SEMI – DETAILED LESSON PLAN IN MAPEH

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

Date: MARCH 6, 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 NEOCLASSICAL 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 is the art production of Neoclassic and Romantic 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:
1. Did you enjoy the activity?
3. ANALYSIS 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?

Neoclassicism, 1780-1840
In decorative and visual arts, the Western trend was called Neoclassicism. It also refers to
literature, theater, music and architecture which were inspired by Ancient Greece and
Ancient Rome’s classical art and culture.
4. ABSTRACTIO
N
This is now 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 heroes of Roman times.

NEOCLASSIC PERIOD, 1780-1840

 ART WORK / ART
ARTIST DESCRIPTION (Artwork)
FORM
 Jacques-Louis David  The Death of Marat / Shows the portrayal of a
(1748 – 1825) Painting revolutionary martyr.
- An influential French
 Napoleon Crossing Shows a strongly idealized view of
painter and considered
to be the pre-eminent the Alps / Painting the real crossing that Napoleon and
his army made across the Alps
painter of the era
through the Great St. Bernard Pass
in May 1800.
- His subject of painting
were more on history.  Oath of the Horatii / Depicts a scene from a Roman
Painting 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.
 Jean-Auguste-  Portrait of Napoleon Depicts Napoleon in his decadent
Dominique Ingres (1780 on the Imperial coronation costume, seated upon his
- 1867) Throne / Painting golden-encrusted throne, hand
- He was a pupil of resting upon smooth ivory balls.
Jacques-Louis David,
 The Apotheosis of Depicts an image of Homer,
and regarded as one of
Homer / Painting receiving all the brilliant men of
the great examplers of
Rome, Greece and contemporary
academic art and one of
times.
the finest Old Masters
of his era.
- His paintings were
usually nudes, portraits,
and mythological
theme.
 Antonio Canova  Psyche Awakened by A marble sculpture portraying the
(1757 - 1822) Cupid’s Kiss / relationship of Psyche and Cupid
- A prolific Italian artist & Sculpture
sculptor who became
famous for his marble  Washington / A marble sculpture of Washington
sculptures that Sculpture currently displayed at North Carolina
delicately rendered Museum of History.
nude flesh.
 Bertel Thorvaldsen  Christ / Sculpture An image of resurrected Christ
(1789 – 1838) currently located at the Thorvaldsen
- He was the first Museum.
internationally acclaimed
 Lion of Lucerne / It commemorates the Swiss Guards
Danish artist.
Sculpture who were massacred in 1792 during
- He executed sculptures
the French Revolution.
of mythological and
religious theme
characters.
 Robert Adam  White House / A well-known American civic
(1728 – 1792) Architecture buildings, with a balustrade which is
a railing with vertical supports along
- A Palladian architect of  United States Capitol / the edge of the roof.
the Neoclassic period
Architecture

 Henri Labrousete  Library of Saint-

Gennevieve /
Architecture
 Charles Garnier  Palais Garnier /
Architecture
5. APPLICATION Individual Activity: 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 ARTIST ARTWORK DESCRIPTION

1. 2. Psyche A marble sculpture

 Awakened by portraying the relationship of
Cupid’s Kiss Psyche and Cupid
The Death of Shows the portrayal of a
Neoclassic 3.
Marat revolutionary martyr.
Depicts a scene from a
Roman legend about the
dispute between Rome and
Alba Longa. The three
Jacques-Louis brothers, all of whom appear
Neoclassic 4.
David willing to sacrifice their lives
for the good of Rome, are
shown saluting their father
who holds their swords out
for them.
An image of resurrected
Neoclassic 5. Christ Christ currently located at
the Thorvaldsen Museum.
6. EVALUATION 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
____3. Napoleon Isabelo Veloso Abueva Philippine Revolution during late 19th century.

____4. Guillermo Estrella Tolentino C. British Palladian Architect of the Neoclassical

who designed two American civic buildings
____5. Juan Luna y Novicio
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

I. Multiple Choice
Directions: Choose the letter of the correct answer and write it on the space
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 Have and advance reading about the artworks from famous artist of the 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