This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.

1. K TO 12 ART FOR GRADE 7
FOURTH QUARTER: UNIT IV SCULPTURE, DRAMA AND FESTIVALS
MODULE 7 : SCULPTURE
Lesson 3 : SCULPTURE DURING THE AMERICAN PERIOD UP TO
THE PRESENT
Time Allotment: 4 sessions of 60 minutes each
Lesson Summary
ART HISTORY ART PRODUCTION ART APPRECIATION ART CRITICISM
Sculptures during the
American Period
represented historical
figures or events as
seen in the works of
classical sculptor
Guillermo Tolentino.
In present times, we
see this in
modernist Edwardo
Castrillo.
Works using local
materials like stone
and wood of
Napoleon Abueva;
steel of Solomon
Saprid and glass of
Ramon Orlina were of
different subjects.
Junyee and Rene
Villanueva created
installations using
natural materials like
leaves, seeds, stones,
and bamboo
This period also saw
the influence of
Western sculptors as
seen in the work of
our local sculptors.
Create a sculpture
using “junk” or
discarded metal,
wood, steel materials
and wood, plastic, and
other natural materials
It can be a realistic,
expressionistic,
abstract or imaginary
sculpture.
Artists who use “junk”,
or found material are
those who created
the imaginary
creatures and
monsters found all
over Marikina City.
Pablo Picasso created
a “bull’s head” out a
bicycle seat.
A Filipino sculptor
who uses discarded
metal for figures and
barong-barong
houses is Raul
Arrogante.
By looking at the
works of the local
sculptors, one can
label the period they
lived in because of the
subject, the style of
their sculpture figures
and the materials they
used.
Create a matrix of
styles used by our
sculptors to represent
these periods:
Classical
Modern/ Figurative
Experimental
Expressionistic
Abstract
Name the sculptor
and the title of their
work and compare
their different works
according to topic,
materials used and
style.
VOCABULARY
Classical style - follows the Greek and Roman style of carving a human body
following standard measurements so the result is an “ideal body” and
face.
Modern, figurative sculptures like Abueva’s are not realistic, but one can still
distinguish that it is a human person, but done in a stylized or
figurative manner.
Abstract style sculptures that are abstract explore shapes, lines, textures and do
not necessarily show a person or object.

2. K TO 12 ART FOR GRADE 7
FOURTH QUARTER: UNIT IV SCULPTURE, DRAMA AND FESTIVALS
MODULE 7 : SCULPTURE
Lesson 3 : SCULPTURE DURING THE AMERICAN PERIOD UP TO
THE PRESENT
Installation art are works created in and adapted to a particular place. Often, the
work is installed outside and is exposed to the elements – rain, sun,
water, and the materials do deteriorate over time. It is not the aim
of installation art to last, rather, its aim is to show how the sculpture
interacts with the environment, or is part of the environment.
ART ELEMENTS AND PRINCIPLES
Form - sculptures have form or are three dimensional. It is work “in the round”
meaning it can be viewed from the top, bottom, side, front, back and this
distinguishes it from 2-D art like paintings and drawings or prints.
Texture sculptures are made of materials that have different tactile qualities:
Metal is cold and hard; wood is warm and sensuous; leaves, seeds and
twigs are varied in texture – they can be spiky, hard and fragile, or
smooth, soft and malleable.
MATERIALS
Visual references to the different sculptures and sculptors are found in the Learning
Guide, module 6, Sculpture, Lesson 3.
For the Junk art, students can be assigned to look around their neighborhood and
gather discards: plastic bottles, covers, tin cans, metal parts of machines from car
repair shops or computer shops and other junk material of household machines.
Students can also use natural materials like Junyee (narra pods, seeds, sticks,
Coconut husks, shells , twigs, vines, etc)
PROCEDURE
SESSION 1
1. Ask students what sculptures they see around the town or city they are in.
What kind of figures are they? What is it made of? Who was the sculptor?
2. Let them read the Learning guide, Module 6, lesson 3- Sculptures during the
American Period up to the present. Ask them to identify the sculptures they
see and ask them if they know who created them.
3. Divide them by groups to research on the different sculptors and their
works aside from the ones in the Learning guides. If there are local sculptors,
let students interview them or invite them to class.

3. K TO 12 ART FOR GRADE 7
FOURTH QUARTER: UNIT IV SCULPTURE, DRAMA AND FESTIVALS
MODULE 7 : SCULPTURE
Lesson 3 : SCULPTURE DURING THE AMERICAN PERIOD UP TO
THE PRESENT
SESSION 2
4. Allow time for students to do the research (text and visuals) and then
present them in class. Display their research work on the walls of their
class so the others can learn about other sculptors and identify their
sculptures. Discuss the following:
a. period when artists did his work
b. particular materials he used
c. style in creating the sculpture
d. topics used
e. influences of the sculptor.
SESSION 3, 4
5. Assign students to collect “junk material” or found materials, and work with
others in the group:
a. based on the materials they have collected, discuss with the group
what their sculpture will be: a person; an imaginary creature;
a Philippine mythological creature; a monster; an imaginary
machine; etc… What is important is for the group to make sketches
of how they envision their sculpture to look like, using the materials
they have.
b. Have wire available for them to put their junk material together.
For “nature materials”, abaca twine or vines can be used.
If soldering machine is needed, ask students to seek the help of
repair shops in the neighborhood, since caution is needed in
using these.
6. Once the sculptures are done, choose different sites in the school or even
in the neighborhood, to display the works, so that other students and the
public can enjoy them. The teacher can have a formal opening of exhibit.
Invite the junk shop or repair shop owners that donated materials.
ASSESSMENT AND SYNTHESIS
1. Ask the students to assess their own group work and the work of the
other groups on the following points:
a. use of a variety of junk material
b. originality of concept for the sculpture
c. originality of form and design
d. originality in the use of materials.
e. interesting if viewed from different angles
2. Let students do the Reflections , Final Glance and Evaluation in the
Learning Guide.