SISTERS OF ST.

PAUL OF CHARTRES EDUCATION MINISTRY

St. Paul School, Barotac Nuevo, Inc.
Gomez St., Barotac Nuevo, Iloilo
OBE LEARNING PLAN
SUBJECT: ARTS GRADE LEVEL: 7 QUARTER: SECOND
DESIGNED BY: MISS KATE LEWINSKY D. RAPISTA SCHOOL YEAR: 2023-2024
LIFE PERFORMANCE OUTCOME: CORE VALUES:
LPO2: Courageous, Resourceful EXPLORERS & PROBLEM SOLVERS
I am a courageous, resourceful explorer and problem solver, demonstrating my creativity and charism.  CHARISM
PROGRAM OUTCOME:
All SPCEM Art Education Graduates can:
PO 3: Describe, explain, and create accurate examples of a diverse range of artistic modalities.
PO 4: Create and publicly exhibit a variety of visually appealing artistic work.
PO 5: Adapt and portray a character or a scene inspired by a time-honored literary work.
PO 6: Create, skillfully perform, or resourcefully produce an original theatrical work in public.
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:
EPO2: Plan and design works of aesthetic appeal using ideas and resources even in unconventional ways.
EXPECTED APPLIED PERFORMANCE COMMITMENT:
APC1: Initiate and sustain efforts that draw attention to environmental issues and propose workable measures to reduce and eventually eliminate them.
INTENDED LEARNING ASSESSMENT CONTENT LEARNING TEACHING LEARNING SUGGESTE REMARKS
OUTCOMES RESOURCES EXPERIENCES D
TIME
FRAME

A. Analyzes the 1. The students Plan and design works 1. The 21st Century PRELIMINARIES 1 Week
elements and will analyze the of aesthetic appeal MAPEH in Action 7 A. The teacher will facilitate the
principles of art in elements and using ideas and (book) Gerardo C. Lacia classroom routines (Prayer,
the production principles of art resources even in et. al., 2015. Revised Attendance, Cleanliness)
one’s arts and in the unconventional ways. edition. REX bookstore B. The students will recite the LPO4.
crafts inspired by production one’s 2. Images and videos of C. The teacher will present the EPO,
the arts of arts and crafts Arts and Crafts of the cultural and historical and ILO.
MIMAROPA and inspired by the Visayas and context of Arts and crafts
the Visayas. arts of MIMAROPA of the Visayas and LESSON DEVELOPMENT
B. Identifies the MIMAROPA MIMAROPA
characteristics of and the ( A7EL-IIb-1 3. Television A. Motivation
arts and crafts in Visayas. to A7PR-IIh-4) 4. Laptop 1. Arts and Crafts of the Visayas and
specific areas in 2. The students MIMAROPA: Critical Thinking and
MIMAROPA and will identify the Problem-Solving
the Visayas, characteristics a. The teacher let the students watch
Marinduque, of arts and the Regional Tourism ID video of
Palawan, crafts in specific Western Visayas.
Mindoro, Bohol, areas in b. After watching the video, the
Cebu, Iloilo, MIMAROPA teacher will ask the students:
 Samar, etc. and the  What are the places they
C. Reflects on and Visayas, had visited and delicacies
derive the mood, Marinduque, they had tasted as
idea or message Palawan, mentioned in the video.
emanating from Mindoro, Bohol,  The teacher will encourage
selected artifacts Cebu, Iloilo, the students to share it in
and art object. Samar, etc. class.
D. Appreciates the 3. The students
artifacts and art will reflect on
objects in terms of and derive the B. Teaching - Learning Activities
its utilization and mood, idea or 1. Arts and Crafts of the Visayas
its distinct use of message (Panay Island, Cebu – Elements of
art elements and emanating from Arts, Attire, fabrics and Tapestries):
principles. selected Critical Thinking, Communication and
E. Incorporates the artifacts and art Collaboration
design, form and object. a. The teacher will discuss the
spirit of artifacts 4. The students geographical and cultural
and art objects will appreciate communities of the Visayas.
from MIMAROPA the artifacts and b. The teacher will discuss the arts
and the Visayas. art objects in and crafts of the Visayas along with
F. Explains the terms of its the sample pictures of the arts and
external (foreign) utilization and crafts of each place.
and internal its distinct use c. After the discussion, the teacher
(indigenous) of art elements will divide the class into four groups.
influences that and principles. In a ½ crosswise, each group will list
are reflected in 5. The students down and describe the products
the design of an will incorporate and/or crafts that are present in your
artwork or in the the design, form hometown. Also, describe the people
making of a craft and spirit of and the scenery of the said place.
or artefact. artifacts and art After the activity, the teacher will let
G. Creates crafts objects from each group present their work to the
that can be locally MIMAROPA class.
assembled with and the
local materials, Visayas. 2. Arts and Crafts of MIMAROPA
guided by local 6. The students (Mindoro, Marinduque, Romblon, and
traditional will explain the Palawan): Critical Thinking,
techniques. external Communication and Collaboration
H. Discusses (foreign) and a. The teacher will introduce the
elements from internal cultural communities of the
traditions/history (indigenous) MIMAROPA which are composed of
of a community influences that Mindoro, Marinduque, Romblon, and
for one’s artwork. are reflected in Palawan.
I. Explains the the design of an b. The teacher will show images
correlation of the artwork or in the about the arts and crafts of each of
 development of making of a the cultural communities from
crafts in specific craft or artefact. MIMAROPA.
areas of the 7. The students c. After the discussion, the teacher
country, will create crafts will ask the students to about the
according to that can be similarities and differences of the arts
functionality, locally and crafts of the Visayas and
traditional assembled with MIMAROPA.
specialized local materials,
expertise, and guided by local
availability of traditional C. Formative Assessment
resources. techniques. 1. Arts and Crafts of the Visayas and
J. Shows the 8. The students MIMAROPA (Think-Pair-Share):
relationship of will discuss Critical Thinking, Communication and
MIMAROPA and elements from Collaboration
Visayas arts and traditions/history a. Activity (By Pair):
crafts to of a community  THINK: Why does it matter
Philippine culture, for one’s to know about MIMAROPA
traditions, and artwork. and Visayan arts?
history. 9. The students  PAIR: You will work with a
will explain the partner. During this time,
correlation of take turns in sharing ideas
a. I can analyze the the with your partner. Compare
elements and development of each other’s ideas and arrive
principles of art in crafts in specific at the best possible and
the production areas of the most interesting answer.
one’s arts and country,  SHARE: You will share your
crafts inspired by according to answers to the class.
the arts of functionality,
MIMAROPA and traditional
the Visayas. specialized b. Performance: Given this plain
b. I can identify the expertise, and body outline, students will be tasked
characteristics of availability of to ornament it with tattoos. It must be
arts and crafts in resources. based on how the Visayan people
specific areas in 10. The students select their tattoo designs as
MIMAROPA and will show the mentioned on the history of the
the Visayas, relationship of Pintados.
Marinduque, MIMAROPA
Palawan, and Visayas
Mindoro, Bohol, arts and crafts
Cebu, Iloilo, to Philippine
Samar, etc. culture,
c. I can reflect on traditions, and
and derive the history.
mood, idea or
 message
emanating from
selected artifacts
and art object.
d. I can appreciate
the artifacts and
art objects in
terms of its
utilization and its
distinct use of art
elements and
principles.
e. I can incorporate
the design, form On a separate sheet of paper,
and spirit of students must explain the meaning of
artifacts and art each symbol and the reason why it is
objects from placed on that certain area.
MIMAROPA and
the Visayas.
f. I can explain the
external (foreign) SYNTHESIS AND CLOSURE
and internal 1. Arts and Crafts of the Visayas and
(indigenous) MIMAROPA Recall and Art
influences that Interpretation: Critical Thinking,
are reflected in Communication and Collaboration
the design of an a. The teacher will revisit the
artwork or in the questions she asked after discussing
making of a craft the Arts and Crafts of the Visayas and
or artefact. MIMAROPA.
g. I can create crafts b. Analyze what lines and colors are
that can be locally commonly seen on the arts and crafts
assembled with of the Visayas and the MIMAROPA.
local materials, c. Among the cultural communities of
guided by local the Visayas and MIMAROPA, what
traditional place do you want to visit or
techniques. delicacies you want to taste and why?
h. I can discuss
elements from 2. Arts and Crafts of the Visayas and
traditions/history MIMAROPA Self-Assessment: Critical
of a community Thinking and Communication
for one’s artwork. The Teacher will ask a reflection
i. I can explain the questions and they will send their
correlation of the answers through MS Teams.
development of
 crafts in specific 1. Research other examples of Arts
areas of the and Crafts of the Visayas and
country, MIMAROPA and describe the
according to different elements present on the
functionality, artwork/delicacy.
traditional 2. In your own opinion, how important
specialized are studying these arts and crafts in
expertise, and our lives today?
availability of 3. How do the courageous,
resources. resourceful explorer and problem
j. I can show the solver, demonstrating creativity and
relationship of charism contribute to the preservation
MIMAROPA and and promotion of the diverse and rich
Visayas arts and art traditions of Philippines?
crafts to 4. What 21st Century Skills were you
Philippine culture, able to learn from today’s activity?
traditions, and
history. Closing Prayer
Prepared by: Checked by: Approved by:

MISS KATE LEWINSKY D. RAPISTA MISS JULIE ANN B. PACHECO SR. CARMELITA S. VILLANUEVA, SPC
Subject Teacher Academic team Leader Directress/ Principal