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: cebu.province@deped.gov.ph

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.

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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

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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

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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

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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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Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255-6405

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