School Grade Level

DAILY LESSON Teacher Learning Area

LOG Teaching Dates and Time Quarter

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative and Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
 The learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and
skills.
 The learner demonstrates understanding that the arts are integral to the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/ occurrences, and other external phenomenon.

B. Performance Standards
 The learner performs/ participates completely in a presentation of a creative impression (verbal/ nonverbal) of a particular
artistic period.
 The learner recognizes the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art).

C. Learning Competencies/Objectives
(Write the LC Code for each)
 Analyze art elements and principles in the production of work following the style of Ancient Paintings (Pre-historic and
Egyptian Paintings), Classical Paintings (Greek and Roman Paintings), Medieval Paintings (Byzantine, Romanesque, and
Gothic Paintings). (A9EL-Ib-1)
 Identify distinct characteristics of paintings during the different art periods.(A9EL-Ia-2)
 Create an artwork through painting.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.

WESTERN CLASSICAL ART TRADITIONS:

 Ancient Paintings
 Classical Paintings
 Medieval Paintings
III. LEARNING RESOURCES Let the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Teacher’s Guide for Music & Arts pp. 177-189
2. Learner’s Materials pages Learner’s Material for Music & Arts pp.222-225
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Sample Paintings, pictures, Handouts, Meta Cards, Template/Form, Paints, Paint Brush, ¼ Illustration Board
portal/Instructional Materials

IV. PROCEDURES Group Reporting/Collaborative Approach with Differentiated Instructions

A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the lesson
 Let the students go over the concepts they have learned about the forms of art especially painting. Ask student to answer
the following questions:
-What is Painting?
-Have you tried creating a painting? If so, what did you create, what materials did you used, and how did you create it?
 Post on the Board the TIMELINE PHOTO of the different Periods/Eras.

TIMELINE PHOTO:

Pre -historic Egyptian Greek Roman Byzantine Romanesque Gothic

1 2 3 4 5 6 7

Ancient Art Classical Art Medieval Art

1,500,000 BC - 2,000 BC 2,000 BC – 400 BC 400 BC- 1,400 AD

-Questions:
1. What can you say about the timeline photo?

C. Presenting examples/instances of the new lesson
 The students will be grouped into five. Let each group do the activity entitled: “Connect It – Pair It”. Teacher will be posting
10 pictures of paintings on board or will be using a power point presentation with the aid of laptop and projector.
-Instructions:
 Identify the pictures to what Art they should belong: Ancient Art; Classical Art; Medieval Art.
 Classify whether the painting is Pre-historic Era; Egyptian Era; Greek Era; Roman Era; Byzantine Era; Romanesque Era;
 Gothic Era.
 Each group will only be given 3 minutes to accomplish task.

(TEACHER WILL FACILITATE THE ACTIVITY)
D. Discussing new concepts and practicing new skills #1
-Processing Questions:
1. How did you classify the different paintings into their respective periods?
2. What was your basis of classification?
 Same Group. Let each group do the activity entitled: “Match Up”. The teacher will provide meta cards wherein the title of each
painting is written or printed on it.
-Instruction:
 Let each group pick 2 meta cards.
 Each group will match the title to the painting being posted on the board.
 Each group will only be given 2 minutes to accomplish the task.

THE SHEPHERD DAVID PAINTINGS FROM SARCOPHAGUS OF TUTANKHAMEN CHRIST IN MAJESTY

EMPRESS THEODORA FRESCO FROM THE VILLA OF MYSTERIES ROSE WINDOW

FR

HEAD OF ALEXANDER TOMB OF THE DIVER

-Processing Questions:
 1. What was your basis in matching up the title to the picture? JUDGMENT OF PARIS CAVE OF LASCAUX
(TEACHER WILL FACILITATE THE ACTIVITY)
E. Discussing new concepts and practicing new skills #2  Same Group. Let the learners do the activity entitled: “Fill It Up”. The teacher will provide handouts of each painting, and
will assign two (2) paintings for each group to present in the class.
-Instructions:
 Each group will copy and accomplish the given template from the board or power point presentation with the aid of
Laptop and Projector.
 Each group will on be given 15 minutes to accomplish the task.
 The presentation should be in a creative way

Title of the Painting Period/Era Characteristics

-RUBRIC:

Criteria 5 4 3 2 1
Clarity /Delivery
Creativity
Content
(TEACHER WILL FACILITATE AND GUIDE THE ACTIVITY) (TEACHER WILL/MAY ADD INFORMATION AND WILL/MAY CORRECT ANY MISCONCEPTIONS)
F. Developing mastery  Individual Activity. The activity is entitled: “Guess What”. The teacher will post on the board the picture or will flash it
(Leads to Formative Assessment 3)
through power point presentation.
-Instructions:

G. Finding practical application of concepts and skills in
daily living
 Each student will identify/guess the title of the painting, and will write the answer on their activity notebook.
 Each item will only be flashed for 10 seconds.
 The class will be divided into three (3) groups.
- Each group will be given different task to accomplish.
-Instructions:
 Each group will do the activity entitled: “Paint Me!”.
 Each group will choose a subject, and give title on it.
 Each group will present it in the class. Let them describe the painting.
 Each group will only be given 20 minutes to accomplish the task.
-Group Task:
 Group 1 will paint an ancient inspired painting.
 Group 2 will paint a classical inspired painting.
 Group 3 will paint a medieval inspired painting.
-Guide Questions:
1. If given the chance to paint, what subject are you going to paint?
2. What medium are you going to used?
3. What could be the reason why you want to create such painting?

-RUBRIC:
Criteria 5 4 3 2 1
Interpretation
Creativity
Neatness

H. Making generalizations and abstractions about the  Wrap-up the lessons:

lesson
-Ancient Painting
 Pre-historic
 Egyptian
-Classical Painting
 Greek
 Roman
-Medieval Painting
 Byzantine
  Romanesque
 Gothic
 Integration
-World History: Integration with the periods in history through the use of paintings.
-English: Integration with literature through the use of paintings.

 Infusion of Values
-An appreciation of ancient, classical, and medieval artists as major exponents of the cultural heritage expressed through
paintings.
I. Evaluating learning  Identification
-Direction: Choose the words from the rectangular box. Please write your answer on a sheet of paper.

Rose Window Cave of Lascaux Christ in Majesty Empress Theodora Fresco from the Villa of Mysteries

1. It was discovered on September 12, 1940 and has nearly 2, 000 figures composed mainly of animals, human figures and abstract
design.
2. She is an Asian Queen with dark eyes and hair with fierce expression.
3. It depicts the ceremonial rites, either marriage or an initiation of a woman in a mystery cult.
4. This was created to transform the vast stone interiors with warm and glowing colors.
5. It shows traces of Mozarabic influence through elongated oval faces, large staring eyes, and long noses.

(The teacher will/may post the title of the Paintings on the board or will flash it through a power point presentation. )
J. Agreement/Assignment  Please answer the following questions:
1. What is Sculpture?
2. What are the elements and principles of a Sculpture?
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require additional
 activities for remediation who scored below
80%

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

Annex 1B to Deped Order No. 42, s. 2016