BUNAWAN NATIONAL HIGH SCHOOL

LEARNING ACTIVITY SHEET

MAPEH 9 (ARTS and HEALTH)
First Quarter: Week 5
Name: __________________________________ Grade and Section: ___________________
Teacher: JEMALYN H. LASACA Cellphone Number: 09476136811

I. TITLE: WESTERN AND CLASSICAL ART PERIOD AND COMMUNITY HEALTH ACTION PROJECT
IMPLEMENTATION
II. LEARNING COMPETENCIES:
a. Reflect on and derives the mood, idea, or message from selected artworks A9PL-Ih-1
b. Discuss the use or function of artworks by evaluating their utilization and combination of art
elements and principles A9PL-Ih-2
c. Use artworks to derive the traditions/history of an art period A9PL-Ih-3
d. Compare the characteristics of artworks produced in the different art periods A9PL-Ih-4
e. Create artworks guided by techniques and styles of Western Classical art traditions A9PR-Ic-e-
1
f. Describe the influence of iconic artists belonging to Western Classical art on the evolution of art
forms A9PR-Ic-e-2
g. Apply different media techniques and processes to communicate ideas, experiences, and
stories showing the characteristics of Western Classical art traditions A9PR-Ic-e-3
h. Evaluate works of art in terms of artistic concepts and ideas using criteria from the Western
Classical art traditions A9PR-If-4
i. Show the influences of the Western Classical art traditions to Philippine art form A9PR-1f-5
j. Suggest ways to prevent and manage environmental health; H9CE-Ie-f-13
k. Participate in implementing an environmental project such as building and maintaining a school
garden or conducting a war on waste campaign (depends on feasibility); H9CE-Ig-h-14

III. INSTRUCTIONS:
This activity sheet focused on Elements and Principles of Art style in Western and Classical Arts.
This also focused on giving you the opportunity to design a program for community development and
employ planning skills. Write your answers in a separate sheet of paper.

IV. ACTIVITIES:

LESSON 1: ANCIENT ERA 1,500, 000 BC- 2, 000 BC; Pre- Historic Period and Egyptian Period Pre -
Historic Period
Venus of Willendorf
Venus figurine dating to 28,000–25,000 BCE
Mood: Intimate; sentimental - meaningful, totem-like, passed through
generations.
Idea/Message: There are a few ideas about what this figurine was. The first is
that she symbolized a goddess of fertility with her enlarged genitals, and the red
orche symbolized the life-giving menstrual blood. The second idea is that she
served as a good luck charm.
Egyptian Period
Mood: Nefertiti of the infamous sculpture dons her signature cap crown, an extravagant
royal blue headdress with a golden diadem band and elaborated signs, which suggest a
power embellished by an elegant aesthetic. Beneath it, her face—symmetrical, poised,
and objective in its beauty—is a reminder of the allure that has made the bust of Nefertiti
one of the world’s most enduring artworks.
Idea/Message: She is shown as a grown woman with a harmonic and balanced beauty
which is not disturbed by the slight folds under the eyes and chin as well as the slightly
sunk cheeks.

LESSON 2: CLASSICAL ERA 2, 000 BC – 400 BC; Greek Period and Roman Period
Mood: The Discobolus is involved in a demanding situation; his face and body
are unusually relaxed and composed. His head is turned towards his sporting

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 equipment (but in some restorations he is “wrongly” looking ahead). Discobolus, discus thrower,
an ancient Greek statue made by Myron on Classical Period (5th Century BC).
Idea/Message: It shows an athlete – naked, refined and eternally youthful – seemingly captured in the
moment before releasing the discus. In fact, limbs and torso are artificially arranged to correspond with
Greek ideas of balance and rhythm in a composition which is pleasing from one viewpoint only. Over the
centuries, notes Dr. Ian Jenkins (‘The Many Sides of Myron’s Discobolus’, June 2012, the British
Museum), a curator at the British Museum and expert in ancient Greek sculpture, the statue has acquired
many mean
Idea/ Message: The composition focuses on the progress of a Roman horseman, depicted in the guise of a
universal victor, in a melée of soldiers, spears and horses; the Romans are delivering savage blows,
devastat
Byzantine Period
Mood: The ivory shown here depicts a triumphant emperor. Given to Cardinal Barberini
by Nicolas Claude Fabri de Peiresc in the early seventeenth century, the Barberini
Ivory must already have been in Provence by the seventh century: on the back is a list
of Barbarian kings and officials of the region.

LESSON 3: MEDIEVAL ERA 400 BC – 1, 400 AD; Byzantine Period, Romanesque Period and Gothic
Period
The message of the work was also innovative as it combined the military victory
of the emperor with the victory of Christianity, employing two angels carrying an
image of Christ rather than the Roman era's use of a pair of winged Victories. As
art historian Ernst Kitzinger wrote, "Christ makes his appearance in heaven at the
moment in which the emperor stages his triumphal adventus on earth. It is a
graphic depiction of the harmony between heavenly and earthly rule."

Idea/Message: The message of the work was also innovative as it combined the military victory of the
emperor with the victory of Christianity, employing two angels carrying an image of Christ rather than the
Roman era's use of a pair of winged Victories. The message of the work was also innovative as it combined
the military victory of the emperor with the victory of Christianity, employing two angels carrying an image of
Christ rather than the Roman era's use of a center portrayed as powerful, ideal, and balanced. On the left
we see angels helping to push lucky souls up into Heaven looking elongated and otherworldly.

Gothic Period
Mood: Mary reclining in bed surrounded by the apostles who grieve, pray, and in late
medieval art perform the rite for the dying.
Idea/Message: In this image, Jesus either stands at beside or hovers above it, and
holds Mary’s soul in the form of a young child. This scene reflects the belief that Mary
was the mother of Jesus, the incarnate Son of God, and therefore enjoyed the privilege
of an especially holy death.

FOR ADDITIONAL INFORMATION/DISCUSSION: (ICT) You may click the link provided below for better
understanding of the topic. https://www.youtube.com/watch?v=aH5NnDvh0GA

Activity 1: Identify Me!

Instructions: To measure what you have learned, identify the Characteristics, Elements and Principles that
would best describe the different sculptures on each era by using the tables below. Do this in your answer
sheet.
Period/Era Characteristics Elements Principles
Ancient Sculpture
A. Pre– historic
B. Egyptian

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 Classical
A. Greek
B. Roman
Medieval
1. Byzantine
2. Romanesque
Activity 2: Venn Diagram!
Instruction: Complete the Venn diagram below as you identify the classifications of each painting. In letter C
write the similarities of the two paintings

Activity 3: Twist ad Double Match!

Instructions: Arrange the jumbled letters in Column A to form the period they belong then connect them to
the statement in Column B, and to their pictures in Column C. Do this in your answer sheet.

COLUMN A COLUMN B COLUMN C

1. REKEG a.) she symbolized a goddess of fertility. A.

2. TYEGP b.) Discus thrower, an ancient Greek statue. B.

c.) The military victory of the emperor with the

3. QUEMANRONES
victory of Christianity.
C.

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 d.) A grown woman with a harmonic and
4. PER TOHISRIC D.
balanced Beauty.

e.) Jesus at the center portrayed as powerful,

5. ZANBETINY
ideal, and balance. E.

LESSON 4: ANCIENT ERA 1,500, 000 BC- 2, 000 BC; Pre- Historic Period and Egyptian Period

I. Pre - Historic Period

Stonehenge in Wiltshire, England, 3,100 BC to 2,000 BC. Although it’s one of the world’s most
famous monuments, the prehistoric stone circle known as Stonehenge remains shrouded in mystery. Built
on Salisbury Plain in Wiltshire, England, Stonehenge was a Druid temple, built by those ancient Celtic
pagans as a center for their religious worship One enduring hypothesis for Stonehenge’s purpose comes
from the initial observation, first made by 18th-century scholars, that the monument’s entrance faces the
rising sun on the day of the summer solstice.
Pyramids of Giza, 2575 – 2465 BC -the most widely accepted understanding is that it was
constructed as a tomb for the king. Pyramids were built for religious purposes. The Egyptians were one of
the first civilizations to believe in an afterlife. They believed that a second self-called the ka lived within
every human being. When the physical body expired, the ka enjoyed eternal life.

LESSON 5: CLASSICAL ERA 2, 000 BC – 400 BC; Greek Period and Roman Period

Parthenon, Athens, 447 and 432 B.C. The Parthenon is one of the most well-known pieces of
Ancient Greek architecture. The residents of Athens constructed the Parthenon at the time when they were
at the height of their dominance. The Parthenon was mainly constructed as a temple for the Goddess
Athena who was the chief deity worshipped by the residents of Athens.
The Colosseum, Rome, 72-80 A.D. The Colosseum, also named the Flavian Amphitheater, is a
large amphitheater in Rome. It was built during the reign of the Flavian emperors as a gift to the Roman
people. One of the most popular purposes of this grand building was the bloody gladiator game. But this
building had more than that to draw in the population. Events called munera, or simply 'shows,' were also
planned and performed here.

LESSON 6: MEDIEVAL ERA 400 BC – 1, 400 A.D. Byzantine Period, Romanesque Period and Gothic
Period

Hagia Sophia, Istanbul, Church of the Holy Wisdom or Church of the Divine Wisdom, –537
CE. The Hagia Sophia, whose name means “holy wisdom,” is a domed monument originally built as a
cathedral in Constantinople (now Istanbul, Turkey) in the sixth century A.D. The Hagia Sophia originally
built as a basilica for the Greek Orthodox Christian Church. However, its function has changed several
times in the centuries since. In its 1,400-year life-span it has served as a cathedral, mosque and now a
museum.
Castillo de Loarre (Huesca)-It houses the church of Santa María. And It was built in the late 11th
century on the orders of King Sancho Ramírez I of Aragon, on the remains of an old Roman fortress. The
castle was used as a royal residence for about 100 years. This early part of the castle contains the primitive
chapel, ward, well, Tower of the Queen and the keep (torre de homenaje).
Chartres Cathedral, Notre-Dame d’Chartres or the Cathedral of Notre-Dame,1190 and 1220
CE- Chartres has Chartres Cathedral, Notre-Dame d’Chartres or the Cathedral of Notre-Dame,1190 and
1220 CE been an important Christian center since at least the 4th century CE when it was the seat of
bishops. The cathedral has hosted several famous events such as the coronation of King Henry IV of
France (r. 1553-1610 CE) and Saint Bernard of Clairvaux (1090-1153 CE) famously came here to preach
the virtues of joining the Second Crusade (1147-1149 CE).

Activity 4: What are my characteristics?

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Instructions: Give the characteristic of the following architectures according to table below. Write your
answer in your answer sheet.
Architecture Era Elements Principles

1. Stonehenge
2. Colosseums
3. Pyramid
4. Pantheon
5. Castillo de Loarre
Activity 5: Architectural Structure (DI)
Instructions: Options are provided for the different convenience of the learners. Choose only one.

Option 1: For students with smartphones and has a good internet connection: (ICT)
Make a research on some architectural structure from any western or classical art period which is
not included in our discussion. Copy the picture and indicate the source. Place it in a bond paper
and write some features and characteristics about it.
Excellent Good Fair
Rubric
(15) (10) (5)
The photo is not clear.
The photo is clear. The The photo is clear. The
Photo The source is not
source is present. source is not present.
present.
Excellently described the Almost described the Only few features and
Features and features and characteristics features and characteristics characteristics were
Characteristics of the photo. of the photo. described and identified.

Option 2: For students without smartphones and don’t have access to the internet:
Draw any architectural structure that you have learned from any Western and Classical Architectural
Structure. Draw it in a short bond paper.
Excellent Good Fair
Rubrics
(30) (20) (10)
The architectural Some details are not The architecture is dull.
Drawing
structure is detailed. vividly emphasized.

Activity 6: Self-evaluation (HOTS)

Instructions: Complete the table below by answering the self-evaluation form. Write it in your answer sheet.

STUDENT’S ANSWER:
Remembering Describe your work/finish output.
What makes your work important? Where you
Understanding
able to meet your goal? If not then why?
Can you use what you have learned in real life
Applying
situation? When and where?
Were you able to interpret the song correctly
Analyzing
using the different arts elements? How?
Write two things that made you proud after doing
Evaluating
the activity. What would you like to improve?
If you were given a chance to do another
Creating
Southeast Asian batik. What would it be? Why?

Activity 7: 2nd Summative Test in Arts 9

Instructions: Read each question carefully and choose the letter of the correct answer. Write the correct answer on
your answer sheet.
1. Which of the following is an example of Egyptian Architecture?
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 A. Parthenon B. Pyramid of Giza C. Stonehenge D. The Colosseum
2. Although the Colosseum is mainly known as "The Colosseum", the building has another formal name called _____.
A. Flavian Amphitheater C. The Theater of Marcellus
B. The Roman Theater D. Vespasian Amphitheater
3. How would you define Hagia Sophia?
A. Daily Prayers B. Faith in God C. For Country D. Holy Wisdom
4. The Parthenon serves as ___________.
A. Arena B. House C. Museum D. Temple
5. The Parthenon is dedicated to __________.
A. Aphrodite B. Athena C. Poseidon D. Zeus
6. Where do the Romans gather to watch a gladiator game?
A. The Verona Arena C. The Roman Arena
B. The Colosseum D. The London Coliseum
7. Who among the following kings ordered to build Castillo de Loarre?
A. King Felipe Salvador C. King Julian Carlos II
B. King Juan Carlos I D. King Sancho Ramirez I
8. What period do the Stonehenge belong?
A. Egyptian B. Greek C. Pre-History D. Roman
9. Since the fall of ancient Greece, the Parthenon has also served as ___________.
A. Arena and Bath house C. Market and Meeting place
B. Church and Mosque D. School and Library
10. Hagia Sophia was first built as a ____________.
A. Cathedral B. Museum C. Castle D. Mosque
11. When was the Coliseum constructed?
A. 72-79 AD B. 72-80 AD C.72-81 AD D. 72-82 AD
12. Stonehenge was located in which of the following country?
A. Egypt B. England C. Greece D. Switzerland
13. What does the Egyptian call as “The Second Self”?
A. Ra B. Ba C. Ka D. Ha
14. Which of the following is also known as Chartres Cathedral?
A. St. Paul’s Cathedral C. The Cathedral of Notre Dame
B. The Canterbury Cathedral D. The Lincoln Cathedral
15. Which of the choices is the type of entertainment in Roman amphitheater that involves hunting and killing of
animals?
A. Gladiators B. Cavea C. Circus D. Venatio

LESSON 1: COMMUNITY HEALTH ACTION PROJECT IMPLEMENTATION

As an aspiring young leader of your community, you need to know how to make action plans towards
community development.
WHAT IS COMMUNITY HEALTH ACTION PROJECT?
 This is an action that takes place within the community
 It is considered to be a collective work and never individual
 It is a project that aims to strengthen communities’ capacity to implement and evaluate effective
community health improvement activities.
Focus areas include:
 Implementing evidence-based strategies
 Enhancing Policy, systems and environmental change
 Evaluating community health improvement processes and outcomes (measuring success)
 Strengthening local commitment to high quality, collaborative community health improvement
processes and outcomes.
Framework to consider in making action project

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LESSON 2: AGENCIES
There are different agencies working together for community health. Their programs are also anchored on
sustaining community development. Activities and programs for the community must be coordinated with
the following agencies mentioned below for support and cooperation.

These agencies have specific capacities to help. What the community needs is to tap and
coordinate with them.
REMEMBER: Improving the community and helping others is often at the top of our minds. In a way,
maintaining a healthy environment is central to increasing quality of life and years of healthy life.

Activity 1. Description
Instructions: Give a brief role or function for the following agencies that contributes in community health.
Write your answers on your answer sheet.
1. DOH- ___________________________________________
2. DILG- ___________________________________________
3. DA- _____________________________________________
4. DepEd- _________________________________________
5. DPWH- _________________________________________

Activity 2: Environmental Issue

Instructions: Decide one environmental issue that greatly affect people`s health during this time of
pandemic. Develop simple steps that will enhance your creative thinking skills by suggesting different ways
to prevent environmental health issues. Follow the simple guide below. Use the materials that are available
at home and ensure your safety. Do this activity on a separate sheet of paper.
Environmental Health Issue: ____________________________________________________________
Suggested Program/Activity to Solve the Problem: _________________________________________
Steps/Procedures to prevent the problem: ________________________________________________

EXCELLENT GOOD FAIR

RUBRIC: 15 10 5

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 Environmental Health Issue is Environmental Health Environmental Health
Chosen Issue
narrow and specific. Issue is present. Issue is unclear
The suggested ways are well Some of the ways are Very few or none of the
Description sequenced on how to solve or not in order. ways are in order.
prevent the problem.

Activity 3: 2nd Summative Test in Health 9

Instructions: Read each question carefully and choose the letter of the correct answer. Write the correct answer on
your answer sheet.
1. Refers to the dump, food waste or discarded materials.
a. Recycle b. Refuse c. Reuse d. Waste
2. Refers to the waste materials such as Residue from fires used for cooking and heating and from on-site
incineration.
a. Ashes b. Garbage c. Rubbish d. Waste
3. The following are prohibited under the law; EXCEPT ________________.
a. open burning of solid waste
b. planting of trees
c. establishment or operation of open dumps
d. allowing the collection of non-segregated or unsorted waste
4. 3Rs of Ecological Waste Management include the following; EXCEPT ________________.
a. Recycle b. Reduce c. Refuse d. Reuse
5. These are waste materials such as bottles, broken glass, tin cans, and waste papers.
a. Ashes b. Garbage c. Rubbish d. Waste
6. Refers to animal wastes from barns, stables or the like.
a. Dead Animals b. Garbage c. Stable Manure d. Waste
7. DPWH stands for_______________.
a. Department of Public Works and Highways c. Department of Private Ways and Highways
b. Department of Private Works and Highways d. Department of Public Ways and Highways
8. The following are common health problems that occur in the community; EXCEPT ________.
a. human excreta and sewage c. food sanitation
b. waste disposal d. leisure and entertainment
9. This refers to a project that aims to strengthen communities’ capacity to implement and evaluate effective
community health improvement activities.
a. Action Plan c. Community Health Action Plan
b. Community Action Plan d. Health Action Plan
10. Which is not a reason for community health problem?
a. Armed conflicts c. natural view
b. Highly urbanized zones d. overpopulated area
11. Which best describes a community health program?
a. It maintains, protects and improves the health of all members of the community
b. It maintains, protects and improves the health of all members of the community through
organized and sustained community efforts.
c. It maintains and improves the health of all members of the community through organized and
sustained community efforts.
d. It protects and improves the health of all members of the community through organized and
sustained community efforts.
12. Which does not describe a healthy community?
a. Less disease, less health care costs
b. Active community involvement
c. More community projects for community development
d. More budget for health problems, increased supply of medicines
13. Which of the following programs of the Department of Health promotes community health?
a. Child health Care c. Maternal Health
b. Control of Communicable Diseases d. Primary Health Care
14. Which is not a characteristic of a healthy community?
a. A diverse and innovative economy
b. A sustainable use of available resources for all
c. A clean and safe physical environment
d. An environment that does not meet everyone’s basic needs
15. How the term community health should be defined?
a. A health care practice that specifically focuses on a group of people with shared characteristics.
b. A field of public health that focuses on studying, protecting or improving health within a
community.
c. A public health study that is compiled by community health workers.
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 d. A modern term for healthcare workers who focus on a group of people with shared
characteristics.

V. REFLECTION:
What have you learned or discovered about our topic for this week?

VI. REFERENCES:
Ellen Abejo, et. al. Arts Grade 9 PIVOT IV-A Learner’s Material. Department of Education Region
4A Calabarzon. Gate 2 Karangalan Village, Cainta Rizal.
Job S. Zape, Jr., et. al. Health Grade 9 PIVOT IV-A Learner’s Material. Department of Education
Region 4A Calabarzon. Gate 2 Karangalan Village, Cainta Rizal.

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