UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES

I. Introduction
Art historians publish works to advance our knowledge of and appreciation for
both visual and performing arts as well as culture. One of the most important aspects of
the human experience is visual art, which serves as a reflection of the society and era in
which we live. In a way that is impossible through other methods, art may help us
comprehend our history, our culture, our lives, and the experiences of others. It may also
serve as a catalyst for creativity, exploration, and enjoyment.
II. Learning Outcomes
At the end of this lesson, the students will be able to:
 explain the relationship of visual arts to history and culture,
 identify specific works of art as belonging to particular cultures, times, and
places,
 demonstrate how history, culture, and the visual arts can influence each other in
making and studying works of art.
III. Learning Content
“History is remembered by its art, not its war machines”- James Rosenquist
I. OBJECTIVE
Content  Describe works of art as they apply to the period.
Standard
Performance  Create art based on historical styles and content based on some of
Standard the following: Egyptian Civilization, Greek Civilization, Roman
Empire, Renaissance, Impressionism and Post-Impressionism,
Pointillism, Cubism, Fauvism, Expressionism, Abstract
Expressionism, Pop Art, Op Art.

 Demonstrate art based on major artists and works of art in the

period.
Learning  The students will make artwork based on historical themes and
Competencies customs; it could be architecture, painting, and sculpturing.
II. CONTENT
Learning  “History of Art: Origins, Evolution of Visual Art,” n.d.
Resources http://www.visual-arts-cork.com/history-of-art.htm
  TSI (Technological Solutions, Inc.). (2022). Art History: Glossary
and Terms.
https://www.ducksters.com/history/art/art_history_glossary_terms.p
hp
III. PREPARATION
Student The students will be divided into three groups, and each group will be
Materials assigned to do a specific task.
Students bring the materials per group:
Group 1: ¼ illustration board, paint brush, poster paint/ watercolor, marker,
and old newspaper.
Group 2: ¼ illustration board, pen, pencil, eraser, ruler, and marker.
Group 3: ½ illustration board, clay, used folder, and old newspaper.
Logistics The teacher will arrange the classroom where the students will do the art
activity in the following:
 The groups will work on their art on the floor.
 Classroom U-shape setup.
 Each group has a trashcan beside them.
 The drying area will be placed outside the room.
Class Before starting the activities, the teacher will do the following:
Management  Greetings
 Checking the attendance
 Checking students' materials and discussing each material's
functions.
 Give students enough time to prepare their materials and put them
in the proper designation.
During the Activity
 The teacher will discuss the safety and precaution while using the
materials in the drawing, painting, and sculpturing activity to avoid
accidents or spilling paints and clays on the floor and in their
clothes.
 Give the students 35 minutes to do their work.
 Observe and check every student’s performance.
After the activity
  Ask the students to let their work dry before they pass it
 Allow the students to clean up their workspace for a minute or two.
 Choose one student for each group to share and present their
artwork.

IV. PRODECURE
Teacher’s Activity Student’s Activity
Pre activity May I request everyone to stand for our prayer? (The students will
Prayer stand and pray.)

Greetings Good morning class! Good morning, ma’am!

and
May I know who is absent today? (Students will say
checking of
the Kindly raise your hand and say present as I call present)
attendance
your name.
Greetings and
checking of the
Do you still recall the lesson we just discussed? Yes, ma’am.
attendance

What is a great artistic and cultural movement Renaissance, ma’am.

that began in Italy in the 1400s and extended into
Review
the 1700s and it served as a sign that the Middle
Ages were coming to an end?

How about an art movement from the 1950s Pop art, ma’am.
where commercial products such as
advertisements, labels, celebrities, and comic
books were used in art?

Very good. And lastly, art forms are Egyptian Art, ma’am.
characterized by regularity and detailed depiction
of gods, human beings, heroic battles, and
nature.
Yes, ma’am.
Okay kids, I prepared a video presentation to
make our lesson more interesting. Are you
 ready?

(Ask the students what they observed and

learned from what they watched. Explain that the
Lesson Proper video is about the relationship of visual arts to
history and culture.)

I have here three pictures. I want you to guess

what form of art is being described by the picture.
Introduction
(Show them the picture.) A painting.
Picture 1.

A sculpture.
Picture 2.
 A drawing.

Picture 3.

Yes, ma’am.

Yes, ma'am.

For today’s activity, you are going to paint,

Yes, ma’am.
sculpture, and draw.

Are you excited?

Are your materials ready?

Okay children, reminder in doing the art activity,

in order to successfully complete the art exercise
and produce a high-quality piece of art, make
sure to keep all of your materials organized and
to act responsibly and carefully at all times.
Understood?
Instructions

Class, please sit properly and listen carefully.

Now, this is the methods or procedure in making
your artwork activity. Since I’ve already divided
you into three group:
1. Prepare all the assigned materials
needed from each group.
2. Cover the floors to be used with old
newspaper.
3. Group 1 will make a cave painting.
4. Group 2 will draw an ancient architecture
of Egyptian pyramid.
5. Group 3 will make a Roman column out
of clay. It might be Doric, Ionic, or
Corinthian.

I have some examples here; you can use these

pictures as your reference.

(Show them the pictures)

Cave Painting

Ancient Architecture of Egyptian Pyramid

 None, ma’am.

Roman Columns

Guided
Practice

Explorations

Do you have any questions or concerns class?

Ok, you may now start with your work. Use your
time wisely and cooperate with your group
mates. Yes, ma’am.

During the art activity teacher will roam around to

check every students doing.

Class, before finalizing your work, you can

explore. Class, before finalizing your work, you
can explore. Group one, feel free to use any
Independent colors that will be relevant to your artwork. As for
Practice group two, you can shade some parts of the
pyramid to add some depth and make a realistic
Creation image. And for group three, use the folder as the
foundation so that your columns stand up.

Don't be pressured. It's alright to make mistakes,

it's okay that your work isn't exactly what's in the
 photo. What matters is that you are learning, are
we clear my dear students? Yes, ma’am.

(The students will artistically finish their work.) Yes, ma’am.

(Students will share

Please allow your work to dry once finished and and present their
keep it in a safe place. Please also keep all of work.)
your art materials in the proper designation, and
don’t forget to clean your workspace.

For those who are not yet done, I will

give you another 5 minutes to complete
your artwork.

Did you understand?

Are you all done?

Alright. Choose a classmate from your group to

present your artwork.

V. ART APPRECIATION
Self- I'd want to ask you a few questions before we
expression wrap up our class.

What do you think your work will contribute to (Student will state
understanding the visual arts in relation to history his/her answer in the
and cultures? class.)
(Call one student)

Did you find the activity fun and easy? Or not? (Students will state
their answer.)
Appreciation Job well done everyone! You did very well. Give (Students will clap.)
yourself a round of applause.

Now, I see that everyone shows confidence and

creativity in their activity.

I want everyone to gather their artworks and

come to the front for a photo with their
masterpieces.
Conclusion
The teacher gives a summary of what they have
studied.

In this lesson, the students have learned the

visual arts' relationship to history and culture.
VI. Write at least five sentences describing the significance of the arts in our
ASSESSMENT history and culture as well as how they affect our daily lives.