QUARTER 2

MAPEH (Arts) G9
 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 (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 the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON Arts G9

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

MAPEH (Arts)
Grade 9

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Mary Jane Preciosa V. Perez

Content Creator & Writer

Jhonathan S. Cadavido & Leonardo C. Cargullo

Internal Reviewer & Editors

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON Arts G9
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in English as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Arts G9

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Arts G9

 The Art Elements and Principles in the
WEEK
Production of Work Following a Specific Art Style
1
I Lesson

This module was designed to guide you in learning the different art forms
during the Renaissance and Baroque periods. You will discover how the artists
applied the elements of arts and principles of design in the production of their
craft according to their style.
At the end of the lesson, you will identify and describe the elements and
principles used, compare and contrast the artworks from the two periods , and
show appreciation by employing the elements and principles of arts learned from
Renaissance and Baroque period in ones’ work.

D
Learning Task 1: List down the different elements of arts and principles of design
you remembered during your past lessons in arts. Write your answers in their
proper columns. Draw one example for each elements and principles. Do this in
your notebook.

ELEMENTS OF ARTS PRINCIPLES OF DESIGN

The elements of arts and the principles of design are the building
blocks or foundation of any created artworks. It helps in giving a clearer picture or
message that the artist wanted to impart.

Learning Task 2: Identify what is being described. Unscramble the letter to get
the correct word. Write your answer in your notebook.

A SC N S E A N I R E

The period of economic progress and the era of great artistic and
intellectual achievement with the birth of secular art.

Q E A B O U R
The period that utilizes a lot of ornamentation and uses exaggerated motion
and contrast that leads to a dramatic effect.

PIVOT 4A CALABARZON Arts G9 6

 RENAISSANCE (1400-1600)
 means rebirth
 flourished in the 1400s in the Italian City of Florence
 the era of great creativity in painting, sculpture, and literature
 the period of economic progress
 the period that revived enthusiasm for the study of artistic values and ancient
philosophy.
 the time when people rediscovered the glories of ancient Greece and Rome
 an era of great intellectual and artistic achievement with the birth of secular
art
 focus was on realistic and humanistic art

BAROQUE (1600-1800)
 derived from the Portuguese word Barocco which means “irregularly shaped
pearl or stone”
 a period of artistic styles in exaggerated motion, drama, tension, and
grandeur.
 describes a complex idiom and focuses on painting, sculpture, as well as
architecture
 the period that utilizes a lot of ornamentation and uses exaggerated motion
and contrast that leads to a dramatic effect
 reflects the tensions of the age by the Catholic church in Rome
 medium for spreading the message of Counter-Reformation
 use to propagate Christianity by the Roman Catholic Church
 use for architecture and arts to impress visitors, express triumph, power, and
control by the aristocracy

Learning Task 3: Read about the different artworks during the Renaissance and
Baroque Period. After reading, you will answer the process questions found in the
learning task 4.
Arts of the Renaissance Period

Mona Lisa
 also called as the Portrait of Lisa Gherardini, the wife of
Francesco del Giocondo
 Leonardo da Vinci’s oil painting on poplar wood panel
 a painting that presents a woman in a half-body portrait
and a backdrop of a distant landscape.
 Mona a polite form of address, originates as Madonna,
similar to My Lady, Ma’am, or Madamme

7 PIVOT 4A CALABARZON Arts G9

Pieta
 Michelangelo Buonarroti’s Renaissance sculpture
 made from Carrara marble
 intended for the cardinal’s funeral monument
 the theme is of northern origin
 famous work of art that depicts the body
of Jesus on the lap of his mother Mary after
the crucifixion

Arts of the Baroque Period

Portrait of Helene Fourment

 Peter Paul Ruben’s Baroque oil on wood painting
 a portrait of her second wife Helena Fourment

Ecstasy of St. Teresa

 Gian Lorenzo Bernini’s sculpture
 made from white marble
 set in elevated aedicule in Cornaro Chapel, Santa Maria
della Vittoria, Rome
 often describe as a total work of art
 incorporates variety of elements, sculpture, painting, ang
lighting effects presented in a theatrical setting.

E
Learning Task 4: Observe the artworks carefully, then answer the process
questions in your notebook. Follow the given format.Do this in your notebook.

Art Art
1 Title 2 Title
Period Period
Artist Artist

Art Art
3 Title 4 Title
Period Period
Artist Artist

Process Questions:
1. What type of art form do the pictures belong to?
2. Give the title of the artwork.
3. In what periods do the artworks belong?
4. Who were the artists of those artworks?
PIVOT 4A CALABARZON Arts G9 8
Learning Task 5: Identify and describe the elements and principles used in the 4
artworks. Follow the format below. Answer this in your notebook.

Artwork Elements and Description (How were the elements and

Principles Used principles used in the artwork)
Example Lines Straight lines were used to give emphasis on the strength
or masculinity of the subject
Used of bright colors to give emphasis on the subject or
Color theme
1
2
3
4

Learning Task 6: Compare and contrast the artworks in terms of the elements
and principles employed using the Venn diagram.
A. Artworks 1 and 4 B. Artworks 2 and 3 C. Painting and Sculpture

A
Learning Task 7: Paint an object or scene in accordance with the elements and
principles of arts depicting Renaissance and/or Baroque style. Use any available
materials for painting. Please be guided on the given criteria.
Criteria 5 4 3 2 1
Elements and principles of arts were employed
Renaissance and or Baroque Style is applied
Neatness
Craftmanship

Learning Task 8: Answer the following reflection questions in your activity

notebook.
1. What are the elements of art shown in your painting that depicts Renaissance/
Baroque style?
2. How important are these elements and principles of art in creating an artwork?
3. What is the message conveyed in your own painting?
4. How do you feel about your own work?

9 PIVOT 4A CALABARZON Arts G9

 The Distinct Characteristics of Arts and
WEEK
Representative Artist During the Renaissance
2 and Baroque Period
I Lesson
In this module, you will learn about the arts during the Renaissance and
Baroque Periods, its distinct characteristics, and the representative artists.
At the end of the lesson, you will identify and describe the distinct
characteristics and the representative artists during Renaissance and Baroque
periods, and appreciate the contributions made by the representative artists
through employing the characteristics and styles in one’s work.

D
Learning Task 1: Find 15 words that are connected to the Renaissance or
Baroque Period. Do this activity in your notebook.
S R E N A I S S A N C E R R M
C U B F A N I A P P L I E T I
U B C U E T S N C P N X Y S C
L E C F M O T C E I F L M V H
P N U X Y B I T N E G L O V E
T S A N D U N R T T B R A E L
U R O M A V E I K A U F J L A
R A D V P B M O N A L I S A N
E P N A R S A S H E S R F Z G
F H D A V I D R L F F T Q Q E
D A R N S I O W O A M J R U L
R E M B R A N D T Q U A I E O
O L I V E E N C E D U Z L Z A
L A C E R S A U I B I E S Y B
D O N A T E L L O S T X F B C

Learning Task 2: The words you found are the representative artists and their
works during the Renaissance and Baroque periods. Identify the scrambled words
based from the given pictures. Write your answers in your activity notebook.

PIVOT 4A CALABARZON Arts G9 10

 The words you discovered from the activities are some of the characteristics
in Renaissance and Baroque Art. Here are the other characteristics of the two
periods.
Characteristics of Renaissance Art
In the late 14th century, the Italian Renaissance began. It was the period of
intellectual and great artistic achievement with the birth of secular art.
Humanistic and realistic art was the focus during this period.
Accurate anatomy, scientific perspective, and deeper landscape were the
characteristics of Renaissance art.
Renaissance art is also a rejection of medieval themes or styles and is more
secular. It is a heavy influence of Classical Greece and Rome and the emphasis is
on perspective, natural color, emotions, and basic human nature.
Most of the arts are optimistic and uplifting, the details considered
extremely important, the human body was glorified, and poses must be in natural
form.
The Renaissance was the period of artistic experimentation that brought
man into full view just like the human figure in Greek Art.
Characteristics of Baroque Art
Rome, Italy is where the Baroque style started and spread to most of
Europe. It was the period of artistic styles in an exaggerated motion, tension,
drama, and grandeur.
Some Baroque art is a continuation of Classicism and naturalism of
Renaissance art, characterized by dynamic composition, a far more colorful style,
more ornate and more dramatic, experimental. It is influenced by the
developments in Science, Geometry, and Astronomy.
EIt is a period of irregular stylistic tendencies informed by Mannerism and
the Council of Trent.

Learning Task 3: Match the artworks in Column A from the artist found in
Column B. Write your answers in your activity notebook.

COLUMN A COLUMN B COLUMN A COLUMN B

1. 3.
A. C. Raffaello
Michelangelo Sanzio da
di Lodovico Urbino
Buonarroti
Simoni

2. 4.
B. Leonardo D. Donato di
di ser Piero Niccolo di
Da Vinci Betto Bardi

11 PIVOT 4A CALABARZON Arts G9

 COLUMN A COLUMN B COLUMN A COLUMN B
5. 8.
E. Peter Paul H. Rembrandt
Rubens Harmenszoon
van Rijn

6. 9.
F. Diego I.
Velasquez Michelangelo
Merisi

7.
G. Gian
Lorenzo
Bernini

Famous Renaissance Artworks and Artists

Michelangelo di Lodovico Buonarroti Simoni (1475-1564)
 an Italian sculptor, painter, architect, poet and considered as
the greatest living artist in his lifetime, and one of the greatest
artists of all time.
 his works in paintings, sculpture, and architecture rank
among the famous in existence.
 his outstanding works as a sculptor were the following: Pieta,
Bacchus, Moses, David, Dying Slave, Dawn and Dusk.
 The Pieta and David were the two of his best-known works and were sculpted
before he turned thirty.
 the scenes from Genesis on the ceiling and the Last Judgment on the altar
wall of the Sistine Chapel in Rome are the two of the most influential works in
fresco in the history of Western art

Raffaello Sanzio da Urbino (Raphael) (1483-1520)

 an Italian painter and architect of the High Renaissance period
 clarity of form and ease of composition and for its visual
achievement of interpreting the Divine and incorporating
Christian doctrines where his work was admired for.
 formed the traditional trinity of great masters together with
Michelangelo and Leonardo da Vinci of that period.
 his unique draftsmanship and compositional skills were his
main contributions to art
 The Sistine Madonna, The School of Athens, and The Transfiguration were His
famous works
 his last painting was The Transfiguration which he worked on up to his death.

PIVOT 4A CALABARZON Arts G9 12

Leonardo di ser Piero Da Vinci (1452- 1519)
 a painter, architect, scientist, and mathematician.
 was popularized in present times through a novel and movie
entitled, “Da Vinci Code”
 known as the ultimate “Renaissance man” due to his talent,
intellect, interest, and his expression of humanist and classical
values.
 widely considered to be one of the greatest painters of all time
and the most diversely talented person to have ever lived
 The Last Supper (the most reproduced religious painting of all time), and the
Mona Lisa (the most famous and most parodied portrait.) are his well-known
works

Donato di Niccolo di Betto Bardi (Donatello) (1386- 1466)

 an early Renaissance Italian sculptor from Florence and one of
the Italian great artists of the period
 known for his bas-relief work, a form of shallow relief
sculpture
 David, Statue of St. George, Equestrian Monument of
Gattamelata, Prophet Habacuc, and The Feast of Herod were

Famous Baroque Artworks and Artists

Michelangelo Merisi or Amerighi da Caravaggio (1571- 1610)

 better known as Caravaggio, an Italian artist who wanted to
deviate from the classical masters of the Renaissance
 his own actions and the lack of modesty and reverence for
religious subjects in his own paintings made him an outcast in
his society
 he started out as a specialist in his paintings of still life,
especially of fruits
 studies of single figures followed, but they are clumsier than the fruit which
gives their savor of originality and charm.
 his models at this period were either himself or young persons who have an air
of being promising but wicked.

Peter Paul Rubens (1577- 1640)

 a Flemish Baroque painter
 paintings of mythical and figurative subjects, landscapes,
portraits, and Counter- Reformation altarpieces where he is
well known for
 religious subjects, history paintings of magical creatures, and
hunt scenes are his mostly commissioned works
 Samson and Delilah, Landscape with a Tower, Portrait of Helene Fourment,
and The Three Graces are his famous works.
13 PIVOT 4A CALABARZON Arts G9
Gian Lorenzo Bernini (1598-1680)
 the first Baroque Italian artist
 the last in the list of the dazzling universal geniuses and a
prodigy
 skillful in painting, sculpture, architecture, and stage
design,
 he was also a playwright
 the first artworks date from his 8th birthday
 The Goat Amalthea with the Infant Jupiter and a Faun, Damned Soul, and the
Blessed Soul. Were among his early works.
 made a sculpture of “David” for Cardinal Borghese and is different from
Michelangelo’s David
 the design of Piazza San Pietro in front of the Basilica made him as the greatest
Baroque sculptor and architect
 Piazza San Pietro, one of his most innovative and successful architectural
designs

Rembrandt Harmenszoon van Rijn (1606-1669)

 a brilliant Dutch realist, painter, and etcher
 in European art, he was considered as one of the greatest
painters and printmakers
 fascinated with spiritual values and frequently chooses
religious subjects
 he shares with Rubens the revolution which painting came
to depict the more personal aspects of the painter: his own
home and his family
 he often painted himself
 his concept of himself continued to deepen in grasp and
subtlety, and his technique grew more daring.
 popular work was “Self portrait in Old Age”

Diego Velasquez (1599- 1660)

 an artist from Spain
 one of the finest Master of Composition and one of the
most important painters of the Spanish Golden Age
 come out with solutions to pictorial problems of design
that transcend the style of any period
 almost at the very start of his career, he discovered his
avocation
 passion for still life frequently emerges in his art
 The Surrender of Breda, Las Meninas (The maids of
honor), Los Barachos (The Drinker), and Maria Theresa are his famous works

PIVOT 4A CALABARZON Arts G9 14

 E
Learning Task 4: Identify the distinct characteristics of the two eras and their art
forms. Follow the given format and write your answers in your notebook.

Renaissance Characteristics Baroque

General Characteristics of
the two Periods
Elements or Principles
Motif/Theme/Subject

Learning Task 5: Identify or describe the given artist. Write your answers in
your notebook.
1. an Italian artist who wanted to deviate from the
classical masters of the Renaissance
Leonardo di ser 2.
Piero Da Vinci
3. one of the finest Master of Composition and one of the
most important painters of the Spanish Golden Age
Michelangelo di 4.
Lodovico
Buonarroti Simoni
Gian Lorenzo 5.
Bernini
6. an early Renaissance Italian sculptor from Florence
and one of the Italian great artists of the period and
known for his bas-relief work
Peter Paul Rubens 7
8. an Italian painter and architect of the High
Renaissance period
9. considered as one of the greatest painters and
printmakers

Learning Task 6: Give 4 examples of artwork in any art forms which have the
characteristics of the Renaissance or Baroque Art. You can cut-out pictures or
draw to point out the characteristics seen from the two periods and justify your
answer. Write also the name of the foreign artist who made that contribution or
styles. You can collaborate with your parents or siblings in this activity. Do this
activity on a short bond paper.

15 PIVOT 4A CALABARZON Arts G9

 A
Learning Task 7: Draw a self portrait wearing Renaissance costume. Enhance
your drawing by putting accessories on your portrait like head-dress, long hair,
etc. You can use any available materials at home. Answer the reflection question
at the back of your output. Please be guided with the given criteria for your task.

Reflection Questions:
1. What did you learn about Baroque Arts?
2. What skills did you develop?
3. What did you feel while doing the activities?

Criteria 5 4 3 2 1
Elements and principles of arts employed
Renaissance and or Baroque characteristics or
Renaissance and or Baroque artist’s’ style were
applied
Neatness
Craftmanship

Learning Task 8: Name the artists of the following artworks, identify its era and
describe its distinct characteristics. Answer this activity in your notebook and
follow the given format. Do this in your notebook.

Artwork Name of Artist:

1. Pieta Era:
Distinct Characteristics:

Artworks
1. Pieta
2. The Feast of Herod
3. Virgin of the Rocks
4. The Transfiguration
5. Conversion of St. Paul
6. Las Meninas
7. The Last supper
8. Colonnade of the Piazza of St. Peter’s Rome
9. Portrait of Helene Fourment
10. Self-Portrait

PIVOT 4A CALABARZON Arts G9 16

 WEEK
The Renaissance and Baroque Artworks
3
Lesson
I
All artist had their own ways in expressing their thoughts and feelings
on how they view things.
In this lesson, you will learn the different artworks during Renaissance
and Baroque period. How the artist combined and used the elements and
principles of arts in their crafts to show and derive the mood, idea or message.
At the end of the lesson, you will be able to identify and explain the mood
or message of the selected artifacts, discuss the use or functions of the artworks
through the elements and principles applied, and create a painting depicting
one’s emotion or purpose.

D
Learning Task 1: Identify to what art form do these artworks belong? Write your
answers in your activity notebook.

1 2 3
Learning Task 2: Observe the artwork and answer the questions below. Write
your answers in your activity notebook.

Processing Questions:
1. What art form does the artwork
belong?
2. What mood, idea or message does it
depict?
3. What is the purpose or function of this
artwork based on how the artist
utilized the elements and principles of
arts?

17 PIVOT 4A CALABARZON Arts G9

Learning Task 3: Learn more about the different artworks in Renaissance and
Baroque Era.

Pieta
 a Christian art subject that depicts Mary’s sorrow
contemplating the dead body of Jesus her son which she
holds on her lap
 sculptural work made by Michelangelo in 1498 which
was requested by a French Cardinal to decorate his tomb
 came from the Italian word “pity” and the Latin word
“piety” which means heartrending or compassion
 made from a block of Carrara marble
 an important Renaissance work that balances the ideals of
classical beauty with naturalism

Last Supper
 a famous mural painting by Leonardo da
Vinci created during the period
1495-1498
 the first real example of Italian’s High
Renaissance aesthetic masterpiece and
one of the popular works of Christian art
 illustrates the last days of Jesus Christ
scene that commemorates Jesus life and
legacy
 an exceptionally complex work that uses mathematical symbolism,

The Ecstasy of St. Teresa

 one of the sculptural masterpieces of the High
Roman Baroque that depicts an episode of religious
ecstasy in the life of the cloistered Spanish mystic and
Carmelite nun, Teresa of Ávila.
 regarded as one of the most important examples of a
Christian art intense work and
 the Counter-Reformation style of Baroque sculpture
 carved by Gian Lorenzo Bernini between 1647-1652
 planned and created to convey spiritual aspects of the
Catholic faith
 made in white marble set in an elevated aedicule in Cornaro Chapel, Santa
Maria Della Vittoria, Rome
 a key artwork that sets Bernini as one of the greatest sculptors in the history
of art
 consistent with the aims of the Catholic Counter-Reformation art campaign

PIVOT 4A CALABARZON Arts G9 18

Conversion of St. Paul
 an Italian Baroque painting which is also known as
The Conversion on the Way to Damascus
 made by Michelangelo Caravaggio or Michelangelo Merisi
in 1601which was commissioned for the Cerasi Chapel
 is a religious allegory to the Conversion of Paul that led
him to cease persecuting early Christians and to become a
follower of Jesus
 a style of an odd blend of Raphael and clumsy
rustic realism

E
Learning Task 4: Identify and explain the message of the following artwork. Write
your answers in your activity notebook. Follow the format below.

Learning Task 5: Discuss the usage or functions of the artworks in terms of how
the elements and principles of arts were applied. Follow the given chart for your
answers. Do this activity in your notebook.

19 PIVOT 4A CALABARZON Arts G9

Learning Task 6: Look one artwork from your locality which has a Renaissance
or Baroque style. It can be a painting or a sculpture. Take a picture or you may
draw the artwork then answer the following questions at the back of the paper.
Do this activity in a short bond paper. You can collaborate with your parents and
siblings in doing this activity.

Process Questions:
1. What type of artform did you choose?
2. What was the name of the artwork?
3. Explain the idea, mood or message of the artwork.
4. What do you think was the purpose of the artist in creating the artwork?
5. How did the artist use the elements and principles of arts to convey the
message and to show the artwork’s purpose?

A
Learning Task 7: As a youth, how can you help our country or our government
in solving these issues?
Answer this question through painting or poster making. Be sure that you
will apply the elements and principles of design, and the styles learned in the
Renaissance and Baroque Art. Please be guided with the given criteria as you do
your task.
The materials needed for this activity are 1/4 illustration board or any
used cardboard/folder (long), coloring materials or painting materials, pencil.

Criteria 5 4 3 2 1
Elements and principles of arts employed
Renaissance and or Baroque Styles
Relevance to the theme/content and purpose
Craftmanship and Neatness

Learning Task 8:
Answer the reflection questions in your journal notebook.
1. How did you feel while doing your task?
2. What was the message of your artwork?
3. How did you apply the elements and principles of arts in your output to show
the message and the purpose?

PIVOT 4A CALABARZON Arts G9 20

 The History, Traditions and Characteristics WEEKS
of the Renaissance and Baroque Artworks
4-5
I Lesson
To most people, art is an expression of one’s creativity, a product, or
artwork produced by skill and imagination. As the period changes, art has
evolved into different forms of expression and has influenced history in many
ways which can be marked in the different events in art.
At the end of the lesson, you will use artworks to derive the tradition or
history of an art period, compare the characteristics of artwork produced in the
different art periods, and create a Renaissance or Baroque style of artwork.

D
Learning Task 1: Can you still remember the distinct characteristics of arts in
Renaissance and Baroque period? Write them in the appropriate column. Do this
activity in your notebook.

RENAISSANCE PERIOD BAROQUE PERIOD

Learning Task 2: Examine the picture carefully and answer the questions in
your activity notebook.

1. Can you identify the artform of the three pictures? What are those?
2. Describe the characteristics of each artworks.
3. What country do these pictures depicts? Why? What were your bases?
4. Do the pictures relate the history or tradition of that country? How

21 PIVOT 4A CALABARZON Arts G9

 Very Good. You have answered it correctly. Those pictures portrays the
tradition and history of our country. You can relate them easily because of the
characteristics employed in the artwork though they have different art forms.

Learning Task 3: To know more about the artworks of the Renaissance and
Baroque art, you will now read its content.

Renaissance Artworks
Characteristics of Renaissance Painting
Linear perspective, landscape, light, anatomy, realism, figure composition,
real-life figures, altarpieces, and Fresco cycles
The Transfiguration
 Raphael’s last painting
 art piece which he worked on up to his death
commissioned by Giulio de Medici or the late Pope
Clement VII
 an altarpiece for Narbonne Cathedral, France
exemplifies Raphael’s development as an artist
 this painting serves as his career’s culmination in the
lower part, an additional episode from the Gospel was
combined with the subject
 a prefiguration of both Mannerism, evident in the
stylized, contorted poses of the figures at the bottom of
the picture
 a touch of Baroque painting as evidenced by the dramatic tension imbued
within the figures
 strong use of chiaroscuro throughout

Characteristics of Renaissance Sculpture

Naturalism, naturalistic portraits of human beings, contemporary subjects,
proportions, drapery, anatomy, perspective, reemergence of classical subjects
and forms
David
 a bronze statue made by Donatello in 1440s
 first unsupported standing work of bronze
 the first freestanding nude male sculpture cast since
antiquity
 Florence perfect symbol of unexpected strength,
unwavering courage, and historic perseverance
 a work closely tied to tradition
 a heavy Gothic influence
 characterized by ornament and grace, more
naturalistic and realistic
PIVOT 4A CALABARZON Arts G9 22
Characteristics of Renaissance Architecture
Symmetry and balance, flat ceilings of buildings, used of arches and domes, used
of Roman type columns, square or rectangle symmetrical shapes buildings, front
or "façade" of the buildings are symmetrical around the vertical axis

St. Peter's Basilica

 has a humongous size
 the second-largest Christian church in
the world
 one of four Major Basilicas of Rome
 has the tallest dome in the world
 the greatest of all churches of
Christendom
 the burial site of Saint Peter

Baroque Artworks
Characteristics of Baroque Painting
Painting in this period is mostly illustrated with the Catholic dogma key
elements, either in Biblical works or an imaginary or symbolic work. The gestures
are broader than Mannerist gestures: less arcane, less ambiguous, and
mysterious.
The powerful use of chiaroscuro, contrasting of light and shadow, ranges
Self-Portrait
 a painting of Rembrandt’s old age self-portrait in 1663
 created by looking at himself in a mirror
 created in a reversed image
 produced a homospatial process
 the portrait shows Rembrandt at his best
 uses a rich black for his hat
 a warm green background which is smoothly painted
 face shadows are thin, warm, and transparent, lighter parts are on the cheek
 laid on with a well-loaded brush that suggests flesh texture and made to glow
with color.

Characteristics of Baroque Sculpture

The sculpture is marked by dynamic movement along with active use of
space, and typically larger than life-size.
Stressed movement, figures are caught mid-motion, meant to be seen in
the ground, employ negative space, texture is important within marble materials,
and theatrical

23 PIVOT 4A CALABARZON Arts G9

David
 Gian Lorenzo Bernini’s life-size marble sculpture
 reflection of developments in Science
 implied presence of the foe
 dramatic composition, theatrical
 active space of Baroque sculpture
 depicted moment of action
 used coiled design
 shows full potential energy for release
 influence of Hellenism, a union of body mind and spirit
 made and completed in seven months from 1623 to 1624
 commissioned to decorate the villa of patron Cardinal Scipione Borghese
Characteristics of Baroque Architecture
It was designed to create spectacle and illusions, replaces with flowing
curves of the Renaissance straight lines.
Symmetry still applies in architecture, religious themes in classical style,
ornate, rich, with lavish decorations inside and outside part of the architectural
works, attempt to show Church power, emotional and violent portrayals, strong
contrast between light and dark colors, uses Trompe l’oiel (fool the eye) painted
illusions.

The Colonnade of the Piazza of St. Peter’s Rome

built by Gian Lorenzo Bernini for Pope Alexander VII
church’s grand approach
a dramatic frame for the church
a nurturing enclosure for the faithful crowds
a stage for the processions and other sacred spectacles
has an elliptical space
has four rows of simple and majestic Doric columns
carved from Roman travertine
marked by three monuments
designed to invite Catholics back to the church in the wake of the protestant
reformation.

E
Learning Task 4: Describe the characteristics of each artworks and relate how
these artworks derive the history and tradition during the Renaissance or
Baroque period.

PIVOT 4A CALABARZON Arts G9 24

 Characteristics Renaissance Art History/Tradition
The Transfiguration
David by Donatello
St. Peter's Basilica
Characteristics Baroque Art History/Tradition
Self-Portrait
David by Bernini
The Colonnade of the Piazza

Learning Task 5: Compare the artworks in painting, sculpture and architecture

during the Renaissance and Baroque Period, in terms of the characteristics,
history/tradition. Use the Venn diagram. Follow the format below. Do this activity
in your notebook.

Learning Task 6: Make a research about the paintings, sculpture, and

architectural works found within your locality which has a Renaissance and
Baroque characteristics. One example in each art form, you may either draw or
cut out. Then point out the characteristics seen from Renaissance or Baroque
from the artworks you gave. You will also discuss how those artworks derive the
history or tradition of your community. Do these activity on a short bond paper.
You can collaborate with your family members for this task.

* Please be guided with the given criteria for your research work
Art Documentation 20%
art image fully identified: title; artist, date, and medium
Reflection Organization & Structure 20%
explain in detail how your art work matched your research,
main points and structure of the reflection are clear and easy to follow
writing is logical and maintains the flow of thought throughout the document
Artwork - Overall Execution 40%
inventiveness, personal expression of ideas, and overall effort were dedicated to the task
Artwork - Craftsmanship/ Skill 20%
neatness, precision, and care used in the art making process

25 PIVOT 4A CALABARZON Arts G9

 A
Learning Task 7: Make a sculpture with a Renaissance or Baroque
characteristics. The sculpture artwork must also depict the history or tradition of
your community. You can use any available materials (papers, wires, clay,
recyclable material) found at home.

* Please be guided with the given criteria for your performance task.
Composition 10 points
Use of elements and principles of design is organized, characteristics of that period is
employed
Aesthetic 10 points
Use of materials to make a pleasing work to view
Creativity/Resourcefulness 10 points
Work is unique. May be inspired by but does not look exactly like someone else’s idea.
Make use of available resources
Craftmanship/Skill 10 points
Neat, clean & complete. Pride is final product
Effort 10 points
Took time to develop idea & complete project. Took a risk in drawing from life. Good use of
class time.

Learning Task 8: Complete the unfinished statement. Write your answer in your
journal notebook.

I learned that the characteristics of Renaissance and Baroque artworks are ____
_______________________________________________________________________________
_______________________________________________________________________________.

I realized that the artworks can ________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
to derive the tradition or history of a certain period.

I discover that I can (in terms of your skills) ____________________________________

_______________________________________________________________________________
_______________________________________________________________________________

PIVOT 4A CALABARZON Arts G9 26

 The Influences of Iconic Artist Belonging to WEEKS
the Renaissance and the Baroque Periods
6-7
I Lesson

In this lesson, you will discover how the iconic artists from the
Renaissance and Baroque periods influenced our present art form using their
styles and techniques in making the artworks.
At the end of the lesson, you are expected to identify the techniques and
styles used by the artists, explain the influence of iconic artists belonging to the
Renaissance and the Baroque periods, and apply the techniques, procedures, or
styles of the iconic artist in the Renaissance and the Baroque periods in creating
ones artwork.

D
Learning Task 1: Choose the answers from the box in identifying the artist. Write
the letter of the correct answers. Do this activity in your notebook.
A. Michelangelo Simoni D. Leonardo Da Vinci G. Raphael
B. Donatello E. Michelangelo Merisi H. Gian Bernini
C. Peter Rubens F. Diego Velasquez I. Rembrant

1 2 3 4 5 6 7 8 9

Learning Task 2: Find six (6) words related to Renaissance and Baroque Art.
Write your answers in your activity notebook.

C H I A R O S C U R O
A B C D E F C G H J I
K L M N L O U P Q R S
B A Z Y I X M W V U T
C D T E F G B H I J K
T S E R Q P L O N M L
M A N N E R I S M A D
U V E W X Y N Z A B C
F G B H I J G K L M N
S Z R G N V S M F Y O
T A I H O U R L E X P
U B S I R O C O C O Q
V C M J P T Q K D W R

27 PIVOT 4A CALABARZON Arts G9

 You are doing well! The words you found are some of the techniques,
processes, or styles used by the iconic artists in the Renaissance and Baroque
periods, which had a great influence on the arts during those periods.

Learning Task 3:
In today’s lesson, you will discover how the iconic artists influenced the
arts during Renaissance and Baroque periods through the different techniques,
processes, or styles used.
Now, are you ready to find out? Let’s start!

Leonardo Da Vinci was a critical figure, a solitary genius, an ultimate and

quintessential Renaissance man. He was regarded as one of the greatest artists
who ever lived and made remarkable contributions to engineering, architecture,
science, urban planning, cartography, philosophy, and anatomy during the
Renaissance. The re-birth of learning and a move to a secular worldview
recognizes his unique contribution to the Renaissance.
He was also a master of painting techniques, including that of chiaroscuro,
which is the treatment of the light and shade. Though he did not invent this
technique, he certainly perfected it.
Leonardo da Vinci is also famous for using the technique of
Sfumato masterfully, which is derived from the study of light and
shade. This was his most significant contribution to Renaissance
Art. Sfumato technique uses very fine transparent pigments and
a glazing medium that can flow smoothly and spread easily. In
addition to the technique of superposing color layers, glazing was
also used to make the outline blurred.
Michelangelo Buonarroti Simoni is a hugely influential painter and sculptor. He
has a special interest in relief. It is a technique in sculpting
that entails an image into stone, so the image appears above
the background. Madonna of the Stair was his earliest
magnificent work and the most influential sculptor
surpassing any other depiction of the Madonna from early
Renaissance sculptures. The technique shows idealism that
includes beautiful detail outlining of the infant’s arm.
He was also the one who brought the “Cangiante”
technique in painting to a great height of development. It is an
Italian term which means to change. This technique’s main
purpose is to replace the highlights and shades by using
analogous colors as long as the value and hue do not show a too
big difference when compared to the actual color. An example of
this technique can be seen in the paintings found on the ceiling
of the Sistine Chapel. He used pure and bright colors instead of
dull colors to express the glory of heaven and the brightness of
God. This technique had a great influence on the later generation. It was still used
in the late Renaissance, forming another artistic style, and giving an exaggerated
expression in terms of color.
PIVOT 4A CALABARZON Arts G9 28
Michelangelo Merisi or Amerighi da Caravaggio is a leading Italian painter in
the Baroque period. His large-scale religious works with an intense and unsettling
realism made him famous. In his paintings, he works rapidly and prefers to use
live models, forgo drawings, and work directly onto the canvas. Most of his themes
or subject vividly expressed crucial moments and scenes. He often features violent
struggles, torture, and death.
His influence on the new Baroque style emerged from Mannerism was
profound. It can be directly or indirectly perceived in the work of Rembrandt,
Jusepe de Ribera, Peter Paul Rubens, and Gian Lorenzo Bernini. The artists in the
following generation were called as the Caravaggisti or Caravagesques, as well as
tenebrists or tenebrosi (shadowists) who are heavily under his influence.
In his painting, he used the chiaroscuro technique
and made it a dominant stylistic element in the Baroque
period. The word chiaroscuro came from the Italian word
Chiaro which means clear or bright, and Oscuro, a Latin
word meaning dark or obscure. This technique darkens the
shadows and transfixing the subject in a blinding shaft of
light. It also uses light and shade to express three-
dimensional forms and space. In his main subject, he
composed it with strong lighting and dark background to
emphasize the contrast of light and shade to achieve a
dramatic effect which was like stage lighting.

Other techniques and styles used in Renaissance and Baroque periods.

Unione is a technique in Renaissance painting where the contours, outlines and
edges of objects and space meet and blend in a precise point yet remain visible to
the viewer. They are not too bold nor too blurred. It is the point where the
transition between the objects and space is still recognizable. This style can be
seen in the works of Raphael. St. Catherine of Alexandria and Alba Madonna were
some of his works with this technique.

Scumbling is a Baroque painting technique in which a thin, translucent

application of paint is vigorously scrubbed into the canvas while allowing part of
the layer underneath to show through. This technique is applied to visually soften
or lighten the areas. It is done over a dry paint layer. It must be done over a dry
paint layer, and you typically apply the paint un-thinned, using a dry-brush
technique. Rembrandt was famous in using this technique.

Mannerism refers to a stylized, exaggerated approach to painting and sculpture. It

is named after an Italian term Maniera which means style or manner. It focuses
on un-natural figures with very prominent muscular bodies. This style was
regarded as a bridge between the High Renaissance and the Baroque period, which
adopted the subset's ornate aesthetic and extravagance. Michelangelo Simoni has
been the one credited for the up rise of this style.

29 PIVOT 4A CALABARZON Arts G9

Tenebrism is a Baroque style of painting where there is a violent contrast of light
and dark, and darkness becomes the dominating feature of an image. It came from
the Italian word tenebroso which means dark, gloomy, or mysterious. Occasionally
called as dramatic illumination. Caravaggio and Ribalta are some of the tenebrist
artist.

Rococo is an ornamental and theatrical style of architecture, art and decoration. It

is a combination of scrolling curves, asymmetry, sculpted molding, gilding, white
and pastel colors, and trompe l’oeil frescoes to create surprise and the illusion of
motion and drama. It is the final expression of the Baroque movement.

E
Learning Task 4:
Answer the following questions using a graphic organizer. Do this task in
your activity notebook.
1. What are the techniques, processes and styles used by the iconic artists in
Renaissance and baroque period?
2. Describe briefly the techniques/styles they used?
3. How did the iconic artists influenced other artist on those periods? At present?

Learning Task 5:
In this activity you will choose another artist who was been influenced by
either Michelangelo Simoni, Leonardo da Vinci or .Michelangelo Merisi You will
give one example of his work to point out and discuss the influenced made by that
iconic artist. Do this activity in a short bond paper. You may collaborate with your
parents or siblings for this activity.
* Please be guided with the given criteria for your research work
Art Documentation 20%
art image fully identified: title; artist, date, and medium
Reflection Organization & Structure 20%
explain in detail how your art work matched your task,
main points and structure of the reflection are clear and easy to follow
writing is logical and maintains the flow of thought throughout the document
Artwork - Overall Execution 40%
inventiveness, personal expression of ideas, and overall effort were dedicated to the task
Artwork - Craftsmanship/ Skill 20%
neatness, precision, and care used in the art making process

Learning Task 6:
In 5 to 10 sentences, explain how the iconic artists from Renaissance and
Baroque period influenced or contributed in the development of the art at
present. Write your answer in your activity notebook.

PIVOT 4A CALABARZON Arts G9 30

Criteria for short Essay:
Content and Development 5 points
Organization and Structure 5 points
Grammar, Punctuation, spelling 5 points

A
Learning Task 7:
This time, you will be creating a self-portrait using any of the techniques,
processes or styles in Renaissance or Baroque period.
Materials: 1/8 illustration board (back part/black part) (recycled illustration
board, pencil, paint brush, oil paint, acrylic or any painting material.

* Please be guided with the given criteria for your performance task.
Composition 10 points
Use of the techniques, processes or style is organized, characteristics of that
period is employed
Aesthetic 10 points
Use of materials to make a pleasing work to view
Creativity/Resourcefulness 10 points
Work is unique. May be inspired by but does not look exactly like someone
else’s idea.
Make use of available resources
Craftmanship/Skill 10 points
Neat, clean & complete. Pride is final product

Learning Task 8:
Answer the following questions in your journal notebook.
1. What can you say about the techniques/styles during the Renaissance and
Baroque period?
2. Among the given styles and technique, which do you prefer and why?
3. From the iconic artists studied, which of them made a big influenced in the
field of arts, in other artist? Why and how?
4. If you were given a chance to use the styles in either Renaissance or
Baroque Art, how will you use it in our present situation.

31 PIVOT 4A CALABARZON Arts G9

 The Influences of the Western Classical Art
WEEK Tradition to Philippine Art Form
38 Lesson 6
I
This module was designed to help you learn the influences of the
Western Classical Art to Philippine Art Form and the artistic concepts and ideas
from the Western Classical tradition.
At the end of the lesson, you are expected to trace the Western influences
reflected in the design of the Philippine architecture, compare the features and
designs in Catholic churches from Western churches, develop appreciation and
creativity in Philippine architecture by employing designs, traced from the Western
influences in one’s creation, and evaluates works of art in terms of artistic
concepts and ideas using criteria from the Western Classical art traditions.

D
Learning Task 1: Read each question carefully and choose the letter of the
correct answer. Write your answer in your activity notebook.

1. Which of the following is an example of an architectural form?

A. Self Portrait C. Madonna
B. Intramuros D. David
2. Which of the following churches has the influences of the Renaissance
architecture?
A. Abucay Church C. Tumauni Church
B. Parish of the Three Kings D. Andres Apostol Parish
3. The San Agustin Church Manila has the following features except for:
A. retablos
B. wall buttresses
C. ceiling paintings
D. huge side doorways
4. Which of the following art form were used by the Spaniards religious
propaganda in spreading Catholicism in the Philippines?
A. Architecture B. Sculpture C. Paainting D. Music
5. Which of the following contribution of San Agustin or Paoay church to
Philippine history?
A. The Spanish revolution Site
B. It was declared as a UNESCO World Heritage Site.
C. A fusion of styles with arched openings, alternating segmental canopies, and
arches of asymmetric shapes.
D. The adjacent three-story bell tower was once used by the Katipuneros as an
observation post during the Spanish revolution.

PIVOT 4A CALABARZON Arts G9 32

Learning Task 2:
Philippine architecture today is the result of a natural growth enriched with the
absorption of varied influences. Here are the pictures of some artifacts which are proof of
the influences made by the Western colonial countries in the field of Arts. Analyze them
carefully and answer the questions below. (You can ask help from your parents or siblings
for this activity)

Motive Questions:
1. What have you noticed in the picture?
2. Based on the pictures who made an influence in the architectural design or structure?
3. What was their greatest contribution to the Philippines? Justify your answer.

Learning Task 3: The historical and cultural tradition of the Philippines is

reflected in its architectural heritage, such as the churches. Now, it’s your time to
find out how the Western architectures influenced the Philippine architecture
specifically the designs of the churches.

Sta. Maria Church Art forms in the Philippines are diverse due to traditions
Sta. Maria, Ilocos and cultural influences. These foreign influences specifically
the Western Art can be seen in Philippine arts such as painting,
dancing, weaving, sculpting, and pottery. Western art made a
huge impact in terms of designs, motifs, techniques, and styles.
In the 16th century, the Baroque style was carried by the
Spanish and Portuguese to the Philippines where it became the
prominent style of building for large and small churches.
A proportionally very wide facade that seems to stretch between
the towers is often seen in the large Baroque churches.
At the same time, the Spaniards’ religious propaganda to spread
Catholicism throughout the Philippines was done by means of paintings. These
paintings appeared mostly on the walls of the church that features religious
figures in Catholic teachings.
The nipa huts made from natural materials
consisted of the pre-colonial architecture in the
Philippines. Though, there are some traces of large- scale
construction before the Spaniards came. The pre-colonial
walled city of Manila which was dismantled by the
Spaniards and rebuilt as Intramuros with its houses,
churches, and fortress after the Spanish colonization is an
example of these traces.

33 PIVOT 4A CALABARZON Arts G9

 The Philippine architecture was dominated by Spanish influences over
three hundred years of colonization.
Here are the examples of Baroque churches in the Philippines.

San Agustin Church, San Agustin Church,

Manila Paoay, Ilocos Norte

Sto. Tomas de Villanueva Baclayon Church, Bohol

Church, Miag-ao, Iloilo

E
Learning Task 4: Track down the influences made on the Philippine architectures
by completing the details on the chart. Write your answers in your activity
notebook.

PIVOT 4A CALABARZON Arts G9 34

Learning Task 5: Compare the two architectures using the elements of art,
features, motifs/designs, or styles. Then answer the process questions below.
Present your answers in a creative manner. Do this activity in your notebook.

Process Questions:
1. Do they have more
similar features?
Explain your answer.
2. In what period you
can classify the two
structures? Why?

Learning Task 6: Make an album composed of the churches found in the

Philippines with Baroque designs. Collect and organize the pictures, paste them,
and label each. Then answer the reflection questions. The answers for the
reflection questions will also be included in the album at the last part. You can
collaborate with your family members for this activity. The criteria for this task is
found on page 36.
Reflection Questions:
1. What are the features, designs or styles shown in the pictures you pasted?
2. What are the characteristics of the churches that you choose to consider and
classify as Baroque?
3. Name some artwork/s in your locality which has similar characteristics with
the Renaissance and/or Baroque Period?

A
Learning Task 7:
From learning the design, then planning the design, you will now
make it into reality.
In this activity, you will be constructing your own designed architecture
with Baroque style using any recyclable materials. Your output will be evaluated
using the rubrics found on page 36.

35 PIVOT 4A CALABARZON Arts G9

Learning Task 8: Based on the lesson and activities you did, reflect, and fill-out
the exit slip by completing the given task. Answer it honestly. Do this activity in
your journal notebook.
1. Give 4 things you learned in the art lesson today.
2. Name 3 qualities that you developed while doing the task.
3. List 2 things you want to learn more.
4. Ask 1 question about today’s lesson.

* Please be guided with the given criteria for your performance task.
Composition 10 points
Use of the techniques, or style is organized, characteristics of that period is
employed
Aesthetic 10 points
Use of materials to make the design and a pleasing work to view
Creativity/Resourcefulness 10 points
Work is unique. May be inspired by but does not look exactly like someone
else’s idea.
Make use of available resources
Craftmanship/Skill 10 points
Neat, clean & complete. Pride is final product

PIVOT 4A CALABARZON Arts G9 36

 PIVOT 4A CALABARZON Arts G9 37
Learning Learning Learning Learning Learning Learning Learning
Task 7 Task 6 Task 5 Task 4 Task 3 Task 2 Task 1
1. 1. 1. 1. 1. 1. 1.
2. 2. 2. 2. 2. 2. 2.
3. 3. 3. 3. 3. 3. 3.
4. 4. 4. 4. 4. 4. 4. Week 1
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8
Week 5 LP Week 6 LP Week 7 LP Week 8 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON Arts G9 38

 References

Music and Arts Grade 9 Learner’s Material, Mary Grace J. Badiola, Mary Ann C.
Vecino, Danilo S. Duyan, Althea Mae B. Bongcawil, Jenny C. Mendoza, Gail
Josephine P. Bustillo, Ace Sauden B. Pambuan, and Lourdes R. Siobal, (2014)
Department of Education

Music and Arts Grade 9 Teacher’s Guide, Mary Grace J. Badiola, Mary Ann C.
Vecino, Danilo S. Duyan, Althea Mae B. Bongcawil, Jenny C. Mendoza, Gail
Josephine P. Bustillo, Ace Sauden B. Pambuan, and Lourdes R. Siobal, (2014)
Department of Education

39 PIVOT 4A CALABARZON Arts G9

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

Email Address: lrmd.calabarzon@deped.gov.ph