Daily Lesson Log SCHOOL Tagumpay National High School GRADE LEVEL 10

in
TEACHER Monic B. Cayetano LEARNING AREA ARTS

TEACHING DATE WEEK 1 QUARTER FIRST

AND 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 Short Quiz

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 The learners…
Competencies/  analyze art elements and principles in the production of work following a specific
Objectives 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

1
 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)

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
3. Textbook 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,

2
 Physical 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

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

3
 Would you like to
own an artwork in
an expressionist
style? Why or why
not?
(10 minutes)

B. Establishing A Purpose Conduct the following The teacher will ABSTRACT ARTWORK
for the Lesson survey to assess what present to the The teacher will display
the students know or class a colored an abstract work.
have reproduction of an
experienced concerning expressionist Let the students identify
modern art and artwork. the image they see in it.
impressionism.
The teacher will Instruct the students to
 What comes to give the title of the explain what makes it
mind when you work and the possible for them to still
hear the term name of the artist. identify the image, even
“modern art”? if it has been assembled
 Give some Let the students in a
qualities or give their mis-aligned way.
characteristics comments as to (5 minutes)
that make you whether this
consider an artwork fits their
artwork ideas about
“modern.” Modern Art.
 How is modern (10 minutes)
art different from
earlier styles of
art that you
know?
 Have you heard
of the art
movement
known as
impressionism? If
yes, can you
4
 name one
famous
impressionist
artist that you
know of?
 Can you name or
recognize one
well-known
artwork in the
impressionist
style?
(5 minutes)

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

5
 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
 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 The teacher will discuss Teacher will lead The teacher will discuss
Concepts and impressionism using discussion on Abstract Realism,
Practicing New Skills # the links below: Expressionism- Cubism, Cubist Artworks,
1 . Origins of the Dadaism: Foremost Cubist
6
Movement Painter/Sculptor.
. A Break from the Past https://
. Works of Monet, www.google.com.p The teacher will explain
Renoir h/url? Cubist Styles & Subjects
and Monet. sa=i&rct=j&q=&e trough the Principles of
src=s&source=im Arts
http:// ages&cd=&ved=0
www.artquotes.net/ ahUKEwj2sI6RjerR https://
masters/monet/la- AhWMTbwKHRu9D www.google.com.ph/url?
prominade-75.jpg pwQjBwIBA&url=h sa=i&rct=j&q=&esrc=s&
ttp%3A%2F source=images&cd=&ve
http:// %2Fwww.galleryin d=0ahUKEwiPo5Djj-
www.jackygallery.com/ tell.com%2Fwp- rRAhUHp5QKHdl0DXYQjB
images/Red%20Boats content wIBA&url=http%3A%2F
%20at%20Argenteuil %2Fuploads %2Fwww.pablopicasso.or
%20by%20Claude %2F2014%2F03% g%2Fimages
%20Monet 2FChirico- %2Fpaintings%2Fthree-
%20OSA067.jpg MelancholyandMys musicians.jpg&bvm=bv.1
teryofaStre1.jpg&b 45822982,d.dGc&psig=A
vm=bv.14582298 FQjCNE3goqTMs7eP0vBu
https:// 2,d.dGc&psig=AFQ wkTU9gYvzZFFg&ust=14
www.wikiart.org/en/ jCNEHx0tGy9WoI5 85874430726174
pierre-auguste-renoir/ oSdDau6nKbMK0c (15 minutes)
the-dancer-1874? Nw&ust=1485874
utm_source=returned& 137845471
utm_medium=referral&
utm_campaign=referral .Characteristics
.Mood
http://www.renoir.net/ .Idea
images/paintings/a-girl- .Message
with-a-watering-can.jpg
.Principles of Arts
https://
lh5.googleusercontent. (30 minutes)
com/-q4LXUKYgQlc/
TXDlTbL_guI/
AAAAAAAABRU/
4mKB_kJ-zsc/s1600/

7
 Edouard_Manet_Argent
euil_1874.jpg

https://
upload.wikimedia.org/
wikipedia/commons/
thumb/e/
e3/%C3%89douard_Ma
net,_The_Rue_Mosnier_
with_Flags,_1878.jpg/
1267px-
%C3%89douard_Manet,
_The_Rue_Mosnier_with
_Flags,_1878.jpg
(10 minutes)
E. Discussing New The teacher will discuss Teacher will lead
Concepts and Post-impressionismn discussion on
Practicing New Skills # and Principles of Arts. Expressionism-
2 Surrealism:
Works of Cezanne &
Van Gogh https://
www.google.com.ph/
http://www.oilpaintings- url?
sales.com/paintings- sa=i&rct=j&q=&esrc
image/paul-cezanne/ =s&source=images&c
paul-cezanne-hortense- d=&ved=0ahUKEwiD-
fiquet-in-a-striped- 8Kdj-
skirt.jpg rRAhXJkZQKHW_DCp8
QjBwIBA&url=http
https:// %3A%2F
www.ibiblio.org/wm/ %2Fwww.dalipainting
paint/auth/cezanne/sl/ s.com%2Fimages
compotier/ %2Fpaintings%2Fthe-
cezanne.compotier.jpg persistence-of-
memory.jpg&bvm=bv
http:// .145822982,d.dGc&ps
www.vangoghgallery.co ig=AFQjCNHB4ZLY-

8
 m/catalog/image/ Jwnruy-
0193/Sheaves-of- gsNFdox4tKZecA&ust
Wheat-in-a-Field.jpg =1485874238006980

https:// Roles or Functions of

www.wikiart.org/en/ Artwork
vincent-van-gogh/the-
sower-sower-with- History of Art
setting-sun-1888? Movement
utm_source=returned& (20 minutes)
utm_medium=referral&
utm_campaign=referral

http://www.vggallery.com/
painting/f_0455.jpg
(10 MINUTES)
F. DEVELOPING MASTERY CREATING YOUR CREATE A WORK OF CREATE A “PICASSO”
(LEADS TO FORMATIVE OWN IMPRESSIONIST “EXPRESSIONISM”
ASSESSMENT 3) ARTWORK :  Review the
“IMPASTO” With your description of
groupmates, choose Picasso’s cubist
One of the most between Dadaism and style.
distinctive painting Surrealism.  Based on this, plan
techniques used by Select art materials a cubist artwork
impressionist artists that are readily for your group to
was impasto. Impasto available, such as one create.
is the very heavy whole sheet  Prepare a
application of paint to of cartolina; acrylic magazine,
the canvas—often with paints, poster paints, assorted
a or any available photographs, 1
spatula or knife instead paints; sheet of oslo
of a paintbrush, and markers, crayons, paper,
sometimes even pastels, or colored  scissors, and glue
directly squeezed from pencils; #8 brush; or paste.
the scissors; glue  Select a large
tube. or paste; and pictures photograph from
from magazines, the magazine
(The teacher will newspapers, or and/or the other
9
present a sample of an calendars. photos,
Impasto to the class.) Working as a group, and cut these up
plan how to use these into segments of
Materials: ¼ materials to express different shapes
illustration board or your and sizes.
chipboard message about your  Glue or paste the
Tubes of acrylic paints chosen art segments on the
(can be shared among movement. oslo paper in a
the class members) Assign a task to each creative way, but
Paintbrushes group member, then withthe 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  Display it in front
 Decide on a use of very strong of the class,
simple design for images and colors, together with the
your artwork. and expressed deep works of the other
Keep in mind emotions.) groups.
what colors of Decide on a title for
paints are your group artwork. Join your classmates in
available to you. Present your finished giving personal reactions
 Using a pencil, artwork to the rest of to each other’s work.
sketch in the the class.
general design Join in the discussion (see attached powerpoint
on the about the message of presentation CREATE A
illustration board each group’s “PICASSO”)
or chipboard. artwork. (20 MINUTES)
 Apply the paints Comment on how
to your design each group effectively
with the brush, used the
then more thickly characteristics
with of expressionism
 the popsicle (through the elements
sticks and, in and principles of art)
certain spots, to
squeeze the convey message.
paint directly
from

10
 the tube. (see attached
 Allow the paint to powerpoint
dry thoroughly presentation CREATE
before handling A WORK OF
or displaying the “EXPRESSIONISM”)
finished artwork. (25 minutes)

(see attached
powerpoint
presentation CREATING
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the Which form of
Applications of The AND YOU forms of abstractionism do you
Concepts And Skills In The students are expressionism find most striking, and
Daily Living expected to the activity (dadaism, surrealism) why?
by group. appeals to you the
most? And which does Do you consider action
Two minutes will be not appeal to you at painting, color field
given for each group to all? Explain why. painting, and
formulate their answers (5 minutes) pictographic painting
while the remaining true art? Why or why
three minutes will be not?
allotted for the (5 minutes)
presentation.

Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you.
Explain briefly.

Group 2

11
 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 What qualities make Explain the difference
And Abstractions THE RISE OF MODERN an artwork between expressionism
About The Lesson ART expressionistic? and abstractionism.

 Was the term Where did Dadaism How did the cubists give
“impressionism” get its influences? a sense of dynamism and
fitting for this art energy to their works?
movement? Why Why was the child’s

12
 do you say so? term “dada” fitting for Who is considered the
 From your the art movement most famous
knowledge of known as dadaism? abstractionist and cubist
world history artist?
during the late (5 minutes)
19th century, do (5 minutes)
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)

13
I. Evaluating Learning The artwork of the The artwork of the The artwork of the group
group shall be assessed group shall be shall be assessed
through the scoring assessed through the through the scoring
guide: scoring guide: guide:
Creativity and Creativity and Creativity and originality
originality of the originality of the of the depicted theme
depicted theme depicted theme 20 pts.
20 pts. 20 pts.
Quality of artistic
Quality of artistic Quality of artistic composition and overall
composition and overall composition and design based on the
design based on the overall design based theme
theme on the theme 15 pts.
15 pts. 15 pts.
Overall impression of the
Overall impression of Overall impression of art
the art the art 15 pts.
15 pts. 15 pts.

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

J. Additional Activities Preparation for the Culminating “Exhibit of Modern Art”

For 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.
Having learned about Expressionism in
and understood the Philippine Art –

14
 concept and techniques Research online for
of impressionism, you works by
can now prepare your Filipino artists who
impasto artworks for used variations of this
the culminating exhibit style (e.g., Cesar
at the end of the Legaspi).
quarter. Give your personal
reaction to these.
 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

15
 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:
MONIC B. CAYETANO
TEACHER CHECKED BY:

JENELYN L. ARCENA
School Head

16
 Daily Lesson SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10
Log in
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

TEACHING DATE WEEK 2 (4 Sessions) QUARTER FIRST

AND 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 The learners…

Competencies/  describe the influence of iconic artists belonging to the various art movements
Objectives (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

17
 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)
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 TG pages 121 -
pages TG pages 111 - 115 TG pages 116 – 120 122
2. Learner’s Material LM pages 232 -
pages LM pages 220 - 226 LM pages 227 – 232 234
3. Textbook 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 Education, and Health-Citizenship Advancement Training. Quezon City. St.
18
 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

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 The teacher will The teacher will Describe the distinctive This last session
Lesson or Presenting conduct a pre- solicit the characteristics of for the Quarter
New Lessons assessment on the idea students’ prior installation art. will be devoted
of the students with knowledge to to having the
regards to pop art and installation and Describe the distinctive students stage
op art through these performance arts. characteristics of
questions: performance art. “An Exhibit of
Do you know what Modern Art”
Have you heard of the installation art is? Explain why both these
terms “pop art” and art forms reflect the presenting the
“op art”? Have you ever spirit of the modern following
seen an actual era. categories:
If yes, briefly describe example of this (5 minutes)  Impression
what you know about type of art? If yes, ism
each of these styles. what was  Expression
it? Briefly describe ism
If not, what do you it.  Abstractio
think the names of nism, Pop
these styles refer to? Do you know what art, Op art
performance art  Installation
Can you name any well- is? art
known artists using  Performan
these styles? Have you ever ce art
19
 witnessed or (5 minutes)
Can you guess what watched such a
types of subjects these form of art? If yes,
styles depicted? what was
(5 minutes) your reaction to it
and why?
(10 minutes)

B. Establishing A Purpose The teacher will display The teacher will The students will
for the Lesson art samples of pop art play a slideshow be assigned to
and op art. on installation and select from
performance arts. among their own
works, as well as
Let the students give The students are source photos,
their comments as to expected to magazine or
whether this artwork interpret the calendar cutouts,
fits their ideas about themes or Internet images,
Modern Art. messages being etc. of at least 2
(5 minutes) expressed by to 3
these artworks and representative
give their personal artworks each for
comments and the above
reactions. categories.
(10 minutes) (5 minutes)

C. Presenting Examples / From the art samples The students are

Instances of the New displayed, the students expected
Lesson will compare pop and formulate the
op art from cubism and characteristics of
abstract realism. installation art and
performance art
How was pop art and based on the
op art different from slideshow.
the earlier Cubism and (10 minutes)
abstract Realism?

From where did pop art

20
 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)

D. Discussing New The teacher will discuss The teacher will

Concepts and the subjects, artworks discuss Installation
Practicing New Skills # and pop artists using Art as a
1 the following links: Contemporary Art
https:// through these
www.youtube.com/ links:
watch?v=kZTsbJcr9VI
http://
https://s-media-cache- 1.bp.blogspot.com/
ak0.pinimg.com/ _c0qFk0lWEKg/
originals/5d/ TNGIspkDoPI/
85/61/5d8561ceb27bad AAAAAAAAAI4/3Xw
92987514dd10792216.j Q6O-OJKI/s1600/
pg roberto1.JPG

https://s-media-cache- http://
ak0.pinimg.com/736x/ 3.bp.blogspot.com/
4f/d2/9c/ -c2JxMNQyJ-Y/
4fd29c47a87d595b0cf6 VXp6iPTxioI/
18dc5c6d731e.jpg AAAAAAAAE54/
(10 minutes) xbeECHFAyFo/
s1600/
Lopez_Museum_11
7th_Independence
_Day_Facebook.jpg

https://
image.slidesharec

21
 dn.com/arts10-
learningmaterial-
150603052040-
lva1-app6892/95/
arts-10-learning-
material-38-
638.jpg?
cb=1433308855

http://
image.slidesharec
dn.com/
abstractexpression
ism-
160804003024/95/
abstract-
expressionism-
npantoja-
sjnhs2016-15-
638.jpg?
cb=1470270677

.Sculptural
Materials
Venues Artists and
Their works
(15 minutes)

E. Discussing New The teacher will discuss The teacher will

Concepts and the following through discuss
Practicing New Skills # these links: Performance Art as
2 a Modern Art using
.Illusion of Movement of this links:
Op Art
22
 http://
.U.S Involvement in artmuseum.pl/
Modern Art Influencing public/upload/
Philippine Art Forms photo/
0638_0406/54f5b0
https://s-media-cache- b8e4b84.jpg
ak0.pinimg.com/
originals/cf/bf/a8/ http://
cfbfa8930b96a2f481f6c clocktower.org/
36baea4c6ee.png sites/default/files/
imagecache/
http://more-sky.com/ bodyview_enlarge
WDF-465959.html d/show/12173/
node-image.jpg
http://
public.media.smithsoni https://
anmag.com/ www.google.com.p
legacy_blog/Gianni- h/url?
Sarcone-Flashing- sa=i&rct=j&q=&e
Star.jpg src=s&source=im
(10 minutes) ages&cd=&ved=0
ahUKEwjh4ZXehO
7RAhUMfbwKHSYQ
BJwQjBwIBA&url=h
ttp%3A%2F
%2Fpublicradio1.w
pengine.netdna-
cdn.com%2Fstate-
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%2F2014%2F07%
2FNengudi_Senga_
RSVP.jpg&bvm=bv
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mZ_8X_piV0Zhd2T
WHyXyJVWfg&ust
=1486008366539
020

23
 .Four Basic
Elements
-Time
-Space
-The Performer’s
Body
-A Relationship
Between
Performer
and Audience
(15 minutes)
F. DEVELOPING MASTERY GROUP POP ART Divide the class into CURATING THE
(LEADS TO FORMATIVE TASK four groups. Groups A EXHIBIT
ASSESSMENT 3) and B will create an
Groups A & B: installation artwork. The learners will
 Prepare your Groups C and D will be asked
materials – 1 present performance to decorate the
whole cartolina art. room in
or 1 whole box preparation for
board; old Groups A and B: the exhibit.
colored Installation Art
magazines, Give the group Each artwork will
newspapers, or members the following be accompanied
calendars; instructions: by a card briefly
scissors; glue or describing the
paste;  The group work and the
watercolors, members will historical and
acrylic paints, brainstorm on cultural context
poster colors, the concept of of the category it
crayons, or an installation belongs to:
pastels; #8 paint work to be
brushes and/or constructed For Student-
sponges. within the school Made Artworks
grounds.
 Select a Title___________
“popular” subject  As a group, ________
24
 for your artwork gather creative
(e.g., a product, and innovative Artist(s)________
celebrity, materials for the ________
movie or planned
television installation and
Artistic style
character, sport, bring these to
place, brand your chosen
and medium
name, etc.). Plan work area. used___________
how this will be ________
depicted using  Together,
your available assemble the Date of
materials. materials to creation_______
construct your ___
 Cut out images, installation.
letters, etc. from
the magazines,  Give the work a For
newspapers, or thought- Reproduction
calendars, and provoking title or Images of
glue or paste and label it Known
them on the accordingly. Artworks
cartolina or
board. Color the  All the groups
Title___________
surrounding will then take a
background with tour of the ________
watercolors, installations
poster colors, or created by the Artist(s)________
any available others. ________
paints. You may
add details with  Hold a Artistic style
crayons or discussion on and medium
pastels. how the finished used___________
works made the ________
 Decide on a title class members
for your group feel and think;
Year or period
artwork and and whether
display it in the they consider of creation__
classroom. these good
examples of Prevailing

25
  Be ready to installation art or historical
explain the pop not. events at that
art style and time
techniques that Groups C and D: ________________
you used Performance Art
_
(e.g., inspired by Give the group
(50 minutes)
Andy Warhol, members the following
Roy Lichtenstein, instructions:
etc.) and to
exchange  The group
comments with members will
the other groups brainstorm on
about their the concept of a
works. performance
art presentation.
ACTION PAINTING OP
ART  As a group,
agree on the
Groups B & C: place,
 Prepare your equipment,
materials – 1 costumes, and
whole cartolina, props (if any) for
box board, or your
other recycled presentation.
board; acrylic
paints; 1-inch  Assign
paintbrushes, roles/tasks to
sponges, or each group
popsicle sticks; member, as
 recycled mixing performers,
plates; small production crew,
rags for cleaning etc.
up; newspaper
for covering work  At the assigned
surface. time, the two
groups will
 As a group, perform in front
discuss the of the class.

26
 overall
composition and  Hold a
technique that discussion on
you will use. how the
performance art
 Select desired presentations
colors of paint made the class
and apply these members feel
to the board and think; and
using actions whether they
such as brushing, consider these
sprinkling, good examples
dripping, and of performance
flicking. Let the art or not.
paint dry. (35 minutes)

Decide on a title
for your group
painting and
display it in the
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 Do you think you would

27
 Applications of The /characteristics can be enjoy installation and
Concepts And Skills In developed in this kind performance arts? Why
Daily Living of activity? or why not?

How would you use Aside from the artistic

these traits to enhance aspect, what other
the social dimension of purposes can such art
your life? 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 Do installation art and

And Abstractions painting and pop art performance art
About The Lesson given these names? exemplify the qualities
of
Who were the artist modern art? If yes, in
who became famous for what ways do they do
their action painting so?
style and pop artworks?
(5 minutes) Do art forms like these
serve a purpose in
today’s world? Explain
your
opinion.
(10 minutes)
I. Evaluating Learning The artwork of the The artwork of the Have the
group will be assessed group will be assessed students invite
by means of the by means of the the school
following citeria: following citeria: Administration,
other faculty
Innovative & Creative members, and
Creativity
Idea_40 pts. their
28
– 20 pts schoolmates to
Utilization of Time & visit the exhibit.
Space_30 pts. They should be
Style & Color Balance
prepared to
– 15 pts. Visual Structure_30 explain the
pts. works and how
Subject Matter these present
the
– 15 pts.
characteristics of
different
movements and
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

29
 of exhibit
20 pts.

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

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 Preparation for the Culminating “Exhibit of Modern Art”

For 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

30
 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
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:

31
DONNA JANE R. MARCUAP NERRA A. VISPERAS, Ed. D
MAPEH 10 Teacher School Head

32