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ART IITIME: 11:05-11:45

Lesson 1
Objectives: Identify the differences of facial features of persons in one family
Draw a portrait of two or more persons in ones family showing the differences in shapes of facial features like the eyes,
nose, lips and head
Appreciate ones body features
Subject Matter
Drawing a Portrait of Two or More Persons of My/Ones Family
Reference : Art 2 K to 12 Curriculum
Materials: Picture of a Family, drawing paper, pencil and crayon
Learning Activities
A. Preliminary Activities
Motivation
Let us sing the song. (Tune: Are You Sleeping?)
What is the song all about?
What are the shapes mentioned in the song?
Name an object that has a square shape? (circle, rectangle, triangle and oblong shapes)
Kuadrado ken nagbubukel
Kuadrado ken nagbubukel
Trianggulo, Trianggulo
Rektanggulo ken Mara- itlog
Rektanggulo ken Mara- itlog
Diamante Diamante.
B. Developmental Activities
Presentation
Present this picture to the pupils and let them to observe.
FACE:
EYES
NOSE
LIPS
HEAD
Analysis: What facial features do they have?
Do they have the same shape of the eyes, nose, lips, and head?
Generalization: How about in your family, tell something about the facial features of your father? etc
How are they similar/different from each other?
Do you appreciate their facial features? Why?
That each person in this world has a unique face given by God.
C. Application/ Evaluation
Draw a portrait of your family members showing the different shapes of face, eyes, lips, nose and head.
This is my Father.
The shape of his face is ____.
He has __________eyes.
His nose is __________.
His head is_________.
E. Assignment/Agreement
By use of a clean coupon bond, draw a portrait of other members of your family

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Lesson 2
Objectives: Draw a portrait of two or more of your friends showing the differences in the shape of their facial features
like the eyes, nose, lips and head.
Describe the facial features of each portrait.
Subject Matter: A Portrait of Two or More Persons( Ones Friends) Showing the Differences in their Facial Features
Reference : Art 2 K to 12 Curriculum
Materials: Picture of faces, coupon bond, pencil, eraser crayola
Learning Activities
A. Preliminary Activities
Review: What are the different facial features? Tell their shapes.
Motivation: Sing
The More We Get Together
The more we get together, together
The more we get together
The happier are we.
For your friends are my friends
And your friends are my friends
The more we get together
The happier are we.
Why are the friends happy?
Do you have friends too? Who are your friends? Are you also happy with friends? Why do we need to have friends?
B. Developmental Activities
Presentation: Get your favorite friend/classmate. Look at his/her face, nose, lips, and head. Observe the shape of his/her
lips, nose, eyes and head.
Select any of the following to describe the shapes of each facial feature : heart-shaped, oblong, square, big, small,
pointed, flat, thick, thin, round.
Name of friend/s
Shape of her/his
Lips, Nose, Eyes, Head
Analysis:
Who are your friends? Describe your friends lips, nose, eyes and head?
Do they have the same shape of lips, eyes, nose and head? Why?
Generalization
Do you like their facial features? Why?
Would you like to draw the facial features of your friend/s?
That each face is to be appreciated because it was created beautifully by God.
C. Application: Draw a portrait of face two of your friends. Put your drawing inside the box.
Describe their facial features by completing the sentences beside each the box.
Use the following words to describe each part : heart shape, oval shape, square, round shape, flat, pointed, thick, thin,
big and small.
Friend 1
This is my friend ______ .
His/Her eyes are ______ .
His/Her head is ______.
His/Her nose is ______ .
His/her lips are ______.
D. Evaluation
Assess the pupils work by using the sample rubrics.
E. Assignment :
Draw a portrait of the faces of your other friends. Color and paste them on a piece of bond paper.

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Lesson 3
Objectives: Draw a persons body in motion or action.
Interpret ones drawing.
Subject Matter: Drawing Human Bodies in Motion or Action
Reference : Art 2 K to 12 Curriculum
Materials: Pictures of different body activities, coupon bond, Pencil, crayons
Learning Activities
A. Preliminary Activities
Motivation: Teacher and pupils do the following exercises :
Marching, Jumping Jack, Stationary Running, Walking, etc
What did we do ? Did you enjoy the exercises?
How did you feel after doing the exercises?
B. Developmental Activities
Presentation: What activity or body movement is shown in each picture?
Analysis:
What body action is shown in each picture? What makes you able to tell what they are doing?
What body parts move in swimming? sweeping? reading?, writing?
How does each body part move?
Generalization:
Proper position of the arms, legs, head and body portrays a body action or motion.
Body action or motion can be captured in a drawing.
C. Application:
Groups work. Instruct them to show the different body actions :
Group 1: Running; Group 2: Dancing; Group 3: Playing badminton, etc
D. Evaluation
Assess the pupils activities by using the sample
E. Assignment
Direction: Draw and color 1 or 2 activities you like most.

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Lesson 4
Objectives: Composes different fruits to show overlapping of shapes and the contrast of colors in ones colored drawing.
Identify different fruits in the locality
Subject Matter: Still Life of Drawing Fruits
Reference : Art 2 K to 12 Curriculum
Materials: Pictures of fruits, coupon band, pencil and real fruits.
Learning Activities
A. Preliminary Activities
Review: What are your favorite fruits, can you name some?
What is its color? What is its shape? What is its taste?
Motivation: Sing
Fruit Salad
Watermelon, Watermelon
Papaya, papaya
Apple and banana, apple and banana (2x) Fruit salad.
What are the fruits mentioned in the song?
What is the shape of a watermelon? A papaya? An apple? A banana?
Tell the color of each fruit?
What is the taste of each fruit?
B. Developmental Activities
Presentation
Shows example of still life pictures of fruits
The pupils observe the still life picture presented as to their colors and shapes compared to real fruits.
Discussion:
- What are these fruits? Will you name them?
- Do they have the same shape and color?
- Describe them each from the other.
- Do they look the same as the real fruit?
- Why do fruits differ?
- How can you compare a ripe fruit from the unripe in terms of color?
Generalization:
Still life drawing is a representation of inanimate objects.
Fruits have different colors. Some are yellow, red, and green. Others are orange and violet. Fruits differ in shapes. Some
are big, other are small, too.
Contrasting colors and shapes of fruits make a still life drawing beautiful.
C. Application
Shows picture of fruits like banana, watermelon, oranges, jackfruits, guava, pine apple, papaya, star apple, atis or any
fruits that are available in the locality.
Have the pupils select the fruits they like to draw.
Let them draw the fruits inside the basket provided below.
Color and do it nicely and neatly.
D. Evaluation:
Evaluate the pupils work by using the sample rubrics.
E. Assignment :
Bring examples of still life pictures of fruits, or other objects.

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Lesson 5
Objectives: Compose different plants to show overlapping of shapes and the contrast of colors in his/her colored
drawing.
Subject Matter: Still Life Drawing of Plants
Reference : Art 2 K to 12 Curriculum
Materials: Different pictures of/or actual plants, coupon band, pencil, crayon and actual kinds of plants.
Learning Activities
A. Preliminary Activities
Review : Name the fruits in your still like drawing. Tell their shapes and colors.
Motivation:
The teacher will bring the pupils to the schools mini park, mini forest, garden or any place within the school where
plants are found. While doing this activity, the pupils are instructed to observe the shape and colors of the plants they
see. They will get some samples, too.
(Note: After the activity the class will go back inside their classroom.)
The teacher asks the some questions like:
What are the plants you saw?
Do they have the same shapes and colors?
B. Developmental Activities
Presentation
Name the sample plants you gathered?
Analysis and Discussion
What can you say about their appearance?
Are they the same?
Do all plants have the same color and shapes? Why do you think it so?
What do plants give to us? How should we take good care of them?
Generalization
Plants have different colors and shapes. Their leaves are green. Their flowers are yellow, red, pink. Some are orange and
violet, too. Their contrasting colors and shapes make their still like picture or drawing very beautiful.
We must take care of our plants. They make the environment green and beautiful.
C. Application:
Activity 1
Select 5 different kinds of plants and draw. Use bond paper for your drawing. Color properly.
Below your drawing, write down some ways how to take care the plants.
Evaluate: the pupils work by using the sample rubrics:
E. Assignment
Create a still life drawing of flowers and leaves on a clean coupon bond. Color your work.
`

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Lesson 6
Objectives: Draw from an actual still life arrangement.
Subject Matter
Drawing of an Actual Still Life Arrangement ( Flowers,Toys and Other Objects of Choice)
Reference : Art 2 K to 12 Curriculum
Materials: Pictures of other Still Life Arrangements ( flowers, plants, animals, toys, etc.),pencil, crayon/oil pastel, water
color, eraser, coupon bond
Learning Activities
A. Preliminary Activities
Review: What still life drawings you have done?
What were your materials?
Which one do you like most? Why?
Motivation:
Bahay Kubo
Bahay kubo kahit munti.
Ang halaman doon ay sari-sari.
Singkamas at talong sigarilyas at mani
Sitaw, bataw, patani.
Kundol patola, upot kalabasa
At saka mayroon pa labanos mustasa,
Sibuyas,kamatis, bawang at luya
Sa paligid-ligid ay puro linga.
What are the vegetables in the song?
Which one do you like most?
What do vegetables give us?
How often should we eat vegetables? Why?
B. Developmental Activities
Presentation:
Activity 1: show pictures of other still life arrangements (flowers, animals, toys, etc)
Analysis and Discussion
Does each picture looks real?
What make them look real?
How are still life objects arranged?
How do we call this representation or picture?
Generalization: Still life is a representation of inanimate objects such as fruits, flowers, and other objects in a setting, in a
painting, pictures or photographs.
C. Application
Have the pupils close their eyes and try to imagine a still life picture of objects you want to draw
After which let them draw it on a coupon bond.
Give emphasis for them to be creative and resourceful in their work.
Allow enough time for the pupils to work.
D. Evaluation:
Evaluate the pupils work by using the sample rubrics.
E. Assignment: Write 4 to 5 sentences to describe your drawing.

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Lesson 7
Objectives: Create/Draw an imaginary landscape from a dream.
Subject Matter: Drawing an Imaginary Landscape from a Dream
Reference : Art 2 K to 12 Curriculum
Materials: Charted Story of Joses Dream, Coupon bond,
pencil, crayons or oil pastel
Learning Activities
A. Preliminary Activity
Motivation
Have you had a dream?
What was your dream/s about?
Relate other things that happened in your dream?
B. Developmental Activities
Presentation
Read the story below
Jose, the Dreamer
One night, Jose had a dream. He dreamed he was walking along the sea shore. Suddenly, he heard a voice. Please help me¨, said the voice. Jose ran very fast. He
looked where the voice came from.
Then, Jose jumped into the river. He saved the boy from drowning. The boy was saved from death. The boy¡¦s parents were very happy. They gave Jose a gift, a nice
toy car. Jose was very happy.
Analysis and Discussion
Who had a dream?
What is his dream all about?
Who did he save?
What gift did he receive from the boys
What kind of a boy is Jose? Why? If you were Jose, can you draw the things
that happened in the dream?
Generalization
Other sources or materials for a drawing are our dreams. Capture the details of the dream/s in a drawing for you and
others to see and appreciate.
C. Application
Let the pupils recall the dreams they had.
Have them draw/create an imaginary landscape of the dream they like most on a coupon bond. Color them, too.
Put a title of your work.
D. Evaluation
Evaluate the pupils work by using the sample rubrics.
E. Assignment/Agreement
Write a 3 to 5 sentences about your dream.

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Lesson 8
Objectives: Create/Draw an imaginary landscape from a story read.
Give meaning of the imaginary landscape made.
Subject Matter
Drawing of an Imaginary Landscape from a Story Read
Reference : Art 2 K to 12 Curriculum
Materials: A simple story, Coupon bond, pencil, crayons
Learning Activities
A. Preliminary Activities
Motivation:
Do you have a favorite story? What is it?
Can you still remember the events that happened in that story? Tell us about the story.
B. Developmental Activities
Presentation
Friends Forever
One day, the weather was fine. The plants and the flowers were very happy. They laughed and sang joyfully. A beautiful
butterfly said to the flowers, What a beautiful color you have! How I wish to sit on your petals and sip your sweet nectar
The flowers answered, Yes, we will let you stay and even sleep on our petals
What can I do for you too? the butterfly asked. Let the clouds above give us rain. Let the wind blow so gently, too the
plants and flowers said.
All the requests of the flowers were given. Since then, the butterflies are free to go from flower to flower. This reminds
us that the flowers and the butterflies as friends forever.
Analysis and Discussion
Who are the friends in the story?
What made the flowers and the butterflies friends?
Why are they called ¡§friends forever¡¨?
Do you have friends too? How do you show your love to your friends?
Can you create a drawing out this story?
Generalization
A drawing about a story read makes one better understand its meaning. It also develops ones creativity and appreciation
of the stories read.
C. Application
Group work : Let the pupils recall some of the stories they have read. Have them select one for them to draw an
imaginary landscapeof the story. Encourage them to color their drawing. After which, ask each group to tell something
about their drawing.
D. Evaluation
Read the story. Draw landscape of the events in the
E. Assignment/Agreement
Make a drawing about a story read. The Cats Hat A fat Cat has a hat. The cat sat on a mat. One day, a rat passed by the
cat. Oh! my friend what a beautiful hat you have, she said. I will have a show tonight. Can I borrow your hat? I will return
it tomorrow¡¨, she added. The fat cat gave her hat to the rat. The rat was very happy. The next day the rat returned the
hat to the cat. Thank you my friend. I had a good show last night because of your beautiful hat¡¨, the rat said happily.

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Lesson 9
Objectives:
Create an imaginary drawing from a story read.
Describe the imaginary drawing made.
Subject Matter
Drawing/Creating an Imaginary Landscape from a Story Read
Reference : Art 2 K to 12 Curriculum
Materials: Story books, Coupon bond, pencil, crayons or oil pastel
Learning Activities
A. Preliminary Activity
Show/Display the pupils drawings about a story read. Call some pupils to tell about their drawings.
B. DEVELOPMENTAL ACTIVITIES
Presentation:
With appropriate pictures, tell the story :
The King of The Jungle
The jungle is where wild animals live. Birds, tigers, lions, tigers, snakes and many more. The lion is the king of the jungle.
One day the lion called for a meeting of all the animals in the jungle. He was dressed red and gold colors. He wore his
crown, too.
Many animals attended the meeting. They offered him food and gifts. They showed full respect and love to their king.
The king was very happy to see all the animals.
Analysis
Where did the story happen ?
Who called a meeting of all animals in the jungle?
How did the animals showed respect and love for their king?
Can you picture/imagine the events in the story?
Can you put them in drawing?
Generalization: A drawing can tell how a story happened.
C. Culminating Activity
Have the pupils draw the part of the story they like most.
D. Evaluation
Evaluate the pupil work by using the sample rubrics
E. Assignment/Agreement
Read the story. Draw what happened in the story.
The Golden Bowl
One day Miko went to the forest. While walking, he heard a sweet voice. He found that the voice is coming from a
golden bowl. The voice said, ¡§ Bring me home. Promise me not to open the bowl until you arrived home¡¨.
Miko was surprised of what he heard. He did what the voice said.
When Miko arrived, he gently placed the bowl on table. Late in the evening, he again heard the voice from the golden
bowl. The voice said, ¡§ Slowly open me up and get everything inside of me¡¨.
Miko hurriedly went to the bowl. He opened the golden bowl. Miko was surprised of what he saw. A bar of gold lay
inside the bowl.

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UNIT 2 PAINTING
This Unit composed of 10 lessons where the learners obtain ideas, concepts in painting. Painting is an art which
sometimes it seems ridiculous but it is interesting and very challenging.
Painting can be made as an everyday activity the requires a learner to learn the techniques, but it is not hard to learn
only it needs the learner to practice and understand the basic steps in performing the tasks.
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Teachers Guide
KEY STAGE OUTCOME:
The learner demonstrates understanding of fundamental processes through performing, creating and responding, aimed
towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.
GRADE LEVEL STANDARD:
The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and
observing, and responding.
CONTENT STANDARD:
„h The learner notes the variety of shapes, designs on the covering and skin of fishes and sea creatures, colors and
shapes are repeated or contrasted.
„h Observes the local manmade objects like tricycles and jeepneys are painted with a variety of lines, shapes and designs
that make each one unique.
„h Generalizes that each person can create his own design by using two or more kinds of lines, colors and shapes and
repeating or contrasting them, so that there is rhythm.
PERFORMANCE STANDARD:
„h The learner describes the lines, shapes and textures seen in the different sea or forest animals using visual art words.
„h Points out the contrasts in the colors, shapes, textures between two or more animals.
„h Can work harmoniously with a group in painting a design for a tricycle or jeepney that shows unity while using a
variety of lines, shapes and colors.
„h Displays control in the use of painting tools and materials to paint the different lines, shapes and colors in his work or
in a done with others.
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UNIT 2 PAINTING
Lesson 1
Objective
Point out the different shapes, sizes, colors and textures of the skin covering of the different fishes and sea creatures
from pictures or memory.
Enumerate the different kinds of sea animals.
Develop appreciation for these animals.
Subject Matter
Pointing out the different shapes, colors and textures of the skin covering of the different fishes and sea creatures.
Materials:
Pictures of sea creatures, improvised mini aquarium and cutouts
Learning Activities
A. Preliminary Activities
Motivation
„h Do the Fishing Game ( Pupils will catch a fish cutouts in the improvised mini aquarium)
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Ask
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„h What are the different fishes that you get?
„h Tell something about the fish that you get.
B. Developmental Activities
Presentation
The teacher shows cutouts/pictures of fishes /different sea creatures to the pupils.
Ask
„h Which fish are you familiar with?
„h Have you tried to eat these fishes/sea creatures? Which fish have you eaten?
„h What other fishes/sea creatures do you know?
Analysis
„h What are the different kinds of fishes?
„h What other sea creatures that you know?
„h How are the fishes/sea creatures different from each other?
„h Have you tried eating sea weeds?
„h Tell some fishes that you know and describe it.
Generalization
„h In what way are the fishes different from each other?
Fishes have a variety of shapes, colors, and textures of the skin covering.
Bangus
Tilapia
Shrimp
Crab
Seaweeds
Corals
shell
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C .Application
Point out the fishes/sea creatures in the group by placing a check (¡Ô) inside the box
D. Evaluation The teacher and the pupils check their works after they answered the activity.
Dog
CRAB
Seaweeds
Corals
Tilapia
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E. Assignment/Agreement:
Bring actual photos of our various fishes and sea creatures and their habitat.
Criteria
Color
Size
Shape
Texture of the skin covering
1. Dalagang Bukid
2. Shell
3. Galunggong
4. Corals
5. Starfish
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Lesson 2
Objective
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Draw with pencil or crayon these sea creatures in their habitat showing their unique shapes and features.
Express creative ideas through the use of pencil or crayon.
Develop skill in art through drawing.
Subject Matter
Drawing with pencil or crayon these sea creatures in
their habitat showing their unique shapes and
features.
Materials: Pencil, crayon, coupon band, Picture of sea
creatures, cutouts of sea creatures
Learning Activities
A. Preliminary Activities
Motivation
Poem (Daniw): Igid ti Baybay
(To be written on a Manila paper)
Napanak nagpasyar diay igid ti baybay
Maawisak a mangbuya dalluyon a natalinaay
Nakakitaak ti tarukoy nga agtartaray
Mariknak pul-oy ti angin a kalalamiisan
Intugaw ko sadyay kadaratan
Ket buybuyaek ti taaw nga naglawaan
Seashore
I went to the beach one day
And I watched the beautiful waves along bay
Then I saw a crab running away
I felt the coolness of the air
As I sat down on the ground
And keep watching the beautiful ocean.
Ask
„h Where did the poet go one day?
„h What did he see there?
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„h What did he feel?
B. Developmental Activities
Presentation
„h Each group will come in front and tell something about the drawing that they did.
„h The teacher will divide the class into four groups then select a leader with each group then each leader will pick one
sea creature to be drawn later. Use crayon to draw the sea creature. The first group who finish the drawing wins the
game.
Ask:
„h What can you say about the work of the first group? Second group? Third group? And the last group?
Analysis
Ask
„h How do these sea creatures differ from each other?
„h Describe each sea creatures showing the unique shapes and features.
„h
Generalization
„h What are the sea creatures that you have drawn?
„h Do they have the same shapes and features?
C. Application
Draw a star fish using pencil or crayon.
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D. Evaluation
The teacher and the pupils evaluate their work following the rubrics below.
Corals
Dalagang
Bukid
Seaweeds
Crab
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Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Drew the different forest animals according to the shapes.
2. Drew the different forest animals according to the different features.
3. Colored the different forest animals according to their original color.
4. Followed all the instructions given by the teacher while working.
Legend:
E ¡V Excellent (Followed all the steps)
VG - Very Good; (Followed 4 steps)
G ¡V Good (Followed 3 steps)
F ¡V Fair (Followed 2 steps)
P ¡V Poor (Followed only 1 step)
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E. Assignment /Agreement
Make a drawing of other sea creatures that you know this time try to use water color in coloring the drawing.
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Lesson 3
Objectives
Paint the drawing of sea animals to show the variety of colors and textures found in the skin covering of sea animals.
Create an eye catching painting of sea creatures to show the variety of shapes, colors and textures.
Show appreciation as they paint the drawing of sea creatures.
Subject Matter
Painting sea animals to show the variety of colors and textures.
Materials: mini aquarium (The teacher will provide this material), cutouts of different creatures, feely bag, paint or
water color.
Learning Activities
A. Preliminary Activities
1. Review
By use of Guessing Game, the teacher provides a feely bag for the pupils to feel the animals inside the bag and then
pupils describe the shape and features of each animal. They bring out also the animals from the feely bag to describe its
color and features.
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2. Motivation
„h Show a picture of a beach to the pupils.
Ask
„h Who among you have gone to the beach?
„h What are the things you saw there?
B. Developmental Activities
1. Presentation
„h Present an improvised mini aquarium ( Cutouts with painted fishes)
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Ask
What are the things found in this mini aquarium?
„h Name the sea creatures found in this aquarium.
„h Where can we actually find these sea animals?
2. Analysis
Ask
„h What are the colors of each sea animals?
„h Describe the texture of the body covering?
3. Generalization
„h What do you do to show the different colors and textures of the different sea animals?
„h Through painting the different colors and textures of these sea animals are shown.
C. Application
„h Paint the following sea creatures and cut each drawing into different shapes, put a string and hang them from the
windows or ceiling of the classroom. Both side of the paper are colored and painted and the artwork hangs and moves
with the winds.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
* Value Integration
„h How can we protect sea animals?
Bangus
Turtle
Crab
Corals
Seaweeds
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D. Evaluation
The teacher and pupils evaluate their works by using the suggested rubrics.
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
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Needs Improvement
(1 point)
Total
1. Painted the different sea animals according to the colors.
2. Painted the different sea animals according to the textures found in the skin covering.
3. Classify the different sea animals according to the colors and textures found in the skin covering.
4. Followed all the instructions given by the teacher
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while working.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/Agreement
„h Paint this drawing of seashore with the correct color.
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Lesson 4
Objectives
Point out the different shapes, colors and textures of the skin covering of different wild forest animals from pictures or
memory in their habitat showing their unique shapes and features.
Identify the animals according to the shapes, colors and textures of the skin covering of different wild forest animals.
Show love and care for the forest animals properly.
Subject Matter
Pointing out the different shapes, colors and textures of the skin covering of different wild animals.
Materials: Pictures of wild forest animals
Learning Activities
A. Preliminary Activities
1. Review
„h Name some sea animals that you have learned?
„h Tell something about these sea animals.
2. Motivation
The teacher introduces the song to the pupils.
Ask
„h What animals were mentioned in the song?
„h Where do these animals live?
B. Developmental Activities
1. Presentation
„h The teacher presents different pictures of wild forest animals in class.
Sing the song: Banbantay Turturod
(Tune: Red River Valley)
Banbantay turturod ti ayan mi, Kabalyo ken baka ti kadua mi, Atiddog a tali ti armas mi,
Bulbulong ti kaykayo ti linong mi
No kayat mo gayyem ket umay ka,
Pasyarem banbantay a nalawa,
Uminum ka¡¦t gatas a sadiwa,
Agsakay ka¡¦t kabalyo nga aglaglagto.
Red River Valley
From this valley they say you are going,
We will miss your bright eyes and sweet smile,
For they say you are taking the sunshine,
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That has brightened our path for a while.
Come and sit by my side if you love me,
Do not hasten to bid me adieu (goodbye)
But remember the Red River Valley,
And the cowboy who loved you so true.
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Ask
„h Name the animals in each picture?
„h What do they eat?
„h Where do they live?
„h How do you show your love and care to these animals?
2. Analysis
Ask
„h Name the animals that live in the forest?
„h What are the colors of these animals? Shapes?
„h Do they have the same color? Shape?
„h How about the texture of body covering of each animal.
„h Do they have the same body covering?
3. Generalization
„h How do these wild forest animals differ from each other?
„h Wild forest animals do not have the same color, shapes and textures found in the skin covering of these animals.
„h How do you show your love and care to these animals?
C. Application
Complete the Table
Animals
Color
Shape
Texture of the skin covering
1. snake
2. wild pig
3. Wild duck
4. deer
5. monkey
Monkey
Deer
Lion
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D. Evaluation
The teacher and the pupils check their works after they answered the activity.
Point out the wild forest animals in the group by checking ( / ) them.
E. Assignment/Agreement
„h Bring pictures of wild forest animals that live on water and paste it on paper.
Eagle
Snake
Deer
Duck
Dog
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Lesson 5
Objectives
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ART IITIME: 11:05-11:45
Draws with pencil or crayon these forest animals in their habitat showing their unique shapes, colors and features.
Develop creativity and imagination through the use of pencil or crayon in drawing the forest animals.
Appreciate the art of drawing.
Subject Matter
Drawing with pencil or crayon these forest animals in their habitat showing the unique shapes and features.
Materials: Drawings of different forest animals pencil and crayon
Learning Activities
A. Preliminary Activities
1. Review
Sing the song Banbantay Turturod (Tune: Red River
Valley).
Banbantay turturod ti ayan mi
Kabalyo ken baka ti kadua mi
Atiddog a tali ti armas mi
Bulbulong ti kaykayo ti linung mi
No kayat mo gayyem ti umay
Pasyarem banbantay a nalawa
Uminum ka¡¦t gatas a sadiwa
Agsakay ka¡¦t kabalyo nga aglaglagto
Red River Valley
From this valley they say you are going
We will miss your bright eyes and sweet smile
For they say you are taking the sunshine
That has brightened our path for a while
Come and sit by my side if you love me
Do not hasten to bid me adieu (goodbye)
But remember the Red River Valley
And the cowboy who loved you so true.
Ask
„h Where do these animals live?
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2. Motivation
The teacher will have a drawing of an animal that they love to draw.
B. Developmental Activities
1. Presentation
The teacher shows a mural of land animals.
Ask
„h Are you familiar with these animals?
„h Where do these animals live?
2. Analysis
Ask
„h Name the forest animals in the picture.
„h Describe each forest animals by telling something about each animal.
„h How do you take good care of the animals
3. Generalization
„h What do you think the teacher used in making this drawing?
„h Forest animals do not have the same shapes and features. Their size, shapes, colors and features can be shown by use
of pencil and crayons.
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„h Animals need care, love and respect in order to grow.
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ART IITIME: 11:05-11:45
C. Application
„h Draw a bird by use of crayon or pencil.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
D. Evaluation
The teacher and the pupils evaluate their works by using the sample rubrics provided.
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Drew the different forest animals according to the shapes.
2. Drew the different forest animals according to the different features.
3. The work was done neatly and crealy.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/Agreement:
Tell something about your pet.
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Lesson 6
Objectives
Paint the drawing of wild forest animals to show the variety of colors and textures found in the skin covering of these
animals.
Use appropriate colors in painting the drawing of wild forest animals.
Enjoy the experience in painting the drawing of wild forest animals.
Subject Matter
Painting the drawing of wild forest animals to show the variety of colors and textures found in the skin covering of these
animals.
Materials: Pictures of animals, paint, paint brush or water color.
Learning Activities
A. Preliminary Activities
1. Review
Present the pictures
Ask
„h Name the different animals in the pictures.
„h Describe each animal in the pictures as to shape, design/texture of body covering.
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ART IITIME: 11:05-11:45
2. Motivation
„h Recite the Poem Colors
„h The poem was translated by the teacher in Ilocano.
Colors
Blue is the color of the beautiful Whale
Red is the color of a strong Rooster
White is the color of a Dove that flies
Snake
Monkey
Deer
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Pink is the color of a Pig so fat
And gray is the color of an Elephant.
Kolor/Maris
Asul ti kolor iti napintas nga Balyena
Nalabbaga ti kolor iti napigsa nga Kawitan
Puraw iti kolor iti Kalapati nga agtaytayab
Mara rosas iti kolor iti Baboy nga nalukmeg
Ken Mara dapu iti kolor iti Elepante.
Ask
„h What are the different colors mentioned in the poem?
„h Name the animals mentioned in the poem.
B. Developmental Activities
1. Presentation
„h The teacher shows drawing of different animals.
„h Group the class into four, and
„h Each group will paint the animals.
Ask
„h What can you say about each of the painted drawing?
„h Describe the work of the other group.
„h What do you observe with these animals?
2. Analysis
„h How do these animals move from one place to the other?
„h Do they have the same color? Why?
„h Do they have the same textures and body covering? Why?
3. Generalization
„h Based from your paintings a while ago, what did you do to show the different colors and textures of forest animals?
C. Application
„h Painting of the caterpillar.
Bird
Group 1
Snake
Group 2
Wild Duck
Group 3
Monkey
Group 4
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„h Steps to follow are (to be written on the board.)
1. Do your assigned task.
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ART IITIME: 11:05-11:45
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time
D. Evaluation
The teacher and the pupils evaluate their work using the rubrics below.
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Painted the caterpillar with the correct color.
2. The work is neat and clean.
3. Uses correct colors in painting the caterpillar..
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/Agreement
Bring actual photos of wild forest animals.
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Lesson 7
Objectives
Draw the outline of a tricycle on a big paper showing the design of lines and shapes that show repetition, contrast and
rhythm.
Identify the different kinds of lines and shapes that show repetition, contrast and rhythm.
Recognize the different kinds of lines and shapes that show repetition, contrast and rhythm.
Subject Matter
Drawing the outline of a tricycle on a big paper showing the design of lines and shapes that show repetition, contrast
and rhythm.
Materials: Different pictures of vehicles
Learning Activities
A. Preliminary Activities
1. Review
What kind of vehicle are you familiar with?
2. Motivation
„h Show drawing of different vehicles like airplane, bus, jeepney, motorcycle and tricycle.
„h Through the different drawing of vehicles shown,
Ask
„h What are the vehicles you see in the drawing?
„h Which one have you tried riding on?
„h What about in going to school?
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ART IITIME: 11:05-11:45
„h What kind of vehicle do you ride motorcycle, tricycle or jeepney?
B. Developmental Activities
1. Presentation
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Look at the drawing.
Ask
„h What kind of vehicle is this?
„h Do you ride on it in going to school?
2. Analysis
„h What are the different lines found in a tricycle?
„h What are the different shapes found in a tricycle?
„h What do you think did I use to come up with these drawing of tricycle?
3. Generalization
„h Through the use of different lines and shapes we can be able to draw an outline of a tricycle.
C. Application
„h Group the class into four.
„h In a Manila paper draw an outline of a tricycle showing the design of lines, and shapes that show repetition, contrast
and rhythm.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
D. Evaluation
The teacher and the pupils evaluate their work following the rubrics below.
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Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Drawings are neat and clear.
2. Follows the standards /reminders given.
3. Drawings are created to show the design of lines and shapes that show repetition, contrast and rhythm.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/ Agreement:
Bring photos of another kind of vehicle that you like best and paste in a coupon bond.
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Lesson 8
Objective
Paint the outline of a tricycle on a big paper showing the design of lines and shapes that show repetition, contrast and
rhythm.
Recognize the lines and shapes in an artwork.
Show creativity in painting the outline of a tricycle to show repletion, contrast and rhythm.
Subject Matter
Painting the outline of a tricycle on a big paper.
Materials: pictures of a tricycle, paint or water color, paint brush and water
Learning Activities
A. Preliminary Activities
1. Review
„h What did we draw last meeting?
„h What are the different lines found in the outline of a tricycle?
„h What are the different shapes found in the outline of a tricycle?
2. Motivation
„h I have here a two outline of a tricycle I will let you paint the other one and the other don¡¦t. Then compare
„h Show two pictures of tricycle again with color and without color.
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Ask:
„h Which one is more beautiful to see?
„h The one with colors or the one without color?
B. Developmental Activities
1. Presentation
„h Today, we are going to paint the tricycle that you drew last meeting.
2. Analysis
„h Name the different lines found in the outline of a tricycle.
„h Why do we need to put different shapes and lines in the outline of a tricycle?
„h Describe a tricycle with colors and without color.
3. Generalization
„h Through painting the outline of this vehicle it enhances the different lines and shapes of it.
C. Application
„h The pupils will try to paint the model tricycle.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
D. Evaluation
Evaluate the pupils work with them through the sample rubrics provided.
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
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ART IITIME: 11:05-11:45
(2 points)
Needs Improvement
(1 point)
Total
1. Painted the tricycle to show repetition,
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contrast and rhythm.
2. The work is neat and clean.
3. Created the tricycle attractively.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/Agreement:
Bring old shirt next meeting and we will try to paint it.
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Lesson 9
Objective
Draw the outline of a jeepney on a big paper showing the design of lines and shapes that show repetition, contrast and
rhythm.
Develop the skills in drawing.
Show creativity in drawing a jeepney.
Subject Matter
Drawing the outline of a jeepney on a big paper showing the design of lines and shapes that show repetition, contrast
and rhythm.
Materials: picture of jeepney, dotted puzzle, painting materials
Learning Activities
A. Preliminary Activities
1. Review
„h Bring out your favorite toy car and tell something about it.
„h (Assignment is bringing their favorite toy car.)
2. Motivation
„h I have here a puzzle, come in front and connect the dots to form the puzzle.
„h After connecting all the dots,
228
Ask
„h What kind of vehicle did you come up?
B. Developmental Activities:
1. Presentation:
Look at this picture,
Ask
„h What is in the picture?
„h Have you tried riding in a jeepney?
2. Analysis
„h What kind of vehicle is this?
„h Describe this vehicle and tell something about it.
„h What did you come up with the drawing of this vehicle?
3. Generalization
„h Through the use of different lines and shapes we can be able to draw an outline of a jeepney.
C. Application
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„h In a cartolina draw the outline of a jeepney.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
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D. Evaluation
Evaluate the pupils work through the sample rubrics
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Drawings are neat and clear.
2. Follows the standards /reminders given.
3. Drawings are created to show the design of lines and shapes that show repetition, contrast and rhythm.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
E. Assignment/Agreement:
Bring your painting materials next meeting for the next activity.
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Lesson 10
Objective
Paint the outline of a jeepney on a big paper showing the design of lines and shapes that show repetition, contrast and
rhythm.
Develop an artistic painting.
Show appreciation of the painting.
Subject Matter
Painting the outline of a jeepney on a big paper.
Materials: pictures of a jeepney
Learning Activities
A. Preliminary Activities
1. Review
What did we draw last meeting?
2. Motivation
Recite the rhyme: Beep Beep the Small Jeep
Beep, beep the small jeep is running down the street
Now stop, look, and listen
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Stop, look, and listen
Beep,beep the small jeep is running down the street
Peep, peep Bassit nga Jeep
Peep, peep bassit nga jeep diay kalsada agtartaray
Agsardeng, kumita, dumngeg ka
Agsardeng, kumita, dumngeg ka
Peep,peep bassit nga jeep diay kalsada agtartaray.
B. Developmental Activities
1. Presentation
„h Show two pictures of jeepney with color and without color.
231
Ask
„h Which is more beautiful to see?
„h The one with color or the one without color?
2. Analysis
„h What color of a jeepney do you like most? Why?
„h Describe the jeepney you love best.
3. Generalization
„h Through painting the outline of the jeepney it enhances the different lines and shapes of it.
C. Application
„h The pupils paint the model jeepney.
„h Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
D. Evaluation
The teacher and the pupils evaluate their work following the rubrics below.
Rubrics
Criteria
Excellent
(5 points)
Very Good
(4 points)
Good
(3 points)
Fair
(2 points)
Needs Improvement
(1 point)
Total
1. Painted the jeepney with that show repetition, contrast and rhythm.
2. The work is neat and clean.
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3. Created the jeepney attractively.
Legend:
Excellent ¡V Followed all the steps, Very Good ¡V Did not follow 1-2 steps,
Good ¡V Did not follow 3-4 steps, Fair ¡V Followed only 1 step.
Needs Improvement: (NI) ¡V Did not follow any of the steps.
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E. Assignment/Agreement
„h Bring any of the following materials next meeting: calamansi, okra, and different kinds of leaves for our next lesson.
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UNIT 3
PRINTMAKING
Unit Summary
This Unit contains 10 lessons that will help learners discover different kinds of prints using a variety of natural and man-
made objects. Each lesson provides firsthand experiences for the learners to develop creativeness and resourcefulness
in coming up with their artworks as an expression of their rich ideas and feelings.
Content Standards
Performance Standards
The learner:
„h Realizes that designs for prints can be found in many natural objects: leaves, cut trunk of banana stalks, shape of
twigs, grass, flat stones.
„h Sees the patterns created by man usually repeat a line, shape or color to create a harmonious design.
„h Observes that any object that has a surface and has a specific shape can be painted and printed to create ( an eraser,
sides of a popsicle stick, a slice of a camote or potato, corn cob, etc).
„h Realizes that prints are needed to multiply an artist¡¦s design and make it available to many people.
The learner:
„h Shows facility in making a clear print from natural and man-made objects.
„h Is able to create a consistent patterns by making two or three prints that are repeated for alternated in shape or
color.
„h Can print multiple copies of his design so that he can have several cards or papers that can be exchanged or given as
gifts.
„h Carves a shape or letter on an eraser or camote which can be painted and printed several times.
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Objectives: Experiment with natural objects using leaves by dabbing paints on the surface and presses this on paper
Subject Matter: Experimenting with natural objects using leaves by dabbing paints on the surface and presses this on
paper to create a print.
Reference: Art 2 K to 12 Curriculum
Materials: Real plants, different kinds of leaves, paint/water color/dye/ , paint brush, and short coupon bond.
Learning Activities
A. Preliminary Activities
Review: Simple recall on the different lines and shapes learned through the following directions.
straight line curved line circle triangle
Did you like the activity? Why?
What are the lines that you have formed?
What are the shapes that you have formed?
Motivation
Can you see some natural plants inside the classroom?
Touch and smell the plants.
B. Developmental Activities
Presentation
Let the class observe prints inside the classroom from a book and from pictures. Ask: How were the prints created?
Can you also create your own print design?
Show different kinds of natural leaves (Examples: guava, gumamela, jackfruit and any other leaves available in the
locality).
Say: Let us now use these leaves in Printmaking)
demonstrates the steps in printmaking using leaves.
(The steps will be written on a Manila paper or written on the board.)
3. Press on the painted part of the leaf on the paper. Repeat more prints to make the design more attractive.
4. Allow your work get dry, then post it on the board.
Analysis: Let the class observe the prints created
Ask the following:
What are the natural objects/materials used in the art work?
What part of the leaf created the prints?
What are the leaves that easily created prints?
Which leaf do you think created the most beautiful print?
What other materials can we use as an alternative of paint in print making? (atsuete, dye, coffee powder, etc)
Generalization: What did you experiment on?
1. Prepare all the materials needed. (Paper, paint with brush, water, leaves laid on the table )
2. Get one leaf, dab paint on the back surface of the leaves.
3. Press the leaf on the paper to create print.
4. Add more prints to make the design more attractive.
5. Let your artwork gets dry and post it on the board.
What is the name of the artwork? Print making is creating designs by use of natural objects like leaves by dabbing paint
on its surface, then press this on clean bond paper.
Application: go over the steps in doing the print making, then
Instruct pupils do individual print making by using the leaves provided by the teacher (or the pupils brought other
leaves)
- Follow the steps properly
- Work neatly
- Be careful in the use of the materials
C. Evaluation: Evaluates the pupils work
D. Assignment/Agreement
Practice the art work at home
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Objectives: Experiments with natural objects by dabbing paints on the surface and presses this on a cloth to create a
print.
Subject Matter
Experimenting with natural objects by dabbing paints on the surface and presses this on paper to create a print.
Reference K to 12 Curriculum Guide in Art 2
Materials: Fruit vegetable like okra, ampalaya, calamansi;
banana stalks, paint/water color and white cloth
Learning Activities
A. Preliminary Activities
Review
„h What natural leaves did we use yesterday in printmaking?
„h What did we do with the different leaves?
Motivation
„h Guessing Game (Who Am I?)
„h I am a vegetable. I am green with a pointed tail. I am slippery with lots of seeds. Who am I? (Okra)
Ilocano: Maysaak a bunga ti nateng, berde ti maris ko. Natirad toy ipos ko. Nagalisak ken adu ti bukel ko. Pugtuam no
asinoak?
„h I am a vegetable. I am green. My skin is wrinkled. I taste bitter. Who am I? (Amplaya)
Ilocano: Maysaak a bunga ti nateng, berde ti maris ko. Kuribetbet ti kudil ko. Napait pay ti raman ko. Pugtuam no
asinoak?
„h I am a stalk of a leaf. My leaf is broad and used in wrapping rice cakes. Who am I? ( Banana Stalk)
Ilocano: Maysaak nga ungkay iti bulong. Ti bulong ko ket akaba ken us-usarendak nga pagbungon iti kankanen. Pugtuam
no asinoak?
(Teacher may have other riddles) The vegetables/materials will be shown as the pupils give the correct answer.
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B. Developmental Activities
Presentation
„h Present the needed vegetables (okra and ampalaya) and the other ¡§guessed¡¨ materials like calamansi and banana
stalks.
„h Ask :
- Are these objects natural? Why do you say so?
- What do they give us?
- Can we make artwork out of these natural objects?
„h Shows example of a finished print artwork.
„h Present the steps in Print Making ( written on the board or on a manila paper) as follows:
Analysis:
„h What are the natural objects/materials that we used in print making?
„h What other materials needed for this artwork?
„h Name the steps in print making according to their proper order.
„h Are you ready to experiment using these materials in print making?
1. Prepare the needed materials (sliced okra, ampalaya, calamansi and banana stalks ( or other vegetables available in
the area), paint/water color and white cloth.
2. Dab the flat/cut surface of the material with paint/water color.
3. Press the painted part of the materials on the cloth.
4. Repeat step 2 and 3 to create more prints and design. Use different colors to make the print work colorful and
attractive.
5. You can make other designs in another piece of paper.
6. Allow the print paints to dry. Label it properly before submitting.
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Generalization
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„h What did we find out in our activity using these natural objects/materials?
Natural objects like okra, ampalaya, calamansi, banana stalk and other fruits and vegetables can be used in creating
prints and designs.
C. Application:
„h Print making by Group.
„h Each group may choose a combination of the following materials in their print making: Okra ,Calamansi, Ampalaya,
Banana Stalk, etc.
„h Give other reminders:
- Choose a group leader.
- Follow the steps in print making.
- Work cooperatively.
- Be careful with your materials.
- Clean up your place after working.
D. Evaluation
„h The teacher with the pupils evaluates the pupils¡¦ work by using the suggested rubrics.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
1. Made clear and colorful prints.
2. Clarity and neatness of designs are evident.
3. Followed the steps properly.
4. Cleaned and fixed materials after doing the artwork.
5. Submitted his work on time.
Legend: E- Excellent; VG ¡V Very Good; G ¡V Good; F ¡V Fair;
NI ¡V Needs Improvement
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E. Assignment/Agreement
Bring a sliced sayote or papaya. Ask someone in your family to carve/create a design on the cut surface of the fruit. (The
teacher may assign other vegetables/fruits available in the locality.)
„h Examples of carving designs:
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Lesson 3
Objectives
„h Experiment with natural objects using sayote or papaya by dabbing dyes or paints on the surface and presses this on
paper or cloth, sinamay and any other material to create a print.
„h Observe the steps in printmaking.
„h Express creativity in printmaking
Subject Matter
Experimenting with natural objects like sayote/papaya by dabbing dyes or paints on the surface and presses this on
paper or cloth or any material to create a paint.
Reference: K to 12 Curriculum Guide in Art 2

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Materials: Papaya/sayote, patola, camote (Other paint/water color, culinary art tool/or any tool use to make a design,
old newspapers.
Learning Activities
A. Preliminary Activities:
Review:
„h Viewing their previous print art works
„h Pupils tell something about their work in 1-2 sentences.
„h What did you do to come up with your own art work?
Motivation:
„h Answer the riddle:
„h I am a fruit. My shape is elongated, sometimes oval or round. I am green when not ripe and turns to yellow when
ripe. I have plenty of seeds. I can make your skin soft and white. Who am I?
Ilocano: Maysaak nga bunga. Maratiddog ti sukog ko, maratimbukel no dadduma. Maris berde ti kolor ko ko no naata.
Amarillo met no naluomak, Aud ti bukel ko. Palamuyotek and papudawek ta kudil mo. Siasinnoak?
„h Show a real papaya fruit once the correct answer is given ( a ripe and unripe papaya)
„h Do you love to eat papaya? Why?
„h What other fruits that you like to eat?
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B. Developmental Activities:
Presentation
„h Teacher presents cut papaya/sayote fruits with designs inside :
„h Ask:
- Describe the design in each fruit?
- Which design would you like in print making? Why?
„h Teacher presents the steps in print making ( The steps below maybe written on the board or on a piece of Manila
paper)
„h Call volunteers to experiment in making prints/ designs using the natural objects mentioned.
„h Let the other pupils observe the activity.
a. Prepare your materials ¡V sayote/papaya cut into crosswise paint, and old newspaper.
b. Cover your work place with old newspaper.
c. Carve any shape on the surface of your natural object using culinary tool/carving tool.
d. Paint your natural object on its surface with the right amount of color.
e. Press the painted part on a paper. Do this repeatedly.
f. You can use different colors.
g. Put your finished work in a corner to dry.
h. Display your work in the bulletin board.
Heart shaped
Flower- shaped
Star- shaped
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Analysis:
Ask:
„h What can you say about prints made?
„h What were the material/s used?
„h What steps did you observe in making the prints?
Generalization:
„h What is the art activity have we created?
We experimented prints by carving a shape before pressing it on a paper to create prints. Repeated prints and colors
created unique designs.
C. Application:
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ART IITIME: 11:05-11:45
„h Have the pupils choose other carved designs in making prints.
„h Pupils¡¦ art activity. Proper teacher¡¦s guidance and supervision is needed.
D. Evaluation:
„h Pupils will make their own print design out of their carved materials they created .
„h Evaluate the pupil¡¦s work with them through the sample rubric.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Made colorful and clear prints
Dabbed the prints neatly.
Print designs are unique and original.
Submitted work on time.
Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
D. Agreement/ Assignment:
Bring bottle caps with different sizes and designs.
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Lesson 4
Objectives
„h Collect man-made objects with a flat surface using bottle caps and dab dyes or paint before pressing it on paper or
any cloth to create a print.
„h Create prints using man-made objects with flat surface.
„h Develop creativity of art with the use of recycled materials.
Subject Matter
Collecting man-made objects with a flat surface using bottle caps and dabbing dyes or paint before pressing it on paper
or any cloth to create a print.
Reference: Art 2 K to 12 Curriculum
Materials: Natural objects used, different bottle caps, paper, paint /water color/dye, paper plates/or other similar
materials available
Learning Activities:
A. Preliminary Activities:
Review
„h Shows some of their previous art activities, pupils tell the natural material used to create the prints.
„h Examples: Leaves, okra, sayote/ampalaya
2. Motivation:
„h Game ¡§Match Me ¡§
„h Name/Identify the bottles in the matching game (bottles from soft drinks, medicines, etc.)
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B. Developmental Activities
Presentation - Ask :
„h What can we do with these used bottles and caps?
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ART IITIME: 11:05-11:45
„h Are they still useful?
„h Can we use the bottle caps in printmaking?
„h Describe the designs each cap can create?
„h Let the class bring out their own bottle caps and painting materials and paper plate.
„h Present the different steps on the board and have the pupils read.
„h Give chance for the pupils to try it on any paper first.
Analysis
„h Were you able to make prints?
„h Do you think bottles and caps are useful? How?
„h What are we going to do with the bottles and caps? (Emphasize the importance of Recycling materials)
„h What designs have you created?
Generalization:
„h Recycled materials like bottle caps can be used in printmaking
„h Collected bottle caps are useful in making art works.
C. Application:
„h Sharing session on the prints created
„h Let the class take pride of their work.
- Think of a design that you want to make with your paper plate.
Ex: flowers, shapes, trees etc.
- Choose the caps you like. Dab color on its rough edges.
- Press the cap on your paper plate following your design.
- Repeat the prints until you created the design you like.
- Allow the paint to dry.
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Sample Design:
D. Evaluation:
The teacher and the pupils evaluate their works after the sharing session.
E. Agreement/ Assignment:
Collect and bring to class other objects with a flat surface for our next art activity.
Examples:
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Lesson 5
Objectives
„h Collect man-made objects with a flat surface using coins and dab dyes or paint before pressing it on paper or any
cloth to create a print.
„h Express creative ideas using man-made objects with flat surface.
„h Show teamwork and cooperation.
Subject Matter
Collecting man-made objects with a flat surface and dabbing dyes or paint before pressing it on paper or any cloth to
create a print.
Reference: Art 2 K to 12 Curriculum
Materials: Different man-made objects, (examples: popsicle sticks, paper clips, eraser, buttons, rings, toys with flat
surface, coins, thread spool etc. ) paint/water color/dye, paper
Learning Activities
A. Preliminary Activities
Review
„h What man-made object did we use last meeting in our print making?
„h How did we do the printmaking?
Motivation
„h Game: ¡§Bring Me¡¨/ Who Am I? (From their assignment)
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ART IITIME: 11:05-11:45
Example: Bring me a Popsicle stick (button, eraser, 3 coins etc.)
„h Ask:
„h What are the different objects you brought in front?
„h Who made these objects? ( Bring out the answer man-made)
„h Where do these things come from?( recycled objects)
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B. Developmental Activities
Presentation:
„h Teacher shows the collection of objects from the ¡§Bring Me¡¨ Game
„h Ask: Can we use these collected objects in printmaking? How?
„h Present the steps on the board/manila paper, let the class read it and call volunteers to do each step in front.
Analysis:
„h Were you able to make prints from these objects?
„h How did you print? Is there a balance of colors?
„h What are the characteristics of these man-made objects that made the print making easy?
Generalization:
„h What can you conclude/say from the activity done?
„h Man-made objects with flat surface when dab with paints and press on paper can create prints.
C. Application:
„h Print making by pair
„h Give the appropriate reminders before they work.
„h Print making activity.
1. Choose one object with a flat surface
2. Put/dab paint on the surface of the flat object
3. Press this on a paper.
4. Create any print that you like.
5. Observe cleanliness in one¡¦s work.
6. Post the finished output in front.
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D. Evaluation:
„h Display your work on the board.
„h Teachers and groups evaluate the finished art work.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Made colorful and clear prints
Followed the steps properly.
Cleaned and fixed materials properly after working.
Submitted work on time.
Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
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ART IITIME: 11:05-11:45
E. Agreement/ Assignment:
Create other prints at home using other objects. Bring to class next meeting.
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Lesson 6
Objectives
„h Create a print by repeating the color of the prints
„h Express creative ideas through repeating or contrasting the colors of the prints.
„h Enjoy the experience of printing repeated or contrast colors.
Subject Matter
Creating a print by repeating the color of the prints
Reference: K to 12 Curriculum Guide in Art 2
Materials: paints, Popsicle sticks, cut ¡Vouts of flowers with different
colors. (Orange, red, pink, yellow)
Learning Activities:
A. Preliminary Activities:
Checking of assignemts
Motivation: Sing this song: Tune: Are You Sleeping?
„h Ask:
„h What is the song all about?
„h What are the primary colors?
„h Name objects that has color red/yellow/blue.
B. Developmental Activities:
Presentation:
„h Look at the birthday cake again, are there repeated colors of the prints?
„h Enumerate colors that were repeated in the design.
„h Show a cut-out of a flower on the board, print the petals by
repeating the colors.
Primary Colors
Red and yellow (2x)
Yellow and blue (2x
Primary colors (2X) Ding, Dong, Ding (2X)
Umuna nga Maris
Nalabbaga( 2x )
Amarilyo, ken asul ( 2x)
Umuna nga maris (2x)
Ding, Dong, Ding ( 2X)
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„h Teacher demonstrates the printing then followed by the pupils. The steps are :
Analysis:
„h How did you print the drawing?
„h What colors are repeated in the design?
„h Did the repetition of colors contribute in the beauty/clarity of the print -making design?
Generalization:
„h How did we create the prints?
„h We created the prints by repeating the colors.
C.Application:
Print the fan with repeated colors using popsicle sticks
D. Evaluation:
Evaluate the finished art work by using the sample rubrics.
Criteria
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ART IITIME: 11:05-11:45
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Made colorful and clear prints
Followed the steps properly.
Cleaned and fixed materials properly after working.
Submitted work on time.
1. Prepare your materials
2. Let the pupils draw an object.
3. Dab paint on the side of the popsicle sticks
4. Press this on the drawing made.
5. Repeat the print until the drawing is covered with prints. Add more drawings. Then make prints on it. )
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Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
E. Agreement/Assignment
Bring a lengthwise- cut of a camote/potato or any similar rootcrop.
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Lesson 7
Objectives
„h Create a print by alternating the size of the prints
„h Identify the different sizes of the prints
„h Show creativity of art by making prints with different sizes
Subject Matter
Creating a print by alternating the size of the prints
Reference: Art 2 K to 12 Curriculum
Materials: dye/ paint, lengthwise- cut camote, potato, other
rootcrops, paper.
Learning Activities
A. Preliminary Activities
Review
„h Show previously made prints
„h Name the colors repeated in your design
2. Motivation:
„h Share the Story (Adapted)
„h
„h Ask: What was the story all about? How did baby dog able to find Father and Mother dog?
B. Developmental Activities:
Presentation:
„h Bring out your cut camote or potato
„h Tell the sizes of your cut camote/potato
„h Can these create prints? How?
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ART IITIME: 11:05-11:45
„h Present the steps below,and let the pupils do.
A Dog Family
One day, a dog family went to the beach. Father dog, mother dog, and baby dog. While they were walking along the
beach, their footprints were left behind. Father dog noticed that baby dog was missing. They stopped to wait for baby
dog. Surprisingly, baby dog was able to find them by following their footprints on the sand.
1. Prepare your materials
2. Dab paint on the side of the cut material/s
3. Press it on paper .
4. Repeat the print until the you have created the print design you like.
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Analysis:
„h What printing activity did we have today?
„h How did you find making the prints?
„h What design/s have you created?
„h Do your prints have the same sizes and colors?
„h Identify the different sizes and colors used?
Generalization:
Printmaking is a process of making artworks by using ¡§prints¡¨ of objects. Print designs are created by alternating
different sizes and colors of the print materials.
C. Application:
„h Divide the class into three groups
„h Group work: Leaders will pick one rolled paper; the group will do the instruction written. ( written in a small piece of
paper )
„h Group. 1 ¡V Print the trunk of the two trees (tall and short)
„h Group. 2 ¡V Print the two books (thick and thin)
„h Group. 3 ¡V Print the two sticks (long and short)
D. Evaluation:
Let the children present their work .
Teacher and pupils will evaluate their work by using the sample rubrics below.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Made colorful and clear prints
Followed the steps properly.
Cleaned and fixed materials properly after working.
Submitted work on time.
Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
E. Agreement/ Assignment:
„h Bring 1 corn cob and a cotton ball.
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ART IITIME: 11:05-11:45
Lesson 8
Objectives
„h Creates a print by contrasting the texture of the prints
„h Identify the contrasting texture of the prints.
„h Appreciates the creativity of art in printing contrasting texture.
Subject Matter
Creating a print by contrasting the texture of the prints
Reference :K to 12 Curriculum Guide in Art 2
Materials: Corn cobs, cottons, paint/dye/or any alternative paint
Learning Activities:
A. Preliminary Activities:
Review:
„h Enumerate the steps of the printmaking activity.
„h Here are examples of things with alternating sizes.
„h Tell something about it .
Motivation:
„h Guessing game: Feel and touch the object inside the basket/bag.
„h Bring out the object as the pupils name it.( corn cobs and cotton )
„h Ask:
„h What can you say about the two objects when you touched it?
„h What sense/s did you use to find out what the object is.
B. Developmental Activities
Presentation:
„h Show the corn cobs and cotton, let the class observe and tell something about its texture.
„h Let the class enumerate some objects with smooth and rough textures.
„h Ask: Can these objects create prints when dab with paints?
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„h Tell the activity for the day ¡§Creating a print by contrasting the prints.
„h Remind the class of the importance of being patient and the value of teamwork while working to come up with a
good output.
„h Divide first the class into 2 groups
- Group 1- using corn cob
- Group 2- using cotton
„h Teacher demonstrates and shows the steps.
„h Put the sample design on the board for the pupils to observe.
Analysis
Ask:
„h Are the two prints the same? Which print was created using a rough surface? Soft surface?
Generalization:
„h What did the two objects created/showed?
Objects that have different textures like the corn cobs and cotton can create prints that show contrasting texture of
prints.
C. Application:
„h Draw /make your design in a paper.
„h Following the steps demonstrated by the teacher, make your own printmaking showing contrasting texture.
1. Prepare your working area and your materials.
2. Make your design by drawing it.
3. Put paint/water color in the surface of the corn cob/cotton
4. Dip it on your drawing /design in the activity sheet
5. Dry your finished work and place it on the bulletin board.
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ART IITIME: 11:05-11:45
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D. Evaluation:
Have pupils display their work for evaluation. Use the sample rubrics below:
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Contrasting texture prints are neat and clear.
Used different textures.
Applied all the steps with complete materials.
Cleaned up the working place.
Submitted work on time.
Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
E. Agreement/Agreement
Choose any two of the following print materials. Bring them next meeting as your materials in print making.
Leaves Popsicle Sticks Caps
Ampalaya Banana Stalks
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Lesson 9
Objectives
„h Create prints for a card.
„h Express creative ideas in making homemade cards
„h Develop the skill of making homemade cards.
Subject Matter
Creating prints for a card
Reference: Art 2 K to 12 Curriculum Guide
Materials: Printing materials (leaves, ampalaya, banana stalks,
etc.) paint/dye/water color, ruler, scissors, paste and pencil.
Learning Activities:
A. Preliminary Activities:
Review:
„h Recall the different objects used in the art activities through naming the materials that we used.
„h What are the natural objects and man-made objects that we used?
Motivation:
„h Guessing Game:
¡§A mailman carries me every day to reach your love ones, I can be bought and you can create me as well. Because of
me, you can freely express your feelings. Who am I?
„h What can you about the mailman?
„h What does a mailman carries with him?
„h What are the qualities of a mailman that we can also have? (Honesty, industry, hardworking etc.)
B. Developmental Activities
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ART IITIME: 11:05-11:45
Presentation:
„h Teacher shows home-made cards and read some of its messages to let the pupil identify what kind card is being
shown
„h Ask: When do we give these kinds of cards? (Example: Christmas card, Birthday cards, Valentine¡¦s cards etc.)
„h What feelings are expressed in each card ?
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„h Show the procedures/steps of the art activity for the day:
(To be put in a Manila paper/ board)
.
„h Demonstrate the printmaking on a sample card for the pupils to have an idea.
„h Remind the class to come up with own design or idea
Analysis:
„h Ask:
„h What do you notice from the designs of the cards?
„h What materials were used?
„h What kind of card was presented?
„h How was the printing done?
„h Did you use different colors?
„h Is there a balance and proportion in your design?
Generalization:
„h Ask: What is the use of the prints that we created today?
„h The prints created can be used as designs in making different kinds of cards.
C. Application:
„h Let the pupils make their own card and create prints as their design.
D. Evaluation: Let the class display their works for evaluation.
1. Prepare all your materials like printing materials (leaves,ampalaya,banana stalks,etc.) paint/dye/water color ruler,
scissors, paste and pencil.
2. Apply the steps of printmaking
3. Print your card.
4. Print several times, you can exchange with your classmates to have different prints.
5. Dry your finished card before passing.
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„h Evaluate the pupil¡¦s output using the sample rubric.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Prints are neat and clear.
Created different colorful cards.
Applied all the steps with complete materials.
Cleaned up the working place.
Submitted work on time.
Legend:
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ART IITIME: 11:05-11:45
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
E. Assignment/Agreement:
Make another card at home for your mother and father/any members of the family.
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Lesson 10
Objectives
„h Creates several copies or editions of the prints for a card that can be exchanged with other people.
„h Make different cards to be exchanged with other people.
„h Expresses one¡¦s positive feelings through the card making activity
Subject Matter
Creating several copies or editions of the card so the cards can be exchanged with other people
Reference : Art 2 K to 12 Curriculum
Materials: colorful papers/art paper, paint/dye/water color, ruler, scissors, paste, pencil, other design of prints, different
cards.
Learning Activities:
A. Preliminary Activities
Review
„h Ask:
- What kind of card did you make yesterday?
- What are your print designs?
- What did you learn from this activity?
Motivation
„h To whom are you going to give your cards?
„h To your family members or to your friends?
B. Developmental Activities
Presentation
„h Let the class the bring out their finished greeting cards
„h Show some of the finished greeting cards
„h Let the class describe the design by telling the prints applied
„h Let us prepare our art materials to make several copies of your cards.
„h Apply the different steps done yesterday.
„h Write a simple message in your card.
„h Present examples of messages on the board.
„h All finished cards will be put in front.
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Analysis
„h How did the prints help you finish your card?
„h To whom are you going to give your card/s?
„h What occasion/s is/are your card/s for?
„h Why are you going to give cards?
„h What does giving of cards mean to you?
Generalization:
We created prints for cards and made several copies/editions of the prints so that the card could be exchanged with
other people to express and show that we care and love them.
C. Application:
Exchange cards with your classmates. Read the messages some of your finished cards in class.
D. Evaluation
Evaluate the pupils¡¦ work by using the sample rubrics.
Criteria
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ART IITIME: 11:05-11:45
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Prints are neat and clear.
Created several copies of cards
(2-3 cards).
Cleaned up the working place.
Submitted work on time
5.Exchanged his/her cards.
Legend:
E- Excellent; VG ¡V Very Good; G ¡V Good;
F ¡V Fair; NI ¡V Needs Improvement
E. Agreement/ Assignment:
Make some more cards. Invite your parents or family for the gallery exhibit of your art works.
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UNIT 4
SCULPTURE AND 3-D CRAFTS
265
Unit Summary
This Unit contains 10 lessons about sculpture and 3-D crafts making like box figure sculpture ( toy robot, toy animals
etc), making kites, paper mache of aminals and molding clay figures. The lessons aim to enhance the creativity of the
children in creating, designing objects out of discarded or recycled materials allowing their mentors further discover
their art potentials.
The combination of art elements such as shapes, texture and colors add challenge for the learners to come up with their
unique and original designs.
Content Standards
Performance Standards
The learner:
„h Realizes that all man-made objects and toys in this world were created by artists and craftsmen using local or
manufactures materials.
„h Sees the artistry of different local craftsmen in creating -taka, paper mache horses and other animals, saranggola or
kites.
„h Sees that 3-D human figures can be made out of different materials like clay, wood, found materials, recycled objects,
wire, metal and bamboo.
The learner:
„h Is able to create a free-standing balance figure made of boxes and found materials.
„h Discovers the traditional way of making a saranggola which is an old iconic toy of the Philippines and can make it fly.
„h Learns the steps in making a paper mache animal figure using an armature.
„h Demonstrate beginning skill in the method of creating 3-dimensional free standing figures out of different materials.
Time Allotment 40 min/week
266
Lesson 1
Objectives
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ART IITIME: 11:05-11:45
„h Create an imaginary robot using different sizes of discarded boxes.
„h Identify the different sizes and shapes of the boxes used in creating a toy robot
„h Appreciate the importance of recycling discarded boxes.
Subject Matter
Creating Imaginary Robot Out of Discarded Boxes
Reference: Art 2 K to 12 Curriculum
Materials: Discarded boxes ( bathsoap boxes, toothpaste
boxes, floorwax boxes, milk boxes,other boxes), glue/scotch
tapes, a real robot or a picture of a robot, charted procedure of
steps in making a toy robot, real toys like balls,dolls, cars or
any available local toys)
Learning Activities
A. Preliminary Activities
Motivation
(Teacher prepared and arranged earlier the toys like cars, dolls, balls, other local toys available and toy robot inside the
classroom). Children will do a Gallery Walk in the classroom.Tell the children to observe /look at the toys displayed
inside the classroom.
„h Ask questions as they are walking and observing.
What can you see in the display?
Which toy do you like best? Why?
Do you also like the robot?
What can you say about the robot?
Would you like to have a toy robot?
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B. Developmental Activities
Presentation
„h The teacher shows an example of a real robot or a picture of a robot.
„h Call volunteer pupils to hold on to the toy robot or the picture and tell something about it.
„h Ask:
Have you seen one real robot?
Why do kids make robots?
What can a robot do in this modern age?
Do you like to make your own toy robot using discarded boxes?
„h Teacher presents the steps on how to make a toy robot. Pupils read orally the steps. (Note: Charted procedure of
steps in making a toy robot can be printed on a Manila paper or can be written on the board)
1. Prepare all the needed materials.
2. Select appropriate box size for each
part of the robot.
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3. Paste the parts like the head,body, arms and feet by using glue or paste.
4. Allow the glue/paste to dry before playing the toy robot.
„h Call volunteer pupils to create a toy robot out of the discarded boxes prepared by the teacher. Let them follow the
steps in making a toy robot
Analysis
„h What toy was created?
„h What were the materials used in creating the toy robot?
„h How many boxes were used?
„h Name the different discarded boxes you used?
„h What is the shape of each box?
„h Which box did they use for the head? body? arms? legs? etc? Why?
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ART IITIME: 11:05-11:45
„h Were the volunteer pupils able to follow the steps in making the toy robot?
Generalization
„h Suppose you have many old boxes at home, will you throw or burn the boxes? Why? What importance do they give
us? How about to the environment?
C. Application
„h Group activity (Pupils create/make their own toy robot out of discarded boxes.)
„h Set the sample standards in making the toy robot:
- Create a toy robot that can stand.
- Unique and original design.
- Use appropriate size and shape of boxes
- Parts are neatly pasted.
- All members help in making the toy.
- Finish the work on time.
„h Other reminders to follow in the group activity like :
a. Work quietly.
b. Clean the area after doing the art activity.
c. Return unused materials/things to proper places.
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D. Evaluation
Each group will display their artwork. The leader of the group will tell something about their created robot. Afterwards,
the pupils together with the teacher evaluate the artwork using the sample rubrics.
Check the level of performance in creating the toy robot.
Criteria
Level of Performance
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Toy robot can stand.
Has unique and original design.
Appropriate sizes and shapes of boxes for each part of the robot was used.
All parts were neatly pasted.
All members helped in creating the toy robot.
Finished the work on time.
:
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
Note: After the evaluation, the teacher can give praises /rewards to all pupils based on their performance.
E. Assignment/Agreement
„h Each pupil to bring more discarded boxes for the next activity.
Examples: boxes of floorwax, bathsoap, toothpaste, milk boxes and other boxes.
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Lesson 2
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ART IITIME: 11:05-11:45
February 1, 2017
Objectives: Create an imaginary toy animal using different sizes of boxes, coils, wires, bottle caps and other found
materials putting them together with glue or tape.
Subject Matter: Creating an Imaginary Toy Animal Using Different Sizes of Boxes and Other Materials
Reference: Art 2 K to 12 Curriculum
Materials: Toy robots previously made by the pupils, discarded boxes (toothpaste boxes, bathsoap
boxes, etc.), glue, other recycled materials like coils, wires, bottle caps,charted rhyme about a dog and a cat,charted
procedure on how to create an imaginary toy animal, charted standards/reminders to follow during the group activity

Learning Activities
A. Preliminary Activities
Review
What toy did we make last week?
Would you like to see your toy robot?
Example:
This is our box toy robot.
We used ______ materials.
We helped each other in making our toy robot.
After the leaders talked about their robot, teacher will ask other questions:
-Do you like your toy robots? Why?
-What other toys can we make out of different boxes?
1. Motivation
Before making another art activity, pupils guess the riddles.
I have pet.
Its name is Jet-jet.
It says bow! wow! wow!
Bow! wow! wow!
What is my pet? _______________
- What animals were in the riddles?
- Do you like cats and dogs? Why?
B. Developmental Activities
1. Presentation
Present different discarded materials. Let the pupils tell something about the boxes (name, size, shape,color).
What can we do with these boxes?
Who would like to create a figure out of these materials?
Pupils will create a figure out of the discarded materials. (Discovery Method- through cooperative learning, pupils will
be able to create something out of the discarded materials. Outcome will be a surprised and also allow mistakes to
happen. )
2. Analysis
What figure did your classmates create?
What were the steps did you follow?
How many boxes did they use?
What other materials did they use aside from the boxes?
Is making/creating a toy out of these materials one way of recycling? Why?
3. Generalization
Did all your classmates helped in assembling the materials?
How did they do it?
What did you learn from the activity?
C. Application Group Activity (the materials to be used were brought by the pupils¡¦ assignment)
D. Evaluation: Check the level of performance by using the sample rubrics.
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Used appropriate size of boxes for each part of the toy animal.
Pasted the parts neatly and correctly.
Showed teamwork and cooperation in the creation/making of the toy animal.
Finished the work on time.
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
Note: After the evaluation, the teacher can give praises /rewards to all pupils.
E. Assignment/ Agreement
Pupils bring recycled materials like coils, wires, boxes of floorwax, bathsoap,milk boxes, etc, glue and tape for the next
activity.
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Lesson 3
Objectives
„h Create other creatures using different sizes of boxes, coils, wires, bottle caps and found materials putting them
together with glue and tape.
„h Appreciate the importance of recycling discarded materials or other found materials that can be used to create any
figure.
Subject Matter
Creating Other Creature/s Out of Boxes and Found Materials
Reference: Art 2 K to 12 Curriculum
Materials: Discarded boxes (toothpaste boxes, floorwax
boxes, bathsoap boxes, etc), coils, wires, glue, tape
plastic spoons, plastic cups, drinking straws and other
found materials, charted rules to follow in creating a creature
Learning Activities
A. Preliminary Activities
Sharing Period
„h Let the pupils share their experiences in creating a toy animal as to materials used, steps followed,etc.
B. Developmental Activities
Presentation
„h Would you like to make another toy?
Before we start, we will have a game. It is called Guessing Game.
(The teacher prepares in advance a Treasure Box containing objects like plastic cups, plastic spoons, wires, coils, boxes of
different sizes, drinking straws, tape, bottle caps and other found materials)
„h Ask the pupils to get hold of one object inside the box without looking. Have him/her guess and describe the object.
Example: This is a cup. It is made of plastic.
This is a floor wax box. It is rectangle in shape.
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„h Children place each object on top of the table after describing.
What can you make out of these objects?
What would you like to make? Why?
„h Teacher presents the sample steps to follow.Pupils can follow the steps or they can have their own way of creating a
toy.
(note: Sample steps can be printed on a Manila paper or to be written on the board)
1. Prepare all the the needed materials.
2. Select appropriate boxes for the head, body, legs and other parts.
3. Assemble all the parts.
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ART IITIME: 11:05-11:45
4. Use glue or tape to paste all the materials.
„h Pupils create their own toy using the materials they brought earlier.
„h Set the rules and other reminders to do follow during the art work activity.
„h Perform activity. Pupils will create their toy animal by group.
Analysis
Let the pupils display their created toy on top of their desks and ask:
„h What creature did you make?
„h What kind of materials did you use?
„h How many boxes/bottle caps/coils did you use ?
„h How did you make your toy?
„h Are you happy with the toy you created? Why?
Generalization
„h What value did you learn from the activity? Why?
(That discarded and other found materials are considered ¡§treasures¡¨ because we can make something out of them.)
C. Evaluation
The pupils will display their artwork, afterwards, both pupils and the teacher evaluate the artwork using the sample
rubrics.
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Check the level of performance in creating a toy creature.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Toy animal has complete parts
Created a unique and original artwork.
Used appropriate size of boxes for each part of the toy animal.
Pasted the parts neatly and correctly.
Showed teamwork and cooperation in the creation/making of the toy animal.
Finished the work on time.
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
Note: After the evaluation, the teacher can give praises /rewards to all pupils.
E. Assignment/Agreement: (by group)
Bring the following materials for the next activity.
-bamboo sticks ( 1 foot in length and as thick as the barbecue stick or coconut mid rib), rubber bands, straw or yarn or
thread
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Lesson 4
Objectives
„h Construct a native kite from thin bamboo sticks,papel de japon/old newspapers and other materials.
„h Tell the steps in making a kite.
„h Show patience in making a kite.
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ART IITIME: 11:05-11:45
Subject Matter
Constructing a Native Kite
Reference: Art 2 K to 12 Curriculum
Materials: Real kites or pictures of different kites,bamboo/barbecue sticks or coconut mid ribs, rubber bands, straw or
thread or yarns for tying, real, old newspapers, old plastic bags, papel de japon,glue or paste, charted steps on how to
make a framework of a kite, charted rhyme about a kite
Learning Activities
A. Preliminary Activities
Motivation
„h Teacher introduces the rhyme about the kite ¡§Tumaytayab nga Ullaw¡¨. Let the pupils recite/sing it to any tune or
can do it as jazz chant.
„h Ask: What is the rhyme all about?
Where can you see the kite?
What is the kite doing?
The kite is like a __________. Why?
Tumaytayab nga Ullaw
Tumaytayab bassit nga ullaw
Idiay tangatang agpukawpukaw
Kasla billit a tumaytayab
Idiay tangatang kasla mang-aya-ayab
Ubbing nga aggay-ayam.
cmb
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B. Developmental Activities
Presentation
„h Teacher shows different kinds of kites ( Kites can be real or pictures).
(Note:These pictures can be enlarged for better
illustration)
„h Ask :
-Which of the three kites do you like best? Why?
- What materials did you bring to make a kite?
- Do you like to make your own kite, too?
„h The teacher will be the one to demonstrate by showing the charted steps to follow or teacher may invite a resource
person from the school or community who has the knowledge in making a native kite.
(Note: Charted steps can be printed on a Manila paper or to be written on the board)
1. Prepare all the needed materials.
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2. Put together the bamboo
sticks/barbecue sticks or
coconut midrib like a diamond.
3. Use the rubber bands, thread or yarn
to connect all the sticks together.
4. Trace the papel the Japon
following the framework.
5. Cut the measured papel de
japon following the size of the kite.
6. Paste the papel de japon in the
framework
7. Cut 3 strips of papel de japon about
2 inches width and 1 foot length. Paste
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ART IITIME: 11:05-11:45
the strips of paper on both edge and
on the tail.
8. Tie a thread on the finished kite.
Analysis
„h What are the materials used in making a kite?
„h How many steps were followed in making a kite?
„h What was the first step? second? etc.
„h What are the materials used for the frame?
„h What shape is formed in the kite¡¦s framework?
„h What material/s used in covering the kite?
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Generalization
„h What other materials can you use in making your kite ?
„h What value/ attitude did you gain in this activity?
(That patience is needed because kite can be made nicely but cannot fly)
C. Application
„h Would you like to make your own kite?
„h Form the pupils into groups depending on their number in the class.
„h Present the rules to follow in performing the group activity.
„h Perform activity. Pupils will construct a simple kite.
D. Evaluation
„h Each group will display their finished kite and then, tell something about their finished artwork. Afterwards, the pupils
with the teacher evaluate the artwork using the sample rubrics.
„h Check the level of performance in constructing a simple kite.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1pt
Followed correctly the steps in constructing a kite.
Constructed the kite independently.( group)
Used recycled materials in constructing a kite.
Assembled the parts correctly and neatly.
All members helped in construction of the kite.
Legend: E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
Note : The teacher can give praises /rewards to all pupils based on their performance.
E. Assignment/ Agreement
Try to make your own kite at home. Bring in school for the next art activity.
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Lesson 5
Objectives
„h Test the constructed native kite design(proportion and
balance) by flying it.
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ART IITIME: 11:05-11:45
„h Show enjoyment in flying kites.
Subject Matter
Testing the kite by Flying it
Reference: K to 12 Curriculum Guide in Art 2
Materials: real kites made by the pupils, picture of a kite, charted steps to follow, yarns or thread, activity sheets
Learning Activities
A. Preliminary Activities
1. Review
„h The teacher let the pupils answer the activity Connect Me .
(Note: The activity can be enlarged on a Manila paper or can be answered in the learning material)
Connect the dots following the numbers. Start from number 1.
„h Ask
What did you form?
What did you do to form the kite?
Would you like to fly a kite, too?
When is the best time to play kites? Why?
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B. Developmental Activities
1. Presentation
Teacher calls for each leader of the group to present their kite made previously by the pupils. Call pupils to tell
something about the kites presented.
2. Analysis
„h What was the first step you followed in making a kite?
„h What was the second step?
„h What were the materials used? Group 1?
„h Were you able to finish your work?
„h How did you do it?
„h Would you like to test your kites if it can fly?
3. Generalization
Balance and proportion is important to make the kite fly.
C. Application
„h Group activity (Follow the same grouping in constructing the kite)
„h Pupils will fly their kite outside. (This depends on the weather so teacher can make adjustments in this activity)
„h Set the rules to follow in performing the activity.
1. Go out quietly.
2. Prepare your kites by group. Members wil be assigned on what task they will do.
3. Test the kite by letting it fly.
4. Be ready to answer the questions after the activity.
(note: Back to the classroom after the activity.)
D. Evaluation
Answer the questions orally. (by group)
1. Did you observe the rules in performing the activity?
2. Did you enjoy the activity? Why? Why not?
3. Did your kites fly high or low?
4. Why did it not fly?
5. What lesson did you learn from the activity?
E. Assignment/Agreement
Pupils bring (by group) old newspapers for the next activity.
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Lesson 6
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ART IITIME: 11:05-11:45
Objectives
„h Mold an animal shape using paper mache on wire bamboo armature or framework, showing the animal in action.
„h Show patience in performing the art activity.
Subject Matter
Molding an Animal Shape Using Paper Mache
(Using Crumpled Papers)
Reference: Art 2 K to 12 Curriculum
Materials: old newspapers, glue or gawgaw, wire, charted steps on how to mold an animal paper mache, scissors, string,
rugs, water container, water, actual molded paper mache, sample of toys
Learning Activities
A. Preliminary Activities
Checking of assignments
(Materials brought for today¡¦s activity)
Motivation
„h The pupils play the game ¡§Form Me¡¨
„h Distribute crumpled paper newspaper to some pupils.
„h Let the pupils form animals out of the crumpled newspapers.
„h Ask:
- What animals did you form out of the crumpled newspapers?
-Can we also make a toy animal out of newspapers?
B. Developmental Activities
Presentation
„h The teacher shows sample of toys.
(Note: One toy is made out of molded paper mache like the sample below.)
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„h Ask:
What toy animal can you see ?
What materias do you think were used in this toy?
Do you like to see how to make this toy animal?
„h Teacher can invite a resource person from the school or community who is knowledgeable in molding a paper mache
and demonstrate the steps. If there is no resource person available then the teacher will be the one to demonstrate.
Note: The steps can be charted and enlarged on a Manila paper or to be written on the board.)
Steps on How to Make a Paper Mache
1. Prepare the materials like paper, water, glue, containers and rugs or towels.
2. Crumple the newspapers.
3. Wet the crumpled paper using water.
4. Shape the crumpled papers into an animal form.
5. Repeat activity 3 and 4 until the body parts of the animal will be completed.
6. Put glue or gawgaw around the molded shaped animal.
7. Let the molded shaped animal dry to become hard.
8. Paint with base of white acrylic tempera or colored acrylic.
Analysis
„h What materials were used in molding the toy animal?
„h What was the first step we followed?
„h Why do we need to put paste on the paper?
Generalization
„h What animal did we use in molding?
„h Aside from dog, what other animals can we mold using paper mache?
„h What will you do if you have collected old newspapers at home? Why?
C. Application
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ART IITIME: 11:05-11:45
285
„h Group the class into 3 groups.
„h Pupils will prepare their materials by group. Each group will mold an animal following the steps.
„h Teacher set the rules in performing the activity.
D. Evaluation
Each group will display their artwork. The leaders per group will tell something about their work. Afterwards, the
teacher together with the pupils will evaluate the artwork using the rubrics.
(note: The lesson may not be finished,thus pupils may continue during their vacant period or it can be an assignment to
finish their art work.)
Check the level of performance in molding an animal paper mache.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Molded an animal paper mache showing the animal in action
Followed the steps correctly.
Used appropriate materials in molding a paper mache.
Molded/ pasted the paper and other parts correctly and neatly.
All members in the group helped in molding the animal paper mache.
Worked independently.
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
E. Assignment/Agreement
Bring the following materials per group:
-old newspapers, glue or gawgaw,balloon shaped into animals,
string, scissors
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Lesson 7
Objectives
„h Mold an animal shape using paper mache on wire or bamboo armature, showing the animal in action.
„h Learn the value of teamwork and cooperation.
Subject Matter
Molding an Animal Using Paper Mache
(Using Paper Strips)
Reference: Art 2 K to 12 Curriculum
Materials: actual paper mache project, balloons or animal shape figures, old newspapers, glue or gawgaw, scissors,
string, charted steps on how to make a paper mache, steps written on paper strips, pin, cutter
Learning Activities:
A. Preliminary Activities:
Review
Recall the steps in molding a paper mache by letting the pupils play the game ¡§Arrange Me¡¨.

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ART IITIME: 11:05-11:45
The teacher distributes the paper strips indicating the steps to follow in molding a paper mache. Pupils will arrange in
order the correct steps.
Paint the paper mache with tempera or acrylic paint.
Crumple the newspapers
Put glue or gawgaw around the molded figure..
Shape the crumpled paper into an animal shape.
Let the molded figure becomes hard and dry
Dip the crumpled paper in the water.
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Motivation
Which of these materials are needed in making a molded paper mache?
Put a check (/) if the material is needed and cross-out (X) if it is not needed.
-Are you ready to make your own paper mache?
-Bring out the materials needed in making an
„h Ask:
Are you ready to make another technique in making a paper mache?
„h Let¡¦s bring out the materials needed in making an animal paper mache.The teacher checks the assignment per
group.
B. Developmental Activities
Presentation
„h Teacher shows a real paper mache. Let the pupils tell something about the molded figure.
„h Teacher presents another technique/steps in molding a paper mache.
Paper Mache (Using Paper Strips)
1. Prepare all the materials.
2. Form the balloon into an animal form. If there is no balloon available, teacher can make use of any available animal
figure in the locality.
3. Cut the old newspapers into strips.
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4. Put glue or ¡§gewgaw¡¨ in the paper strips and paste on the molded balloon or animal figure.
5. Repeat activity until all balloons are covered.
6. Let it dry and become hard.
7. Use pin to make the balloon burst or cutter to remove the paper on the animal figure.
8. Paint the paper mache with tempera or acrylic paint.
Analysis
„h How many steps should we follow?
„h What materials should be used in molding?
„h If you compare the method we used last time, are they the same? Why?
„h Why do we need to put paste/glue on both sides of the paper?
Generalization
„h What technique did we use in molding?
„h How did we do it?
C. Application
„h Group activity.( Group depends on the number of pupils)
„h Pupils prepare the materials to be used.
„h Each group will mold the animal (depends on what animal they will form using the balloon or any animal figure)
„h Present the sample rules to follow in performing the art activity.
(Note: The sample rules can be printed on a Manila paper or to be written on the board)
„h All members should help, participate and cooperate actively.
„h Work quietly.
„h Clean the area after doing the art activity.
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ART IITIME: 11:05-11:45
„h Return unused materials/things to proper places.
„h Shout the group yell 1,2,3 We are finished.
D. Evaluation
Each group will display their artwork. The leaders per group will tell something about their work. Afterwards, the
teacher and pupils will evaluate the art activity using the sample rubrics.
289
Check the level of performance in molding an animal paper mache.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Molded an animal paper mache showing the animal in action
Followed the steps correctly.
Used appropriate materials in molding a paper mache.
Molded/ pasted the paper and other parts correctly and neatly.
All members in the group helped in molding the animal paper mache.
Worked independently.
Legend :
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
E. Assignment/Agreement
Assign by group
Bring any tempera or enamel paint (any color) for the next activity.
290
Lesson 8
Objectives
„h Paint a molded animal paper mache shape using tempera or enamel paint.
„h Show positive emotions as the pupils paint their molded paper mache.
Subject Matter
Painting a Molded Animal Paper Mache
Reference: Art 2 K to 12 Curriculum
Materials: paper mache made previously by the pupils, enamel paint or any available paint brought by the pupils,
paintbrush
Learning Activities
A. Preliminary Activities
Review
„h Pupils share their experiences in molding an animal paper mache.
„h Ask:
What materials were they made of?
What did you do with the papers?
Did all of you help in molding the animal paper mache?
How did you help?
Is your artwork finished? Why?
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ART IITIME: 11:05-11:45
Motivation
„h Let the pupils answer the Maze: Find the Treasure
Note: (in the Learning Material)
Let us help the boy find the materials needed to be used to make our work more beautiful.
Ask:
„h Were you able to help the boy in finding the material?
„h What did you do to help the boy ?
„h What were the materials found?
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B. Developmental Activities
Presentation
Teacher shows an example of a painted animal paper mache and unpainted animal paper mache.
A. Painted Paper Mache B. Unpainted Paper Mache
Analysis
What can you say about paper mache A?
What is missing in paper mache B?
What shall we do to make it like letter A?
Teacher demonstrates how to paint the animal paper mache. Volunteer pupils can help teacher while the others will
observe.
Generalization
What materials did we use to make our paper mache more beautiful?
How did we make it more beautiful?
C. Application
Teacher group the pupils. (same grouping in molding the paper mache). The pupils will help each other in painting their
molded animal paper mache.
Note: Precautions will be given to pupils especially while they are painting.
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„h Present the some reminders during the group activity.
- All members should help, participate and cooperate in the activity.
- Work quietly.
- Clean the area after doing the art activity.
- Return unused materials/things to proper places.
- Shout the group yell 1,2,3 We are finished.
„h Perform activity.
D. Evaluation
„h Pupils will display their output. The leader of the group will tell something about their artwork. Afterwards, the pupils
and teacher will evaluate the artwor
„h Check the level of performance in painting the molded animal paper mache.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Painted the animal paper mache with good texture. .
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ART IITIME: 11:05-11:45
Used appropriate materials in painting the animal paper mache.
Painted neatly the animal paper mache.
All members in the group helped in painting the animal paper mache.
Finished the artwork on time.
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
E. Assignment/Agreement
Answer ¡§Let¡¦s Think and Do¡¨ in the learning material.
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Lesson 9

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Objectives
Create a clay human figure that is balanced and can stand on its own.
Complete assigned task/s on time.
Subject Matter
Creating a Clay Human Figure
Reference: Art 2 K to 12 Curriculum
Materials Real clay or native clay or soil add water to it
Learning Activities
A. Preliminary Activities
- What can you say about your previous artwork?
- How did you mold your animal paper mache?
- What lesson did you learn in molding a paper mache?
Motivation:
Let the pupils guess the material in the riddle.
Kaslaak nga namaga
Ngem siak ket nabasa
Arikapen,riknaennak
Mabalinnak nga ay-ayamen
Mabalinnak nga iggaman
Mabalinnak nga pormaen
Asinnoak kadi?
B. Developmental Activities
Presentation
Reading the letter of Ana to Lina
Dear Lina,
Hello my friend! How are you? On my last birthday, I received a gift from my godmother. It is a set of colorful modeling clay. Its hard but it¡¦s also soft. It¡¦s dry but
it¡¦s also wet. I can mold it to all forms that I like. I can make a human figure out of it. I can press it. I can roll it. Please come to our house if you have time. I want to
show and lend you some of the clay.
Your friend,
Ana
Ask: What did Ana’s Godmother give her?
Why did lola give Ana a modeling clay?
What kind of girl is Ana? Why?
What can she do with the modeling clay?
Do you like to play with clay?
Analysis
What did we do with the clay?
How many steps did we follow?
What shape did we mold first?
How many circles did we mold?
Generalization
What figure did we mold?
How did we mold the clay human figure?
Why do we need to play and roll the clay first before molding a figure?
C. Application
Individual activity
D. Evaluation
Pupils will display their output.
E. Assignment/Agreement
Create your own clay figure . Write 2 to 3 sentences about your clay figure.

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next art class.


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Lesson 10
Objectives
„h Create a different clay figure that is balanced and can stand on its own.
„h Enjoy his/her work as he/she thinks to complete his/her activity.
Subject Matter
Creating a Different Clay Figure
Reference: Art 2 K to 12 Curriculum
Materials: Any available clay (natural, play dough or plastic clay), pictures of community helpers like teachers, farmer,
engineer, an actual clay figure, charted steps to follow in creating a clay figure
Learning Activities
A. Preliminary Activities
1. Review
Teacher checks the assignment of the children. Pupils tell something about their created artwork.
Example: This is my clay figure.
This is the head part. This is the body part, legs and hands.
2. Motivation
Teacher introduces the game Scrambled Words.
What do you think about these words?
Were the letters arranged correctly?
Teacher gives a clue about the words to be formed.
Pupils form the words as fast as they can.
1. CYAL ¡V clay 4.TAKPI- pitak
2. OTA-tao 5. MAPOR-porma
2. GUREFI- figure
What were the words formed?
Do you like to make another clay figure?
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B. Developmental Activities
Presentation
„h Teacher shows pictures of a nurse, teacher, gardener or other community helpers.
„h Ask: Who are they?
What does each one do?
Are they important to us? Why?
Would you like to mold a community helper?
„h Teacher presents the steps to mold a clay figure.
Note: The steps can be printed on a Manila paper or to be written on the board :
1. Think of a community helper that you can mold out of clay.
2. Roll the clay using your hands.
3. Form the clay into a shape.
4. Form the clay into any figures you like.
Show details in the figure to look like a community helper.
Analysis
„h What part of your body did you use in molding the figure?
„h What other materials can we use if we have no clay?
„h How?
Teacher
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Nurse
Gardener
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Generalization
„h What art activity did we create today?
„h What other figures can we form out of clay?
C. Application
„h Individual activity
„h Pupils bring out their assignment. (modeling clay or native clay or soil and add water to make it sticky)
„h Pupils will create their own clay figure.
D. Evaluation
„h Pupils will display their output. Teacher and pupils will evaluate the artwork using the sample rubrics.
„h Check the level of performance in molding a clay figure.
Criteria
E
5 pts
VG
4 pts
G
3 pts
F
2 pts
NI
1 pt
Molded an original and presentable clay figure that can stand on it¡¦s own
Used all the clay in molding the figure.
Molded neatly and correctly all the parts of the clay figure.
Cleaned his/her mess after molding.
Finished the artwork on time.
Legend:
E ¡V Excellent; VG - Very Good ; G ¡V Good
F ¡V Fair; P ¡V Poor
Note: After the evaluation, the teacher can give praises /rewards to all pupils based on their performance.
E. Assignment/Agreement
Prepare your Group¡¦s Art Gallery in
a designated corner in the classroom .Display your artwork. A winner Gallery will be cosen and will receive ¡§surprise¡¨
prizes.
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