DAILY School Pines City National High School Grade Level & Quarter Grade: 12

LESSON Teacher SHIERA MAE P. VALERIANO SHS Track HUMSS

LOG Inclusive Dates January 13- 17 2025 Learning Area CPAR
SENIOR HIGH SCHOOL Scheduled Time 8:40-9:40, 10:00-11:00, 1:00- Topic Examples of Art Forms in the
2:00 Philippines

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner demonstrates: The learner demonstrates: The learner demonstrates: The learner demonstrates:
appreciation of contemporary appreciation of contemporary appreciation of contemporary art appreciation of contemporary
art forms, found in the various art forms, found in the various forms, found in the various art forms, found in the various
regions by understanding the regions by understanding the regions by understanding the regions by understanding the
elements and principles elements and principles elements and principles elements and principles
B. Performance The learner: presents a form of The learner: presents a form of The learner: presents a form of The learner: presents a form of
Standards integrated contemporary art integrated contemporary art integrated contemporary art integrated contemporary art
based on the region of his / her based on the region of his / her based on the region of his / her based on the region of his / her
choice. e.g. choreography, choice. e.g. choreography, choice. e.g. choreography, musical choice. e.g. choreography, musical
musical instrument, literary and musical instrument, literary and instrument, literary and music instrument, literary and music
music composition, visual design, music composition, visual design, composition, visual design, and/or composition, visual design,
and/or theatrical performance and/or theatrical performance theatrical performance and/or theatrical performance
C. Learning Classifies various art forms Classifies various art forms Classifies various art forms found Classifies various art forms
Competencies / found in the Philippines - found in the Philippines - in the Philippines - found in the Philippines -
Objectives (Write CAR11/12IAC-0b-2 CAR11/12IAC-0b-2 CAR11/12IAC-0b-2 CAR11/12IAC-0b-2
the LC Code)
II. CONTENT Examples of Art Forms in the Philippines
III. LESSON Students will learn about various art forms, including visual arts, performing arts, and other creative expressions. By the end of the four
OBJECTIVES days, students should have a basic understanding of each art form and its significance in culture and history.
IV. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners’
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
Portals
B. Other Learning
 Resources
V. PROCEDURES
 Revising previous Introduction to Filipino Introduction to Filipino Introduction to Filipino Crafts Introduction to Filipino
lesson or Visual Arts (10 minutes): Performing Arts (10 (15 minutes): Architecture (20 minutes):
presenting the  Discuss Filipino art as a minutes):  Discuss the rich history  Discuss the evolution of
new lesson reflection of history,  Define the major of Filipino crafts and Filipino architecture,
culture, and identity. branches of Filipino decorative arts, from from indigenous bahay
 Mention the influence performing arts: indigenous methods to kubo (nipa hut) to
of Spanish colonization, theater, dance, and modern interpretations. Spanish colonial
indigenous art music.  Focus on the variety of architecture and
traditions, and  Discuss how these art materials used, such as modern Filipino
contemporary Filipino forms are deeply fibers, clay, and natural buildings.
artists. rooted in Filipino dyes.
culture, history, and
rituals.
 Establishing a  Briefly introduce  Activity: Students will
purpose for the different forms of sketch a modern Filipino
lesson visual art. building or a traditional
bahay kubo.

 Presenting  Show examples of

examples/ famous Filipino
instances of the architecture, like the
new lesson Intramuros in Manila
and the Pahiyas Festival
houses in Quezon
Province.

 Discussing new Filipino Painting (30 Filipino Theater (30 Filipino Weaving and Textiles Art Appreciation of Filipino
concepts and minutes): minutes): (30 minutes): Visual Arts (20 minutes):
practicing new  Explore famous Filipino  Introduce the history of  Discuss traditional  Teach students how to
skills #1 painters like Juan Luna, Filipino theater, from Filipino weaving, appreciate Filipino
Felix Resurreccion indigenous rituals to including inabel (Ilocos), visual arts by discussing
Hidalgo, and Spanish-influenced banig (Mat Weaver's elements like form,
contemporary artists komedya and modern Mats), and t’nalak (T’boli symbolism, and cultural
such as Benedicto plays. weaving). context.
Cabrera (BenCab).  Show clips from famous  Show examples of these  Show various Filipino
 Show examples of Filipino theater textiles. artworks (e.g.,
historical and modern productions, like Tales  Activity: Students will Spoliarium by Juan Luna,
Filipino art (e.g., of the Manunggul Jar or create a small fabric or contemporary works by
Spoliarium by Luna, plays by Teatro Pilipino. paper weaving pattern BenCab).
Ang Pagtanaw by  Group activity: inspired by Filipino  Discussion: Ask students
BenCab). Students perform a techniques. to interpret the
 Group activity: short scene from a artworks and relate
Students will create Filipino play, using them to Filipino culture.
 their own painting or basic Filipino phrases
drawing inspired by or themes.
Filipino themes (e.g.,
rural life, local
traditions, or nature).

 Discussing Filipino Sculpture (20 Filipino Dance (30 minutes): Filipino Pottery (20 minutes): Filipino Photography (20
concepts and minutes):  Discuss various  Introduce the history of minutes):
practicing new  Discuss traditional traditional Filipino Filipino pottery,  Discuss the importance
skills #2 Filipino sculptures, dances (e.g., Tinikling, including banga (jar) of photography in
such as wooden figures Binasuan, Singkil) and making from indigenous Filipino culture,
used in indigenous their cultural groups like the Kalinga especially in
communities and significance. and Ifugao. documenting history
famous sculptures by  Watch a short video of  Show examples of and daily life.
artists like Guillermo traditional Filipino pottery from different  Show examples of iconic
Tolentino. dance performances. regions of the Filipino photographers
 Show examples like the  Group activity: Teach Philippines. like Ferdinand Marcos or
Bonifacio Monument by the students basic steps  Hands-on activity: Raymond Red.
Tolentino. to Tinikling or Students create a simple  Activity: Students will
 Activity: Students will Binasuan. coil pot from air-dry clay. take a photo reflecting
sketch a sculpture idea Filipino culture or
inspired by Filipino family life and share it
history or culture. with the class.

 Developing Indigenous Filipino Crafts (20 Filipino Music (20 minutes): Filipino Embroidery (20 Art Appreciation and
mastery minutes):  Explore traditional minutes): Reflection (20 minutes):
(Leads to  Discuss traditional Filipino instruments  Discuss the importance  Discuss how Filipino art,
Formative Filipino crafts like (e.g., kulintang, of embroidery in Filipino from paintings to
Assessment 3) weaving (e.g., hinabol bandurria, guitar) and culture, especially in performances,
or inabel from the genres (e.g., kundiman, traditional garments like communicates social
Ilocos region) and harana). barong tagalog and and political messages.
pottery.  Play examples of baro’t saya.  Group discussion on the
 Show visual examples Filipino music from  Show examples of value of preserving
of these crafts. various regions (e.g., intricate Filipino Filipino art traditions
 Activity: Students will Visayan balitaw, embroidery (e.g., piña em and incorporating them
design a simple textile Luzon’s kundiman). into modern life.
pattern inspired by  Activity: Students will  Final project: Students
indigenous Filipino identify and discuss the present a Filipino art
textiles. instruments used in the form they appreciate the
music. most and explain why.

 Finding practical
applications of
concepts and
skills in daily
 living
 Making
generalizations
and abstractions
about the lesson
 Evaluating 10 item quiz 10 item quiz 1o item quiz Students will write a reflective
learning essay on their favorite Filipino
art form learned during the week
and how it influences their
understanding of Filipino
culture.
 Additional Students research a Filipino
activities for visual artist and prepare a short
application or report on their contributions to
remediation Filipino art.

VI. REMARKS

VII. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
 principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
learners?

PREPARED BY: CHECKED BY:

SHIERA MAE P. VALERIANO ELJIM V. RAMOS

Teacher 1 Substitute Master Teacher 1