal of a revolutionary martyr. This is

a painting of the murdered French revolutionary leader Jean-Paul Marat. He
was known for his highly opinionated stories. He once said, “I attack the
cheats without fear, I unmask the hypocrites, and I denounce the traitors.”
His powerful words eventually contributed to the death of many people in
France, including himself. https://bit.ly/3dcDVvk

NAPOLEON CROSSING THE ALPS

(J. David) IMAGE FROM Musée national du château de Malmaison

The painting that showed 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. This portrait was commissioned by Charles IV,
then King of Spain, to be hung in a gallery of paintings of other great military
leaders housed in the Royal Palace in Madrid. https://bit.ly/3dcDVvk

OATH OF THE HORATII

(J. David) IMAGE FROM TOLEDO MUSEUM OF ART

Here, the three Horatii brothers are swearing an oath on their

swords which their father presents to them to fight until they die
for their country (Rome). The idea here is that one must be willing
to sacrifice even sacrifice one’s life and family members for the
state. https://bit.ly/3vMgS1u

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 JEAN-AUGUSTE-DOMINIQUE INGRES
(1780-1867) France

Ingres was a pupil of Jacques Louis David. He was influenced by Italian

Renaissance painters like Raphael, Nicolas Pousin, Botticelli, and his
mentor, Jacques Louis David. His paintings were usually nudes,
portraits, and mythological themes. He was regarded as one of the
great exemplars of academic art and one of the finest Old Masters of
his era. https://bit.ly/2Zcttf5

PORTRAIT OF NAPOLÉON ON THE IMPERIAL THRONE

(J. Ingres) IMAGE FROM MUSEE DE L'ARMEE, PARIS, FRANCE

The painting depicts Napoleon in his decadent coronation costume,

seated upon his golden encrusted throne, hand resting upon smooth
ivory balls. During his reign, the painting was owned by the Corps
Legislatif which was a part of the French Legislature. The painting
was believed to be commissioned by Napoleon as King of Italy.
https://bit.ly/2PdkGYO

THE APOTHEOSIS OF HOMER

(J. Ingres) IMAGE FROM LOUVRE MUSEUM
The painting was a state-commission by Charles X to have
him remembered in the building works of the Louvre. The
painting depicts an image of Homer, receiving all the brilliant
men of Rome, Greece, and contemporary times.
https://bit.ly/3aZ8IZX

ROMANTIC PAINTING (Portraits/Figures)

JEAN LOUIS THÉODORE GÉRICAULT
(1791-1824) France

Géricault is the first French master and the leader of the French
realistic school. His masterpieces are energetic, powerful, brilliantly
colored, and tightly composed. https://bit.ly/3d8fCi8

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 FAMOUS ARTWORKS

THE RAFT OF THE MEDUSA

(T. Géricault) IMAGE FROM Magnus Manske

The Raft of the Medusa portrays the Victims of a

contemporary shipwreck. The people on this raft were French
emigrants en route to West Africa. https://bit.ly/3qlnRLx

CHARGING CHASSEUR (T. Géricault)

IMAGE FROM MUSEE DU LOUVRE

An Officer of the Chasseurs commanding charge that revealed the

influence of the style of Rubens and an interest in the depiction of
contemporary subject matter. https://bit.ly/3fbjFeq

INSANE WOMAN (T. Géricault)

IMAGE FROM MUSEUM OF FINE ARTS OF LYON

This is one of several portraits he made of the mentally ill that have a
peculiar hypnotic power. https://bit.ly/3r9fS3R

FRANCISCO GOYA (1746-1828) Spain

Francisco Goya is a commissioned Romantic painter by the King of

Spain. He is also a printmaker regarded both as the last of the “Old
Masters” and the first of the “Moderns”.

https://bit.ly/3tGsvoE

FAMOUS ARTWORK
THE BURIAL OF SARDINE (F. Goya) IMAGE SOURCE
Mirar Abajo Royal Academy of Fine Arts of San Fernando
https://bit.ly/3f292dU

The "Burial of the Sardine" is a Spanish ceremony which is celebrated

on Ash Wednesday and is a symbolical burial of the past to allow
society to be reborn, transformed and with new vigor.

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THE THIRD OF MAY (F. Goya) IMAGE FROM MUSEO DEL PRADO
This is Goya’s masterpiece sought to commemorate
Spanish resistance to Napoleon's armies during the
occupation of 1808 in the Peninsular War.
https://bit.ly/3rarEem

SATURN DEVOURING HIS SON (F. Goya) IMAGE FROM PRADO MUSEUM
This artwork depicts the Greek myth of the Titan Cronus (Saturn),
who fears that he would be overthrown by one of his children, ate
each one upon their birth.
http://bit.ly/3c6CX2K

EUGÈNE DELACROIX (1798-1863) France

Delacroix was considered the greatest French Romantic painter of
all. He achieved brilliant visual effects using small, adjacent strokes
of contrasting color. He was the most influential to the most of
Romantic painters and eventually, his technique was adopted and
extended by the Impressionist artists.
https://bit.ly/3tNLAFF

FAMOUS ARTWORK
LIBERTY LEADING THE PEOPLE (E. Delacroix) IMAGE FROM
LOUVRE-LENS

This painting commemorates the July Revolution of 1830, which

toppled King Charles X of France. A woman personifies Liberty
and leads the people forward over the bodies of the fallen,
holding the flag of the French Revolution.
https://bit.ly/3s43DH5

NEOCLASSICISM and ROMANTICISM in the Philippines

FÉLIX RESURRECCIÓN HIDALGO Y PADILLA (1855-1913)

Felix Hidalgo was one of the great Filipino painters of the late
19th century who was significant in the Philippine history for
inspiring members of the Philippine reform movement. The
painting portrays two scantily clothed Christian female slaves
being mocked by a group of boorish Roman male onlookers.
https://bit.ly/3ra3FvF

THE CHRISTIAN VIRGINS BEING EXPOSED TO THE POPULACE

(F. Hidalgo) METROPOLITAN MUSEUM OF MANILA

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JUAN LUNA Y NOVICIO (1857-1899)
Juan Luna was a painter and sculptor, who became
one of the first recognized Philippine artists. He was
also a political activist of the Philippine Revolution
during the late 19th century.
One of his famous artworks was the Spoliarium.
Spoliarium is a Latin word referring to the basement
of the Roman Colosseum wherein the fallen and
dying gladiators were dumped and devoid of their
worldly possessions. The painting features a glimpse of Roman history centered on the bloody
carnage brought by gladiatorial matches. Spoliarium can be interpreted as an allegory of
Imperial Rome corresponding to Imperial Spain. The image of the Romans dragging the dead
gladiators symbolizes the colonial oppression of the indigenous populations.
http://bit.ly/3tFrb5x

FERNANDO CUETO AMORSOLO (1892-1972)

Amorsolo was a National Artist in Painting. He
was a portraitist and painter of rural Philippine
landscapes, and he was popularly known for his
craftsmanship and mastery of the use of light.
https://bit.ly/3r9r8x9

What’s More

Task 2: If you were a Neoclassical or Romantic artist, what would you create? Why?

Write your answers in your Arts notebook in 3-5 sentences. You will be graded according to
this criterion:
Idea/ content - 5pts
Coherence - 2pts
Originality - 3pts
Total – 10 pts

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Task 3: Let us analyze the following artwork below. Answer what are being ask
below.

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

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 Period:
Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

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 Period:
Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

Period:

Values:

Inspiration:

Tone:

Subject:

Technique:

Role of art:

Composition:

Line:

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 What I Have Learned

Congratulations! In completing this module. Before we proceed, what are your thoughts
about this lesson? Complete the table below.

Elements of arts Neoclassical period Romantic period

VALUES
INSPIRATION
TONE
SUBJECTS
TECHNIQUE
ROLE OF ART
COMPOSITION
LINES

What I Can Do
Paint or sketch an illustration showing the ideas of Romantic painting. Observe the
usage and application of the elements of arts. You will be graded according to the rubric below.
Materials:
• Bond paper
• Art and coloring materials

Criteria 5 4 3 2 1
QUALITY OF ARTWORK
All instructions were followed correctly
VISUAL IMPACT
Artwork conveys the idea
PUNCTUALITY
Artwork was completed on time
NEATNESS
Artwork presentation was neat and orderly
Total:

Average

DESCRIPTIVE RATING SCORE/POINTS

Excellent 18-20
Very Good 15-17
Good 11-13
Fair 9-10
Poor 8

Reflect on the following questions. Write your answers in your notebook.

1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, color, and texture?
4. What did you feel while doing your artwork?

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 Assessment
Read the questions carefully and write the letter of the correct answer in your activity notebook.

1. This is Goya’s masterpiece sought to commemorate Spanish resistance to Napoleon's

armies during the occupation of 1808 in the Peninsular War.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
2. This painting commemorates the July Revolution of 1830, which toppled King Charles X of
France.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
3. This artwork depicts the Greek myth of the Titan Cronus (Saturn), who fears that he would
be overthrown by one of his children, ate each one upon their birth.
A. Insane Woman C. Saturn devouring his son
B. Liberty leading the people D. Third of May
4. This painting was a state commission by Charles X to have himself remembered in the
building works of the Louvre.
A. Marat’s Death C. The Apotheosis of Homer
B. Oath of Horatii D. Washington
5. David’s masterpiece that show portrayal of a revolutionary martyr.
A. Napoleon Crossing the Alps C. The Apotheosis of Homer
B. Oath of the Horatii D. The Death of Marat
6. The “Christian virgin being exposed to the populace” was painted by ____________.
A. Amorsolo B. Hidalgo C. Luna D. Tolentino
7. It is a Latin word referring to the basement of the Roman Colosseum wherein the fallen
and dying gladiators are dumped and devoid of their worldly possessions.
A. Oblation B. Oblarium C. Spoliarium D. Spolation
8. The “Planting of rice with the Mayon Volcano” was painted by ____________.
A. Abueva B. Amorsolo C. Hidalgo D. Luna
9. Which art period were most artwork use only black lines with no traces of brushstrokes?
A. Classical B. Neoclassical C. Medieval D. Romantic
10. What element of arts where it uses diagonals with no specific structure?
A. Tone B. Technique C. Composition D. Lines
11. Which art period were legends, nature and cruelty are common subject of arts?
A. Romantic B. Classical C. Neoclassic D. Romantic
12. Which does not belong to the group?
A. Honor B. Courage C. Patriotism D. Rational
13. What element of arts is being used on an artwork were it has rich in color and has visible
brushstrokes?
A. Values B. Role of art C. Composition D. Technique
14. In the painting of Juan Luna Y Novicio the “Spoliarium” what subject does it show?
A. patriotism B. solemnity C. cruelty D. All of the above

14
 Additional Activity

On a short bondpaper or on an intermediate paper. Draw or paint an artwork in a

Neoclassicism or Romanticism which promotes the following:
• peace
• saving the earth
• gender equality
• or any issues and concern that you can think of.

Then give a short description about your work. You will be grades using the rubric below.

Note: You can use any coloring materials available. Let your parents or any family member
to rate your artwork. Honesty is the best policy.

Criteria 5 4 3 2 1
QUALITY OF ARTWORK
All instructions were followed correctly
VISUAL IMPACT
Artwork conveys the idea
PUNCTUALITY
Artwork was completed on time
NEATNESS
Artwork presentation was neat and orderly
Total:

Average

DESCRIPTIVE SCORE/POINTS
RATING
Excellent 18-20
Very Good 15-17
Good 11-13
Fair 9-10
Poor 8

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 16
Pre-Assessment
1. C
2. D
Assessment 3. B
1. D 4. C
2. B 5. B
3. C 6. C
4. C 7. D
5. D 8. D
6. B 9. C
7. C 10. B
8. B 11. D
9. B 12. D
10. C 13. B
11. D 14. C
12. D
13. D What’s In: Answer may vary.
14. C What’s More: Answer may vary.
What I have Learned: Answer may vary.
What can I do: Answer may vary.
Answer Key
References
Book

Badiola, M.G., Vecino, M.A., Duyan, D., Bongcawil, A.M., Mendoza, J., Bustillo, G.J.,
Pambuan, A.S., and Siobal. L.. A Journey through Western Music and Arts – grade 9 Learner’s
Material. Sunshine Interlinks Publishing House, Inc. Department of education. 2014.
ISBN: 978-971-9601-73-9

Module

MAPEH 9 (ARTS): Module 3a: Paintings of Neoclassical & Romantic Period: Influence
to Philippine Art
• https://drive.google.com/file/d/1ycoqYaZohO_u4SCYzPVLbVaFOvaR0wfj/view?usp=
sharing
Web

• http://bit.ly/3s43DH5
• http://bit.ly/3vHlRAr
• https://bit.ly/3pluNXz
• https://bit.ly/3dcDVvk
• https://bit.ly/3dcDVvk
• https://bit.ly/3vMgS1u
• https://bit.ly/2Zcttf5
• https://bit.ly/2PdkGYO
• https://bit.ly/3aZ8IZX
• https://bit.ly/3d8fCi8
• https://bit.ly/3qlnRLx
• https://bit.ly/3fbjFeq
• https://bit.ly/3r9fS3R
• https://bit.ly/3tGsvoE
• https://bit.ly/3f292dU
• https://bit.ly/3rarEem
• http://bit.ly/3c6CX2K
• https://bit.ly/3tNLAFF
• https://bit.ly/3s43DH5
• https://bit.ly/3ra3FvF
• http://bit.ly/3tFrb5x
• https://bit.ly/3r9r8x9

17
For inquiries or feedback, please write or call:

Department of Education – SDO Bayawan City

Office Address: National Highway, Brgy. Villareal, Bayawan City

Telefax: 035-430-0529
E-mail Address: bayawan.city@deped.gov.ph

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