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MAPEH-ARTS
Quarter 1 – Module 2:
Modern Art:
Characteristics of
Arts from the Various Art
Movements
MAPEH – Arts – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 1: Title
First Edition, 2020

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Development Team of the Module

Writers: Nikki Anne D. Hofer

Editors: Chito Jan Ray S. Balino
Reviewers: Eden Ruth D. Tejada
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Superintendent
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ARTS
Quarter 1 – Module 2:
Modern Art: Characteristics of
Arts from the Various Art
Movements
Introductory Message
For the facilitator:

Welcome to the MAPEH Arts Grade 10 Self-Learning Module (SLM) on Modern

Art: Characteristics of Arts from the Various Art Movements!

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 in 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:

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 learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the MAPEH Arts Grade 10 Self-Learning Module (SLM) on Modern

Art: Characteristics of Arts from the Various Art Movements!

The hand is one of the most symbolized parts 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 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

sentences/paragraphs to be filled in to
process what you learned from the lesson.

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What I Can Do This section provides an activity that will
help you transfer your new knowledge or
skill in real-life situations or concerns.

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. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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. Don’t 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 a deep understanding of the relevant competencies. You can do it!

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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 Modern Art: Characteristics of Arts from the Various Art Movements.
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.

After going through this module, you are expected to:

Identify the characteristics of arts from the various art movements.A10EL-la-3

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is the main characteristics of Impressionist art.

a. Distinctive brush strokes
b. Space
c. Geometrical shapes
d. Forms

2. Which of the following statements will best describe the characteristic of

Vincent Van Gogh’s works?
a. His works were remarkable for their strong, heavy brush strokes,
intense emotions, and colors that appeared to almost pulsating with
energy.
b. His early works were snapshots of real life, full of sparkling color and
light.
c. He is best known for his landscape paintings, particularly those
depicting his beloved flower gardens and water lily ponds at his home
in Giverny.
d. He was a key figure in the transition from realism to impressionism,
with a number of his works considered as marking the birth of
modern art.

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3. The concept of expressionistic artworks is manifested when
a. the artists distorted outlines, applied strong colors, and used
exaggerated forms.
b. the artists use space and materials in truly innovative ways.
c. the artists use of the human body.
d. the artists use of different color saturations (purity, vividness,
intensity) to create their desired effects.

4. Which of the following statements will best represent the characteristics of

Fauvism?
a. The use of oval faces and elongated shapes.
b. A style that used bold, vibrant colors and visual distortions.
c. A style characterized by dream fantasies, memory images, and visual
tricks and surprise.
d. Artists used their works to protest against the injustices, inequalities,
immorality, and ugliness of the human condition.

5. What style did Salvador Dali use in his paintings?

a. Neoprimitivism
b. Social Realism
c. Surrealism
d. Fauvism

6. How does mechanical style reflect modern life?

a. In this style, basic forms such as planes, cones, spheres, and
cylinders all fit together precisely and neatly in their appointed places.
b. Applied a more disciplined, formal technique to portraits of actual
people and figure paintings.
c. Continued using the basic qualities of the impressionists- the vivid
colors, heavy brush strokes, and true-to-life subjects.
d. Depicts an illogical, subconscious dream world beyond the logical,
conscious, physical one.

7. What made impressionism distinct from other art movements of the earlier
centuries?
a. The use of color, choice of subject matter and setting, and technique
for capturing light and conveying movement.
b. Expanded and experimented with bold new ways, like using a
geometric approach, fragmenting objects and distorting people’s faces
and body parts, and applying colors that were not necessarily realistic
or natural.
c. Created works with more emotional force, rather than with realistic or
natural images
d. Worked more with their imagination and feelings, rather than with
what their eyes saw in the physical world.

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8. How did the cubists give a sense of dynamism and energy to their works?
a. Their works ranged from paintings to posters, to collages, to three-
dimensional “assemblages” and installations.
b. Arose in the mind of the artist, took concrete form for a time, and
then disappeared.
c. They analyzed their subjects’ basic geometrical forms, and broke them
up into a series of planes then re-assembled, tilting and interlocking
them in different ways.
d. Lines, spaces, and colors were precisely planned and positioned to
give the illusion of movement.

9. Which of the following statements will best describe the distinct

characteristics of the nonobjectivism style?
a. The works appeared playful, the movement arose from the pain that a
group of European artists felt after the suffering brought by World
War I.
b. Did not make use of figures or even representations of figures.
c. Depicts morbid or gloomy subjects and were quite playful and even
humorous.
d. It made use of exaggeration, distortion, and shock techniques.

10. Which of the following statements will best rpresent the characteristics of
abstractionism?
a. It was not intended to be clear or precise, but more like a fleeting
fragment of reality caught on canvas, sometimes in mid-motion, at
other times awkwardly positioned—just as it would be in real life.
b. The artists who were at the forefront of this movement continued
using basic qualities –the vivid colors, heavy brush strokes, and true-
to-life subjects.
c. Created works with more emotional force, rather than with realistic or
natural images.
d. Artists reduced a scene into geometrical shapes, patterns, lines,
angles, textures, and swirls of color.
11. This style is known by dream fantasies, memory images, and visual tricks
and surprises –as in the painting of Marc Chagall’s “I and the Village.”
a. Dadaism
b. Impressionism
c. Post-Impressionism
d. Social Realism

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12. The artists of this movement created art for a fast-paced, machine-propelled
age admiring the motion, force, speed, and strength of mechanical forms.
a. Fauvism
b. Cubism
c. Futurism
d. Expressionism

13. The artists in this movement used their works to protect against the
injustices, inequalities, immorality, and ugliness of the human condition.
a. Abstractionism
b. Op Art
c. Neodadaism
d. Social Realism

14. This art style combined the elements from the native arts of the South Sea
Islanders and the wood carvings of African tribes.
a. Fauvism
b. Neoprimitivism
c. Social Realism
d. Dadaism

15. The artists in this movement used different color saturations (purity,
vividness, intensity) to create their desired effects. Some of their works were
vast fields of vibrant color –as in paintings of Mark Rothko and Barnett
Newman.
a. Color Field Painting
b. Action Painting
c. Conceptual Art
d. Cubism

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Lesson
Characteristics of Modern
2 Art
How modern is modern art? Actually, not very! Contemporary art describes
artistic works produced during a period extending roughly from the 1860s to the
late-1960s or 1970s, denoting the various avant-garde styles and philosophies of
the art produced during that period. The term is usually associated with art in
which traditions of the past have rejected. Experimentation and innovation, which
are now frequently identified as Modernist or Modernism. This module offers you
an opportunity to identify distinct characteristics of arts from the various art
movements.

What’s In

You are encouraged to adopt another perspective to develop your ability to

think critically and to look at issues from more than one angle. As a review, briefly
describe the art elements and principles from the various art movements you have
previously learned in the module.

1. Impressionism___________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Post- impressionism
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Expressionism (neoprimitivism, fauvism, Dadaism, surrealism, social
realism)__________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Abstractionism (cubism, futurism, mechanical style,
nonobjectivism)___________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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5. Neodadaism and Pop Art, Conceptual Art, Op Art, the New Realism.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

What’s New

CHARACTERISTICS OF MODERN ART

*IMPRESSIONISM. The term precisely captured what this group of artists sought
to represent in their works: the viewer’s momentary “impression” of an image.
Impressionistic images are intended not to be sharp or precise, but more like a
fleeting fragment of reality caught on canvas, sometimes in mid-motion, awkwardly
positioned at other times—just as it would be in real life.
Here is Claude Monet’s painting in oil canvas entitled “Impression, Sunrise,” 1872.
This work involves using color, choice of subject matter and setting, and technique
for capturing light and conveying movement.

*POST-IMPRESSIONISM.

The European artists who were at the forefront of this movement continued
using the basic qualities of the impressionists before them—the vivid colors, heavy
brush strokes, and true-to-life subjects. However, they expanded and experimented
with these in bold new ways, like using a geometricapproach, fragmenting objects
and distorting people’s faces and body parts, and applying colors that were not
necessarily realistic or natural.

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The Sower
Vincent van Gogh, 1888
Oil on Canvas

*XPRESSIONISM: A Bold New Movement. Expressionist artists created works

with more emotional force, rather than with realistic or natural images. To achieve
this, they distorted outlines, applied strong colors, and exaggerated forms. They
worked more with their imagination and feelings, rather than with what their eyes
saw in the physical world.

Among the various styles that arose within the expressionist art movements were:

a. *Neoprimitivism. An art style that used the oval faces and elongated
shapes of African art both in sculptures and paintings.

Yellow Sweater
Amedeo Modigliani, 1919
Oil on canvas

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b. *Fauvism. A style that used bold, vibrant colors and visual

distortions.

Woman with Hat

Henri Matisse, 1905
Oil on canvas

c. *Dadaism. A style characterized by dream fantasies, memory images,

and visual tricks and surprises. Although the works appeared playful,
the movement arose from the pain that a group of European artists
felt after the suffering brought by World War I. Wishing to protest
against the civilization that had brought on such horrors, these
artists rebelled against established norms and authorities, and the
traditional styles in art. They chose the child’s term for hobbyhorse,
dada, to refer to their new “non-style.”

I and the Village

Marc Chagall, 1911
Oil on canvas

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d. *Surrealism. A style that depicted an illogical, subconscious dream
world beyond the logical, conscious, physical one. Its name came from
the term “super-realism,” dreaming, seeing illusions, or experiencing
an altered mental state. Many surrealist works depicted morbid or
gloomy subjects and others were quite playful and even humorous.

Persistence of Memory
Salvador Dali, 1931
Oil on canvas

e. *Social Realism. This movement expressed the artist’s role in social

reform. Here, artists used their works to protest against injustices,
inequalities, immorality, and ugliness of the human condition. In
different periods of history, social realists have addressed different
issues: war, poverty, corruption, industrial and environmental
hazards, and more—in the hope of raising people’s awareness and
pushing society to seek reforms.

Miners' Wives
Ben Shahn, 1948
Egg tempera on board

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*ABSTRACTIONISM. Another group of artistic styles emerged at the same time as
the expressionist movement. It had the same spirit of freedom of expression and
openness that characterized life in the 20 th century, but it differed from
expressionism in certain ways. In a world of science, physicists were formulating a
new view of the universe, which resulted in the concepts of space-time and
relativity. While expressionism was emotional, abstractionism was logical and
rational. It involved analyzing, detaching, selecting, and simplifying.

In previous centuries, works of art were a reflection, in one way or another, of the
outside world. In the 20 th century abstractionism, natural appearances became
unimportant. Artists reduced a scene into geometrical shapes, patterns, lines,
angles, textures, and swirls of colors. The resulting works ranged from
representational abstractionism depicting still-recognizable subjects to pure
abstractionism, where no recognizable subject could be discerned.

Grouped under abstractionism are the following art styles:

a. *Cubism. Cubist artworks were, therefore, a play of planes and angles

on a flat surface. They analyzed their subjects’ basic geometrical forms
and broke them up into a series of planes. Then they re-assembled these
planes, tilting and interlocking them in different ways. It took the
contemporary view that things are seen hastily in fragments and from
different points of view at the same time. This was reflected in the
depiction of objects from more than one visual angle in the same
painting (e.g., the bull’s head in Picasso’s Guernica)

Human figures as well were often represented with facial features and
body parts shown both frontally and from a side angle at once. This gave
a sense of imbalance and misplacement that created an immediate
visual impact. It also gave cubism the characteristic feeling of dynamism
and energy. To this day, variations of cubism continue to appear in
many contemporary artworks.

Three Musicians
Pablo Picasso, 1921
Oil on canvas

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b. *Futurism. The movement began in Italy in the early 1900s. as the name
implies, the futurists created art for a fast-paced, machine-propelled age.
They admired the motion, force, speed, and strength of mechanical forms.
Thus, their works depicted the dynamic sensation of all these—as can be
seen in the works of Italian painter Gino Severino.

Armored Train
Gino Severini, 1915
Oil on canvas

c. *Mechanical Style. In this style, basic forms such as planes, cones,

spheres, and cylinders all fit together precisely and neatly in their
appointed places. This can be seen in the works of Fernand Léger.
Mechanical parts such as crankshafts, cylinder blocks, and pistons are
brightened only by the use of primary colors. Otherwise, they are lifeless.
Even human figures are mere outlines, rendered purposely without
expression.

The City
Fernand Leger, 1919
Oil on canvas

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d. Nonobjectivism. The logical geometrical conclusion of abstractionism
came in this style. From the very term “non-object,” works in this style did
not make use of figures or even representations of figures. They did not
refer to recognizable objects or forms in the outside world. Lines, shapes,
and colors were used in a cool, impersonal approach that aimed for
balance, unity, and stability. Colors were mainly black and white, and the
primaries (red, yellow, and blue). Foremost among the nonobjectivists was
Dutch painter Piet Mondrian.

New York City

Piet Mondrian, 1942
Oil on canvas

*ABSTRACT EXPRESSIONISM. The daring young artists in this movement

succeeded in creating their synthesis of Europe’s cubist and surrealist styles.

*ACTION PAINTING. The artist worked on huge canvases spread on the floor,
splattering, and dribbling paint with (seemingly) no pre-planned pattern or design
in mind. The total effect is one of vitality, creativity, “energy made visible.”

Autumn Rhythm
Jackson Pollock, 1950
Oil on canvas

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*COLOR FIELD PAINTING. In contrast to the vigorous gestures of the action
painters, another group of artists who came to be known as “color field painters”
used different color saturations (purity, vividness, intensity) to create their desired
effects. Some of their works were huge fields of vibrant color others took the more
intimate “pictograph” approach, filling the canvas with repeating picture fragments
or symbols.

Magenta, Black, Green on Orange

Mark Rothko, 1949
Oil on canvas

*NEODADAISM. It wanted to make reforms in traditional values. It also made use

of commonplace, trivial, even nonsensical objects. But unlike the angry, serious
tone of the original dadaists, the neodadaists seemed to enjoy nonsense for its own
sake and simply wanted to laugh at the world.

*POP ART. Their works ranged from paintings to posters, to collages, to three-
dimensional “assemblages” and installations. These made use of easily recognizable
objects and images from the emerging consumer society—as in prints of Andy
Warhol. Their inspirations were the celebrities, advertisements, billboards, and
comic strips that were becoming commonplace at that time.

Twelve Cars Manilyn Monroe

Andy Warhol, 1962 Andy Warhol, 1967
Art print Silkscreen print

*CONCEPTUAL ART. It was that which arose in the mind of the artist, took
concrete form for a time, and then disappeared (unless it was captured in photo or
film documentation). Conceptualists questioned the idea of art as objects to be
bought and sold. Instead, they brought their artistic ideas to life temporarily, using
such unusual materials as grease, blocks of ice, food, even just plain dirt.
Conceptualist’s work often requires little or no physical craftsmanship. Much of the
artist’s time and effort goes into the concept or idea behind the work, with actual
execution then being relatively quick and simple

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One and Three Chairs
Joseph Kosuth, 1965

An actual chair (center), with a photograph of the same chair and an enlarged copy
of dictionary definition of a chair

*OP ART. This was yet another experiment in visual experience—a form of “action
painting,” with the action taking place in the viewer’s eye. In op art, lines, spaces,
and colors were precisely planned and positioned to give the illusion of movement.

Current
Bridget Riley, 1964
Synthetic polymer paint on composition board

What is It

Activity 1: Practice Visualizing

Ask your parents (for the modular learner) or teacher (online learner) to read the
selection—or part of it—and discuss the possible images.

Say: While I read, close your eyes and listen carefully. Stay alert and think about
what happens in the story. See if you can imagine the scene the words
describe. Pretend you are making a movie; what would you see from behind
the camera?

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You may also read a pre-printed passage found in this module and use the
visualization activity following a simple, step-by-step plan:

 Each mark (*) represents a “pause-for-reflection” point – a point at which

you should stop and think about the words you have just read (and reread
as necessary).
 Before you proceed, create a mental picture (think about what you read) and
circle the words that helped you create your images.
 Select one “pause” and draw illustrations or use a visual organizer to hone in
on the ideas and images the author describes.
 When reading, you are encouraged to use these visualization techniques to
understand more of what you read.

Activity 2: Share Your Visualizations

After I read the selection “Characteristics of Modern Art”, let us discuss in

which you share your images. I would like to emphasize that everyone’s
visualizations will differ. I acknowledge and value all your ideas.

What’s More

Activity 3: Using Drawing to Help You Visualize

I will share part of the story (show no illustrations). Draw your illustrations
as you listen. The physical act of creating a picture can help you grasp the concept
of visualization.
To connect this image building with comprehension and to reinforce the
concept of visualization, let us make time to share and discuss your images. That
might be done in an individual first, then as a class.

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What I Have Learned

As a wrap-up, you apply and reflect on what you have learned from the activity by
answering a series of questions:

1. What is the main point of this topic?

2. What information did you find surprising and why?
3. What did you find confusing and why?
4. What are the three most important things you have learned? Why?
5. Describe the learning strategies that you are using. How might they be
adapted for more effective learning?
6. How does learning in this lesson related to other subjects/lessons?

What I Can Do

Does using visualization, opens the door for life-long reading in identifying distinct
characteristics of arts from the various art movements? Why?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Assessment

Identify specific art styles from the various art movements based on their
distinct characteristics.

a. Action Painting i. Expressionism

b. Impressionism j. Nonobjectivism
c. Dadaism k. Color Field Painting
d. Social Realism l. Futurism
e. Post-Impressionism m. Abstractionism
f. Fauvism n. Surrealism
g. Cubism o. Neoprimitivism
h. Mechanical Style

1) It involved the use of color, choice of subject matter and setting, and
technique for capturing light and conveying movement.
2) This movement continued using the basic qualities –the vivid colors, heavy
brush strokes, and true-to-life subjects. However, they expanded and
experimented with these in bold new ways, like using a geometric approach,
fragmenting objects and distorting people’s faces and body parts, and
applying colors that were not necessarily realistic or natural.
3) The artists created works with more emotional force, rather than with
realistic or natural images. They distorted outlines, applied strong colors,
and exaggerated forms.
4) It was an art style that used the oval faces and elongated shapes in
sculptures and paintings.
5) It was a style that used bold, vibrant colors, and visual distortions.
6) It was a style characterized by dream fantasies, memory images, and visual
tricks, and surprises.
7) It was a style depicted an illogical, subconscious dream world beyond the
logical, conscious, physical one. Its artworks clearly expressing a departure
from reality—as though the artists were dreaming, seeing illusions, or
experiencing an altered mental state.
8) This movement expressed the artist’s role in social reform. Artists used their
works to protest against the injustices, inequalities, immorality, and ugliness
of the human condition.
9) It was logical and rational. It involved analyzing, detaching, selecting, and
simplifying. Artists reduced a scene into geometrical shapes, patterns, lines,
angles, texture, and swirls of colors.
10) The artworks were, therefore, a play of planes and angles on a flat surface.
11) This movement created art for a fast-paced, machine propelled age which
admired the motion, force, speed, and strength of mechanical forms.

21
12) In this style, basic forms such as planes, cones, spheres, and cylinders all fit
together precisely and neatly in their appointed places.
13) This style did not make use of figures or even representations of figures.
They did not refer to recognizable objects or forms in the outside world.
14) Another group of artists who used different color saturations (purity,
vividness, intensity) to create their desired effects. Some of their works were
huge fields of vibrant color and others took the more intimate “pictograph”
approach, filling the canvas with repeating picture fragments or symbols.
15) The artist worked on huge canvases spread on the floor, splattering,
squirting, and dribbling paint with (seemingly) no pre-planned pattern or
design in mind. The total effect is one of vitality, creativity, “energy made
visible.”

Additional Activities

My Gallery Wall
1. Properly label the finished illustrations that you have during our Activity 3
and all other finished artworks with the original title, your name, the date,
and the technique used.
2. You may also write something that would help identify the distinct
characteristics of art you have illustrated from the various art movements we
discussed.
3. Display your finish artworks by mounting /posting on the gallery wall for
inclusion in the exhibit at the end of the quarter.

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Answer Key

A 15. A 15.
K 14. B 14.
J 13. D 13.
H 12. C 12.
L 11. A 11.
G 10. D 10.
M 9. B 9.
D 8. C 8.
N 7. A 7.
C 6. A 6.
F 5. C 5.
O 4. B 4.
I 3. A 3.
E 2. A 2.
B 1. A 1.

Assessment What I Know

Reference:

Horizons. (2015). Music and Arts Appreciation for Young Filipinos (Raul M. ed., Vol.
1). Quezon City, Philippines: Tawid Publications.

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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on DepEd’s
Most Essential Learning Competencies (MELC). This is a supplementary
material to be used by all learners in General Santos City in all public
schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendation

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@[Link]

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