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DAILY LESSON LOG
In MAPEH-10
School: Grade Level: 10
Teacher: Learning Area: MAPEH (ARTS)
Teaching Dates and
Time:
Week 2 (4 Sessions) 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……
● 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)
● mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)
II. CONTENT
Pop Art, Op Art, Performance Art Culminating
III. 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
IV. 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 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
The teacher will solicit the
students’ prior knowledge to
installation and performance
arts.
● Do you know what
installation art is?
● Have you ever seen
an actual example of
this type of art? If yes,
what was it? Briefly
describe it.
● Describe the distinctive
characteristics of
installation art.
● Describe the distinctive
characteristics of
performance art.
● Explain why both these art
forms reflect the spirit of
the modern era.
(5 minutes)
This last session for the
Quarter will be devoted to
having the students’ stage
“An Exhibit of Modern Art”
presenting the following
categories:
Impressionism
Expressionism
Abstractionism, Pop art,
Op art
Installation art
Performance art
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 these
styles depicted?
(5 minutes)
● 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)
(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?
The students are expected
formulate the characteristics
of installation art and
performance art based on the
slideshow.
(10 minutes)
From where did pop art
and op 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.youtube.com/
watch?v=kZTsbJcr9VI
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
(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;
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:
CURATING THE
EXHIBIT,
The learners will be asked
to decorate the room in
preparation for the exhibit.
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.
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.
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.
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.
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__________
Year or period of
creation__ Prevailing
historical events at that
time ______________ ___
(50 minutes)
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 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
Assign roles/tasks to each
group member, as performers,
production crew, etc.
At the assigned time, the two
groups will 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)
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 for their
action painting style and
pop artwork?
(5 minutes)
Do installation art and
performance art exemplify the
qualities of modern art? If yes, in
what ways do they do so?
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 . 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.
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?

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Q1-DLL-ARTS10-WEEK2.docx

  • 1. DAILY LESSON LOG In MAPEH-10 School: Grade Level: 10 Teacher: Learning Area: MAPEH (ARTS) Teaching Dates and Time: Week 2 (4 Sessions) 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…… ● 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) ● mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6) II. CONTENT
  • 2. Pop Art, Op Art, Performance Art Culminating III. 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 IV. 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 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 The teacher will solicit the students’ prior knowledge to installation and performance arts. ● Do you know what installation art is? ● Have you ever seen an actual example of this type of art? If yes, what was it? Briefly describe it. ● Describe the distinctive characteristics of installation art. ● Describe the distinctive characteristics of performance art. ● Explain why both these art forms reflect the spirit of the modern era. (5 minutes) This last session for the Quarter will be devoted to having the students’ stage “An Exhibit of Modern Art” presenting the following categories: Impressionism Expressionism Abstractionism, Pop art, Op art Installation art Performance art
  • 3. 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 these styles depicted? (5 minutes) ● 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) (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? The students are expected formulate the characteristics of installation art and performance art based on the slideshow. (10 minutes)
  • 4. From where did pop art and op 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.youtube.com/ watch?v=kZTsbJcr9VI 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 (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; 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: CURATING THE EXHIBIT, The learners will be asked to decorate the room in preparation for the exhibit.
  • 5. 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. 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. 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. 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. 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__________ Year or period of creation__ Prevailing historical events at that time ______________ ___ (50 minutes)
  • 6. 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 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 Assign roles/tasks to each group member, as performers, production crew, etc. At the assigned time, the two groups will 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)
  • 7. 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 for their action painting style and pop artwork? (5 minutes) Do installation art and performance art exemplify the qualities of modern art? If yes, in what ways do they do so? 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
  • 8. and message) 20 pts . Completeness of exhibit 20 pts . 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. 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: __________
  • 9. 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?