The document summarizes a lesson plan for a MAPEH class on Modern Art movements. The lesson objectives are to describe iconic artists and art styles from different movements, apply techniques to communicate ideas, and evaluate works of art using criteria from various movements. Students will learn about Pop Art, Op Art, Installation Art, and Performance Art through activities creating art in each style. They will culminate by mounting an exhibit to showcase their understanding of Modern Art influences.

1. DAILY LESSON LOG
In MAPEH-10
School:
CASIGURAN NATIONAL HIGH
SCHOOL
Grade Level: 10
Teacher: ROSEMARIE R. AQUINO Learning Area: MAPEH (ARTS)
Teaching Dates and
Time:
SEPTEMBER 27-29, 2022 Quarter: First
I. OBJECTIVES
MONDAY/
CLASS
SUSPENDED
TUESDAY WEDNESDAY THURSDAY
A. Content Standards:
The learners…
● art elements and processes by synthesizing and applying prior knowledge and skills
● the arts as integral to the development of organizations, spiritual belief, historical
events, scientific discoveries, natural disasters/ occurrences and other external
phenomenon
B. Performance
Standards:
The learners…
● perform/ participate competently in a presentation of a creative impression
(verbal/nonverbal) from the various art movements
● recognize the difference and uniqueness of the art styles of the various art
movements (techniques, process, elements, and principles of art)
C. Learning
Competencies/
Objectives:
The learners……
● describe the influence of iconic artists belonging to the various art movements
(A10PR-Ice-2)
● apply different media techniques and processes to communicate ideas, experiences,
and stories showing the characteristics of the various art movements (e.g., the use
of industrial materials or found objects, Silkscreen Printing, etc.) (A10PR-Ic-e-3)
● evaluate works of art in terms of artistic concepts and ideas using criteria from the
various art movements (A10PR-If-4)
● show the influences of Modern Art movements on Philippine art forms (A10PR-I-f-5)

2. ● mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)
II. CONTENT
III.
Pop Art, Op Art, Performance Art Culminating
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages TG 111-115 TG pages 116 - 120 TG pages 121 - 122
2. Learner’s Materials
Pages
LM pages 220 -
226
LM pages 227 - 232 LM pages 232 - 234
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
V. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
(ELICIT)
The teacher will
conduct a pre-
assessment on
the idea of the
students with
regards to pop
art and op art
The teacher will solicit
the students’ prior
knowledge to
installation and
performance arts.
● Do you know
what
● Describe the
distinctive
characteristics
of installation
art.
● Describe the
distinctive
This last session for
the Quarter will be
devoted to having
the students’ stage
“An Exhibit of
Modern Art”
presenting the
following categories:

3. through these
questions:
● Have you
heard of
the terms
“pop art”
and “op
art”? If
yes, briefly
describe
what you
know
about
each of
these
styles. If
not, what
do you
think the
names of
these
styles refer
to?
● Can you
name any
well-
known
artists
using
these
styles?
● Can you
guess
what types
of subjects
installation art
is?
● Have you ever
seen an actual
example of this
type of art? If
yes, what was
it? Briefly
describe it.
● Do you know
what
performance art
is?
● Have you ever
witnessed or
watched such a
form of art? If
yes, what was
your reaction to
it and why?
(10 minutes)
characteristics
of performance
art.
● Explain why
both these art
forms reflect the
spirit of the
modern era.
(5 minutes)
∙ Impressionism
∙ Expressionism
∙ Abstractionism,
Pop art, Op art
∙ Installation art
∙ Performance art
(5 minutes)

4. these
styles
depicted?
(5 minutes)
B. Establishing a
purpose for the
lesson
(ENGAGE)
The teacher will
display art
samples of pop
art and op art.
Let the students
give their
comments as to
whether this
artwork fits their
ideas about
Modern Art.
(5 minutes)
The teacher will play a
slideshow on
installation and
performance arts.
The students are
expected to interpret
the themes or
messages being
expressed by these
artworks and give
their personal
comments and
reactions.
(10 minutes)
The students will be
assigned to select
from among their
own works, as well
as source photos,
magazine or
calendar cutouts,
Internet images,
etc. of at least 2 to
3 representative
artworks each for
the above
categories.
(5 minutes)
C. Presenting
examples/ instances
of the new lesson
(EXPLORE)
From the art
samples
displayed, the
students will
compare pop and
op art from
cubism and
abstract realism.
How was pop art
and op art
different from the
earlier Cubism
and abstract
Realism?
From where did
pop art and op
The students are
expected formulate the
characteristics of
installation art and
performance art based
on the slideshow.
(10 minutes)

5. art draw its
subjects?
Explain how the
elements of art
were used to
create the special
technical effect in
pop art and op
art.
(5 minutes)
D. Discussing new
concepts and
practicing new skills
#1
The teacher will
discuss the
subjects,
artworks and pop
artists using the
following links:
https://www.you
tube.com/
watch?v=kZTsbJ
cr9VI
The teacher will
discuss Installation
Art as a Contemporary
Art through these
links:
http://1.bp.blogspot.
com/_c0qFk0lWEKg/
TNGIspkDoPI/AAAAA
AAAAI4/3XwQ6O -
OJKI/s1600/roberto1.
JPG
E. Discussing new
concepts and
practicing new skills
#2
The teacher will
discuss the
following through
these links:
Illusion of
Movement of Op
Art
US Involvement
in Modern Art
Influencing
Philippine Art
Forms
The teacher will
discuss Performance
Art as a Modern Art
and Four Basic
Elements
1. Time
2. Space
3. The Performer’s
Body
4. A Relationship
Between
Performer and
Audience
●

6. (15 minutes)
F. Developing mastery
(leads to formative
assessment)
(EXPLAIN)
GROUP POP ART
TASK Groups A
& B:
∙ Prepare your
materials – 1
whole cartolina
or 1 whole box
board; old
colored
magazines,
newspapers, or
calendars;
scissors; glue or
paste;
watercolors,
acrylic paints,
poster colors,
crayons, or
pastels; #8 paint
brushes and/or
sponges
∙ Select a
“popular” subject
for your artwork
(e.g., a product,
celebrity, movie
or television
character, sport,
place, brand
name, etc.). Plan
how this will be
depicted using
your available
materials.
Divide the class into
four groups. Groups A
and B will create an
installation artwork.
Groups C and D will
present performance
art.
Groups A and B:
Installation Art Give
the group members
the following
instructions:
∙ The group members
will brainstorm on the
concept of an
installation work to be
constructed within the
school grounds.
∙ As a group, gather
creative and
innovative materials
for the planned
installation and bring
these to your chosen
work area.
∙ Together, assemble
the materials to
construct your
installation.
∙ Give the work a
thought -provoking
title and label it
accordingly.
CURATING THE
EXHIBIT,
The learners will be
asked to decorate
the room in
preparation for the
exhibit.
Each artwork will
be accompanied by
a card briefly
describing the work
and the historical
and cultural context
of the category it
belongs to:
For Student - Made
Artworks
Title___________
________
Artist(s)________
________ Artistic
style and medium
used__________
_________ Date of
creation________ __
For Reproduction or
Images of Known
Artworks
Title___________
________
Artist(s)________
________ Artistic
style and medium
used__________

7. ∙ Cut out images,
letters, etc. from
the magazines,
newspapers, or
calendars, and
glue or paste
them on the
cartolina or
board. Color the
surrounding
background with
watercolors,
poster colors, or
any available
paints. You may
add details with
crayons or
pastels.
∙ Decide on a
title for your
group artwork
and display it in
the classroom.
∙ Be ready to
explain the pop
art style and
techniques that
you used (e.g.,
inspired by Andy
Warhol, Roy
Lichtenstein,
etc.) and to
exchange
comments with
the other groups
about their
works.
∙ All the groups will
then take a tour of the
installations created
by the others.
∙ Hold a discussion on
how the finished
works made the class
members feel and
think; and whether
they consider these
good examples of
installation art or not.
Groups C and D:
Performance Art Give
the group members
the following
instructions:
∙ The group members
will brainstorm on the
concept of a
performance art
presentation.
∙ As a group, agree on
the place, equipment,
costumes, and props
(if any) for your
presentation.
∙ Assign roles/tasks to
each group member,
as performers,
production crew, etc.
∙ At the assigned time,
the two groups will
Year or period of
creation__
Prevailing historical
events at that time
______________ ___
(50 minutes)

8. ACTION
PAINTING OP
ART Groups B &
C:
∙ Prepare your
materials – 1
whole cartolina,
box board, or
other recycled
board; acrylic
paints; 1 -inch
paintbrushes,
sponges, or
popsicle sticks;
∙ recycled mixing
plates; small rags
for cleaning up;
newspaper for
covering work
surface.
∙ As a group,
discuss the
overall
composition and
technique that
you will use ∙
Select desired
colors of paint
and apply these
to the board
using actions
such as
brushing,
sprinkling,
dripping, and
flicking. Let the
paint dry. Decide
perform in front of the
class.
∙ Hold a discussion on
how the performance
art presentations
made the class
members feel and
think; and whether
they consider these
good examples of
performance art or
not.
(35 minutes)

9. on a title for your
group painting
and display it in
the classroom.
∙ Be ready to
explain the
“action painting”
techniques that
you used and to
exchange
comments with
the other groups
about their
works. In
∙ what ways are
they the same?
In what ways are
they different?
(20 minutes)
G. Finding practical
application of
concepts and skills
in daily living
What traits
/characteristics
can be developed
in this kind of
activity? How
would you use
these traits to
enhance the
social dimension
of your life? (5
minutes)
Do you think you
would enjoy
installation and
performance arts?
Why or why not?
Aside from the artistic
aspect, what other
purposes can such art
forms be used for?
H. Making
generalizations and
abstractness to the
lesson
(ELABORATE)
Why were action
painting and pop
art given these
names?
Who were the
artist who
became famous
Do installation art and
performance art
exemplify the qualities
of modern art? If yes,
in what ways do they
do so?

10. for their action
painting style
and pop artwork?
(5 minutes)
Do art forms like
these serve a purpose
in today’s world?
Explain your opinion.
(10 minutes)
I. Evaluating learning
(EVALUATION)
The artwork of
the group will be
assessed by
means of the
following citeria:
Creativity – 20
pts Style & Color
Balance – 15 pts.
Subject Matter –
15 pts
The artwork of the
group will be assessed
by means of the
following criteria:
Innovative & Creative
Idea _40 pts.
Utilization of Time &
Space_30 pts. Visual
Structure_30 pts.
Have the students
invite the school
Administration,
other faculty
members, and their
schoolmates to visit
the exhibit. They
should be prepared
to explain the works
and how these
present the
characteristics of
different movements
and styles of
modern art.
Critique of the
Exhibit As a form of
self - evaluation,
have the students
rate the
culminating exhibit
using the format
below:
“An Exhibit on
Modern Art”
Evaluation Form
CRITERIA Selection
of artworks to
exhibit (theme and
message) 20 pts .
Completeness of
exhibit 20 pts .

11. Presentation
(display, mounting,
and labelling of
works) 15 pts .
Assignment of tasks
15 pts .
Cooperation among
students 15 pts.
Response of exhibit
visitors 15 pts.
J. Additional activities
for application and
remediation
(EXTEND)
Preparation for the Culminating “Exhibit of Modern Art” The
teacher will guide the students in preparing their artworks for the
culminating exhibit at the end of the quarter.
1. All the finished artworks should be labelled with original titles,
the student’s name or the group members’ names, the date, and
the technique used.
2. Store the finished artworks for inclusion in the exhibit at the end
of the quarter.
VI. REMARKS
VII. REFLECTION
A. Number of learners who
earned 80% in the evaluation:
_________
B. Number of learners who
scored below 80% who needs
additional activities for
remediation: _________
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson:
__________

12. D. Number of learners who
continue to require
remediation: __________
E. Which of my teaching
strategy/ies 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: Checked by:
ROSEMARIE R. AQUINO YOLANDA M. GATA
Teacher I Head Teacher for Academics