Daily Lesson Log SCHOOL Mamplasan National High School GRADE LEVEL 10

in

MAPEH
TEACHER Ms. Donna Jane R. Marcuap LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 (4 Sessions) QUARTER FIRST

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences and other external phenomenon

B. Performance Standard The learners…

 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal)
from the various art movements
 recognize the difference and uniqueness of the art styles of the various art movements
(techniques, process, elements, and principles of art)
1. Learning Competencies/ The learners…
Objectives  analyze art elements and principles in the production of work following a specific art style from
the various art movements (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
o (A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of
art elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-
4)
 creates artworks guided by techniques and styles of the various art movements (e.g., Impasto,
Encaustic, etc.) (A10PR-Ic-e-1)

1
 MODERN ART

a. Impressionism b. Expressionism
d. Dadaism c. Cubism
e. Surrealism f. Absttract
Realism

II. CONTENT
I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

II. Process:
6. Painting and/ or Drawing

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
3. Textbook pages Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing
House Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation

2
 Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.

4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous PRICIPLES OF ART Ask the students: Give a brief definition of In your opinion, what does
Lesson or Presenting New As a review, the students the modern art an abstract artwork look
Lessons will be asked to briefly Is the name of the movement called like?
describe each of the art movement expressionism.
following principles of art “expressionism” Have you heard of the
which they have learned in familiar to you? If When and where did it artistic style known as
their Art classes in the yes, what do you begin? “cubism”? If yes, why do
earlier grade levels. know about this think it was named in this
 Line movement? Name the most way?
 Shape prominent Dadaism artist (5 minutes)
 Form Have you heard of and his works.
 Space the artistic styles (5 minutes)
 Color known as
 Value “surrealism” or
 Texture “dadaism”?
(5 MINUTES)
If yes, do you know
of any famous artist
who painted in these
styles?

Would you like to

own an artwork in an
expressionist style?
Why or why
not?
(10 minutes)
3
B. Establishing A Purpose for Conduct the following The teacher will ABSTRACT ARTWORK
the Lesson survey to assess what the present to the class a The teacher will display an
students know or have colored reproduction abstract work.
experienced concerning of an expressionist
modern art and artwork. Let the students identify the
impressionism. image they see in it.
The teacher will give
 What comes to the title of the work Instruct the students to
mind when you and the name of the explain what makes it
hear the term artist. possible for them to still
“modern art”? identify the image, even if it
 Give some qualities Let the students has been assembled in a
or characteristics give their comments mis-aligned way.
that make you as to whether this (5 minutes)
consider an artwork artwork fits their
“modern.” ideas about
 How is modern art Modern Art.
different from (10 minutes)
earlier styles of art
that you know?
 Have you heard of
the art movement
known as
impressionism? If
yes, can you name
one famous
impressionist artist
that you know of?
 Can you name or
recognize one well-
known artwork in
the impressionist
style?
(5 minutes)

4
C. Presenting Examples / THE NEW COLOR Students are called to The students are given the
Instances of the New TECHNIQUE comment on how the following questions:
Lesson To help the students to artworks presented
understand the by the teacher Do you know the name of
revolutionary technique for make use of these any abstract artist—foreign
applying color introduced principles to exhibit or Filipino?
by the impressionists, the qualities of
experiment with this expressionism. Have you heard of Pablo
simplified process: Picasso? What country did
1. Rhythm, he come from? What artistic
 Take a set of Movement style is he most famous for?
watercolors (cake 2. Balance (5 minutes)
type or in tubes). 3. Emphasis
Choose one 4. Harmony, Unity,
 secondary color: and Variety
orange, green, or 5. Proportion
violet. (10 minutes)
 Color a shape on a
paper using this
single secondary
color.
 Beside it, color a
similar shape using
strokes of the two
primary colors
 that are combined
in that particular
secondary color
(ex: red + yellow
 = orange; blue +
yellow = green; red
+ blue = violet).
 Hold the paper
some distance
away and ask your
classmates to

5
  comment on the
“impression” of the
secondary color you
have created
 and the actual color
itself.

(see attached powerpoint

presentation “THE NEW
COLOR TECHNIQUE”)

(5 minutes)

D. Discussing New Concepts The teacher will discuss Teacher will lead The teacher will discuss
and Practicing New Skills impressionism using the discussion on Abstract Realism, Cubism,
#1 links below: Expressionism- Cubist Artworks, Foremost
. Origins of the Movement Dadaism: Cubist Painter/Sculptor.
. A Break from the Past
. Works of Monet, Renoir https://www.google.c The teacher will explain
and Monet. om.ph/url?sa=i&rct=j Cubist Styles & Subjects
&q=&esrc=s&source trough the Principles of Arts
http://www.artquotes.net/ =images&cd=&ved=
masters/monet/la- 0ahUKEwj2sI6RjerRA https://www.google.com.ph/
prominade-75.jpg hWMTbwKHRu9Dpw url?sa=i&rct=j&q=&esrc=s&
QjBwIBA&url=http% source=images&cd=&ved=0
http://www.jackygallery.co 3A%2F%2Fwww.gall ahUKEwiPo5Djj-
m/images/Red%20Boats% eryintell.com%2Fwp- rRAhUHp5QKHdl0DXYQjBwI
20at%20Argenteuil%20by content%2Fuploads BA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fw
%20Claude%20Monet%20 %2F2014%2F03%2F ww.pablopicasso.org%2Fima
OSA067.jpg Chirico- ges%2Fpaintings%2Fthree-
MelancholyandMyster musicians.jpg&bvm=bv.1458
yofaStre1.jpg&bvm= 22982,d.dGc&psig=AFQjCNE
https://www.wikiart.org/en bv.145822982,d.dGc 3goqTMs7eP0vBuwkTU9gYvz
/pierre-auguste-renoir/the- &psig=AFQjCNEHx0t ZFFg&ust=14858744307261
dancer- Gy9WoI5oSdDau6nK 74
1874?utm_source=returne (15 minutes)
6
 d&utm_medium=referral& bMK0cNw&ust=1485
utm_campaign=referral 874137845471

http://www.renoir.net/ima .Characteristics
ges/paintings/a-girl-with-a- .Mood
watering-can.jpg .Idea
.Message
https://lh5.googleusercont
ent.com/- .Principles of Arts
q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJ- (30 minutes)
zsc/s1600/Edouard_Manet
_Argenteuil_1874.jpg

https://upload.wikimedia.o
rg/wikipedia/commons/thu
mb/e/e3/%C3%89douard_
Manet,_The_Rue_Mosnier_
with_Flags,_1878.jpg/1267
px-
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Flag
s,_1878.jpg
(10 minutes)

E. Discussing New Concepts The teacher will discuss Teacher will lead
and Practicing New Skills Post-impressionismn and discussion on
#2 Principles of Arts. Expressionism-
Surrealism:
Works of Cezanne & Van
Gogh
7
 https://www.google.com.
http://www.oilpaintings- ph/url?sa=i&rct=j&q=&e
sales.com/paintings- src=s&source=images&c
image/paul-cezanne/paul- d=&ved=0ahUKEwiD-
cezanne-hortense-fiquet- 8Kdj-
in-a-striped-skirt.jpg rRAhXJkZQKHW_DCp8Qj
BwIBA&url=http%3A%2
https://www.ibiblio.org/w F%2Fwww.dalipaintings.
m/paint/auth/cezanne/sl/c com%2Fimages%2Fpaint
ompotier/cezanne.compoti ings%2Fthe-persistence-
er.jpg of-
memory.jpg&bvm=bv.14
http://www.vangoghgaller 5822982,d.dGc&psig=AF
y.com/catalog/image/0193 QjCNHB4ZLY-Jwnruy-
/Sheaves-of-Wheat-in-a- gsNFdox4tKZecA&ust=14
Field.jpg 85874238006980

https://www.wikiart.org/en Roles or Functions of

/vincent-van-gogh/the- Artwork
sower-sower-with-setting-
sun- History of Art Movement
1888?utm_source=returne (20 minutes)
d&utm_medium=referral&
utm_campaign=referral

http://www.vggallery.com/p
ainting/f_0455.jpg
(10 MINUTES)
F. DEVELOPING MASTERY CREATING YOUR OWN CREATE A WORK OF
(LEADS TO FORMATIVE IMPRESSIONIST “EXPRESSIONISM” CREATE A “PICASSO”
ASSESSMENT 3) ARTWORK : “IMPASTO”
With your groupmates,  Review the
One of the most distinctive choose between Dadaism description of
painting techniques used and Surrealism. Picasso’s cubist style.
by impressionist artists Select art materials that  Based on this, plan a
was impasto. Impasto is are readily available, cubist artwork for
the very heavy application such as one whole sheet your group to create.
8
of paint to the canvas— of cartolina; acrylic  Prepare a magazine,
often with a paints, poster paints, or assorted
spatula or knife instead of any available paints; photographs, 1 sheet
a paintbrush, and markers, crayons, of oslo paper,
sometimes even directly pastels, or colored  scissors, and glue or
squeezed from the pencils; #8 brush; paste.
tube. scissors; glue  Select a large
or paste; and pictures photograph from the
(The teacher will present a from magazines, magazine and/or the
sample of an Impasto to newspapers, or other photos,
the class.) calendars. and cut these up into
Working as a group, plan segments of different
Materials: ¼ illustration how to use these shapes and sizes.
board or chipboard materials to express your  Glue or paste the
Tubes of acrylic paints message about your segments on the oslo
(can be shared among the chosen art movement. paper in a creative
class members) Assign a task to each way, but withthe
Paintbrushes group member, then image still
Wooden popsicle sticks create your artwork recognizable.
Pencil together. (Note:  Give your cubist
Rags for clean up Remember that artwork a title.
Procedure: expressionism made use  Display it in front of
 Decide on a simple of very strong images the class, together
design for your and colors, and with the works of the
artwork. Keep in expressed deep other groups.
mind what colors of emotions.)
paints are available Decide on a title for your Join your classmates in
to you. group artwork. giving personal reactions to
 Using a pencil, Present your finished each other’s work.
sketch in the artwork to the rest of the
general design on class. (see attached powerpoint
the illustration Join in the discussion presentation CREATE A
board or chipboard. about the message of “PICASSO”)
 Apply the paints to each group’s (20 MINUTES)
your design with artwork.
the brush, then
more thickly with
9
  the popsicle sticks Comment on how each
and, in certain group effectively used
spots, squeeze the the characteristics
paint directly from of expressionism
the tube. (through the elements
 Allow the paint to and principles of art) to
dry thoroughly convey message.
before handling or
displaying the
finished artwork. (see attached powerpoint
presentation CREATE A
WORK OF
(see attached powerpoint “EXPRESSIONISM”)
presentation CREATING (25 minutes)
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the forms Which form of
Applications of The AND YOU of expressionism abstractionism do you find
Concepts And Skills In The students are expected (dadaism, surrealism) most striking, and why?
Daily Living to the activity by group. appeals to you the most?
And which does not Do you consider action
Two minutes will be given appeal to you at all? painting, color field painting,
for each group to Explain why. and pictographic painting
formulate their answers (5 minutes) true art? Why or why not?
while the remaining three (5 minutes)
minutes will be allotted for
the presentation.

Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.
10
 Group 2
Is there a value in learning
about art movements like
impressionism that
arose over a century ago,
halfway around the world
from us? Why or
why not?

Group 3
On a personal level, what
struck you most about the
impressionist style
of art?

Group 4
Would you want to
experiment further with
painting in this style?
Explain briefly.

Group 5
Would you want to own an
artwork in the
impressionist style? Why or
why not?
(5 minutes)
H. Making Generalizations IMPRESSIONISM AND THE What qualities make an Explain the difference
And Abstractions About RISE OF MODERN ART artwork expressionistic? between expressionism and
The Lesson abstractionism.
 Was the term Where did Dadaism get
“impressionism” its influences? How did the cubists give a
fitting for this art sense of dynamism and
movement? Why do Why was the child’s term energy to their works?
you say so? “dada” fitting for the art
Who is considered the most
11
  From your movement known as famous abstractionist and
knowledge of world dadaism? cubist artist?
history during the
late 19th century, (5 minutes) (5 minutes)
do you see a
relation between
the impressionist
styles and the
major events
of that period?
 Do you agree that
impressionism set
the stage for the
succeeding
movements of
modern art? If so,
in what ways?
 Do you see this
style reflected even
in the works of
today’s artists?
 Explain briefly. Do
you know of any
Filipino artists who
also used the
impressionist style?

If yes, explain how they

applied this style in their
works.
(5 minutes)

12
I. Evaluating Learning  The artwork of the group  The artwork of the group The artwork of the group
shall be assessed through shall be assessed shall be assessed through
the scoring guide: through the scoring the scoring guide:
 Creativity and originality of guide:  Creativity and originality of
the depicted theme  Creativity and originality the depicted theme
 20 pts. of the depicted theme  20 pts.
  20 pts. 
 Quality of artistic   Quality of artistic
composition and overall  Quality of artistic composition and overall
design based on the theme composition and overall design based on the theme
 15 pts. design based on the  15 pts.
theme
 
 15 pts.
 Overall impression of the  Overall impression of the art
art 
15 pts.
15 pts.  Overall impression of the
art
15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

J. Additional Activities For Preparation for the Culminating “Exhibit of Modern Art”
Application And The teacher will guide the students in preparing their artworks for the culminating exhibit at
Remediation the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

13
 Having learned about and Expressionism in
understood the concept Philippine Art – Research
and techniques of online for works by
impressionism, you Filipino artists who used
can now prepare your variations of this style
impasto artworks for the (e.g., Cesar Legaspi).
culminating exhibit at the Give your personal
end of the reaction to these.
quarter.

 Properly label your

artwork with an
original title, your
name, the date,
and the technique
used (impasto)

 Your Arts teacher

will store the
finished artworks
for inclusion in the
exhibit at the end
of the quarter.
K. ASSIGNMENT Bring 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; #8 brush;
scissors; glue
or paste; and
pictures from
14
 magazines,
newspapers, or
calendars.

V. REMARKS
VI.REFLECTION
A. No. Of Learners Who Earned 80%
In The Evaluation
B. No. Of Learners Who Require
Additional For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons Work?
No. Of Learners Who Have Caught
Up With The Lesson.
D. No. Of Learners Who Continue To
Require Remediation
E. Which Of My Strategies Worked
Well? Why Did These Work?
F. What Difficulties Did I Encounter
Which My Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or Localized
Materials Did I Use / Discover Which
I Wish To Share With Other
Teachers?

Prepared by: Checked by:

DONNA JANE R. MARCUAP NERRA A. VISPERAS, Ed. D

MAPEH 10 Teacher School Head

15
 Daily Lesson SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10
Log in
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

TEACHING DATE AND WEEK 2 (4 Sessions) QUARTER FIRST

TIME

MAPEH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences and other external phenomenon
B. Performance Standard The learners…
 perform/ participate competently in a presentation of a creative impression
(verbal/nonverbal) from the various art movements
 recognize the difference and uniqueness of the art styles of the various art movements
(techniques, process, elements, and principles of art)

1. Learning Competencies/ The learners…

Objectives  describe the influence of iconic artists belonging to the various art movements (A10PR-Ic-
e-2)
 apply different media techniques and processes to communicate ideas, experiences, and
stories showing the characteristics of the various art movements (e.g., the use of industrial
materials or found objects, Silkscreen Printing, etc.) (A10PR-Ic-e-3)
 evaluate works of art in terms of artistic concepts and ideas using criteria from the various
art movements (A10PR-If-4)
 show the influences of Modern Art movements on Philippine art forms (A10PR-I-f-5)
 mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)
16
 MODERN ART
CULMINATING
g. Pop Art i. Performance Art ACTIVITY FOR
h. Op Art j. Happenings and Mob QUARTER I:
“AN EXHIBIT OF
MODERN ART”

II. Process:

II. CONTENT
6. Painting and/ or 7. Sculpture and Assemblage 8. Mounting an
Drawing exhibit:
8.1 Concept
8.2 Content /
Labels
8.3 Physical
layout

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 111 - 115 TG pages 116 – 120 TG pages 121 - 122
2. Learner’s Material LM pages 232 -
pages LM pages 220 - 226 LM pages 227 – 232 234
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing
3. Textbook pages House Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.

17
 4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous The teacher will conduct a The teacher will Describe the distinctive This last session for
Lesson or Presenting New pre-assessment on the solicit the students’ characteristics of the Quarter will be
Lessons idea of the students with prior knowledge to installation art. devoted to having
regards to pop art and op installation and the students stage
art through these performance arts. Describe the distinctive
questions: characteristics of “An Exhibit of
Do you know what performance art. Modern Art”
Have you heard of the installation art is?
terms “pop art” and “op Explain why both these art presenting the
art”? Have you ever seen forms reflect the spirit of following
an actual example of the modern era. categories:
If yes, briefly describe this type of art? If (5 minutes)  Impressioni
what you know about each yes, what was sm
of these styles. it? Briefly describe it.  Expressionis
m
If not, what do you think Do you know what  Abstractioni
the names of these styles performance art is? sm, Pop art,
refer to? Op art
Have you ever  Installation
Can you name any well- witnessed or watched art
known artists using these such a form of art? If  Performanc
styles? yes, what was e art
your reaction to it (5 minutes)
Can you guess what types and why?
of subjects these styles (10 minutes)
depicted?
(5 minutes)

18
B. Establishing A Purpose for The teacher will display art The teacher will play The students will
the Lesson samples of pop art and op a slideshow on be assigned to
art. installation and select from among
performance arts. their own works, as
well as source
Let the students give their The students are photos, magazine
comments as to whether expected to interpret or calendar cutouts,
this artwork fits their ideas the themes or Internet images,
about Modern Art. messages being etc. of at least 2 to
(5 minutes) expressed by 3 representative
these artworks and artworks each for
give their personal the above
comments and categories.
reactions. (5 minutes)
(10 minutes)
C. Presenting Examples / From the art samples The students are
Instances of the New displayed, the students will expected formulate
Lesson compare pop and op art the characteristics of
from cubism and abstract installation art and
realism. performance art
based on the
How was pop art and op slideshow.
art different from the (10 minutes)
earlier Cubism and abstract
Realism?

From where did pop art

and op art draw its
subjects?

Explain how the elements

of art were used to create
the special technical effect
in pop art and op art.
(5 minutes)

19
D. Discussing New Concepts The teacher will discuss The teacher will
and Practicing New Skills the subjects, artworks and discuss Installation
#1 pop artists using the Art as a
following links: Contemporary Art
https://www.youtube.com/ through these links:
watch?v=kZTsbJcr9VI
http://1.bp.blogspot.
https://s-media-cache- com/_c0qFk0lWEKg/
ak0.pinimg.com/originals/5 TNGIspkDoPI/AAAAA
d/85/61/5d8561ceb27bad9 AAAAI4/3XwQ6O-
2987514dd10792216.jpg OJKI/s1600/roberto1.
JPG
https://s-media-cache-
ak0.pinimg.com/736x/4f/d http://3.bp.blogspot.
2/9c/4fd29c47a87d595b0cf com/-c2JxMNQyJ-
618dc5c6d731e.jpg Y/VXp6iPTxioI/AAAAA
(10 minutes) AAAE54/xbeECHFAyF
o/s1600/Lopez_Muse
um_117th_Independ
ence_Day_Facebook.j
pg

https://image.slidesh
arecdn.com/arts10-
learningmaterial-
150603052040-lva1-
app6892/95/arts-10-
learning-material-38-
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.Sculptural Materials
Venues Artists and
Their works
(15 minutes)

E. Discussing New Concepts The teacher will discuss The teacher will
and Practicing New Skills the following through discuss Performance
#2 these links: Art as a Modern Art
using this links:
.Illusion of Movement of
Op Art http://artmuseum.pl/
public/upload/photo/
.U.S Involvement in 0638_0406/54f5b0b8
Modern Art Influencing e4b84.jpg
Philippine Art Forms
http://clocktower.org
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ak0.pinimg.com/originals/c agecache/bodyview_
f/bf/a8/cfbfa8930b96a2f48 enlarged/show/12173
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http://more-sky.com/WDF- https://www.google.c
465959.html om.ph/url?sa=i&rct=j
&q=&esrc=s&source
http://public.media.smiths =images&cd=&ved=
onianmag.com/legacy_blog 0ahUKEwjh4ZXehO7
/Gianni-Sarcone-Flashing- RAhUMfbwKHSYQBJ
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(10 minutes) %3A%2F%2Fpublicr
21
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6008366539020

.Four Basic Elements

-Time
-Space
-The Performer’s
Body
-A Relationship
Between Performer
and Audience
(15 minutes)
F. DEVELOPING MASTERY GROUP POP ART TASK Divide the class into four CURATING THE
(LEADS TO FORMATIVE groups. Groups A and B EXHIBIT
ASSESSMENT 3) Groups A & B: will create an
 Prepare your installation artwork. The learners will be
materials – 1 whole Groups C and D will asked
cartolina or 1 whole present performance art. to decorate the
box board; old room in preparation
colored magazines, Groups A and B: for the exhibit.
newspapers, or Installation Art
calendars; scissors; Give the group members Each artwork will
glue or paste; the following instructions: be accompanied by
watercolors, acrylic a card briefly
paints, poster  The group describing the work
colors, crayons, or members will and the historical
22
 pastels; #8 paint brainstorm on the and cultural context
brushes and/or concept of an of the category it
sponges. installation work to belongs to:
be constructed
 Select a “popular” within the school For Student-
subject for your grounds. Made Artworks
artwork (e.g., a
product, celebrity,  As a group, gather Title___________
movie or television creative and ________
character, sport, innovative
place, brand name, materials for the Artist(s)________
etc.). Plan planned installation
________
how this will be and bring these to
depicted using your your chosen work
available materials. area. Artistic style and
medium
 Cut out images,  Together, used__________
letters, etc. from assemble the _________
the magazines, materials to
newspapers, or construct your Date of
calendars, and glue installation. creation________
or paste them on __
the cartolina or  Give the work a
board. Color the thought-provoking
surrounding title and label it
For Reproduction
background with accordingly.
or Images of
watercolors, poster
Known Artworks
colors, or any  All the groups will
available paints. then take a tour of
You may add the installations Title___________
details with crayons created by the ________
or pastels. others.
Artist(s)________
 Decide on a title for  Hold a discussion ________
your group artwork on how the
and display it in the finished works Artistic style and
classroom. made the class medium
23
 members feel and used__________
 Be ready to explain think; and whether _________
the pop art style they consider these
and techniques that good examples of Year or period of
you used installation art or
creation__
(e.g., inspired by not.
Andy Warhol, Roy
Lichtenstein, etc.) Groups C and D: Prevailing
and to exchange Performance Art historical events
comments with the Give the group members at that time
other groups about the following instructions: ______________
their works. ___
 The group (50 minutes)
ACTION PAINTING OP ART members will
brainstorm on the
Groups B & C: concept of a
 Prepare your performance
materials – 1 whole art presentation.
cartolina, box
board, or other  As a group, agree
recycled on the place,
board; acrylic equipment,
paints; 1-inch costumes, and
paintbrushes, props (if any) for
sponges, or your presentation.
popsicle sticks;
 recycled mixing  Assign roles/tasks
plates; small rags to each group
for cleaning up; member, as
newspaper for performers,
covering work production crew,
surface. etc.

 As a group, discuss  At the assigned

the overall time, the two
composition and groups will perform

24
 technique that you in front of the
will use. class.

 Select desired  Hold a discussion

colors of paint and on how the
apply these to the performance art
board using actions presentations
such as brushing, made the class
sprinkling, dripping, members feel and
and flicking. Let the think; and whether
paint dry. they consider these
good examples of
Decide on a title for performance art or
your group painting not.
and display it in the (35 minutes)
classroom.

 Be ready to explain
the “action
painting”
techniques that you
used and to
exchange
comments with the
other groups about
their works. In
 what ways are they
the same? In what
ways are they
different?
(20 minutes)
G. Finding Practical What traits /characteristics Do you think you would
Applications of The can be developed in this enjoy installation and
Concepts And Skills In kind of activity? performance arts? Why
Daily Living or why not?

25
 How would you use these Aside from the artistic
traits to enhance the social aspect, what other
dimension of your life? purposes can such art
forms be used for?
(5 minutes)
In what ways do you think
installation and
performance arts would be
beneficial and functional to
all of us?
Justify your answer.
(10 minutes)

H. Making Generalizations Why were action painting Do installation art and

And Abstractions About and pop art given these performance art exemplify
The Lesson names? the qualities of
modern art? If yes, in
Who were the artist who what ways do they do so?
became famous for their
action painting style and Do art forms like these
pop artworks? serve a purpose in today’s
(5 minutes) world? Explain your
opinion.
(10 minutes)

I. Evaluating Learning  The artwork of the group  The artwork of the group Have the students
will be assessed by means will be assessed by means invite the school
of the following citeria: of the following citeria: Administration,
other faculty
Innovative & Creative members, and their
Creativity
Idea_40 pts. schoolmates to visit
– 20 pts the exhibit. They
Utilization of Time & should be prepared
Style & Color Balance Space_30 pts. to explain the
– 15 pts. works and how
these present the
26
 Visual Structure_30 pts. characteristics of
Subject Matter different
movements and
– 15 pts.
styles of modern
art.

Critique of the
Exhibit

As a form of self-
evaluation, have
the students rate
the culminating
exhibit using the
format below:

“An Exhibit on
Modern Art”
Evaluation Form

CRITERIA
Selection of
artworks to exhibit
(theme and
message)
20 pts.

Completeness of
exhibit
20 pts.

Presentation
(display, mounting,
and
labelling of works)
15 pts.

27
 Assignment of
tasks
15 pts.

Cooperation
among
students
15 pts.

Response of exhibit
visitors
15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

J. Additional Activities For Preparation for the Culminating “Exhibit of Modern Art”
Application And The teacher will guide the students in preparing their artworks for the
Remediation culminating exhibit at the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique
used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.
V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
28
 Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

Prepared by: Checked by:

DONNA JANE R. MARCUAP NERRA A. VISPERAS, Ed. D

MAPEH 10 Teacher School Head

29