VISUAL ARTS 10

SPECIAL PROGRAM IN THE ARTS

Quarter 1
Module 5
Practices of Asian Artist and Artisans
SPA Visual Arts – Grade 10
Quarter 1 – Self-Learning Module 5 Practices of Asia Artist and Artisans
First Edition, 2020
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Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Meradel A. Nieves
Editors: Melanie G. Logdat

Reviewers: Demosthenes B. Soriano and Melanie G. Logdat

Illustrator: Edison P. Clet

Layout Artist: Elinnete Dela Cruz

Management Team: Ma. Evalou Concepcion A. Agustin

OIC-Schools Division Superintendent

Aurelio G. Alfonso EdD

OIC-Assistant Schools Division Superintendent

Victor M. Javeña EdD

Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of Pasig City.

VISUAL ARTS
SPECIAL PROGRAM IN THE ARTS
10

Quarter 1
Module 5
Practices of Asian Artist and Artisans
Introductory Message
For the facilitator:
Welcome to the SPA Visual Arts Grade 10 Self-Learning Module 5 Practices of Asian
Artist and Artisans

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Vico Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character 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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the SPA Visual Arts Grade 10 Self-Learning Module 5 Practices of Asian
Artist and Artisans

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 material while being an active learner.

This module has the following parts and corresponding icons:

Expectations - These are what you will be able to know

after completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and

skills that you understand from the previous lesson.

Lesson- This section will discuss the topic for this

module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.

Valuing-this part will check the integration of values in

the learning competency.

Posttest - This will measure how much you have learned

from the entire module.
 EXPECTATIONS

At the end of the session you will be able to:

 explains practices of Asian Artist and Artisans;
 show talent and skills using the knowledge of Asian arts; and
 paint different styles adopted from arts of Asian countries.

PRETEST

Directions: Identify the country that practice the following examples/

characteristics of visual arts.

1. Painted day-to-day scenes

2. Nature painting
3. Spirals and curvaceous lines
4. Portrait paintings featured the painters themselves
5. Wayang kulit painting
6. Calligraphy
7. Brush paintings
8. Water color painting
9. Round-figured goddesses
10. Humor

RECAP
Directions: Match Column A to Column B.
Write the answer before each number.
A B
_____ 1. Geometric random a. Pattern
_____ 2. Linear curvelinear b. Shape
_____ 3. Symmetrical and asymmetrical c. Line
_____ 4. Repetition of multiple design d. Balance
_____ 5. Based on dyes e. Perspective
_____ 6. Natural or produced f. Form
_____ 7. Frontal, oblique, and aerial g. Unity
_____ 8. 3D images h. Variety
_____ 9. Work together i. Texture
_____ 10. Different elements in an image j. Colors
k. Siz3
 LESSON
Practices of Asian Artist and Artisan

The main traits of Asian arts includes ritual bronzes, beautiful ceramics, jades, textiles,
poetic painted landscapes, garden design, elaborate gold work, extraordinary temples, shrines,
pagodas and stupas, woodblock prints, shadow puppets and the highest art form in East Asian
art—calligraphy.
The Artists work in the fine arts, including painting, illustration and sculpture.
Artisans are craftsmen who work in textiles, pottery, glass and other areas.

CHINESE ARTS
The two characteristics of Chinese art are a love of, and reverence for nature. A strong
connection with calligraphy done with brushes, quite often, the two elements are combine.

Birds and Plum artist: Pu Zuo (1918-2001)[Photo/english.cguardian.com]

Hsu Wei | Courtesy of Wikimedia Commons

JAPANESE ARTS
Brush painting is the preferred art for in
japan. This follows from the use of brushes
for writing created a familiarity with brush
technique. Japanese artist retain traditional
themes and techniques. In the later half of
the 19thth century. The Japanese art, which
is valued for its simplicity and colourful
style, had an impact on other western
forms of art.
Woodblock print The Great Wave off
Kanagawa by Katsushika Hokusai, Edo period
KOREAN ART
It respects nature, and the extensive use of quiet
and subdued colors is manifested in Korean paintings and
ceramics. Humor is another characteristic of Korean Art.
Bold exaggeration, the acceptance of non-symmetrical
cubic objects and unique spatial beauty conveyed by
imperfect roundness are examples of humor in Korean art.
A sense of quiet harmony is other characteristic of
Korean art, meaning that there is no excess, the right
materials being selected in scale with the surroundings.
With all these characteristics the Korean arts have been
imbued with a unique aesthetic sense which depicts beauty
with honesty and simplicity that is free of artifice Shin Yunbok or Hyewon

INDIAN ART
Indian art features spirals and curvaceous lines,
vines and tendril, round-figured goddesses, circular
amulets, colored gemstones, arches and domes, haloed
deities, crescent moons and the globe of the sun.
Indian sculptures and paintings depict the
diversity, colour and spontaneity of this country and
are representations of the all-encompassing nature of
Indian culture.

VISHNU art Famous Hindu painting

INDONESIAN ART
The most famous Indonesian traditional
paintings are the Balinese Wayang-style paintings.
This style of painting flourished on the Indonesian isle
of Bali throughout the 13th century. Wayang paintings
are depictions of Wayang theatre, staged
interpretations of the classic Hindu-Javanese texts
such as the Ramayana and Mahabharata performed by
intricate shadow puppets. The painting is two-
dimensional characters from the Wayang
performances drawn on bark or cloth with earth-toned
natural dyes.
MIDDLE EASTERN ART
Islamic art is not at all restricted to
religious art, but includes all the art of the
rich and varied cultures of Islamic
societies as well. It frequently includes
secular elements and elements that are
frowned upon, it not forbidden by some
Islamic theologies.
Figurative painting may cover religious
scenes, but normally in essentially secular
contexts such as the walls of palaces or
illuminated books of poetry.
There are repeating elements in Islamic art, such as the use of geometrical floral or
vegetal designs in a repetition known as the arabesque. The arabesque in Islamic art is often
used to symbolize the transcendent indivisible and infinite nature of God.
Typically through not entirely Islamic art has focused on the depiction of pattern and
Arabic calligraphy, rather than on figures, because it is feared by many Muslim that the
depiction of the human form is idolatry and thereby a sin against God forbidden in the Qur’an.

PHILIPPINE ART
During the 19th century, the use of watercolour paintings increased and the subject
matter of paintings began to include landscapes. Filipino inhabitants, Philippine fashion, and
government officials. Portrait paintings featured the painters themselves. Filipino jewelry, and
native furniture. The subject of landscape paintings featured artists; names painted ornately as
well as day-to-day scenes of average Filipinos partaking in their daily tasks. These paintings
were done on canvas, wood, and a variety of metals.

Self Portrait
(1901), Félix
Resurrección
Hidalgo - Private
collection of
Tony and Cecile
Gutierrez,
Makati City.

"Fish Vendors" by Sey Perez from Pampanga, Philippines

 ACTIVITIES
DAY 1

ACTIVITY 1 Travel to Asia

Identify the following pictures. Write the country on the space provided below each pictures

1 _________________ 2 _________________

3 _________________ 4 _________________

5 _________________ 6 _________________
DAY 2-3
ACTIVITY 2
Asian Art Paintings
1. Choose a country that you think you can do a paintings.

2. Select available materials that are readily available. If possible use canvas cloth and
acrylic paint. (12x14 inches)

3. Plan how to use these materials to show your paintings as similar to the countries you
have chosen. (Note: Remember the practices and characteristics of the given country
to their paintings).

4. Decide on the title for your artwork. Be ready to discuss the message of your
paintings.

5. Present your finished artwork using your Facebook account.

6. Join the discussion about the message of each artwork.

7. Comment on how each one used the characteristics of Asian arts (through the
elements and principles of art) to convey messages

WRAP–UP
MY TOP 1, 2, 3
Base on the lesson presented and the activity, I learned about the practices of
Asian artist and artisans. The TOP 3 things I learned were:
TOP 1 _______________________________________________________________________

TOP 2 _______________________________________________________________________

TOP 3 _______________________________________________________________________
 VALUING

CRITICAL THINKING

Which of the Asian art forms discussed do you like best? Why?

___________________________________________________________________________
__________________________________________________________________________

POSTTEST
Directions: Fill in the blanks. Write your answer on the space provided to complete the
sentence.
1. The most famous Indonesian traditional painting was _________________________.
2. _________________ are craftsmen who work in textiles, pottery, glass and other
areas.
3. The two characteristics of __________________ is love for nature and strong
connection of calligraphy.
4. ________________is the Korean painting characteristic.
5. ________________ features spirals and curvaceous lines.
6. Portrait paintings are featured by _______________ painting.
7. Islamic art use _________________ floral design.
8. __________ painting is the preferred art in Japan.
9. There are repeating elements in _____________________.
10. The Filipino painted ___________________ scenes about their daily task.
 KEY TO CORRECTION

PRETEST REVIEW ACTIVITY 1

1. Philippines 1. B 1. Islam
2. China, Korea 2. C 2. China
3. India 3. D 3. Japan
4. Philippines 4. A 4. Korea
5. Indonesia 5. J 5. Philippines
6. China 6. I 6. India
7. Japan 7. E
8. Philippines 8. F WRAP-UP &
9. India 9. G VALUING
10. Korea 10. H Answer may vary
POSTTEST
1.Wayang Kulit 6. Filipino
2. Artisan 7. Geometrical
3. Chinese painting 8. Brush
4. Humor 9. Islamic art
5. Indian 10. Day-to-day

REFERENCES
 Online Learning Resource
https://prezi.com
https://iesa.edu.com
httpst://pinterest.com
https://filipinarts.wordpress.com
https:brainly.ph.com
https://artsy.net
https://artnet.com
https://wikipedia.com
https://design.tutsplus.com/articles/art-history-asian--cms-27815
https://prezi.com/zqf1dmynevrm/asian-art-chinese-japanese-korean-india-
indonesia-middle-east-philippines/
https://www.pinterest.ph/pin/269864202643807968/

ACKNOWLEDGEMENT
ELISON P. CLET
Illustration

ELINETTE B. DELA CRUZ

Project Development Officer II (LRMS) Lay-out Artist

MERADEL A. NIEVES
Video/PowerPoint Presenter

RYAN R. MANGALI
Video/PowerPoint Presenter

ESTEPHANIE T. VALIENTE
Video/PowerPoint Presenter

MELANIE G.LOGDAT/DEMOSTHENES B. SORIANO

Validator

MARIVIC D. LISING
MAPEH Department Head

GILBERT O. INOCENCIO
Rizal High School Principal

NORLYN D. CONDE
MAPEH Education Program Supervisor

ROLANDO C. JULIAN
Public Schools District Supervisor