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ARTS Quarter 1 - Module 3:
Weeks 4 & 5
MODERN ART
10
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Arts– Grade 10 Alternative Delivery Mode Quarter 1 – Module 2: Modern Art 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 royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module 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
Printed in the Philippines by Department of Education – Region VII – Division of Cebu Province Office Address: DepEd Cebu Province, IPHO Bldg., Sudlon, Lahug, Cebu Cit y Telefax: 032 - 2556405 E-mail Address: [email protected]
Development Team of the Module
Writer/s: Patrick K. Aligarbes, Christine L. Estrella
Remie S. Mantuhac, Kimberly J. Abay
Content Editor/s: Nenita G. Jaralve
Evelyn G. Patiño
Language Editor: Fanny Y. Inumerables
Layout Editor: Charmaine L. Juvahib
QA Evaluator: Archie S. Gallego
Moderator: Milanie M. Panique
Management Team: Marilyn S. Andales, Ed.D., CESO V – Schools Division Superintendent
Leah B. Apao, Ed.D., CESE – Asst. Schools Division Superintendent
Ester A. Futalan, Ed.D. – Asst. Schools Division Superintendent
Cartesa M. Perico, Ed.D. – Asst. Schools Division Superintendent
Mary Ann P. Flores – CID Chief
Isaiash T. Wagas – EPS LRMS
Nenita G. Jaralve – EPS MAPEH
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ARTS Quarter 1 - Module 3:
Weeks 4 & 5
MODERN ART
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Introductory Message
For the facilitator:
Welcome to the ARTS 10 Alternative Delivery Mode (ADM) Module on Modern Art!
This module was collaboratively designed, developed and reviewed by
educators both from public and private 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:
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.
Notes to the Teacher
This contains helpful tips or strategies that will help
you in guiding the learners.
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For the learner:
Welcome to the ARTS 10 Alternative Delivery Mode (ADM) Module on Modern Art!
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.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may
decide to skip this module.
What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
What is It
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
What’s More
This comprises activities for
independent practice to solidify 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.
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I Can Do
This section provides an activity which
will help you transfer your new
knowledge or skill into real life
situations or concerns.
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Assessment
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional Activities
In this portion, another activity will be
given to you to enrich your knowledge
or skill of the lesson learned.
Answer Key
This contains answers to all activities in
the module.
At the end of this module you will also find
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. Do not 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!
References This is a list of all sources used in
developing this module.
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the concepts of Modern Art. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is composed of topics which go through aspects in modern art,
namely:
- A discussion about specific and popular artworks produced under each major
art movement
- A timeline presenting the emergence of the major modern art movements and
their various characteristics
After going through this module, you are expected to:
1. use artworks to derive the traditions/history of the various art movements; and
2. compare the characteristics of artworks produced in the various art
movements.
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What I Know
Modern art emerged when artists began to produce art based on their
_________________________ and about topics that they chose. As a result, new
techniques and characteristics in doing art emerged.
In 1872, Claude Monet painted ________________________ which coined the
name for the Impressionist artists, becoming the first art movement in modern art.
A few years after, the Post-Impressionist movement emerged. Considered as
one of the most iconic artwork of the movement, the Starry Night by
_______________________ was painted in 1889.
When artists further explored their feelings, thoughts, and emotions, the art movement
tagged as ______________________ arose. One of the most prominent artwork of the
movement is __________________________, painted in 1931 by Spanish surrealist
_______________________.
As modern art continued, more artists experimented with various ways to portray
a subject and setting. The abstractionist movement then emerged. Pablo Picasso was
one of the movers of abstractionism and in 1932, he painted
________________________ which was said to be a portrait of his lover.
As people, specifically artists, migrated from Europe to America after World War
1, another art movement named ________________________ emerged. Jackson
Pollock, an icon of this movement, created the artwork named
_________________________ which applied the style of
_________________________ painting.
FILL-IN THE BLANKS
DIRECTIONS: Based on your prior knowledge, fill in the blanks with the correct
word or phrase to complete the concept of the paragraph. Use a
separate sheet of paper.
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Lesson 3
MODERN ART (Impressionism, Expressionism and
Abstractionism)
The birth of modernism and modern art can be traced to the Industrial
Revolution. This period of rapid changes in manufacturing, transportation, and
technology began around the mid-18th century and lasted through the 19th century,
greatly affected the social, economic, and cultural conditions of life in Western Europe,
North America, and eventually the world. New forms of transportation, including the
railroad, the steam engine, and many others changed the way people lived, worked,
and traveled, expanding their view of the world and access to new ideas. As urban
centers prospered, workers moved to cities for industrial jobs and urban populations
increased.
Before the 19th century, artists were most often commissioned to make artwork
by wealthy patrons or institutions like the church. Much of this art depicted religious
or mythological scenes that told stories intended to instruct the viewer. During the 19th
and 20th century, many artists produced art based in their own, personal experiences
and about topics that they chose. Many artists during this time began exploring
dreams, symbolism, and personal iconography as avenues for the depiction of their
subjective experiences. Challenging the notion that art must realistically depict the
world, some artists experimented with the expressive use of color, non-traditional
materials, and new techniques and mediums.
Art perpetuates all aspect of life; it is a primary means of self-expression. To
understand how art became what it is today, one must go back in time and know the
history and tradition behind iconic artworks produced by celebrated modern artists.
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4 1 3 E
I D X
M 8 A C T I O N P A I N T I N G P D R
5 G U E R R I C A A E
E I S
2 S S S
C S M I
6 F U T U R I S M 9 N O N O B J E C T I V I S M
B O N
I N 10
S O C I A L R E A L I S M
S I S
M S M
7 M E C H A N I C A L S T Y L E
What’s In
Across
5. Which artwork by Pablo Picasso has been recognized as the most monumental and comprehensive statement of social realism?
6. Which art style was created for a fast-paced machined-propelled age? 7. It is a style where basic forms are used, such as planes, cones spheres and
cylinders, and are all fit together precisely. 8. It is done by splattering, squirting, and dribbling paint on a huge canvass. 9. It is the logical geometrical conclusion of abstractionism. 10 It is an artist’s way of protesting against social injustices, inequalities,
immorality, and ugliness of human condition.
Down
1. Which art movement emerged in the second half of the 19th- century among a group of Paris–based artists?
2. The style whose name was derived from the cube, a three –dimensional geometric figures composed of strictly measures lines, planes, and angles.
3. What art style is characterized by dram, fantasies, memory images and visual tricks?
4. It is defined by distorted lines, application of strong colors and exaggerated forms. Artists work more with their imagination and feeling, rather than with what their eyes see in the physical world.
CROSSWORD PUZZLE
DIRECTIONS: Solve the crossword puzzle on the next page. The statements with
its corresponding number will serve as your clues. Use a separate sheet of
paper for your answers.
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Claude Monet visited his hometown of Le Havre in the Northwest of France in
1872 and proceeded to create a series of artworks depicting the port of Le Havre. The
most popular was “Impression, Sunrise”, shown for the first time in April 1874 in Paris
at an exhibition by the group “Painters, Sculptors, Engravers etc. Inc.”
Monet claimed that he titled the painting “Impression, Sunrise” due to the hazy
painting style in his depiction of the subject. However, art critics claim that Monet might
have named the painting Impression to excuse his painting from accusations of being
unfinished or lacking descriptive detail, but Monet received these criticisms regardless
of the title.
What’s New
IMPRESSIONISM
Impression, Soleil Levant (Impression, Sunrise) Claude Monet, 1872
oil on canvas
In this part, let us go through various artworks produced in each major art
movement. Each artwork is discussed in detail to help you understand its
characteristics, how it represents the art movement under which it was produced, and
how each of them are distinct from one another.
shorturl.at/qGHS9
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“Impression, Sunrise” depicts the port of Le Havre at sunrise, with the two small
rowboats in the foreground and the red Sun being the focal elements. In the middle
ground, more fishing boats are included, while in the background on the left side of the
painting are clipper ships with tall masts. Behind them are other misty shapes that are
not trees, but smoke coming from boats and steamships, while on the right in the
distance are other masts and chimneys silhouetted against the sky. Showing features
of industry during his time, Monet eliminated existing houses on the left side of the
wharf, leaving the background unobscured.
The hazy scene of “Impression, Sunrise” strayed from traditional landscape
painting and classic, idealized beauty. Loose brush strokes meant to suggest the
scene, rather than to mimetically represent it. The painting then demonstrates the
emergent Impressionist movement. In the wake of an emergent industrialization in
France, this style expressed innovative individuality. “Impression, Sunrise” was about
Monet’s search for spontaneous expression, but was guided by definite and historically
specific ideas about what spontaneous expression was. It is then fitting that
“Impression, Sunrise” was considered to sum up the start of the movement and its
name.
The Starry Night, a moderately abstract landscape painting of an expressive
night sky over a small hillside village, is one of Dutch artist Vincent van Gogh’s most
celebrated works.
POST-IMPRESSIONISM
The Starry Night Vincent Van Gogh, 1889
oil on canvas
shorturl.at/rDK58
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Finished in 1889, the oil-on-canvas painting is dominated by a night sky roiling
with chromatic blue swirls, a glowing yellow crescent moon, and stars rendered as
radiating orbs. One or two cypress trees, often described as flame-like, tower over the
foreground to the left, their dark branches curling and swaying to the movement of the
sky that they partly obscure. Amid all this animation, a structured village sits in the
distance on the lower right of the canvas. Straight controlled lines make up the small
cottages and the slender steeple of a church, which rises as a beacon against rolling
blue hills. The glowing yellow squares of the houses suggest the welcoming lights of
peaceful homes, creating a calm corner amid the painting’s turbulence.
Van Gogh painted “The Starry Night” during his 12-month stay at the Saint-
Paul-de-Mausolea Asylum located near Saint-Rémy-de-Provence, France, several
months after suffering a breakdown due to depression. While at the asylum, he painted
during bursts of productivity that alternated with moods of despair. As an artist who
preferred working from observation, van Gogh was limited to the subjects that
surrounded him: his own likeness, views outside his studio window, and the
surrounding countryside that he could visit with a companion.
Although van Gogh’s subjects were restricted, his style was not. He
experimented with the depiction of various weather conditions and changing light,
often painting the wheat fields nearby under a bright summer sun or dark storm clouds.
Van Gogh was also particularly preoccupied by the challenges of painting a night
landscape. Van Gogh considered that night was more colorful than day and that stars
were more than simple white dots on the black sky. Instead, they appear yellow, pink,
or green. By the time van Gogh arrived at Saint-Rémy, he had already painted a few
night scenes, including Starry Night Over the Rhône (1888). In that work, stars appear
in bursts of yellow against a blue-black sky and compete with both the glowing gas
lamps below and their reflection in the Rhône River.
At the asylum, van Gogh observed the night sky from his barred bedroom
window and wrote a letter to Theo describing a magnificent view of the morning star
he saw early one morning in the summer of 1889. Because he was not allowed to
paint in his bedroom, he painted the scene from memory or possibly drawings and
used his imagination for the small village that did not actually exist. Employing the
expressive style he had developed during his stay in Paris in 1886–1888, he applied
the paint directly from the tube onto the canvas, creating thick impasto and intense
hues. Doubtful about working from his imagination, van Gogh eventually regarded the
finished Starry Night as a failure.
The painting was one of van Gogh’s late works, as he committed suicide due
to severe depression the following year when The Starry Night was painted. His artistic
career was brief, comprising only 10 years, but it was very productive. He left more
than 800 paintings and 700 to 850 drawings to his brother. When the Museum of
Modern Art in New York City purchased The Starry Night from a private collector in
1941, it was not yet very well known, but it has eventually become one of van Gogh’s
most famous and most recognized works up to the present.
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With its strange subject matter and dream-like atmosphere, Salvador Dali’s
painting “The Persistence of Memory” has become a well-known symbol of
expressionist surrealism. The melting-clocks masterpiece embodies the sensibilities
that define the experimental and unique genre.
“The Persistence of Memory” was painted in 1931, at the height of the surrealist
movement. During this time, innovative artists explored ideas of automatism and the
self-conscious in their work. This experimental approach to art culminated in a
tendency toward peculiar subject matter that evokes dreams and challenges
perceptions.
As a key figure of the movement, Salvador Dali delved deep into this artistic
mindset, which he viewed as revolutionary and liberating.
EXPRESSIONISM
The Persistence of Memory Salvador Dali, 1931
oil on canvas
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When Dali painted “The Persistence of Memory”, his artistic practice was
guided by the peculiar “paranoiac-critical method”. Developed by the artist in 1930, the
technique relies on self-induced paranoia and hallucinations to facilitate a work of art.
This method was particularly instrumental in the creation of Dali’s hand-painted dream
photographs, a collection of works that are stylistically rooted in realism yet unrealistic
in subject matter.
Though set in a realistic landscape, “The Persistence of Memory” features
bizarre subject matter which seems like a dream. While the actual inspiration behind
the scene is up for debate (art historians connect it Albert Einstein’s theory; Dali related
it to Camembert cheese), the odd iconography of the painting is characteristic of the
surrealist movement.
A set of melting clocks- or “soft watches,” as many surrealists have called them-
are scattered across the artwork. These fascinating timepieces appear to have lost
their integrity, as they are softly draped over a tree branch or sliding off a mysterious
platform. A single pocket watch, which remains closed, retains its structure, though an
army of ants threateningly cover its case.
While the rocky landscape in the painting’s background may look like an
ambiguous natural formation, it is actually inspired by Dali’s hometown Catalonia,
Spain. Specifically, the coastal cliffs represent Cap de Creus, a peninsula close to the
artist’s home. Additionally, the triangular shadow that appears to crawl across the
canvas is believed to be cast by Mount Pani, a mountain near the Dalí family’s beloved
summer home. Yet perhaps the most complex part of the scene is an anthropomorphic
mass lying on the ground. This face-like figure is thought to be a self-portrait of the
artist. This interpretation is fitting, as Dali is known for his unconventional self-
portrayals.
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“Girl Before the Mirror” was produced in the style Pablo Picasso used at the
time and evoked an image of vanity such as had been utilized in art in earlier years,
though Picasso shifts the emphasis and creates a very different view of the image.
The work is considered in terms of the erotic in Picasso's art, and critics in different
periods have offered their assessments of the work to show a wide range of reactions.
“Girl Before a Mirror” was painted during Picasso's cubism period. Picasso was
an artist that was very bold with his artwork. Even with backgrounds that are normally
placed to be a backdrop and mainly they are to assist the main subject. He includes it
within the painting to make it just as intense as the main focal point of the image.
When you look closely at the image, you can interpret many different symbols
within different parts of the painting. The woman's face for one; is painted with a side
profile and a full-frontal image. One side shows the daytime where she seems more
like a woman, dolled up with her make up done. The other side with the rough charcoal
texture portrays her at night. When she takes off the mask of makeup and is more
vulnerable as a young lady.
ABSTRACTIONISM
Girl Before the Mirror Pablo Picasso, 1932
oil on canvas
shorturl.at/GOQ38
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One way of interpreting the painting is when the woman looks at herself in the
mirror- she is seeing herself as an old woman. From the green discoloration on her
forehead, darkening of her facial features to the lines that show that her young body
has been distorted, and gravity has taken its rightful place. Another way of viewing the
painting is that she is self-conscious, and she sees all the flaws in herself that the
world does not see.
Jackson Pollock created his action painting “Autumn Rhythm” in October of
1950. In this nonrepresentational picture, thinned paint was applied to unprimed,
unstretched canvas that lay flat on the floor rather than propped on an easel. Poured,
dripped, dribbled, scumbled, flicked, and splattered, the pigment was applied in the
most unusual means. The artist also used sticks, trowels, and knives- in short,
anything against the traditional painter's ways to build up dense, lyrical compositions
comprised of intricate portions of line. There is no central point of focus, no hierarchy
of elements in this allover composition in which every bit of the surface is equally
significant. The artist worked with the canvas flat on the floor, constantly moving all
around it while applying the paint and working from all four sides.
“Autumn Rhythm” is 207 inches wide. It assumes the scale of an environment,
enveloping both for the artist as he created it and for viewers who confront it. The work
is a record of its process of coming-into-being. Its dynamic visual rhythms and
sensation's buoyant, heavy, graceful, arching, swirling, pooling lines of color are direct
ABSTRACT EXPRESSIONISM
Autumn Rhythm Jackson Pollock, 1950
oil on canvas
shorturl.at/cBQY1
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evidence of the very physical choreography of applying the paint with the artist's new
methods. Spontaneity was a critical element. But lack of plan should not be confused
with no control. Pollock mentioned that he can control the flow of paint and that there
is no accident.
For Pollock, and as for the Abstract Expressionists in general, art had to convey
significant or revelatory content. He had arrived at abstraction having studied with
Thomas Hart Benton, worked briefly with the Mexican muralists, confronted the
methods and philosophy of the Surrealists, and immersed himself in a study of myth,
archetype, and ancient and "primitive" art.
What Is It
Here is a timeline on the development of the various modern art movements.
A summary of the characteristics of each major art movement is provided on the
next page.
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• an art movement that emerged in the second half of the
19th century
• the viewer’s momentary impression of an image and is not intended to be
clear or precise
• a representation of what it would be in real life
• artists expanded in bold ways using geometric approach, such as
fragmenting objects and distorting people’s face and body parts applying
colors which are not necessarily natural
• rejected interest in depicting the observed world and they looked to their
memories and emotions to connect with the viewer on a deeper level
• artists created works with more emotional force rather than with realistic
or natural images to convey a subject or a setting
• they work more with imagination and feelings, rather than what their eyes
see in the physical world
• they distorted outlines, applied strong colors, and exaggerated forms
• a logical and rational art movement
• artists used geometric shapes, patterns, lines, angles, texture, and swirls of
color to represent subject and settings
• no subject could be easily recognized
1. IMPRESSIONISM
2. POST-IMPRESSIONISM
3. EXPRESSIONISM
4. ABSTRACTIONISM
5. ABSTRACT EXPRESSIONISM
• Action Painting - It is done by splattering, squirting, and dribbling paint on
a huge canvass. There is apparently no pre-planned pattern or design in
mind. It aims to show creativity through energy. • Color Field Painting - Artists used different color saturations to create
their effects.
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DIRECTIONS: Fill in the following diagrams with the needed information.
1. For Diagrams A and C, provide more details to show the similarities and
differences between each art movement.
2. For Diagram B, provide a short description for each art style.
3. Use a separate sheet of paper for your answers.
What’s More
* uses real life subjects * uses vivid colors in their paintings
A. Impressionism vs. Post-Impressionism
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*both emerged in the 20th century
NEOPRIMITIVISM
FAUVISM NEOPRIMITIVISM
DADAISM
SOCIAL REALISM
SURREALISM
B. Expressionist Art Styles
C. Abstractionism vs. Abstract Expressionism
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What I Have Learned
QUESTION AND ANSWER
DIRECTIONS:
1. Check if your answers to the “What’s In” activity are correct.
2. Now that you have newly acquired learning, answer the following questions
briefly. Use a separate sheet of paper for your answers.
1. Who is one of the most popular post-impressionist artists? What is the name of his
iconic painting and what year was it painted?
____________________________________________________________________
____________________________________________________________________
_______________________________________________
2. How did the abstract expressionism art movement emerge? Name the popular artist
of this movement and the title of his artwork.
____________________________________________________________________
____________________________________________________________________
_______________________________________________
3. What inspired the name for the Impressionist movement? Cite the artist and his
artwork.
____________________________________________________________________
____________________________________________________________________
_______________________________________________
4. Which painting is considered as the most prominent artwork in the Expressionist
movement? Who is its artist and when was it painted?
____________________________________________________________________
____________________________________________________________________
_______________________________________________
5. Name the prime mover of the abstractionist art movement. What is the title of his
popular painting? What is it about?
___________________________________________________________________
___________________________________________________________________
_______________________________________________
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What I What I Can Do
CREATING YOUR OWN IMPRESSIONIST ARTWORK: IMPASTO
One of the most distinctive painting techniques used by impressionist artists was
impasto, the very heavy application of paint to the canvas – often with spatula or knife
instead of paintbrush- and sometimes even directly squeezed from the tube.
Materials: ¼ illustration board or chipboard
Tube or acrylic paints (anything available)
Paintbrushes
Wooden popsicle sticks
Pencil
Rags for cleaning up
Procedure:
1. Decide on a simple design for your artwork. Keep in the mind what colors of
pains are availabe to you.
2. Using a pencil, sketch in the general design on the illustration board or
chipboard.
3. Appy the paints to your design with the brush, then more thickly with the popsicle
sticks and in certain spots, squeeze the paint directly and in certain spots.
4. Allow the paint to dry thoroughly before handling or displaying finished artwork.
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Assessment
DIRECTIONS: Choose from the box the best answer to the following questions
or statements. Write your answers on a separate sheet of paper.
_______________ 1. When was the painting “Impression, Sunrise” shown for the first
time in Paris?
_______________ 2. It is one of the most popular artworks of Salvador Dali that
became a symbol for expressionist surrealism.
_______________ 3. One way of interpreting the painting “Girl Before the Mirror” is
that the woman looks at herself in the mirror and sees herself
as _____.
_______________ 4. An artwork that was considered to sum up the start of the
Impressionist movement and its name.
_______________ 5. An iconic artist who painted “The Starry Night” in 1889.
_______________ 6. In what year did Salvador Dali paint “The Persistence of
Memory”?
_______________ 7. The “Girl Before the Mirror” was painted by _____.
_______________ 8. In what year did Vincent van Gogh finish "The Starry Night"?
_______________ 9. How long did it take Vincent van Gogh to finish “The Starry
Night”?
_______________ 10. A technique developed by Salvador Dali which he used in his
paintings.
_______________ 11. What landscape or setting inspired Claude Monet’s painting in
1872?
_______________ 12. During which art movement was “Girl Before a Mirror” painted
by Pablo Picasso?
_______________ 13. Jackson Pollock’s action painting in October 1950 was called
_____.
_______________ 14. What is the measurement of Jackson Pollock’s artwork?
_______________ 15. It is a moderately abstract landscape painting of an expressive
night sky over a small hillside village and is Vincent van Gogh’s
most celebrated works.
an old woman Impression, Sunrise Vincent van Gogh 1889
Salvador Dali April 1874 The Persistence of Memory
Pablo Picasso 12 months The Starry Night 1931
Cubism Period Le Havre, France Paranoiac-Critical Method
207 inches
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ADDRESSING SOCIAL ISSUES THROUGH ART
DIRECTIONS:
1. Choose a current issue in society that you feel needs to be addressed and
created an artwork applying the characteristics of “social realism”.
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, brush scissors; glue or paste and
pictures from magazines, newspapers, calendars.
3. Plan how to use these materials to express your message about your
chosen social issue
4. Decide on a title for your artwork.
5. Use the following rubric as your guide on how your artwork will be rated.
Additional Activities
MODERN ART ASSESSMENT RUBRIC
STUDENT NAME: CLASS PERIOD:
ACTIVITY: DUE DATE:
After you finish your drawing, rate yourself based upon the following criteria then encircle the corresponding score.
EXCELLENT
VERY GOO
D
GOOD
AVERAGE
NEEDS IMPROVEMEN
T
RATE YOURSEL
F
TEACHER'S RATING
Concept of chosen art movement is evident?
5 4 3 2 1
Techniques (strokes, colors etc.) of chosen art movement is evident?
5 4 3 2 1
EFFORT (took time to develop ideas; turned in assignment on due date, did not rush)
5 4 3 2 1
CREATIVITY (inventiveness, expression of ideas and imagination)
5 4 3 2 1
CRAFTSMANSHIP (neat, clean, complete, art tools used appropriately)
5 4 3 2 1
Comments:
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Answer Key
What Have I Learned
1. Vincent van Gogh is one of the most popular post-impressionist artists. His iconic painting, the Starry
Night, was painted in the year 1889.
2. The abstract expressionism art movement emerged when artists migrated from Europe to America. Among
the artists of this movement, Jackson Pollock is considered as one of the most popular because of his action
painting named Autumn Rhythm.
3. Claude Monet’s painting named “Impression, Sunrise” coined the name for the Impressionist art
movement.
4. “The Persistence of Memory” by Spanish surrealist Salvador Dali is considered as the most prominent
artwork of the Expressionist movement. It was painted in 1931.
5. One of the movers of the abstractionist art movement was Pablo Picasso. The “Girl Before a Mirror” is
considered as his most popular work and it is said to be a portrait of his lover.
What I Know
1. personal experiences
2. Impression, Sunrise
3. Vincent van Gogh
4. Expressionism
5. The Persistence of
Memory
6. Salvador Dali
7. Girl Before a Mirror
8. Abstract Expressionism
9. Autumn Rhythm
(Number 30)
10. Action
What’s In
1. Impressionism
2. Cubism
3. Dadaism
4. Expressionism
5. Guernica
6. Futurism
7. Mechanical Style
8. Action Painting
9. Non-objectivism
10. Social Realism
Assessment
1. April 1874
2. The Persistence of Memory
3. an old woman
4. Impression, Sunrise
5. Vincent Van Gogh
6. 1931
7. Pablo Picasso
8. 1889
9. 12 months
10. Paranoiac-Critical Method
11. Le Havre, France
12. Cubism Period
13. Autumn Rhythm
14. Paranoiac-Critical Method
15. The Starry Night
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REFERENCES
Textbook
Sunico, Raul M., Evelyn F. Cabanban, Melissa Y. Moran. 2015. Horizons:
Music and Arts Appreciation for Young Filipinos. Philippines: Tawid
Publications
Internet Documents
Abdou, Kelly R. Exploring Salvador Dali’s Strange and Surreal ‘Persistence of
Memory’. https://mymodernmet.com/
Monet, Claude. Impression, Sunrise.
https://en.wikipedia.org/wiki/Impression,_Sunrise
Picasso, Pablo. Girl before a Mirror. Retrieved from: https://www.pablopicasso.org/
Pollock, Jakson. Autumn Rhythm. Retrieved from: https://www.jackson-pollock.org/
Zelazko, Alicja. The Starry Night: Painting by van Gogh. Retrieved from:
https://www.britannica.com
Online Images
Monet, Claude.1872. Impression, Sunrise. Oil paint on canvas. Paris.
https://en.wikipedia.org/wiki/Impression,_Sunrise
Dali, Salvador. 1931. Persistence of Memory. oil paint on canvas. Museum of Modern
Art (MoMA), New York City, NY, US. Accessed on July 29, 2020 via
https://www.wikiart.org/en/salvador-dali/the-persistence-of-memory-1931
Picasso, Pablo. 1932. Girl before a Mirror. Oil paint on canvas. Accessed on July 29,
2020 via https://www.wikiart.org/en/pablo-picasso/girl-in-front-of-mirror-1932
Pollock, Jakson. Autumn Rhythm. Retrieved from: https://www.jackson-pollock.org/
Van Gogh, Vincent. 1889. The Starry Night. Oil paint on canvas. Museum of Modern
Art (MoMA), New York City, NY, US. Accessed on July 29, 2020 via
https://artsandculture.google.com/asset/the-starry-night/bgEuwDxel93-
Pg?hl=en-GB
https://mymodernmet.com/https://en.wikipedia.org/wiki/Impression,_Sunrisehttps://www.pablopicasso.org/https://www.jackson-pollock.org/https://www.britannica.com/https://en.wikipedia.org/wiki/Impression,_Sunrisehttps://www.wikiart.org/en/salvador-dali/the-persistence-of-memory-1931https://www.wikiart.org/en/pablo-picasso/girl-in-front-of-mirror-1932https://www.jackson-pollock.org/https://artsandculture.google.com/asset/the-starry-night/bgEuwDxel93-Pg?hl=en-GBhttps://artsandculture.google.com/asset/the-starry-night/bgEuwDxel93-Pg?hl=en-GBUserDMWMark
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For inquiries or feedback, please write or call:
Department of Education – Region VII,
Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: [email protected]
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