ART 1ST GRADING DLL

1. 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard
 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 Standard 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)
1. Learning Competencies/
Objectives
The learners…
 describe the influence of iconic artists belonging to the various art movements (A10PR-Ic-
e-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
MODERN ART
g. Pop Art
h. Op Art
i. Performance Art
j. Happenings and Mob
CULMINATING
ACTIVITY FOR
QUARTER I:
Daily Lesson Log
in
MAPEH
SCHOOL LECHERIA NATIONALHIGHSCHOOL GRADE LEVEL 10
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 2 (4 Sessions) QUARTER FIRST

2. 2
“AN EXHIBIT OF
MODERN ART”
II. Process:
6. Painting and/ or
Drawing
7. Sculpture and Assemblage 8. Mounting an
exhibit:
8.1 Concept
8.2 Content /
Labels
8.3 Physical
layout
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 111 - 115 TG pages 116 - 120 TG pages 121 - 122
2. Learner’s Material
pages LM pages 220 - 226 LM pages 227 - 232
LM pages 232 -
234
3. Textbook pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House
Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing
House Corporation
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation
Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.
4. Additional Materials
from Learning
Resource (LR) portal

3. 3
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
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 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)
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.
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)
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:
 Impressioni
sm
 Expressionis
m
 Abstractioni
sm, Pop art,
Op art
 Installation
art
 Performanc
e art
(5 minutes)
B. Establishing A Purpose for
the Lesson
The teacher will display art
samples of pop art and op
art.
The teacher will play
a slideshow on
The students will
be assigned to
select from among

4. 4
Let the students give their
comments as to whether
this artwork fits their ideas
about Modern Art.
(5 minutes)
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)
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
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 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)
The students are
expected formulate
the characteristics of
installation art and
performance art
based on the
slideshow.
(10 minutes)
D. Discussing New Concepts
and Practicing New Skills
# 1
The teacher will discuss
the subjects, artworks and
The teacher will
discuss Installation
Art as a

5. 5
pop artists using the
following links:
https://www.youtube.com/
watch?v=kZTsbJcr9VI
https://s-media-cache-
ak0.pinimg.com/originals/5
d/85/61/5d8561ceb27bad9
2987514dd10792216.jpg
https://s-media-cache-
ak0.pinimg.com/736x/4f/d
2/9c/4fd29c47a87d595b0cf
618dc5c6d731e.jpg
(10 minutes)
Contemporary Art
through these links:
http://1.bp.blogspot.
com/_c0qFk0lWEKg/
TNGIspkDoPI/AAAAA
AAAAI4/3XwQ6O-
OJKI/s1600/roberto1.
JPG
http://3.bp.blogspot.
com/-c2JxMNQyJ-
Y/VXp6iPTxioI/AAAAA
AAAE54/xbeECHFAyF
o/s1600/Lopez_Muse
um_117th_Independ
ence_Day_Facebook.j
pg
https://image.slidesh
arecdn.com/arts10-
learningmaterial-
150603052040-lva1-
app6892/95/arts-10-
learning-material-38-
638.jpg?cb=1433308
855
http://image.slidesha
recdn.com/abstractex
pressionism-
160804003024/95/ab
stract-expressionism-
npantoja-sjnhs2016-
15-
638.jpg?cb=1470270
677

6. 6
.Sculptural Materials
Venues Artists and
Their works
(15 minutes)
E. Discussing New Concepts
and Practicing New Skills
# 2
The teacher will discuss
the following through
these links:
.Illusion of Movement of
Op Art
.U.S Involvement in
Modern Art Influencing
Philippine Art Forms
https://s-media-cache-
ak0.pinimg.com/originals/c
f/bf/a8/cfbfa8930b96a2f48
1f6c36baea4c6ee.png
http://more-sky.com/WDF-
465959.html
http://public.media.smiths
onianmag.com/legacy_blog
/Gianni-Sarcone-Flashing-
Star.jpg
(10 minutes)
The teacher will
discuss Performance
Art as a Modern Art
using this links:
http://artmuseum.pl/
public/upload/photo/
0638_0406/54f5b0b8
e4b84.jpg
http://clocktower.org
/sites/default/files/im
agecache/bodyview_
enlarged/show/12173
/node-image.jpg
https://www.google.c
om.ph/url?sa=i&rct=j
&q=&esrc=s&source
=images&cd=&ved=
0ahUKEwjh4ZXehO7
RAhUMfbwKHSYQBJ
wQjBwIBA&url=http
%3A%2F%2Fpublicr
adio1.wpengine.netd
na-
cdn.com%2Fstate-of-

7. 7
the-
arts%2Ffiles%2F201
4%2F07%2FNengudi
_Senga_RSVP.jpg&bv
m=bv.146073913,d.d
Gc&psig=AFQjCNEN1
mZ_8X_piV0Zhd2TW
HyXyJVWfg&ust=148
6008366539020
.Four Basic Elements
-Time
-Space
-The Performer’s
Body
-A Relationship
Between Performer
and Audience
(15 minutes)
F. DEVELOPINGMASTERY
(LEADSTO FORMATIVE
ASSESSMENT3)
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.
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
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:

8. 8
 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
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
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__________
_________

9. 9
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.
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.
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 perform
in front of the
class.
Year or period of
creation__
Prevailing
historical events
at that time
______________
___
(50 minutes)

10. 10
 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 they
different?
(20 minutes)
 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)
G. Finding Practical
Applications of The
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?

11. 11
In what ways do you think
installation and
performance arts would be
beneficial and functional to
all of us?
Justify your answer.
(10 minutes)
H. Making Generalizations
And Abstractions About
The Lesson
Why were action painting
and pop art given these
names?
Who were the artist who
became famous for their
action painting style and
pop artworks?
(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  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 citeria:
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

12. 12
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.

13. 13
Cooperation
among
students
15 pts.
Response of exhibit
visitors
15 pts.
(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)
J. Additional Activities For
Application And
Remediation
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. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%

14. 14
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?