Cuenca Institute, Inc.

Junior High School Department

Gen. Malvar Street, Brgy 3, Cuenca, Batangas
3.1
Module No.
(043) 342-2045 | [email protected]
S.Y. 2021-2022

Name of Learner ___________________________________________

Grade & Section ___________________________________________

Mrs. Charie Lyn M. Palma/ Ms. Allianne D. Lopez

[email protected]/ [email protected]
#09496989467/ 09467013152
Cuenca Institute Inc.- Junior High School 1 ARTS 8
 GRADE 8– ARTS
LEARNING AREA STANDARD:
The learner demonstrates an understanding of basic concepts and
processes in music and art through appreciation, analysis and
performance for his/her self-development, celebration of his/her Filipino
cultural identity and diversity, and expansion of his/her world vision.

GRADE LEVEL STANDARDS:

The learner demonstrates understanding of salient features of Asian
music and the arts, through appreciation, analysis, and performance for
self-development, the celebration of Filipino cultural identity and diversi-
ty, and the expansion of one’s world vision.

Content Standard:
The learner…
 art elements and processes by synthesizing and applying prior
knowledge and skills
 the salient features of the arts of East Asia by showing the relationship
of the elements of art and processes among culturally diverse communi-
ties in the region
 East Asian countries as having a ric artistic and cultural tradition from
prehistoric to present times


Performance Standard:
The learner…
 create artworks showing the characteristic elements of the arts of East
Asia
 exhibit completed artworks for appreciation and critiquing

Cuenca Institute Inc.- Junior High School 1 ARTS 8

 Module Title: Southeast Asia (Indonesia)

INTRODUCTION:
Art plays an important role in the daily life and activities
of the people of India, Central Asia, and West Asia. Unique
lines, forms, shapes, colors, motifs, and designs are manifested
in the art of India , Central Asia, and West Asia. Resourcefulness and
clarity are the keys to successful art.
The art of India, Central Asia, and West Asia reflects the dominant
attitudes toward important aspects of life of the period which produced
them as a mirror of cultural history. We can better understand and
appreciate a work of beauty and vitality by understanding its place in

OVERVIEW:

In this module, you will be learning the different forms of

art that can be found in South, Central, and West Asian Arts. Each
countries has their own unique forms of art and also it has a very
interesting story about their art that has something to deal with the history
of their countries. Their arts are the living symbols of the past way back
over a hundreds years
—————————————————————————————————————

MOST ESSENTIAL LEARNING COMPETENCIES

 Analyzes elements and principles of art in the production of arts and

crafts inspired by the cultures of South Asia, West Asia, and Central
Asia
 identifies characteristics of arts and crafts in specific countries in
South, West, and Central Asia
 Reflects on and derive the mood, idea or message from the selected
artifacts and art objects.
 Derives elements from traditions/history of a community for one’s art-
work
 Participates in an exhibit using completed South-West-Central Asian-
inspired crafts in an organized manner.

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 PRE-TEST: Do you remember me?

Read the following questions comprehensively. Write only the letter of the correct
answer on your answer sheet.
1. Base on the picture shown, the following evident features of art are the
elements of art of the country Japan EXCEPT?
A. colors B. shapes C. lines D. texture

2. Color has a big role in creating Korean mask. Which among the choices
below indicates that the character being portray was born of an adulterous mother?
A. black, red, white C. dark faced mask
B. half red and half white mask D. sky blue, yellow, and pink

3. How does Korean art differ from Japan and Chinese in terms using a canvass?
A. Koreans uses bond paper as their canvass
B. Koreans uses wood as their canvass
C. Koreans uses a mask as their canvas
D. Koreans uses a cloth as their canvass

4. Aside from color, which is very evident in this art, what other element
that is very visible and well emphasized?
A. shapes B. lines C. colors D. texture

5. In an art class, students were asked to create a kabuki make up in a

sheet of white paper that expresses depression or sadness. Which among the colors
shows depression/sadness?
A. pink B. dark blue C. purple D. black

6. Which among the following is an art of Korea that has a character description
“symbolizes the idea that the wearer has two fathers, Mr. Red and Mr. White”?

7. Theatre performance in East Asian countries uses masks filled with different colors
and design depending on the character they portray. Philippine festivals use also
masks in their street dance during festivals. What does East Asian Countries and the
Philippines has in common in terms of art utilization?
A. they use masks during street dance performance
B. they both participate in street dance performances
C. they masks filled with one color and design of faces
D. they use masks as one of their main props in their respective performance

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EXPLORE

ACTIVITY 1 Let’s Mix and Match!

Identify the different art forms found in South, Central, and West Asia by ar-
ranging the jumbled letters and match it on the pictures on the right side by
its respective place of origin using an arrow.

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 FIRM-UP

This is the map of South, Central, and West Asia. These are
the countries found in this area

1. India
2. Pakistan
3. Saudi Arabia
4. Oman
5. Yemen
6. Afghanistan
7. Kyrgystan
8. Turkmenistan
9. Kuwait
10. Bahrain

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 Periods of Indian Art

Ancient Period (3900 BCE-1200 CE)

Some evidences of the early

civilization are bronze and Copper
statuettes and steatite seals, which show
vigor and concern for surface texture as
constantly characterized in Indian art

The Ajanta Caves of Maharashtra,

India are 30 rock-cut cave Monuments
that date back from the 2nd century BCE
to the 600 CE including paintings and
sculptures considered to be masterpieces
of Buddhist religious art, as well as frescos that are reminiscent of the Sigiriya
paintings in Sri Lanka.

Classical Period (5th to 6th centuries)

The image of Shiva, the destroyer devel-

oped into Shiva the Cosmic-dancer the four-arm
figure, where one hand holds the fire with which he
destroys.
Another holds a drum, which is the first
sound heard in the world at birth, the third arm
points up in a reassuring gesture and a fourth
points down to the dwarf in which he dances.

Islamic Ascendancy (1192-1757) or Transi-

tional Period
This was the period of evolution from Vedism into Hinduism or
Brahmanism. The two great Indian epics: the Mahabharata and the Ramayana
emerged in this period.

Mogul period (16th Century)

Moguls contributed to the enrichment of Indian
culture, in painting and in architecture. The most
splendid example is the Taj Majal built in 1632 by Shah
Jahan in memory of his wife. Another great Buddhist
monument is the Borobudur in Java built in the 8th
century after the decline of Buddhism in India

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 I n d i a n A r t s a n d C r a f t s

Standard definition says that art "refers to a diverse variety of human

creations, activities, and expres-
sions that are either appealing or
attractive to the finer senses or
bear some impact to the mind of
an individual". Accordingly, art
encompasses a huge range of
forms, visual and performance. A
craft on the other hand is a skill,
especially involving performing
arts. It may denote a trade or par-
ticular art form. It is bliss to view a
compilation of art and craft in the
Pictures India stock images. These
pictures have covered a large variety of art and craft forms, suggesting great
s t a n d a r d s o f c r e a t i v i t y .

Arts and crafts define

the cultural layers. of a partic-
ular place, community and
race. In fact every corner of
the world reflects certain spe-
cialties and typicality, repre-
senting the character of the
region and its people. India,
being a multicultural nation, is
home to multiple cultural stra-
ta of cultures and traditions.
What more to expect here than
a huge array of cultural prod-
ucts, both in the visual as well as the performing zones? Talking about the visual
arts of India, they are several and varied as are its cultural backgrounds.

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 Terracotta or the potter's craft has its origin in India as early as the days
of Mohenjodaro (2500 B.C). The artistic representations on these items of the
yore indicate them to be pieces of excellent craftsmanship. In India, terracotta
would possibly be the embodiment of Indian religious expression imparted
through clay. One can
easily refer to pottery
and clayware as particu-
larly utilitarian and often
ornamental. Terracotta
sculptures were found in
abundance in temples.
Proper structural forms
were gradually evolved
such as cast bricks and
tiles contrived in artistic
forms.

Mehndi are temporary art forms that are applied on the

skin using dyes. The standard color is brown but there are
others like white, black, red, and gold. It is popularly
called henna tattoos, with henna leaves mushed as paste
that reacts to the skin as a temporary dye. It is traditionally
used by brides for henna parties that are wedding tradi-
tions in Middle Eastern and North African culture.

Rangoli
The word rangoli comes from the Sanskrit
term rangavalli, which means "color". Rangoli art
are colorful patterns that use dried powders made
through crushing elements like rice, leaves, char-
coal, and sawdust, to name a few. It is applied by
gently pressing the tips of the index finger and the
thumb, typically creating beautiful floral designs.

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 Diwali is a five-day festival known as
the "Festival of Light" that is celebrated in
late fall. It is usually linked to Hinduism, but
Buddhism, Sikhism and Jainism have this
occasion in their religions.

IRANIAN ART
Iranian art has one of the richest art heritages in world history and
encompasses many disciplines including architecture, painting, weaving, pottery,
calligraphy, metalworking and stonemasonry. There is also a very vibrant Iranian
modern and contemporary art scene.

PERSIAN RUG
The art of rug weaving has its roots in the
culture and customs of its people and their instinctive
feelings. Weavers mix elegant patterns with a myriad
of colors. The Iranian carpet is similar to Persian
garden: full of flora, birds, and beasts.

The colors are usually made from wild flowers, and

are rich in colors such as burgundy, navy blue, and
accents of ivory. The proto-fabric is often washed in
tea to soften the texture, giving it a unique quality.
Depending on where the rug is made, patterns and
designs vary. Some rugs, such as gabbeh and Gelim
have a variations in their textures and number of
knots as well. Out of about two million Iranians who
work in the trade, 1.2 million are weavers producing
the largest amount of hand woven aritistic carpets in
the world. They exported $517 million worth of carpets in 2002.

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 IRAN CLOTHING
Perhaps the most visi-
ble mark of Iran's Islamic lean-
ings is the conservative
dress expected of its citizens.
Although normal, Western
style clothing is acceptable in
private homes, but when in
public, women are required to
cover everything but their
face, hands, and feet.
The most common uni-
form consists of a head scarf (roo-sari) to conceal the head and neck, a formless,
knee-length coat known as a roo-poosh and a long dress or pair of pants. In and
around holy sites, you will be expected to dress even more modestly in a chador,
a full-length swathe of black cloth designed to cloak everything but your face
from view.

MEN’S DRESS
Men also wear the pirahan, shalvar, and Jameh
combination, often with a wide belt called kamarband,
from which English gets the word "cummerbund". As
with the pirahan shalvar for women, there are variety of
cuts and lengths to these articles of clothing for men as
well.

Headdresses are
also worn by men in tra-
ditional wear, known as the sarband. Long robes
and loin cloths were also worn by the women and
men in Persia. They often used gold jewelry.

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 CHADOR
A chador or chadar, also known
variously in English as chadah, chad(d)ar,
chader, chud(d) ah, chadurand naturalized
as /tinda(a)/, is an outer garment or open
cloak worn by many Iranian women and
female teenagers in public spaces.
Chädor has ancient origins, at least from
Achaemenid times. A chãdor is a full body
-length semicircle of fabric that is open
down the front. This cloth is tossed over
the woman's or girl's head, but then she holds it closed in the front. The chador
has no hand openings, or any buttons, and clasps, but rather it is held closed by
her hands or tucked under the wearer's arms.

DEEPEN

Activity 3. Eye Catching!

Describe the elements of arts and principles of design used in the designs
of the different art forms of South, Central, and West Asian

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TRANSFER (Note: Choose only 1 in transfer if available)

A. Candle Sculpture

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TRANSFER
B.

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 Resources:
 Concha, Argie A, Ganzon, Carlo Luis C., Fajanil, Joevannie M.,
Marfega, Melvin, K to 12, Copyright 2019 by The Sibs Publish-
ing House Inc.
Website:
https://www.slideshare.net/iamcarloluna/mapeh-8-arts-3rd-quarter-
rangoli

Prepared by: Checked by:

ALLIANNE D. LOPEZ CHARIE LYN M. PALMA

Teacher Subject Coordinator

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