Daily Lesson Log SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

in

MAPEH
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

TEACHING DATE AND WEEK 2 (4 Sessions) QUARTER FIRST

TIME

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)
II. CONTENT 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”
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 II. Process:

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
House Corporation
3. Textbook pages

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

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 B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous The teacher will conduct a
Lesson or Presenting New pre-assessment on the
Lessons idea of the students with
regards to pop art and op
art through these
questions:
Have you heard of the
terms “pop art” and “op
art”?
If yes, briefly describe
what you know about each
of these styles.
If not, what do you think
the names of these styles
refer to?
Can you name any well-
known artists using these
styles?
Can you guess what types
of subjects these styles
depicted?
(5 minutes)
B. Establishing A Purpose for The teacher will display art
the Lesson samples of pop art and op
art.
The teacher will Describe the distinctive This last session for
solicit the students’ characteristics of the Quarter will be
prior knowledge to installation art. devoted to having
installation and the students stage
performance arts. Describe the distinctive
characteristics of “An Exhibit of
Do you know what performance art. Modern Art”
installation art is?
Explain why both these art presenting the
Have you ever seen forms reflect the spirit of following
an actual example of the modern era. categories:
this type of art? If (5 minutes)  Impressioni
yes, what was sm
it? Briefly describe it.  Expressionis
m
Do you know what  Abstractioni
performance art is? sm, Pop art,
Op art
Have you ever  Installation
witnessed or watched art
such a form of art? If  Performanc
yes, what was e art
your reaction to it (5 minutes)
and why?
(10 minutes)
The teacher will play The students will
a slideshow on be assigned to
installation and select from among
3
 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
this artwork fits their ideas the themes or cutouts, Internet
about Modern Art. messages being images, etc. of at
(5 minutes) expressed by least 2 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 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)

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
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 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-
638.jpg?
cb=1433308855

http://image.slidesha
recdn.com/abstractex
pressionism-
160804003024/95/ab
stract-expressionism-
npantoja-sjnhs2016-
15-638.jpg?
cb=1470270677

5
 .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
https://s-media-cache- /sites/default/files/im
ak0.pinimg.com/originals/c agecache/bodyview_
f/bf/a8/cfbfa8930b96a2f48 enlarged/show/12173
1f6c36baea4c6ee.png /node-image.jpg

http://more-sky.com/WDF- https://www.google.c
465959.html om.ph/url?
sa=i&rct=j&q=&esrc
http://public.media.smiths =s&source=images&
onianmag.com/legacy_blog cd=&ved=0ahUKEwj
/Gianni-Sarcone-Flashing- h4ZXehO7RAhUMfbw
Star.jpg KHSYQBJwQjBwIBA&
(10 minutes) url=http%3A%2F
%2Fpublicradio1.wpe
ngine.netdna-
cdn.com%2Fstate-of-
the-arts%2Ffiles
6
 %2F2014%2F07%2F
Nengudi_Senga_RSV
P.jpg&bvm=bv.14607
3913,d.dGc&psig=AF
QjCNEN1mZ_8X_piV0
Zhd2TWHyXyJVWfg&
ust=1486008366539
020

.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
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
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 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
Title___________
the installations
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
members feel and used__________
 Be ready to explain think; and whether _________
the pop art style they consider these
and techniques that good examples of
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 you used installation art or Year or period of
(e.g., inspired by not. creation__
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 ___
ACTION PAINTING OP ART members will (50 minutes)
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
technique that you in front of the
will use. class.

 Select desired  Hold a discussion

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

 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?
How would you use these
traits to enhance the social Aside from the artistic
dimension of your life? aspect, what other
purposes can such art
(5 minutes) forms be used for?

In what ways do you think

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

Assignment of
tasks
15 pts.

Cooperation
among
12
 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
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
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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?

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