SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/ARTS 4 ___

Date: MARCH 8, 2023

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

1. perform/participate competently in a presentation of a creative

impression (verbal/nonverbal) from the Neoclassic and Romantic periods
B. Performance
Standards 2. recognize the difference and uniqueness of the art styles of the different periods
(techniques, process, elements, and principles of art)

C. Learning  identifies distinct characteristics of arts during the Neoclassic and Romantic periods
Competencies/ (A9EL-IIIa-2)
Objectives
(Write the LC
 identify representative artists from the Neoclassic and Romantic periods
code) (A9EL-IIIa-3)

II. CONTENT ARTISTS FROM ROMANTIC PERIOD

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Learning Activity Sheets in Arts 9
Resource (LR)
portal
B. Other Learning
Resources
Manila paper, scotch tape, marker
IV. PROCEDURES
I. Prayer – The teacher will ask for a volunteer to lead the prayer.
II. Checking of Attendance – To monitor the students, the teacher will check the
attendance through their permanent seating arrangement.
III. Reminding of classroom rules and norms.
 In order to have a conducive and harmonious teaching and learning process,
1. PRIMING
the teacher and the learners will establish or set their agreed classroom
ACTIVITIES
rules and norms.
IV. Review
 Who can still remember our topic yesterday?
 What was our lesson all about?
 What are the famous artworks from Neoclassic period?
 Activity: Look out!

Directions: Find 10 words that are related or connected to Neoclassic and Romantic Period.
Write your answers on the board.

2. ACTIVITY

Process questions:
3. ANALYSIS 1. Did you enjoy the activity?
2. How were you able to find the words from the Neoclassic and Romantic period?
3. What do you think is our lesson for today?

Romanticism, 1800- 1810s

Romanticism was a trend in which Neoclassical Era artists sought to break new ground with
both the delicate and stormy presentation of sentiment. They also promoted a variety of
distinguishing concepts, such as historical ambition, super-natural elements, social justice
4. ABSTRACTION and nature.
Landscape painting was also made more popular because of the romantic adoration of
nature by the inhabitants.
Romanticism was a reaction to the neoclassical pieces' historical, contemplative nature.
ROMANTIC PERIOD, 1800s-1810s
 ART WORK / ART
ARTIST DESCRIPTION (Artwork)
FORM
 Jean louis Theodore  The Raft of the Portrays the victims of a contemporary
Gericault (1791 – 1824) Medusa / Painting shipwreck
France  Charging Chasseur / His first major work revealed the
- He was the first French Painting influence of the style of Rubens and
master and the leader of the an interest in the depiction of
French realistic school. contemporary subject matter
- His masterpiece were  Insane Woman / One of several portraits Gericault
energetic, powerful, Painting made of the mentally disabled that has
brilliantly colored and tightly a peculiar hypnotic power.
composed
 Eugene Delacroix  Liberty Leading the A woman holding the flag of French
(1798 – 1863) France People / Painting Revolution personifies Liberty and
- He was considered the leads the people forward over the
greatest and most influential bodies of the fallen
French Romantic painter.
 Francisco Goya  The Third of May / Commemorates Spanish resistance to
(1746 – 1828) Spain Painting Napoleon’s armies during the
- He was a commissioned occupation of 1808 in the Peninsular
Romantic painter by the King War.
of Spain.  Saturn Devouring His Depicts the Greek myth of the Titan
Son / Painting Cronus (Saturn), who fears that t\he
- He was also a printmaker would be overthrown by one of his
regarded both as the last of children, so he can ate each one upon
the “Old Masters” and the their birth.
first of the “Moderns”.  The Burial of Sardine / It was Spanish ceremony celebrated
Painting on Ash Wednesday and was a
symbolical burial of the past to allow
society to be reborn, transformed with
new vigor
 Theodore Rousseau  Der kleine Fischer / A landscape painting depicts the
Painting physical world that surrounds us and
 Landscape with a includes features such as mountains,
Plowman / Painting valleys, vegetation and bodies of
 Jean-Baptiste-Camille  The Church of water.
Corot Marissel, near
Beauvais / Painting
 Le repos sous les
saules / Painting
 Francois Rude  Departure of the Portrays the goddess liberty urging the
(1784 – 1855) France Volunteers / Sculpture forces of the French Revolution
- He was best known for his onward
social art which aimed to  JEANNE d’Arc /
inspire and capture the Sculpture
interest of a broad public.
 Antoine-Louis Barye  Hercules Sitting on a
(1796 – 1875) France Bull / Sculpture
- He was the most famous  Theseus Slaying the
animal sculptor of all time. Minotaur / Sculpture
Individual Activity: Fill in the Box!
5. APPLICATION Directions: To know how much you have learned from the discussion, fill in the box with
their correct answers to complete the table.
 ARTIST ART WORK / ART FORM DESCRIPTION (Artwork)
1. Insane Woman / Painting One of several portraits Gericault
made of the mentally disabled
that has a peculiar hypnotic
power.
Eugene Delacroix 2. A woman holding the flag of
(1798 – 1863) France French Revolution personifies
He was considered the Liberty and leads the people
greatest and most forward over the bodies of the
influential French fallen
Romantic painter.
3. Saturn Devouring His 4.
Son / Painting
5. Hercules Sitting on a
Bull / Sculpture
Theseus Slaying the
Minotaur / Sculpture
I. Matching Type. Directions: Match Column A with Column B. Write the letter of your
choice on the space provided before the number.
COLUMN A COLUMN B
____1. Robert Adam 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 century.
____3. Napoleon Isabelo Veloso Abueva C. British Palladian Architect of the Neoclassical who
designed two American civic buildings
____4. Guillermo Estrella Tolentino D. Charles Garnier designed the most famous
classical block which is the _____
____5. Juan Luna y Novicio E. Filipino sculptor who was named as National
Artist for the Visual Arts
F. Father of Philippine Arts

II. Multiple Choice

Directions: Choose the letter of the correct answer and write it on the space
6. EVALUATION
provided before the number.

___1. A continuous line of columns around a building.

a. Temple style b. Christ c. Peristyle d. Balustrade

___2. Classical block aesthestic is also known as ___________.

a. Palladian Style b. Beaux-Arts style
c. Temple style d. Jacques-Louid David

___3. 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

___4. One of his masterpieces is the Library of Sainte-Genevieve

a. Palais Garnier b. David c. Henri Labrouste d. Guillermo Tolentino

___5. Which of the following is a characteristic of romanticism?

a. Mythological b. Tragedy c. Formal composition d. Emotional extremes
 7. ASSIGNMENT Reflect on and derive the mood, idea or message from selected artworks of the Neoclassic
and Romantic period.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN. COP Head

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I