Here is a summary of the performance analysis based on the guide questions: 1. What is the performance all about? Give a brief but precise summary. The performance is a theatrical rendition of the Nativity story depicting the birth of Jesus Christ. It shows Mary and Joseph's journey to Bethlehem and the birth of baby Jesus in a manger. 2. What is the space of the performance? Give a brief explanation. The space of the performance is the stage. It utilizes the whole stage area to depict different locations like the road to Bethlehem, the inn, and the manger scene. Props like a donkey, inn signage, and a manger were used to establish each location.

1. i
NAME:________________________ GRADE AND SECTION ________________
TEACHER: ____________________ SCORE _____________________________
First Quarter
Special Program in the Arts:
Theater Arts 7

2. ii
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet
Published by:
Learning Resource Management and Development System
COPYRIGHT NOTICE
2020
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

3. iii
PREFACE
This module is a project of the Curriculum Implementation Division particularly
the Learning Resource Management and Development Unit, Department of
Education, Schools Division of CAR which is in response to the implementation of the
K to 12 Curriculum.
This Learning Material is a property of the Department of Education - CID,
Schools Division of CAR. It aims to improve students’ performance specifically in
Special Program in the Arts – Theater.
Date of Development July 2020
Resource Location DepEd Schools Division of Baguio City
Learning Area Special Program in the Arts – Theater
Grade Level 7
Learning Resource Type Module
Language English
Quarter/Week Q1/W1/W2/W3/W4/W5/W6/W7/W8
Learning Competency Code
SPA_TA-AE7-Ia-b-1, SPA_TA-AE7-Ic-2,
SPA_TA-AE7-Id-f-3, SPA_TA-AE7-Ig-i-4,
and SPA_TA-AE7-Ij-5
Learning Competency
1.Translate personal experiences to
creative expression;
2.Evaluate the level of meanings
inherent in shared stories;
3.Utilize the body and the voice as tools
for exploring the principles of artistic
organization;
4.Apply the elements of artistic
expression and the principles of
artistic organization common to all the
arts through creative release and
exploration exercises;
5.Give importance to one’s
background/orientation in the creative
expression.

4. iv
ACKNOWLEDGEMENT
The developer wishes to express his appreciation to those who helped in the
development of this learning material. The success of this material would not be likely without
these organizations and people who gave their expertise and commitment:
The developer extends his indebtedness to the Philippine Educational Theater
Association (PETA), for instilling the PETA-Creative Pedagogy for blended learning strategies
and techniques that teachers can utilize this “new norm.”
To also extend his whole-hearted appreciation and gratitude to Ma’am Jennifer C.
Pinlac and Ma’am Jocel D. Naniong for their constant support and insightful comments and
suggestions in the development of the learning material.
To the Special Program in the Arts (SPA) head teacher coordinator, Sir Francis B.
Lumiwes, and the Baguio City National High School Principal, Ma’am Brenda M. Cariño, for
giving their continuous moral support, opportunity to maximize and hone the talents and skills
of the SPA mentors and student-artists, and for being advocates in promoting arts in the
community..
And to all other help directly and indirectly given to the developer to finish this learning
material, thank you and God bless you a thousand fold.
Development Team
Developer & Layout Artist: Florel W. Acfiawen
Illustrator: Peniel Zenith W. Acfiawen
School Learning Resources Management Committee
Brenda M. Carińo School Head / Principal
Ortez D. Gabol Subject / Learning Area Specialist
Sherwin Fernando School LR Coordinator
Quality Assurance Team
Lolita A. Manzano, Ed.D. EPS – MAPEH
Lourdes B. Lomas-e PSDS – BCNHS District
Learning Resource Management Section Staff
Loida C. Mangangey EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
CONSULTANTS
JULIET C. SANNAD, EdD SORAYA T. FACULO, PhD
Chief Education Supervisor – CID Asst. Schools Division Superintendent
MARIE CAROLYN B. VERANO, CESO V
Schools Division Superintendent

5. v
TABLE OF CONTENTS
Page
Copyright Notice …………………………………………………..……...…..…. ii
Preface …………………………………………………………………...…….… iii
Acknowledgement……………………………………………………. …….…... iv
Table of Contents……………………………………………………….……. … v
Title Page…………………………………………………………………………. 1
Introduction ……………………………………………………………………….
Learning Objectives
2
Pretest………………………………………………………………….…………. 3
Lesson 1: Elements of Artistic Expression …………………………………… 4
Review…………………………………………………………………………. 4
Activity ……………………………………….……………….…………… 4
Discussion ……………………………………...………………………… 5
Enrichment ……………………………………………………….…………… 6
Activities…………………………………………………………………… 6
Activity 1…………………………………………………………………… 7
Activity 2…………………………………………………………………… 9
Activity 3…………………………………………………………………… 12
Generalization …………………………………………………………………… 13
Application ……………………………………………………………….……… 13
Lesson 2: Principles of Artistic Expression..…………………………………. 17
Review…………………………………………………………………………. 18
Activity ……………………………………….……………….…………… 18
Discussion ……………………………………...………………………… 19
Enrichment ……………………………………………………….…………… 20
Activities…………………………………………………………………… 20
Activity 1…………………………………………………………………… 21
Activity 2…………………………………………………………………… 25
Activity 3…………………………………………………………………… 28
Generalization …………………………………………………………………… 28
Application ……………………………………………………………….……… 29

6. vi
Lesson 3: Theater Warm-ups, Routine, & Exercises………………………… 35
Review…………………………………………………………………………. 36
Activity ……………………………………….……………….…………… 36
Discussion……………………………………...…………………………. 37
Enrichment ……………………………………………………….…………… 42
Activities…………………………………………………………………… 42
Activity 1…………………………………………………………………… 42
Activity 2…………………………………………………………………… 43
Activity 3…………………………………………………………………… 43
Generalization …………………………………………………………………… 44
Application ……………………………………………………………….………. 45
Post-Assessment …………………...…………………………………………… 47
Reference Sheet…………………………………………………...…….…….… 48
Answer Key……………………………………………………………………….. 50

7. 1

8. 2
What I Need to Know
This learning material is an overview of the artistic expressions and
principles in Theater Arts. Through the learning tasks presented, you
will understand the language of artistic expression in all the art forms
and principles of artistic organization common in the arts.
Read and understand the lessons carefully. Instructions are given in each
activity. You just need to follow the directions and you will be guided as you move from
one page to another. This module was made and intended for blended learning
through the use of google classroom and other google applications and/or softwares.
It is also required for the learner to download at least one video editing application on
his/her device to be able to accomplish the given performances throughout this
module. Selected instructional videos and other learning resources are also presented
with an online link which will serve as a guide for you to engage yourself with the topics
before answering the given tasks. The lessons will also prepare you for a post
assessment at the end of the module.
This module is divided into three lessons:
Lesson 1 - Elements of Artistic Expression
Lesson 2 - Principles of Artistic Organization Common in the Arts
Lesson 3 - Acting, Movement, and Voice
Learning Objectives
• Differentiate elements of artistic expression
• Distinguish artistic expressions and principles on daily activities and other
engagements
• Assess artistic self through self-explorative and reflective activities
• Explore elements of artistic expression and the principles of artistic
organization through imaginative and creative release
• Create an instructional video of various theater warm-ups, routines, and
exercises

9. 3
What I Know
Pre-assessment: Let us determine how much you already know
about the Artistic Self & Theater as an Art.
Multiple Choice.
Instruction: Encircle the letter and word of the correct answer. Avoid erasures and
superimpositions.
1. It is the field in which the art exists.
a. Space b. Stage c. Television d. Auditorium
2. The motion towards a direction is perceived as a:
a. Movement b. Rhythm c. Line d. Shape
3. What includes stage lights used to portray emotions or feelings of the scene?
a. Stage b. Color c. Space d. Acting
4. This is created as line moves.
a. Drama b. Action c. Movement d. Shape
5. It provides the pulse of life of the artwork.
a. Story b. Rhythm c. Movement d. Action
6. What refers to the parts of an over-all theme which may be in contrast to one
another?
a. Variation b. Contrast c. Balance d. Clarity
7. This principle heightens the difference and emphasizes a point.
a. Clarity b. Balance c. Contrast d. Variation
8. It refers to something which is emphasized to draw the viewer’s attention to a
particular idea.
a. Contrast b. Logic c. Clarity d. Focus
9. What is the term for the tension that the elements exert upon one another?
a. Variation b. Contrast c. Movement d. Dynamism
10. It is the reason for an element to exist.
a. Theater b. Logic c. Script d. Play
11. What is the process of creating and developing drama for performance?
a. Characterization b. Playwriting c. Rehearsal d. Acting
12. The outline of a drama is called:
a. Plot b. Script c. Play d. Summary
13. These are made by the hand and arm, and can be a visual signal of
communication.
a. Gestures b. Posture c. Gait d. Poise
14. What term refers on how a character walks?
a. Status b. Runway c. Gait d. Pace
15. It is the range of tones in the human voice and the sounds you can make as an
actor.
a. Tonality b. Pitch c. Register d. Intonation

10. 4
What’s In
The art of the theatre is essentially one of make-believe, or
mimesis.
Drama or Theater had its origins in the human impulse to imitate. Judging from
the records left behind, early humans imitated the significant events in their lives after
those events took place. Successful hunts, victorious battles, earth-quenching rains
were typical of the events acted out, often around a fire or within a circle of viewers.
But, as we well know, not all hunts are successful, not all battles are won, and not all
years are free of drought. Therefore, the first actors began to pantomime, dance, and
chant how they would like things to turn out. This acting out of wished-for events was
the forerunner of ritualistic drama or dance pre-done. The traditional dances we see
performed today by various Philippine indigenous and tribal groups are example of the
dance pre-done.
What’s New
Artistic Expression
Elements of art are essentially the same for all art forms, although the nature
of the elements differ with varying mediums. Expressing oneself is different in every
moment depends our moods and situation we are in. It is innate to the Filipino spirit to
be creative in every moment they are in either they are aware of it or not.
Activity: Sweeping (Nagwawalis) – a mindfulness exercise
We have a Filipino practice at the end of the day to sweep the morning and
afternoon litters. Use this to bring mindfulness practice and self-expression. Find an
artistic expression through your sweeping whether putting the litters in a corner, at the
center, or in a specific direction. Use this to observe your creativity deep within.
Practice “being” while you sweep.
Instructions:
• Breathe in the outside air. Notice if it is different today.
• Take your walis ting-ting/walis tambo, and see
if it really feels different today.
• Brush it against the pavement, or garden,
listening to the sound it makes.
• How does your body feel today?
• Begin to experience your feet and body weight
shifting in the rhythm of sweeping.
• Stay and abide in the experience of sweeping
and how you do it (Do you sing, dance, and etc
while sweeping?)

11. 5
• If you notice thoughts creeping in, observe them come and go.
• Go back to your breath, the sound, pattern, and manner of sweeping when you
find that your mind has drifted you away from the present moment.
What sweeping pattern/s did you observe? Describe it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What are the litters (leaves, wrappers, and etc.) you were able to sweep? Did you find
artistry on the litters? Describe it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How did you express yourself through sweeping? Did you somewhat sing or dance?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Can we consider sweeping as an art? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What’s in it
Lesson 1: Elements of Artistic Expression
Art translates ideas into symbols and actions. These are what we call
as Artistic Expression. Either we are doing things or just standing,
we can observe an expression of art in our posture and way of doing
things. Art also gives the imagination of free-reign, allowing us to
experience the surrounding world in different ways and then we may
record how we feel about it without relying on words.
ELEMENTS OF ARTISTIC EXPRESSION
 Space
 field in which the art exists
 element that the artist work with
 inner space (thoughts and feelings) and outer space (the world where
he moves around).
a. Positive Space – occupied space, there is something in the space
b. Negative Space – unoccupied space, empty space

12. 6
 Line
 motion towards a direction
 example: a body which moves in a jerky or jagged way projects a jerky
or jagged line
 Shape
 created as line moves
 Texture
 tactile quality of an art
 background of the stage, music, and also the attitudes and behaviors
of the characters
 example: gentle, warm, firm, cold, soft, or rough person
 Color
 feelings or emotions, and/or music
 stage lights used to portray emotions or feelings of the scene
 Movement
 energy impulses that the art form carries
 energy inherent in the form which has a dynamic relationship with the
world outside, creating tension and relaxation
 Rhythm
 pulse of life of the artwork
What’s More
Here is a theatrical performance of the BCNHS SPA Theater
during the Baguio City Celebration of the World War II Victory
Day 2019.
https://www.facebook.com/TeatroTatakPalay/videos/269965950980004/
Remember, we may use the elements of artistic expression discussed earlier
in doing a performance analysis.

13. 7
Space: Stage and Media
Line: Combination of straight, diagonal, arc, and etc.
Shape: Combination
Texture: Combination of rough, smooth, flowy, and .
Color: Combination. But chaos, sadness, and hopefulness was the emphasis.
Movement: Realism and Expressionism
Rhythm: Medium to fast
Be reminded that Movement is in summary the unique process and way of producing
the art. It is composed of the following:
 Romanticism – shows life as we would like it to be and highlights concepts of
love
 Realism & Naturalism – life as it is with no holds barred
 Symbolism – characters, props, even sets, stand for something else
 Existentialism – discovering the true meaning of life
 Expressionism – centered on ideas of justice, social relationships, and the
evils of the age
 Impressionism – gives the audience the inner reactions of characters under
great stress
Activity 1: Performance Analysis
Let’s now analyze the elements of artistic expression involved during the BCNHS SPA
Theater Arts Nativity Performance 2018. Use the guide questions for the performance
analysis.
https://www.facebook.com/TeatroTatakPalay/videos/1152268848469850/
Guide Questions:
1. What is the performance all about? Give a brief but precise summary.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What is the space of the performance? Give a brief explanation.
___________________________________________________________________
___________________________________________________________________
3. Is the line in the performance straight, diagonal, curve, and etc.? Why do you say
so? ________________________________________________________________

14. 8
4. Did you observe the shapes being formed during the performance? Describe.
___________________________________________________________________
___________________________________________________________________
5. What is the overall texture of the presentation? Is it rough, soft, flowy, smooth, or
jagged? Describe.
___________________________________________________________________
___________________________________________________________________
6. Does it have a specific color or emotion throughout the performance? Specify and
describe.
___________________________________________________________________
___________________________________________________________________
7. What Movement did you observe throughout the performance? Why do you say so?
___________________________________________________________________
___________________________________________________________________
8. Is the Rhythm of the performance fast, slow, medium, and etc.? Explain.
___________________________________________________________________
___________________________________________________________________
Here is another performance of the BCNHS SPA Theater Arts students: “Euphoria.”
https://www.facebook.com/TeatroTatakPalay/videos/717123965689569/
*Guide Questions:
1. What is the performance all about? Give a brief but precise summary.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What is the space of the performance? Give a brief explanation.
___________________________________________________________________
___________________________________________________________________
3. Is the line in the performance straight, diagonal, curve, and etc.? Why do you say
so? ________________________________________________________________

15. 9
4. Did you observe the shapes being formed during the performance? Describe.
___________________________________________________________________
___________________________________________________________________
5. What is the overall texture of the presentation? Is it rough, soft, flowy, smooth, or
jagged? Describe.
___________________________________________________________________
___________________________________________________________________
6. Does it have a specific color or emotion throughout the performance? Specify and
describe.
___________________________________________________________________
___________________________________________________________________
7. What Movement did you observe throughout the performance? Why do you say so?
___________________________________________________________________
___________________________________________________________________
8. Is the Rhythm of the performance fast, slow, medium, and etc.? Explain.
___________________________________________________________________
___________________________________________________________________
*Process Questions:
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2 : Script Analysis
Let’s analyze the given script below using the guide questions provided.
Silip Series #4: Seen lang? (An excerpt of the script)
(under revision as of September 24, 2019 – 9:24am)
Written by: Florel W. Acfiawen – SPA Theatre Mentor
Characters:
Mark – tsinito na medyo chubby pero pogi at may dimple. Grade 11. 17 years old.

16. 10
Melanie – Igorota beauty at maputi. Grade 12. 18 years old.
Setting: Nasa kanya-kanyang bahay… Sunday morning around 9am…
Conversation through messenger only…
Melanie: Kumusta?
Mark: I’m fine. Thank you. And you?
Melanie: Super maka English ha? Hindi mo man lang ba ako namiss?
Mark: Super miss you
Melanie: Naalala mo yung time na nasa school tayo? Yung payakap yakap tayo sa
isa’t-isa… pamassage-massage tayo kasi naiistress tayo... tapos nakikiliti ako sa
mga haplos mo… (Tatawa na parang kinikiliti) yung may pa blow blow ka pa sa
teynga ko… (Tatawa na parang nakikiliti at nasasarapan)
Mark: Nasaan ka ngayon para pupuntahan kita?
Melanie: Pwidi vaAaaahHhhhh???? Nasaan ka ba ngayon?
Mark: Sa puso mo.
Melanie: Alam ko. Matagal ka na dito sa puso ko. Ayiiieeeehhhhh!!!!! Pero
seryoso… Nabalitaan ko kasi kay Kurt na magkakasama daw kayo noon. Pero hindi
ka na daw dito sa Baguio nag-aaral? Kailan ka papasyal dito? How about this week?
Mark: …
Melanie: Magrespond ka naman… Para alam ko kung anong nararamdaman mo…
…..
Mark: Lols! Hahaha Iba ka!
Melanie: Iba talaga ako. Sa’yo ako e! Hahaha
Mark: Talaga! May iba ka! Hahahaha
Melanie: Wala akong iba! Ikaw lang talaga! Hahaha ayiiieeehhhh! Kilig pa more!
Mark: Sauce! Ewan ko sayo. Galing mo rin mambola.
Melanie: Hindi ewan ko sayo… Ako ay sayo ganun… Hahahayiiieeehhhh!
Mark: Hahaha. Galing mo sa text. Marami akong kakilalang ganyan.
Melanie: Oo, sa text lang ako magaling… Nabobo kasi ako sa’yo… Kainis…
Mark: Dami mong alam hahahaha
…..
Mark: …
Melanie: May pa “sauce sauce ka pang nalalaman”… Oo, alam kong masarap ako
pero hindi ako pagkain, uulitin ko na naman sayo… tao ako… may damdaming
nasasaktan at puwede kang ipaglaban… Hmpft! Kung sino ka man kahit pogi ka
man… This is already goodbye… Ayoko na kasing masaktan akaya ititigil ko na…
Pero… kung magreply ka, ibig sabihin may chance pa eto…
Bibilangan ko ‘to… kapag hindi pa to nagreply, erase na ang number mo…
(Play sound of ticking clock) Sampo…. Siyam… Walo… Pito… Anim… Lima…
Apat… Tatlo… Dalawa…. Dalawa… Dalawa… Dalawa…
(Play ringtone of messenger when receiving message)
Melanie: (Nagmamadaling binuksan ang kanyang phone at messenger)
Mark: Sorry. ‘Di kasi ako nagloload sa smart for messenger. Yan, dahil sayo nag
load ako para machat ka. Sayang kasi pera.

17. 11
Melanie: (Titingin sa audience at kikiligin nanaman na parang kinikiliti tapos
mauubo… Sasayawin ang musika habang parang kinikiliti pa rin sa pagtawa…)
(Play the song “Lexi” by Nik Makino then sound and light slowly fades…)
…Wakas…
*Guide Questions:
1. What is the script all about? Give a brief but precise summary.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What is the space of the sript’s story? Give a brief explanation.
___________________________________________________________________
___________________________________________________________________
3. Is the line in the script straight, diagonal, curve, and etc.? Why do you say so?
________________________________________________________________
4. Did you observe the shapes being formed while reading the script? Why? or Why
not?
___________________________________________________________________
___________________________________________________________________
5. What is the overall texture of the script’s story? Is it rough, soft, flowy, smooth, or
jagged? Describe.
___________________________________________________________________
___________________________________________________________________
6. Does it have a specific color or emotion throughout the script? Specify and describe.
___________________________________________________________________
___________________________________________________________________
7. What Movement did you observe throughout the script’s story? Why do you say so?
___________________________________________________________________
___________________________________________________________________
8. Is the Rhythm of the script fast, slow, medium, and etc.? Explain.
___________________________________________________________________
___________________________________________________________________

18. 12
*Process Questions:
1. What are the difficulties you encounter through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand more the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 3.1: True or False with Correction
*Instructions: Read the following statements and write TRUE if it is correct,
otherwise, write FALSE and change the underline word that made it wrong. Write
legibly your answer on the space provided before the number. Avoid erasures and
superimpositions. (5 points)
________________1. Space is the field in which the art exists.
________________2. Line refers to the motion towards a direction.
________________3. Lighting includes stage lights used to portray emotions or
feelings of the scene.
________________4. Shape is created as line moves.
________________5. Movement provides the pulse of life of the artwork.
Activity 3.2: Multiple Choice
*Instructions: Read the following statements and choose the best answer from the
given choices. Write the letter of your answer on the space provided before the
number. Avoid erasures and/or superimpositions. (10 Points)
____1. The term for the occupied space is ____________ space.
A. Boundary B. Neutral C. Positive D. Negative
____2. It also refers on the background of the stage.
A. Texture B. Shape C. Rhythm D. Space
____3. What provides the pulse of life of the artwork?
A. Rhythm B. Movement C. Color D. Texture
____4. This is the unoccupied space or empty space.
A. Neutral B. Positive C. Boundary D. Negative
____5. What portrays the emotions and feelings of the art?
A. Acting B. Color C. Script D. Space
____6. It shows life as we would like it to be and highlights concepts of love.
A. Realism B. Existentialism C. Romanticism D. Expressionism

19. 13
____7. A movement where characters, props, even sets, stand for something else.
A. Impressionism B. Symbolism C. Expressionism D. Realism
____8. It gives the audience the inner reactions of characters.
A. Existentialism B. Realism C. Impressionism D. Expressionism
____9. It is all about discovering the true meaning of life.
A. Existentialism B. Realism C. Impressionism D. Expressionism
____10. This centered on ideas of justice, social relationships, and the evils of the
age.
A. Impressionism B. Symbolism C. Expressionism D. Realism
What I Have Learned
As part of your generalization of the topic/lesson, write
ideas/concepts/insights you succesfully learned/gained from it.
1. Elements of Artistic Expression
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Movements in Artistic Expression
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Theater/Drama as an Art
______________________________________________________________
______________________________________________________________
______________________________________________________________
What I can do
For the rest of the week, try to observe first the things in your
environment (your pillow, smartphone, bed, room, and etc.).
Take pictures and videos if you like. Using those pictures and
videos, observe the art in it and try to explain why do you
consider it as an art. Then, proceed to the people and the daily
simple events that is happening around you. Do the same as
you did with the non-living things. Try to look for artisitc
expressions hidden with each action they are doing. Analyze it using the elements of
artistic expression. Once you are done, you can now proceed to the activity below.

20. 14
My Creative Daily House Chores
(Video Presentation and Summary Activity Sheet)
*Instructions:
a. Make a list of the daily house chores you are doing in your home.
(Please use the attached template.)
b. Allow someone (a family member, relative,
guardian, or a friend) to take a picture and 1-
minute video of you doing the house chores.
(The total video should not exceed 5 minutes)
c. Download and install any video editor app on your
phone then combine and edit your videos while
taking the following considerations:
 Put the Title: Creative Daily House Chores by
(Your complete name, grade level, and section) at the beginning part of the
video
 Name and add a short description of the house chores you are doing in the
video.
 Add a short narrative of where can we observe art (e.g. patterns, color,
movement, and etc…) in that specific house chore or while doing it (e.g.
dancing and/or singing while doing the chore). At least one art observation in
each house chore.
 Include credits at the last part of your edited video (like starring, videographer,
editor, special participations, and etc…)
d. Write a summary of your video presentation by putting the necessary
information and pictures on the attached activity sheet.
e. Submit outputs through your google classroom.
(Note: Please see attached rubric for the video presentation and worksheet. To access your
google classroom, use the invitation sent to your gmail accounts or the class code given by
your teacher)
*Process Questions: (Answer these after doing the activity)
1. What are the difficulties you encountered throughout the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

21. 15
My Creative Daily House Chores/Errands
(Summary Activity Sheet)
Name: ________________________________________ Date: _____________
Grade Lvl. & Section: _____________________________ Score: ___________
*Instructions: Attach the taken pictures while doing your daily house chores, errands,
or task on the boxes below and add a short description of it on the space provided.
Write a short discussion on the observed art during the house chores.
(Please refer on the previous page for the complete instructions…)
House Chore/Errand #__: _______________________________________
Description: ___________________
_____________________________
_____________________________
_____________________________
Observed Art: _________________
_____________________________
_____________________________
_____________________________
House Chore/Errand #__: _______________________________________
Description: ___________________
_____________________________
_____________________________
_____________________________
Observed Art: _________________
_____________________________
_____________________________
_____________________________
House Chore/Errand #__: _______________________________________
Description: ___________________
_____________________________
_____________________________
_____________________________
Observed Art: _________________
_____________________________
_____________________________
_____________________________

22. 16
(Note: You can reprint/ photocopy this page if needed…)

23. 17

24. 18
What’s In
Theatrical art demands the collaboration of
the actors with one another, with a director, with the
various technical workers upon whom they depend
for costumes, scenery, and lighting, and with the
businesspeople who finance, organize, advertise,
and sell the product.
Collaboration among so many types of
personnel presupposes a system that divides
duties. In the commercial theatre the most powerful
person is usually the producer, who is responsible
for acquiring the investment that finances the
production. The rehearsal of the play is conducted
by the director, who is responsible for interpreting the script, for casting, and for helping
to determine the design of the scenery and costumes. Under the director’s general
direction, a stage manager, possibly with several assistants, looks after the
organization of rehearsal and the technical elements of the performance—light and
curtain cues, properties, sound effects, and so on. This collaboration and organization
happens not only with the people involve in theater but also with all the various art
forms required for it. Thus, making Theater as the mother of all art forms.
What’s New
Activity: Scrambled Letters
*Instructions:
Unscramble the letters below to come-up with the correct word that is related with
our lesson. Use the given clue/s. Write your answers on the space provided beside
each item.
1. Y L C S T I V E I T E = _ _ _ _ _ _ _ _ _ _ _
Clue/s: “I like this, I don’t like that”, “I choose this one”
2. I R V I N A A T O = _ _ _ _ _ _ _ _ _
Clue/s: “Differences”, “Variety”
3. N O C A S T T R = _ _ _ _ _ _ _ _
Clue/s: “Yin and Yang”, “light and dark”
4. N O A M R Y H = _ _ _ _ _ _ _
Clue/s: “Blending”, “Coordination”
5. D N N B A T I I U R O O S = _ _ _ _ _ _ _ _ _ _ _ _ _
Clue/s: “Inferior”, “Submission”, “Dependent”

25. 19
6. P P O O O T N I R R = _ _ _ _ _ _ _ _ _ _
Clue/s: “Percentage”, “Fraction”
7. A A E L B C N = _ _ _ _ _ _ _
Clue/s: “Stability”, “Steadiness”
8. I A S D M M N Y = _ _ _ _ _ _ _ _
Clue/s: “Energy”, “Fast then slow…”
9. L C G I O = _ _ _ _ _
Clue/s: “Reason”, “Why do you included it?”
10.C S F U O = _ _ _ _ _
Clue/s: “A yellow umbrella mixed with 10 black umbrellas”, “Rule of Thirds”
What’s in it
Lesson 2: Principles of Artistic Organization Common in the Arts
Imagine you're using your favorite pen to draw a spaceship. You take into
careful consideration where to place this spaceship on the page and how far away to
draw the moon and stars that the spaceship is about to fly by. You want to show that
the spaceship is moving, so you draw a few squiggles. Finally, because of your love
of star gazing, you color in a nearby shooting star with your favorite shade of yellow
and voila; you have just created your own artwork.
Without even knowing it, you have just used some of the principles of art.
PRINCIPLES OF ARTISTIC ORGANIZATION
 SELECTIVITY
 selection of the elements to use to get
specific qualities needed by the form for it
to express an idea or concept
 VARIATION
 parts of an over-all theme which may differ
from one another
 CONTRAST
 heightens the difference and emphasizes
a point
 arrangement of opposite elements and effects
 FOCUS
 something which is emphasized to draw the viewer’s attention to a
particular idea
 SUBORDINATION
 part of the form which do not compete for attention with the focal point

26. 20
 PROPORTION
 how many elements and how much of them should be used in creating
a particular form
 create sensations such as depth, realism, disorientation, and drama
 BALANCE
 distribution of weights in the art form
 weight of the spoken lines or the distribution of movement
 DYNAMISM
 excitement created by the interaction of the elements
 tension or the push and pull forces that the elements exert upon one
another
 LOGIC
 reason for an element to exist
 “form follows function”
 UNITY and HARMONY
 parts contribute harmoniously to the completion of the whole, then unity
is achieved
 how whole, consistent, and complete it appears
 CLARITY
 form needs to be clear in its conception and creation
 superfluous and non-essential elements do not obscure the idea being
put across
They are used to organize the basic elements of art: line,
shape, form, value, color, space, and texture. They are
sometimes also referred to as principles of organization or
design principles.
Another important element in creating art is
composition. A composition is the placement or arrangement
of the elements in an artwork/performance, and art principles
help figure out the arrangements of those art elements.
What’s More
In every art form either it is a movement, visual, music,or technology-based,
the principles of artistic organization can always be observed. Unconsciously and
consciously, it is being applied on every aspect through the movement, face, voice,
and etc.

27. 21
Activity 1 – Movement and Flow
Walk Solo
*Instructions:
a. Strategically put your video camera on a place where you can be viewed from
head to foot.
b. Play your favorite song/music for a minute. Choose an instrumental (piano,
guitar,and etc.) version so that the lyrics
will not disrupt your concentration.
*Note: Do not engage in eye contact with
anyone.
c. Let the music move you. Walk around the
room in any direction, any pattern, any
style. Feel the music.
*Note: If your mind begins to trigger thinking,
do not be provoked to overthink, or
overanalyze the experience. Just walk.
*Avoid the following:
• Right/Wrong – “I don’t know the right
steps, I might do it wrong.”
• Judgement – “I am not artistic, I’m no good at this.” “I’m so boring.”
• Competition – “I want to be the best.” “I will blow them away.”
• Comparison - “They are all dancers, I am not.” “I’m always the worst.”
• Labelling – “I’m clumsy, I have two left feet.” “I am overweight.”
• Excuses – “I’m so tired from work.” “I’m overweight.”
• Perfection – “I don’t have the correct shoes and attire.”
• Fear – “Someone may walk in and see me and think I am crazy.”
*Discover what it feels like to:
• Walk to the rhythm of the music.
• Travel through space freely.
• Feel the different temperatures of the room on your skin.
• Change your direction.
• Change the speed.
• Travel through all the empty spaces.
• Twirl, skip, hop, jump.
d. After 1 minute, watch and provide a title for your performance.
e. Edit your video and add the following:
 Title
 Your complete name, grade level, and section as the performer
 Videographer and editor’s name (If you are not the one who shoot
yourself and edited the video…)

28. 22
*Note: Learn as much as possible how to edit your own video using your device
application/software.
 Words or phases that will pop-out during the video for emphasis of
meaning
 Title of the music used.
f. After editing your video performance, proceed to the self-assessment and
evaluation process of your output while taking in consideration the principles
of artistic organization.
g. Use the template of SPARK Art Criticism & Discussion Framework below for
your improvised creative performance analysis.
*Submit output/s through your google classroom. Ask your teacher for the class
code or check your gmail for the invitation.
Movement and Flow
(Activity Sheet)
Name: ______________________________________ Date: _________________
Grade Lvl. & Section: _________________________________________________
Artwork/Performance Title: _____________________________________________
Title and artist of the Music/Song used: ___________________________________
Date of Video Performance: ____________________________________________
*Note: Be an artistic audience of your video performance while doing the analysis.
Always consider the principles of artistic organization throughout the activity.
SPARK Art Criticism & Discussion Framework
Step 1: See
Look closely at the work of art you made and note the content,
subject matter, and artistic choices that make up your own
artwork/performance.
What do you see? ____________________________________________________
How did the artist use the elements of artistic expression and principles of artistic
organization? Specify and explain. _______________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How would you describe the performance? State your comment as an artistic
audience.___________________________________________________________
___________________________________________________________________

29. 23
Step 2: Perceive
Dive deeper beneath the surface of the artwork/performance and
perceive its emotions, meaning, and messages through your senses.
What emotions do you feel when watching this artwork/performance?
___________________________________________________________________
___________________________________________________________________
What is the mood of this artwork/performance? _____________________________
How do you think the artist felt, which is you, when creating this artwork/
performance?________________________________________________________
___________________________________________________________________
Describe the artwork/performance using the five senses.
I can see ___________________________________________________________
I can touch/feel ______________________________________________________
I can hear___________________________________________________________
I can smell __________________________________________________________
I can taste___________________________________________________________
Step 3: Ask + Answer
Figure out the meaning or message of the artwork/performance by
analyzing the artist’s choices and pondering your initial observations.
What is this artwork about?_____________________________________________
___________________________________________________________________
What are the hidden meanings or messages? ______________________________
___________________________________________________________________
What symbols are present in this artwork? _________________________________
___________________________________________________________________
As an artistic audience, what questions would you ask the artist?
___________________________________________________________________
___________________________________________________________________
Step 4: Reflect
Use your personal experiences, convictions, and emotions to connect
with the art to better know yourself and the artwork.

30. 24
How can you relate your own life and experiences to this artwork/performance?
___________________________________________________________________
___________________________________________________________________
How might you look at the world or experience the world differently after
experiencing this artwork/performance? ___________________________________
___________________________________________________________________
___________________________________________________________________
What can you learn about yourself through this artwork/performance?
___________________________________________________________________
___________________________________________________________________
Step 5: Know
Use the artwork/performance to learn about yourself. Use
observation, critical thinking, art content knowledge, and research to
learn what you can about the artwork/performance.
Who? ______________________________________________________________
What? _____________________________________________________________
When? _____________________________________________________________
Where? ____________________________________________________________
Why? ______________________________________________________________
What do you know about the person/people/yourself who created this
artwork/performance based on what you see? ______________________________
___________________________________________________________________
As an artistic audience, why or for whom did the artist create/perform this
artwork/performance and how does that impact the meaning? __________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
*Process Questions:
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

31. 25
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2. My Collage Story.
*Instructions:
a. Use your smartphone/web cam, take 5-10
pictures of your self with different emotions and
pose. (It can be selfie, whole body, or creative
shots)
(*Note: Do the first instruction before reading or
doing the next…)
b. Using your taken pictures, create a story from it.
Create a title of your story.
*Tip: Write first a draft on a piece of paper so that you can edit and revise it later
on before putting your final output on the given template/activity sheet.
c. Arrange your pictures just like the comic books/magazines then add
descriptions and other needed information on the activity sheet provided.
d. Add story narration if you think the callouts and other inputs are not enough. If
your are already satisfied, you can leave the story narration portion blank.
(*Note: Your story should revolve to your creative and artistic life as a beginning
theater artist of the Special Program in the Arts.)
e. Check the attached rubric as guidance throughout your output making.
*Submit outputs through your google classroom. Ask your teacher for the class code
or check your gmail account for the invitation.
*Process Questions: (Answer these after the activity…)
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

32. 26
My Collage Story
(Activity Sheet)
Name: ______________________________________ Date: _________________
Grade Lvl. & Section: _________________________________________________
Collage Title: _____________________________________________
Date Pictures were taken: ____________________________________________
Story Narration:
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Analysis & Reflection:
The principles of artistic organization can be observed in my output through _______
___________________________________________________________________
___________________________________________________________________
As a beginning theater artist, my creativity and artistry can be seen through _______
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Paste pictures
and
create callouts here…
Your picture/collage arrangement
depends upon your choice…
Enjoy being creative
and
do not limit your artistry
and
imagination…

33. 27

34. 28
Activity 3: True or False with Correction
*Instructions: Read the following statements and write TRUE if it is correct,
otherwise, write FALSE and change the underline word that makes it wrong. Write
your answer on the space provided before each number.
_______________1. Selectivity refers to selection of the elements to use to get
specific qualities needed by the form.
_______________2. Parts of an over-all theme which may be in contrast to one
another is called as Unity.
_______________3. Contrast heightens the difference and emphasizes a point.
_______________4. When something is emphasized to draw the viewer’s attention
to a particular idea, it refers to Focus.
_______________5. Part of the form which do not compete for attention with the
focal point is termed as Subordination.
_______________6. Proportion refers to how many elements and how much of them
should be used in creating a particular form.
_______________7. Distribution of weights in the art form is observed to create
Balance.
_______________8. Dynamism is the excitement created by the interaction of the
elements.
_______________9. The reason for an element to exist is for Logic to be observed.
_______________10. Unity is also similar to Clarity.
_______________11. When parts contribute harmoniously to the completion of the
whole, then Logic is achieved.
_______________12. The phrase “form follows function”, it refers to Logic.
_______________13. The principles of artistic organization can be observed to all
arts.
_______________14. Selectivity includes weight of the spoken lines or the
distribution of movement.
_______________15. In considering Clarity, superfluous and non-essential elements
do not obscure the idea being put across.
What I Have Learned
As part of your generalization of the topic/lesson, write a
reflection/reaction of your learning experience from it.
Principles of Artisitc Organization
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

35. 29
What I Can Do
As part of your learning, you are asked to do the following activities. Follow the
instructions religiously.
Travelogue
*Material:
 Writing materials (Markers, pencil, & ballpen)
 Coloring materials (Oil Pastel, Crayon, and etc…)
 Other art materials (Colored papers, Magazines,
and etc…)
*Instructions:
1. Lie with your back on the floor and eyes closed. Make sure you can freely move.
You must feel relaxed so that you may easily “enter into the exercise.”
Some pointers on how to make you relax:
• Breathing: breathe deeply and rhythmically
• Feet: tense up feet muscles slowly then slowly relax
• Knees: tense up knee muscles slowly then slowly relax
• Thighs: tense up thigh muscles slowly then slowly relax
• Buttocks: tense up buttock muscles slowly then
slowly relax
• Abdomen: tense up stomach muscles slowly
then slowly relax
• Chest: tense up chest muscles slowly then
slowly relax
• Shoulders: tense up shoulder muscles slowly then slowly relax
• Neck: tense up neck muscles slowly then slowly relax
• Whole Body: simultaneously tense up body muscles slowly then slowly relax
Allow 10 seconds of silence.
2. Use your imaginative eye and body, not your literal eye
and body. Move around and follow according to the
given instructions, as someone narrate to you the
following cover story for the travelogue:
With eyes open, imagine yourself lying down in bed in your room. Look around.
What is it that makes you comfortble here? Make your senses work. What is the smell

36. 30
of your room? Touch the bed. Feel it! Is it smooth, rough, hard, soft? Then slowly
stand up, go around the room. Imagine that you are alone. Walk around slowly in
your room.
Now that you have explored your room, go out and explore other areas. Where
is the door? Imagine the door, go to the door and open it. You are now outside and
from afar you see a jeepney coming. Wave at it. It stops and you ride, sitting
somewhere at the back. The jeepney is jampacked. There are bags at your feet and
you can hardly sit comfortably. It’s twelve o’clock high and the road is rough and
rugged, giving you a bumpy ride. How do you feel?...
The jeepney stops and you get down. You’re left alone in the middle of the
street. As you look back and forth all you see is the long, long stretch of flat and
straight road. But then on either side of the road you see a wide expanse of grassland.
It’s a very wide space and you are alone. Explore the areas. How do you feel?...
Walk through the field. Then from afar you see
trees. Run to them… Now you’re in front of the trees.
Walk through… walk… walk… until you discover that
you are in the midst of a tropical rainforest. The trees
are tall. You can hardly see the sun now. But the light
coming from the sun filters through the leaves of tall
trees. Explore the area. How do you feel?...
Suddenly you feel that an ant bit your leg. And
another one, and still another one.
You realize that you are on top of an ant hill, and
ants swarm all over you! Run as you react to the ants walking all over you until
you find yourself near a river. The water seems fresh, clean, and quiet. What do you
want to do?...
You have become so tired you want to rest. You see a cave across the river.
You want to go to the cave! Go ahead, but first you have to cross the river. Cross!...
And now you’re facing a huge, huge cave. Why don’t you go in? It’s getting dark. As
you walk inside the cave, it gets darker and darker and darker.
You’ve been walking for a long time and you feel that the cave is getting smaller.
You want to go back but you can’t find your way out. The width and the height of the
cave are getting smaller and smaller until you feel the sides of the cave within your
reach. The cave continues to get smaller – closer and closer, tighter and tighter. How
do you feel now?... Suddenly you feel something at your feet! Could it be a – space?
Lucky you, you can now get out of the cave. But first you have to bore a hole through
the wall. So you bore a hole slowly and lightly at first, gradually going faster and faster
and heavier and heavier. Finally, the hole is getting bigger. You can almost get out
now but there’s a big stone in your way. Push it. Push it hard… hard… Now, the way
is all clear. You get out and you find that there is another room in the cave.
In order to explore for an exit, you need to feel the rough walls. As you move,
the texture of the walls are starting to feel smooth. Explore further… and further…
Then… you came upon a rough object sticking out from the wall… Feel it… All parts
of it… Every inch of the object… Try to pinch, rub, scratch the object… Press it… then

37. 31
the cave starts to tremble… small rocks starts to fall from the cave’s ceiling… A small
light starts to appear from the center of the room. It starts to get bigger… and bigger…
and bigger until it occupies the centermost part of… You can now see the whole place
where you are standing. The wind blow on your face… You can smell the fresh air…
You look around and try to find where the wind is coming from… then you realize that
it is from the light at the center… You start to move towards it… slowly… because you
are not sure if it is safe… Then the light starts to pull you… You try to ran away from
it but the strong wind is pulling you into the light… You try harder and harder to get
away from it but it becomes stronger and stronger… You try to find something to hold
into so as not to be pulled into the light… You also try to hold into the rough object you
pressed earlier but it gave away so you suddenly slip and the light absorb you
completely… You fall into a void space of white light, your eyes
is trying to adjust to the new environment… You start to float
like you are in the space… You realize that you cannot see
your own body… Try feeling your body… You can feel it but
cannot see it… You are trying harder and blinking rapidly to
see it but then the light become very strong so you choose to
close your eyes instead… Then slowly open your eyes. Open
your eyes. You are back in your room…

38. 32
My Travelogue Map
(Activity Sheet)
Name: ______________________________________ Date: _________________
Grade Lvl. & Section: _________________________________________________
*Instructions: On the box provided, draw a map illustrating the places you
went through and what you saw in your imaginative eye and mind during
the travelogue experience. Use your art materials. Be creative!
*Note: You can use a separate paper if the provided box on the next page is not
enough.

39. 33
3. Write a reflection of your travelogue experience.
What did you feel before the travelogue experience?
___________________________________________________________________
___________________________________________________________________
Did you find it easy to relax as you prepared for the activity? Why? or Why not?
___________________________________________________________________
___________________________________________________________________
Where can you find the principles of organization during the travelogue and map
making activity? Describe.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How did the experience help you to be a more creative theater artist?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What did you feel after the travelogue experience? Explain your emotional, mental,
and physical experience.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Do a dramatic voice recording of your travelogue
experience. Refer to your travelogue reflection
above.
*Note: Submit your voice recording through your google
classroom. Ask your teacher for the class code or check
your gmail for the class invitation.
*Process Questions:
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

40. 34
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

41. 35

42. 36
What’s In
Most artists or performer believe they have to specialize
in order to give the best to their audience. That’s true for 99%
of the various art forms. But it’s not true for theater arts.
Theater arts is different. Here’s why.
The media arts student needs to be a specialist in
media presentations and preparations. Because that’s what they do. But theater
covers every art form possible – acting, directing, playwriting, costuming, stage
management, mask, movement, music, sing, dance, and on and on. It also includes
sound and lighting (which is part of media art). Acting or theater arts in general is
physical, vocal, mental and emotional work that requires preparation in order to
operate at peak performance.
As a result, an actor’s body and mind need to be warmed up in order to
deliver their best to the audience.
What’s New
Activity: Theater Symbolism
*Instructions:
1. On the box provided below, draw a simple poster using symbolisms that depicts
your personal description to theater as an art form.
2. Then complete the given statements for the explanation of your output.
*Submit output through your google classroom. Ask your teacher for the class code or
check your Gmail for the class invitation.

43. 37
*Complete the statements:
The symbolisms I included within my drawing are ____________________________
___________________________________________________________________
___________________________________________________________________
I choose to include these symbolisms because ______________________________
___________________________________________________________________
___________________________________________________________________
These symbolisms and the poster itself help/challenges me to strive more as a
beginning theater artist by ______________________________________________
___________________________________________________________________
___________________________________________________________________
What’s in it
Lesson 3: Theater Warm-ups, Routine, and Exercises
Warmup routines, physical warmups, and warmup games are full-body
physical, facial, and vocal exercises that help actors get ready to perform.
A good warmup will help you get into proper
physical, mental, and emotional form to nail
performances and to work well with other actors onstage.
Warm-ups energize groups and help them begin with the
same energy level.
For an actor, a good warmup will help them relax,
will help get rid of any anxieties, and will make an actor
more limber up in preparation for the physical demands of
a performance.
Drama games and acting exercises also help actors train their voice for
performance, especially for actors who perform improv. Warmups are an essential part
of any drama class and actors’ pre-performance routines.
(*Caution: Do the warm-ups slowly so as not to injure your body. If you feel pain in
doing it. Please skip to the next.)
Seven (7) Acting Warm-ups for Actors
Warmup routines do not need to take too much time, and they can be done
either alone or with other actors.
1. Work your neck.
*Instructions: Roll your neck around forward, side to side, backward. Roll it around in
one direction, then the other.

44. 38
2. Shoulders.
*Instructions: Shrug your shoulders up, down, then roll
them forward and backward. Then repeat the process with
just your left then your right shoulder.
3. Circle your arms.
*Instructions: Swing your arms in a circle in one direction,
then the other, then in opposite directions.
4. Stretch your ribs.
*Instructions: Raise your arms above your head, then leaning to one side, feeling the
tension release on your ribcage. Hold for a beat, then return to the upright position and
lean to the other side.
5. Breathwork.
*Instructions: Assume an erect posture, inhale deeply and
slowly through your nose. Exhale slowly and deliberately
through your mouth. Repeat a few times to slow your heart
rate down and relax.
6. Folds.
*Instructions: Bend forward at the waist, dropping your head, with arms extended
down, holding for 10 seconds. Then come back up all the way into a slight backward
bend, holding for another 10 seconds. Repeat a few times until you feel your posture
has improved.
7. Shake everything out.
*Instructions: Start shaking your hands, then your arms, then your entire body to
release any lingering tension.
Three (3) Facial Warm-ups for Actors
Having an expressive face is key to good acting, especially if filming a close-up
shot. Warming up and loosing your facial muscles can allow your face to be more
expressive.
1. Massage.
*Instructions: Begin your facial warmups by massaging your face in slow, circular
motions to loosen the muscles around your mouth, eyes, and forehead.
2. Use the “lion/mouse” technique.
*Instructions: Stand in front of a mirror and stretch all your facial muscles.
Open your mouth wide, like a lion roaring. Then scrunch your face into a
meek, small, expression, like a mouse. Switch back and forth.

45. 39
3. Stretch your tongue.
*Instructions: Pull your tongue out, pull it down as far as you can, then up, then side
to side. This will help you move your mouth and to enunciate and articulate.
Six (6) Vocal Warm-ups for Actors
Your voice is your main instrument of expression as an actor, and warming it
up will prevent damaging your vocal cords while helping you articulate your words.
1. The “Hum.”
*Instructions: Exhale slowly, humming until you have exhaled all of your air. Repeat
approximately five times
2. The “Ha.”
*Instructions: Stand and place your hand on your abdomen.
Breathe in by expanding your stomach outward; you are now
breathing from your diaphragm. Exhale slowly, uttering, "ha ha ha
ha." Push you abdomen in with every syllable. Repeat.
3. Lip trills and flutters.
*Instructions: Close your lips then blow some air. Roll your tongue on the roof of your
mouth to make “trr” or “rr” sound.
4. Descending nasal consonants.
*Instructions: Say the word “onion,” stretching the “ny” sound and voice it downward
in pitch.
5. Tongue twisters.
*Instructions: Memorize a few of tongue twisters, like “red leather yellow leather” and
repeat them to get your mouth loosened up.
6. Yawn and sigh.
*Instructions: Open your mouth as if to yawn and let your voice
sigh loudly from the top of your register down to its lowest note.
Seven (7) Acting Games and Warm-up Techniques
There are dozens of theater games and acting exercises actors can use alone
or with others to get themselves ready. Here's a sampling of games.
1. Energy Ball.
*Instructions: Face a wall. Around 2-3 meters apart from a wall. Imagine
that you’re holding an invisible ball with both hands in front of you. Now
imagine that you’re gathering energy into the ball, feeling it throb and
pulse as the energy grows. The energy becomes so intense you have
to throw the ball against the wall. As the ball bounces back, lean in to

46. 40
catch it. Pitch it back forcefully. This game will focus your energy while also getting
you moving.
2. Reflection.
*Instructions: Find someone as a partner, then face him/her and try to get inside their
head. Observe their movements closely. As they move, mirror their movements and
facial expressions as exactly as you can in real time. Mirror their facial expressions.
3. Theme song.
*Instructions: Think of a theme song or music that captures the
essence of a character you want or given. Put it on while you
warm up, playing it over and over again to get yourself into the
character’s emotional space.
4. Speed run.
*Instructions: Take a scene you’ve prepared and perform it in normal time. Then repeat
it, beat for beat, in double time. Then do it a third time, twice as fast again. You can do
this exercise alone or with a partner if you have one.
5. Receive and pass.
This exercise is best done with a team of actors.
*Instructions: Get everyone moving around a space. You make a clicking noise or utter
a single word aimed at one of your partners. They must catch it, then pass it audibly
to another person while continuing to move. Increase the speed at which the clicks
pass from one actor to another.
6. Character walk.
This exercise is best done with other actors.
*Instructions: Begin moving around the room. Observe one
of your partners closely. Duplicate their walk as accurately
as possible without exaggeration or parody. Feel the person
behind the walk.
7. Circle work.
This exercise is a good warmup for an ensemble working on a particular
production.
*Instructions: The cast stands in a circle. Start in the middle of a line of dialogue from
somewhere in the script that contains a cue for one of the other actors. That actor
must play out the rest of the scene from the center of the circle. If the scene contains
a cue to another actor, that person enters the circle. If not, another actor must come
up with a new line with a new cue, and the process continues.
(*Note: As a theater artist, you should religiously do the warm-ups, games, and
techniques daily. Also include a 15-minute jog because it has an after-workout fat-
burning effect.)

47. 41
Now, let us consider some theater terms which you might be using
through the warm-ups and routine or in theater arts in general.
Drama General Terms
1. Rehearsal – process of creating and developing drama for
performance.
2.Peer-Evaluation – to judge the strengths and weaknesses of another group’s drama
3.Plot – outline of the plot of a drama, including changes in time or place.
4.Purpose – answers why a character takes the action they do within a scene.
5.Stimulus – something which engages your imagination in order to be developed into
a drama.
6.Self-Evaluation – talking and writing about what you have done yourself, highlighting
your strengths and development areas.
7.Target Audience – a group of people who you think would enjoy or get the most
from a production (often age groups / people with specific interests).
8.Time Period – answere when the play is set.
9.Characterization – process of creating a character by including details about their
background, their nationality and their personality, etc.
Voice Terminology
1.Accent – tells the country and region a character is from.
2.Volume – how loud or quiet the voice is.
3.Pitch – how high or low the voice is.
4.Clarity – how clear the voice is.
5.Emphasis – where you put stress on a word to convey meaning.
6.Tone – conveys the emotion in the voice, e.g.: an angry tone.
7.Pace – how fast or slow speech is.
8.Intonation – rising and falling of the voice.
9.Pause – a break in speech which allows the character to breathe and show the
thought process of the character.
10.Fluency – how easily the speech flows.
11.Register – range of tones in the human voice and the sounds you can make as an
actor.
Movement Terminology
1.Body Language – gives an indication of the whole body’s attitude (e.g. defensive or
open).
2.Facial Expression – position of the face to communicate the emotion the character
is feeling. (e.g. confused, concerned, excited)
3.Gestures – made by the hand and arm, and can be a visual signal of communication.

48. 42
4.Eye Contact – allows a character to make a connection with the
audience or another character.
5.Posture – how the actor holds their upper body, and can indicate
a character’s status, age, health or emotion etc. It can be either
straight or slouched.
6.Speed – how fast or slow the character’s movement is.
7.Use of Space/Levels – enables the actor to use positioning for
status or to create distance or proximity to other characters.
8.Gait – how a character walks. (e.g.: has a purposeful gait.)
What’s More
Activity 1: My Daily Warm-up Routine
*Instructions:
1.Take a video of yourself while doing all the warm-ups (Acting,
vocal, facial, and some acting games) as proof of your experience.
2.Edit your video and add title and label after each activity you are
doing as guide to the viewer.
3. Submit output through your google classroom for feedback. Ask your teacher
for the class code or check your Gmail for the class invitation.
*Process Questions:
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

49. 43
Activity 2: Matching Type
*Instructions: Match column I, II, and III. Write the letters only of your answer
consecutively on the given blanks provided in column. Avoid erasures and/or
superimpositions
Column I: Activity Column II: Instructions Column III:
Category
_ _ 1.Yawn and sigh
_ _ 2.Massage
_ _ 3.Shoulders
_ _ 4.The “Hum”
_ _ 5.Circle work
_ _ 6.Speed run
_ _ 7.Reflection
_ _ 8.Tongue twisters
_ _ 9.Breathwork
_ _ 10.Folds
a. Shrug your shoulders up, down,
then roll them…
b. …face him/her and try to get
inside their head. Observe…
c. …like “red leather yellow leather”
and repeat them…
d. Bend forward at the waist,
dropping your head…
e. Begin moving around the room.
Observe one of your partners…
f. …massaging your face in slow,
circular motions…
g. Stand in front of a mirror and
stretch all your facial muscles…
h. Assume an erect posture, inhale
deeply and slowly…
i. Open your mouth as if to yawn
and let your voice sigh…
j. Exhale slowly, humming until you
have exhaled all of your air
k. Take a scene you’ve prepared
and perform it in normal time.
l. The cast stands in a circle. Start
in the middle of a line…
M. Acting
N. Facial
O. Vocal
P. Games &
Techniques
Activity 3: Word/Phrase Completion
*Directions: On the given warm-ups, complete the missing
word/phrase to complete the instructions for it. Write legibly
your answer on the space provided. Avoid erasures and/or
superimpositions.
Use the “lion/mouse” technique.
*Instructions: Stand in front of a mirror and stretch all your (1)__________ muscles.
Open your (2)__________ wide, like a lion roaring. Then scrunch your face into a
meek, small, expression, like a mouse. Switch back and forth
Stretch your ribs.
*Instructions: Raise your (3)__________ above your head, then leaning to one side,
feeling the tension release on your ribcage. Hold for a beat, then return to the upright
position and (4)__________ to the other side

50. 44
Shake everything out.
*Instructions: Start shaking your (5)__________, then your arms, then your
(6)__________ to release any lingering tension
Energy Ball.
*Instructions: Face a wall. Around (7)__________ apart from a wall. Imagine that
you’re holding an (8)__________ with both hands in front of you. Now imagine that
you’re gathering energy into the ball, feeling it throb and pulse as the energy grows.
The energy becomes so intense you have to (9)_______ the ball against the wall. As
the ball bounces back, lean in to (10)_________ it. Pitch it back forcefully. This game
will focus your energy while also getting you moving.
The “Ha.”
*Instructions: Stand and place your hand on your (11)__________. Breathe in by
expanding your (12)__________ outward; you are now breathing from your
(13)__________. Exhale slowly, uttering, "ha ha ha ha." Push you abdomen in with
every syllable. Repeat.
Folds.
*Instructions: Bend forward at the waist, dropping your head, with (14)________
extended down, holding for (15)__________. Then come back up all the way into a
slight backward bend, holding for another 10 seconds. Repeat a few times until you
feel your posture has improved.
What I Have Learned
As part of your generalization of the topic/lesson, write a
reflection/reaction of your learning experience from it.
Theater warm-ups, routines, and exercises
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

51. 45
What I can do
Instructional Video Making
In theater, one way or the other, we needed to lead the warm-up exercises for
the group. This experience will also boost our leadership, confidence, and self-image
as a performer. So, you need to start doing it now through your very own instructional
video presentation so that you can still lead even without face-to-face set up. Do it like
you are instructing your viewers of what and how to do the warm-up activities.
*Instructions:
1. Memorize the step-by-step procedure of all the areas of warm-up (acting,
facial, vocal, & etc.) activities.
2. Choose one from the four areas of warm-ups (Acting Warm-ups, Facial Warm-
ups, Vocal Warm-ups, and Acting Games) to lead.
3. Rehearse how you are going to instruct and demonstrate the activities and
instructions of your chosen warm-up/exercise area.
4. Take a video of yourself instructing and demonstrating the various activities
and exercises on your chosen area of warm-up.
5. Edit and enhance your video, using your downloaded device video editor
application, for clarity of your instructions and procedures. When editing, take
into considerations the following: Title of the video, labels, descriptions/written
procedure, credits, and etc.)
6. Submit output to your google classroom.
(*Note: Ask your teacher for the class code or check your Gmail for the class
invitation.)
7. Check the rubric on the next page to serve as your guide for the output making.
*Process Questions:
1. What are the difficulties you encountered through the activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How did you deal or provide solutions with these difficulties?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did the activity help you understand better the lesson/topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

52. 46

53. 47
Post Assessment
Post-assessment: Let us determine how much you already know about the Artistic
Self & Theater as an Art.
Multiple Choice.
Instruction: Encircle or put color on the letter and word/s of the correct answer. Avoid
erasures and superimpositions.
1. It is the field in which the art exists.
a. Space b. Stage c. Television d. Auditorium
2. The motion towards a direction is perceived as a:
a. Movement b. Rhythm c. Line d. Shape
3. What includes stage lights used to portray emotions or feelings of the scene?
a. Stage b. Color c. Space d. Acting
4. This is created as line moves.
a. Drama b. Action c. Movement d. Shape
5. It provides the pulse of life of the artwork.
a. Story b. Rhythm c. Movement d. Action
6. What refers to the parts of an over-all theme which may be in contrast to one
another?
a. Variation b. Contrast c. Balance d. Clarity
7. This principle heightens the difference and emphasizes a point.
a. Clarity b. Balance c. Contrast d. Variation
8. It refers to something which is emphasized to draw the viewer’s attention to a
particular idea.
a. Contrast b. Logic c. Clarity d. Focus
9. What is the term for the tension that the elements exert upon one another?
a. Variation b. Contrast c. Movement d. Dynamism
10. It is the reason for an element to exist.
a. Theater b. Logic c. Script d. Play
11. What is the process of creating and developing drama for performance?
a. Characterization b. Playwriting c. Rehearsal d. Acting
12. The outline of a drama is called:
a. Plot b. Script c. Play d. Summary
13. These are made by the hand and arm, and can be a visual signal of
communication.
a. Gestures b. Posture c. Gait d. Poise
14. What term refers on how a character walks?
a. Status b. Runway c. Gait d. Pace
15. It is the range of tones in the human voice and the sounds you can make as an
actor.
a. Tonality b. Pitch c. Register d. Intonation

54. 48
REFERENCES
Fajardo, B. and Topacio, S. (1989). BITAW: Basic Integrated Theater Arts
Workshop. Philippine Educational Theater Association. No. 1 Scout de Guia
corner Mother Ignacia St. Quezon City
Communication & Self-Expression Through Art. (2003-2020). Accessed on July 1,
2020 from https://study.com/academy/lesson/communication-self-expression-
through-art.html#:~:text=It%20makes%20sense%20that%20people,it%20
without% 20relying%20on%20words.
Theatre art. Encyclopedia Britannica. (2020). Accessed on July 1, 2020 from
https://www.britannica.com/art/theatre-art
Valdes-Lim, A. (2014). Theater for Wellness: Creative Techniques To Be Well and
Whole. Mandaluyong City: Anvil Publishing, Inc.
Valdes-Lim, A. (1997). Workshop: A Manual on Acting. Pasig City: Anvil Publishing,
Inc.
Mendoza, A. (2007). Get into Acting. World Marketing Corporation. Worldlink Books.
Schanker, H.H. and Ommanney, KH. (1989). The Stage and the School. 6th
Edition.
Oklahoma City, New York: McGraw-Hill, Inc.
BCNHS Special Program in the Arts: Theater Arts. Facebook. (2020) Accessed on
July 3, 2020 from https://www.facebook.com/TeatroTatakPalay
Abadier, NA., Quilla, M., Lamason, N., & et.al. REEDZ: A collection of PSICOM’s
Fictional Literary Pieces. (n.d.). Quezon City: PSICOM Publishing Inc.
Ingram, C. (2018, November 17). The Ultimate Collection of Principles of Design
Examples and Definitions. Retrieved on July 4, 2020 from
https://artclasscurator.com/principles-of-design-examples/
Riyaz, S. (2015, March 3). Theatre is mother of all art forms: Om Puri. the pioneer.
Retrieved from https://www.dailypioneer.com/
What Are the Principles of Art? - Definition & Examples. (2003-2020). Study.com.
Retrieved on July 6, 2020 from https://study.com/academy/lesson/what-are-
the-principles-of-art-definition-examples.html

55. 49
MasterClass. (2019, September 16). 7 Acting Warmups, Games, and Techniques for
Actors. MASTERCLASS Articles. Accessed on July 8, 2020 from
https://www.masterclass.com/
McClafferty, M. (2017, March 8). Drama Terminology And Literacy Booklet.
Eastwood High Drama. Retrieved from
https://blogs.glowscotland.org.uk/er/ewhdramadept/
Cover and Title pages’ raw pictures Retrieved from and Designed by macrovector /
Freepik and canva

56. 50
ANSWER KEY
Lesson 1: Elements of Artistic Expression
Activity
1:
Performance
Analysis
Theater
Arts
Nativity
Performance
2018
1.
A
bitter
girl,
because
of
her
past
experience,
who
learned
that
the
true
essence
of
Christmas
can
be
found
from
the
birth
of
Jesus
which
depicts
not
money
but
love,
caring,
and
sharing
with
one
another.
2.
A
“stage”
and
media
when
considering
the
taken
video.
3.
It
is
a
combination
of
various
lines.
4.
Yes.
It
can
be
observed
on
the
dance
choreography,
and
formations
where
the
performers
tried
to
maximize
the
given
space
for
them.
5.
More
on
soft
and
flowy
because
of
the
theme
of
the
performance.
Rough
and
jagged
on
some
parts
to
exaggerate
a
certain
scene.
6.
The
emotions
lean
more
on
the
positive
ones
like
love,
kindness,
forgiving,
happiness
because
of
the
main
idea
of
the
story.
7.
It
is
more
on
expressionism,
realism,
and
romanticism
because
it
depicts
the
birth
of
Jesus
Christ
with
a
sprinkle
of
real
life
experience,
and
performed
through
exaggeration.
8.
It
is
a
combination
of
fast,
slow,
and
medium
because
on
some
scenes,
it
shows
a
short
flashback;
on
others,
a
reflective
scene;
while
reality
is
emphasize
on
some
parts.
“Euphoria”
1.
A
girl
who
found
her
happiness
on
illegal
drugs.
Thus,
turning
her
into
a
psychotic
serial
killer.
2.
A
stage
and
media
when
considering
the
taken
and
edited
video
of
the
performance.
3.
Based
upon
the
movements
of
the
actors,
it
is
a
combination.
4.
Yes.
Circle,
because
the
story
involves
plenty
of
flashbacks.
5.
Rough
and
jagged
because
it
involves
killings
and
crimes.
6.
Hatred
and
regrets
in
general
as
depicted
by
the
two
main
performers:
Euphoria
and
his
father.
7.
Realism
because
the
story
is
based
on
real
events
that
might
and
will
happen
sooner
or
later.
8.
Fast
because
it
highlighted
crimes
and
killings.
Activity
2:
Script
Analysis
Silip
Series
#4:
Seen
Lang?
1.
A
girl
who
has
a
crush
on
her
ex-classmate
boy
and
tried
to
seduce
him
through
messenger.
2.
Online/Web/Facebook/Messenger
as
observed
on
the
script
itself.
3.
Curvy
because
of
the
various
ways
of
flirtations
that
is
happening
on
the
script.
4.
It’s
circle
because
by
the
end
of
the
script,
the
girl
goes
back
to
being
flirtatious.
5.
Soft
and
flowy
because
it
involves
a
smooth
conversation
and
dramatic
lines.
6.
Happiness,
lust,
and
sadness
as
highlighted
by
the
girl
through
her
lines.
7.
Expressionism
and
Romanticism
as
based
on
the
theme
of
the
script.
8.
Medium
because
of
its
conversational
nature.
Activity
3.1:
True
or
False
with
Correction
1.
TRUE
2.
TRUE
3.
FLASE
Color
4.
TRUE
5.
FALSE
Rhythm
Activity
3.2:
Multiple
Choice
1.
C.
Positive
2.
A.
Texture
3.
A.
Rhythm
4.
D.
Negative
5.
B.
Color
6.
C.
Romanticism
7.
B.
Symbolism
8.
C.
Impressionism
9.
A.
Existentialism
10.
C.
Expressionism

57. 51
Lesson 2: Principles of Artistic Organization Common in the Arts
Lesson 3: Theater Warm-ups, Routine, and Exercises
Activity
3:
True
or
False
with
Correction
1.
TRUE
2.
FLASE
Variation
3.
TRUE
4.
TRUE
5.
TRUE
6.
TRUE
7.
TRUE
8.
TRUE
9.
TRUE
10.
FALSE
Harmony
11.
FALSE
Unity
12.
TRUE
13.
TRUE
14.
FALSE
Balance
15.
TRUE
Activity
2:
Matching
Type
1.
iO
2.
fN
3.
aM
4.
jO
5.
lP
6.
kP
7.
bP
8.
cO
9.
hM
10.
dM
Activity
3:
Word/Phrase
Completion
1.
facial
2.
mouth
3.
arms
4.
lean
5.
hands
6.
entire
body
7.
2-3
meters
8.
invisible
ball
9.
throw
10.
catch
11.
abdomen
12.
stomach
13.
diaphragm
14.
arms
15.
10
seconds
Pre
&
Post-assessment
1.
a.
Space
2.
c.
Line
3.
b.
Color
4.
d.
Shape
5.
b.
Rhythm
6.
a.
Variation
7.
c.
Contrast
8.
d.
Focus
9.
d.
Dynamism
10.
b.
Logic
11.
c.
Rehearsal
12.
a.
Plot
13.
a.
Gestures
14.
c.
Gait
15.
c.
Register

58. 52
For inquiries or feedback, please write of call:
Department of Education – Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Telefax: 422-1318 / 422-4074
Email Address: car@deped.gov.ph
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