The document outlines a 4-day arts lesson for 7th grade students focusing on the arts and crafts of the Luzon highlands and lowlands in the Philippines. Day 1 involves students creating crafts using local materials and traditional techniques. Day 2 has students deriving elements from community traditions to incorporate into their artwork. Day 3 examines the relationship between MIMAROPA and VISAYAS arts and Philippine culture. Day 4 consists of students mounting an exhibit of their MIMAROPA and Visayan-inspired artworks.
The document outlines a 4-day arts lesson for 7th grade students focusing on the arts and crafts of the Luzon highlands and lowlands in the Philippines. Day 1 involves students creating crafts using local materials and traditional techniques. Day 2 has students deriving elements from community traditions to incorporate into their artwork. Day 3 examines the relationship between MIMAROPA and VISAYAS arts and Philippine culture. Day 4 consists of students mounting an exhibit of their MIMAROPA and Visayan-inspired artworks.
The document outlines a 4-day arts lesson for 7th grade students focusing on the arts and crafts of the Luzon highlands and lowlands in the Philippines. Day 1 involves students creating crafts using local materials and traditional techniques. Day 2 has students deriving elements from community traditions to incorporate into their artwork. Day 3 examines the relationship between MIMAROPA and VISAYAS arts and Philippine culture. Day 4 consists of students mounting an exhibit of their MIMAROPA and Visayan-inspired artworks.
The document outlines a 4-day arts lesson for 7th grade students focusing on the arts and crafts of the Luzon highlands and lowlands in the Philippines. Day 1 involves students creating crafts using local materials and traditional techniques. Day 2 has students deriving elements from community traditions to incorporate into their artwork. Day 3 examines the relationship between MIMAROPA and VISAYAS arts and Philippine culture. Day 4 consists of students mounting an exhibit of their MIMAROPA and Visayan-inspired artworks.
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School Cantapoy National High School Grade Level 7 Curie
DAILY LESSON LOG Teacher Lourdes E. Ferol Learning Area ARTS
Teaching Dates and Time Week 6 (December 12-15, 2022) Quarter 2nd
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES A. Content Standards Art elements and processes by synthesizing and applying prior knowledge and skills The salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of the art and processes among culturally diverse communities in the country The Philippines as having a rich artistic and cultural tradition from precolonial to present times B. Performance Standards The learners… Create artworks showing the characteristic elements of the arts of Luzon (highlands and Lowlands) Exhibit completed artworks for appreciation and critiquing C. Learning Competencies/ The learners create crafts The learners… The learners show the relationship The learners mount an exhibit Objectives that can be assemble with Derive elements of MIMAROPA and VISAYAS arts using completed MIMAROPA Write the LC code for each local materials, guided by from and crafts to Philippine culture, Visayan inspired arts and crafts local traditionalntechniques traditions/history of a traditions, and history. (A7PR-IIh-4) in an organized manner. (A7PR-IIc-e-1) community for one’s (A7PR-IIg-5) artwork. (A7PR-IIf-2) Correlate the development of crafts in specific areas of the country, according to functionality, traditional specialized, expertise, and availability of resources (e.g., architecture, weaving, pottery, accessories, masks, and culinary arts) (A7PR-IIf-3)
II. CONTENT Arts and Crafts of Luzon (Highlands and Lowlands)
Attire, Fabrics, and Tapestries Crafts and Acessories, and Body Ornamentation Architectures Sculptures (gods/rituals) Everyday objects Elements of Art Art Shape and Form Value Color Texture Space Principles of Art Rhythm, Movement’ Balance Emphasis Harmony, Unity, Variety Proportion III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning OHSP Arts Module Resource (LR) portal B. Other Learning Resources Visual Aid, Laptop, Chalk, and chalkboard Iv. PROCEDURES A. Reviewing previous lesson or The teacher will ask the Post different arts and crafts What are the significance of the tradition What are the roles played by presenting the new lesson students. from MIMAROPA and and history to the derive elements of different factors that enhanced VISAYAS. Ask students to give community arts and crafts MIMAROPA and influenced the arts and crafts What are the examples of the materials used to the and VISAYAS. of MIMAROPA and VISAYAS. MIMAROPA and VISAYAS following objects. artworks influence by internal and external factor? B. Establishing a purpose for the FOUR IN ONE HULABIRA 1 ON 1 The teacher will ask the students lesson to identify the themes of the The teacher will say aloud four The teacher will ask a The teacher will ask the students to give following pictures that will be words that would describe the volunteer from the class to 1 word that they can associate and will given by the teacher. given example. Ask the the act out the different best describe the given pictures. students to guess the mystery words given by the teachers. word. Words will be coming from Ex. A picture of the Sinulog-Fiesta significant arts and crafts of Mosque-Islam Ex. Tarsier, Chocolate Hills, MIMAROPA and VISAYAS. Peanut Kisses, Floating Restaurant-BOHOL The first group that reaches 3 The teacher will briefly explain point will win the game. the role of the objects to the different arts and crafts of MIMAROPA and VISAYAS C. Presenting examples/instances The teacher will present The teacher will present a video LOOKING BACK … MOVING The teacher will show different of the new lesson different arts and crafts exhibiting the unique arts and FORWARD pictures of the previous exhibit in that are assembled using crafts of MIMAROPA and the school. VISAYAS in relation to history The teacher will ask each group to share available materials through and tradition of their respective among its member their researched. Ask the students the following traditional method. community. questions: The group will answer the following What are the Let the students analyze Ask the students the following questions: characteristics of an and observe the materials questions: What are other examples of exhibit? used in the different What are the MIMAROPA and VISAYAS arts What makes an exhibit examples presented. communities or places and crafts? good or appealing? shown in the video? How significant the art/craft to How important the Ask the students the What particular the history or tradition of our themes or the subject of following questions: art/craft highlighted in country? the exhibit? the video clip? What are the factors What are the What elements and contributing to the materials used in principles can be enhancement of their the object? deriving from the given arts/crafts? What do you think art/craft? is the process or Do you think that the technique used to tradition and history of create such work? the community somehow reflected in their arts and crafts? What are the developments happened to their respective communities in different fields of arts D. Discussing new concepts and The teacher will discuss the The teacher will discuss The teacher will discuss the relationship The teacher will discuss the practicing new skills #1 different techniques and elements and principles derive of MIMAROPA and VISAYAS arts and procedure of the exhibit and the traditional method in from traditions/history of a crafts to Philippine culture, traditions, criteria for their task. creating different arts and community. Including the and history. crafts of MIMAROPA and development of their crafts in specific areas and community. VISAYAS. E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to The students will create The teacher will distribute a Write down the different factors that The students will have 25 minutes Formative Assessment 3) available will create local piece of paper with a picture of contribute to development of the to put up their exhibit. materials. a basket. Ask the students to following art forms. design their baskets using Carving The students will go around to The teacher will present and different elements and Pottery take a look of others work/exhibit. demonstrate the process of principles derived from its Metal Work and Jewelry the activity. origin. Weaving
The teacher will explain the
criteria for the activity. G. Finding practical applications of The teacher will ask the The teacher will ask the The teacher will post a quotation on the The teacher will ask the following concepts and skills in daily living following questions: following questions: board. Ask volunteers to share his/her questions: What particular How important side about the quote. What particular values you have tradition and history characteristic of yours learned from the is? THE AIM OF ART IS TO REPRESENT was develop through the activity? As a student, what NOT TO OUUTWARD APPEARANCE activity? How can you apply particular tradition do OF THINGS BUT THEIR INWARD What is your this in to your day-to- you think must be SIGNIFICANCE. participation/contribution day activity? carry on by every in order to put up your individual? Why? The teacher will summarize the answers group exhibit? How important the arts given by the students As a student, where you and crafts of highlands able to appreciate the and lowlands to the value and the message culture, tradition and of the works you have history of our country? witnessed?
The teacher will sum-up all the
answers drawn from the students H. Making generalizations and The teacher will ask The teacher will post the BIG GROUP SHARING The teacher will post elements abstractions about the lesson volunteers to the class to following questions on the and principles on the board. present his/her work. board. Ask each group to answer the following Let the students arrange words questions: and identify which is an Let the students discuss the What are the element and a principle. materials, process and elements and What are the different factors influenced techniques he/she used in principles do you use the art forms of MIMAROPA and The teacher will ask the order to organize his/her for you work? VISAYAS? students the following work. If you have a chance questions; How the indigenous communities able to to develop your preserve the design of their folk arts? How these elements The teacher will summarize artwork, what would and principles work in the answers drawn out from it be and why? arts and crafts of the class. The teacher will ask MIMAROPA and a volunteer to share VISAYAS? his/her work to the Give/Name exampkes class. of arts and crafts coming from places in different place in MIMAROPA and VISAYAS. Discuss their function and significance to its origin. I. Evaluating learning The teacher will evaluate the Identify the elements derived List down 5 arts/crafts and the factors The teacher will give his/her output of the students. The from different artworks of that made an impact to the development feedback to the exhibit presented teacher will recognize the best MIMAROPA and VISAYAS. of their works. by each group. The teacher will output submitted by the The feel, real or announce the best group. students. implied; of an object or Example Moriones Mask-Spanish its surface influence Shows an object in space, the mass or positive space it occupies. Area enclosed when both sides of a line meet. The lightness or darkness of an object or color. Proper distribution between objects J. Additional activities for Name 5 local materials and Define the following elements. SPIDER WEB application or remediation products made out of it Proportion Lines Example: Form Luwad/Clar-Pot, Vase etc. Rhythm Unity V. REMARKS
VI. 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 these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?