daily lesson log art

1. DAILY LESSON LOG
In MAPEH-10
School: Manongol National High School Grade Level: 10
Teacher: Jennifer V. Pagatpatan Learning Area: MAPEH (ARTS)
Teaching Dates and
Time:
August 29-31, 2023
Quarter: First
I. OBJECTIVES
MONDAY 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……
● analyze art elements and principles in the production of work following a specific art style from the various art movements (A10EL-
Ib-1)
● identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
● identifies representative artists and Filipino counterparts from the various art movements o (A10EL-Ia-3)
● reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
II. CONTENT
Impressionism Expressionism Dadaism Surrealism Cubism Abstract Realism
III. LEARNING
RESOURCES
A. References

2. 1. Teacher’s Guide
Pages TG pages 96 - 102 TG pages 96 - 106 TG pages 96 - 106 106-110
2. Learner’s
Materials Pages LM pages 196 - 206 207-212 207-212 212-220
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
(ELICIT)
PRICIPLES OF ART
As a review, the students will be asked to
briefly describe each of the following
principles of art which they have learned
in their Art classes in the earlier grade
levels.
∙ Line
∙ Shape
∙ Form
∙ Space
∙ Color
∙ Value
∙ Texture
(5 MINUTES)
Ask the students:
● Is the name of the
art movement
“expressionism”
familiar to you? If
yes, what do you
know about this
movement?
● Have you heard of
the artistic styles
known as
“surrealism” or
“dadaism”?
● If yes, do you
know of any
famous artist who
painted in these
styles?
● Would you like to
own an artwork in
an expressionist
Give a brief definition of the
modern art movement called
expressionism.
● When and where did it
begin?
● Name the most prominent
Dadaism artist and his
works.
(5 minutes)
● In your opinion,
what does an
abstract artwork
look like?
● Have you heard of
the artistic style
known as
“cubism”? If yes,
why do think it was
named in this way?
(5 minutes)

3. style? Why or why
not? (10 minutes)
B. Establishing a
purpose for the
lesson
(ENGAGE)
Conduct the following survey to assess
what the students know or have
experienced concerning modern art and
impressionism.
∙ What comes to mind when you hear the
term “modern art”?
∙ Give some qualities or characteristics
that make you consider an artwork
“modern.”
∙ How is modern art different from earlier
styles of art that you know?
∙ Have you heard of the art movement
known as impressionism? If yes, can you
name one famous impressionist artist that
you know of?
∙ Can you name or recognize one well -
known artwork in the impressionist style?
(5 minutes)
The teacher will present to
the class a colored
reproduction of an
expressionist artwork.
The teacher will give the
title of the work and the
name of the artist.
Let the students give their
comments as to whether
this artwork fits their ideas
about Modern Art.
(10 minutes)
ABSTRACT ARTWORK
The teacher will display an
abstract work. Let the
students identify the image
they see in it. Instruct the
students to explain what
makes it possible for them
to still identify the image,
even if it has been
assembled in a mis -aligned
way.
(5 minutes)
C. Presenting
examples/
instances of the
new lesson
(EXPLORE)
THE NEW COLOR TECHNIQUE
To help the students to understand the
revolutionary technique for applying color
introduced by the impressionists,
experiment with this simplified process:
∙ Take a set of watercolors (cake type or
in tubes). Choose one
∙ secondary color: orange, green, or
violet.
∙ Color a shape on a paper using this
single secondary color.
∙ Beside it, color a similar shape using
strokes of the two primary colors
∙ that are combined in that particular
secondary color (ex: red + yellow ∙ =
orange; blue + yellow = green; red + blue
= violet). ∙ Hold the paper some distance
away and ask your classmates to
∙ comment on the “impression” of the
secondary color you have created
∙ and the actual color itself. (see attached
powerpoint presentation “THE NEW
COLOR TECHNIQUE”)
Students are called to
comment on how the
artwork presented by the
teacher makes use of
these principles to exhibit
the qualities of
expressionism.
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and
Variety
5. Proportion
(10 minutes)
The students are given the
following questions:
Do you know the name of
any abstract artist—foreign
or Filipino?
Have you heard of Pablo
Picasso?
What country did he come
from? What artistic style is
he most famous for?
(5 minutes)

4. (5 minutes)
D. Discussing new
concepts and
practicing new
skills #1
The teacher will discuss impressionism
● Origins of the Movement.
● A Break from the Past.
● Works of Monet, Renoir and
Monet.
Teacher will lead
discussion on:
● Expressionism
● Dadaism
Characteristics.
● Mood
● Idea
● Message
● Principles of Arts
(30 minutes)
The teacher will discuss
Abstract Realism, Cubism,
Cubist Artworks, Foremost
Cubist Painter/Sculptor.
The teacher will explain
Cubist Styles & Subjects
trough the Principles of Arts
(15 minutes)
E. Discussing new
concepts and
practicing new
skills #2
The teacher will discuss Post-
impressionism and Principles of Arts.
Works of Cezanne & Van Gogh
Teacher will lead discussion on
● Expressionism
● Surrealism:
● Roles or Functions of
Artwork History of Art
Movement (20 minutes)
F. Developing
mastery (leads to
formative
assessment)
(EXPLAIN)
CREATING YOUR OWN
IMPRESSIONIST ARTWORK:
“IMPASTO”
https://www.youtube.com/watch?v=lzqbB
0lVJ6A
https://www.youtube.com/watch?v=Uc5VI
sw5EMI
One of the most distinctive painting
techniques used by impressionist artists
was impasto. Impasto is the very heavy
application of paint to the canvas — often
with a spatula or knife instead of a
paintbrush, and sometimes even directly
squeezed from the tube.
CREATE A WORK OF
“EXPRESSIONISM”
With your groupmates, choose
between Dadaism and
Surrealism. Select art materials
that are readily available, such as
one whole sheet of cartolina;
acrylic paints, poster paints, or
any available paints; markers,
crayons, pastels, or colored
pencils; #8 brush; scissors; glue
or paste; and pictures from
magazines, newspapers, or
calendars.
Working as a group, plan how to
use these materials to express
CREATE A “PICASSO”
∙ Review the description of
Picasso’s cubist style.
∙ Based on this, plan a
cubist artwork for your
group to create
∙ Prepare a magazine,
assorted photographs, 1
sheet of Oslo paper,
∙ scissors, and glue or
paste.
∙ Select a large photograph
from the magazine and/or
the other photos, and cut
these up into segments of
different shapes and sizes.

5. (The teacher will present a sample of an
Impasto to the class) Materials: ¼
illustration board or chipboard Tubes of
acrylic paints (can be shared among the
class members) Paintbrushes Wooden
popsicle sticks Pencil Rags for clean-up
Procedure:
∙ Decide on a simple design for your
artwork. Keep in mind what colors of
paints are available to you.
∙ Using a pencil, sketch in the general
design on the illustration board or
chipboard.
∙ Apply the paints to your design with the
brush, then more thickly with
∙ the popsicle sticks and, in certain spots,
squeeze the paint directly from the tube. ∙
Allow the paint to dry thoroughly before
handling or displaying the finished
artwork. (see attached PowerPoint
presentation CREATING YOUR OWN
IMPRESSIONIST ARTWORK:
“IMPASTO”) (20 minutes)
your message about your chosen
art movement.
Assign a task to each group
member, then create your artwork
together.
(Note: Remember that
expressionism made use of very
strong images and colors, and
expressed deep emotions.)
Decide on a title for your group
artwork. Present your finished
artwork to the rest of the class.
Join in the discussion about the
message of each group’s artwork.
Comment on how each group
effectively used the
characteristics of expressionism
(through the elements and
principles of art) to convey
message.
(see attached PowerPoint
presentation CREATE A WORK
OF “EXPRESSIONISM”)
(25 minutes)
∙ Glue or paste the
segments on the Oslo
paper in a creative way, but
with the image still
recognizable.
∙ Give your cubist artwork a
title.
∙ Display it in front of the
class, together with the
works of the other groups.
Join your classmates in
giving personal reactions to
each other’s work.
(see attached PowerPoint
presentation CREATE A
“PICASSO”)
(20 MINUTES)
G. Finding practical
application of
concepts and
skills in daily
living
IMPRESSIONISM AND YOU
The students are expected to the activity
by group. Two minutes will be given for
each group to formulate their answers
while the remaining three minutes will be
allotted for the presentation.
Group 1
Which among the impressionist masters
— Manet, Monet, Renior, Cezanne and
Van Gogh most relates you. Explain
briefly.
Which among the forms of
expressionism (dadaism,
surrealism) appeals to you the
most? And which does not appeal
to you at all? Explain why. (5
minutes)
Which form of
abstractionism do you find
most striking, and why?
Do you consider action
painting, color field painting,
and pictographic painting
true art? Why or why not?
(5 minutes)

6. Group 2
Is there a value in learning about art
movements like impressionism that arose
over a century ago, halfway around the
world from us? Why or why not?
Group 3 On a personal level, what struck
you most about the impressionist style of
art?
Group 4 Would you want to experiment
further with painting in this style? Explain
briefly.
Group 5 Would you want to own an
artwork in the impressionist style? Why or
why not? (5 minutes)
H. Making
generalizations
and abstractness
to the lesson
(ELABORATE)
What qualities make an artwork
expressionistic?
Where did Dadaism get its
influences?
Why was the child’s term “dada”
fitting for the art movement known
as dadaism?
(5 minutes)
Explain the difference
between expressionism and
abstractionism.
How did the cubists give a
sense of dynamism and
energy to their works?
Who is considered the most
famous abstractionist and
cubist artist? (5 minutes)
I. Evaluating
learning
(EVALUATION)
The artwork of the group shall be assessed
through the scoring guide:
∙ Creativity and originality of the depicted
theme
∙ 20 pts.
∙ Quality of artistic composition and overall
design based on the theme 15 pts.
∙Overall impression of the art 15 pts
The artwork of the group shall be
assessed through the scoring guide:
∙ Creativity and originality of the
depicted theme
∙ 20 pts.
∙ Quality of artistic composition and
overall design based on the theme 15
pts.
∙Overall impression of the art 15 pts.
The artwork of the group shall
be assessed through the
scoring guide:
∙ Creativity and originality of
the depicted theme
∙ 20 pts.
∙ Quality of artistic composition
and overall design based on
the theme 15 pts.
∙Overall impression of the art
15 pts.
J. Additional
activities for
application and
remediation
(EXTEND)
Bring art materials Bring art materials Bring art materials

7. V. REMARKS
VI. 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: __________
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:
JENNIFER V. PAGATPATAN
Teacher I
Checked by:
REYNANTE A. NARAL
Principal I