Art 3 tg draft 4.22.2014

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First Quarter : Drawing
Lesson No.1 : Kinds of Lines and their Characteristics
Code A3PR-If : Create a geometric design by contrasting two kinds
of lines in terms of type or size
Lesson Summary:
Art History Art Production Art Criticism
Art
Appreciation
The weave patterns and
the lines and colors,
used in the woven
textiles of the different
Ethnic Groups/
Indigenous People
(T’nalak of T’boli, of
Ifugao, etc.), which
correspond to certain
meanings or symbols,
emphasize their cultural
heritage.
Draw a design
for a gift wrap
using different
kinds of lines.
Compare one’s
output/design
with that of the
creative design
done by some
artists.
Appreciate
designs
created
which can
be used for
the crafts.
Elements and Principles of Art: Lines, Contrast
Value Focus: Creativity, Cooperation
Time Allotment: 1 session (40 minutes)
I- Art Activity: CREATING A GIFT WRAP
II- Objectives:
a. Name the different kinds of lines and their characteristics.
b. Create a geometric design with contrasting lines.
c. Show appreciation of own design and of others through an
art exhibit.
III- Materials:: Oslo paper, pencil, crayons or pastel colors,
pictures of beautiful sceneries, small flat stone
Reference : Active MAPE 3 p. 106-107
IV – Procedure:
A. Pre-Activity
Review:
Show pictures of beautiful scenery found in your locality.
Let the pupils talk about the pictures.

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B. Activity Proper :
1. Motivation :
Show an illustration of lines. Ask the pupils to describe the kinds
of lines and thier characteristics.
2.
Presentation and
Discussion:
Show picture or a drawing with geometric designs.
(You can also use the previous outputs of the pupils.)
2. Presentation
Say: Look and examine the drawing. Does the picture show
different kinds of lines?
Motivate the class to participate as they name and
describe the lines and their characteristics as seen in the
drawing.
In the drawing, you can see several linear designs. Linear designs
are designs out of different kinds of lines that form rectangles, triangles,
circles. The kinds of lines are straight and curve while the types of lines
are thin and thick.

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The weave patterns and the lines and colors, used in the woven
textiles of the different ethnic groups/ indigenous people (T’nalak of
T’boli, Ifugao, etc.) emphasize their cultural heritage.
3. Art Activity:
Activity I: Making a Design for a Gift Wrap
Instruct the pupils to do BE CREATIVE on LM page _______.
4. Processing/Critiquing of Art Works:
Encourage the pupils to post their artworks on the board. What
experiences inspire them to create the design for a gift wrap?
What makes your artwork special and different from others?
Aside from using it as a gift wrap, where can you use your
designs?
C. Post- Activity:
1. Generalization:
Ask:
What makes your design artistic and creative?
Different kinds of lines can create artistic and creative
designs.
2. Values Integration:
How can you make your art design different and unique?
How can you show appreciation of other’s artwork?
V- Assessment/Evaluation :
Refer to TAKE THE CHALLENGE on LM page ______.
Evaluate the artworks of the pupils using the rubric below.
Very
Evident
5
Evident
3
Not
Evident
1
The artwork is original and creative.
The kinds of lines and their
characteristics are shown in the artwork.
Geometric design is used in the artwork.
The artwork is finished on time.

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VI. Assignment:
Look for a picture of cloth with geometric designs from old
magazines or newspapers. Ask the assistance of your parents or
guardian in cutting the picture.

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Lesson No. 2 : People of Different Sizes
Code A3EL-Ia : Distinguishes the size of persons in the
drawing, by their distance from the
viewer
Lesson Summary:
Art History Art Production Art Criticism Art Appreciation
Drawing is one of the
major forms of
expression within the
visual arts. In a drawing
composition, the sizes
of shapes of objects
differ. This is to show the
distance of the objects
from one another and
from the viewer.
Fernando Amorsolo
(local artist) have good
works on Philippine
Landscape/ Seascape.
Edgar Degas (foreign
artist) emphasizes on
perspective.
Draw the image
of persons in a
composition
using the
knowledge on
sizes of shapes to
show distance
Distance is
shown with the
use of sizes and
shapes in a
drawing
composition
Show self
confidence in
creating an
artwork
Elements and Principles of Art: sizes of shapes
Value Focus: Self Confidence
I. Art Activity I Drawing of Different Sizes of People
I. Objectives:
1. Tell the difference of the sizes of persons in a picture in order to show
awareness of distance.

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2. Draw a picture of persons in different sizes in a composition to show
distance.
3. Give value on one’s ability and confidence in making an artwork showing
distance.
III. Materials and Reference;
Pencil, bond paper, crayon
IV. Procedure:
A Pre- Activity:
1. Review
What are the elements of art? (Line, shapes, form, color, texture, size)
Describe each element.
B. Activity Proper:
1. Motivation
Show a picture with people of different sizes.
Ask:
What have you observed in the picture?
Let the children notice the sizes of the persons in the drawing.
(The teacher may ask follow-up questions.)

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2. Presentation and Discussion
Say:
In a drawing composition, the sizes of objects differ because of
their distance from the viewer. There is overlapping of objects and less
detail as the image seems farther away from the viewer. Objects look
smaller when they are far from the viewer, and larger when they are
near. This is how perspective is shown in a drawing.
Perspective is a way of portraying three-dimensions in a flat, two-
dimensional surface. This is to create the appearance and spatial
relationships of objects, buildings, etc. relative to each other as
determined by their distance from the viewer.
Show a picture of the community to the pupils and talk about it.
Show them also the works of Fernando Amorsolo (local artist) and
Edgar Degas (foreign artist) with works that emphasize perspective and
Philippine Landscape/Cityscape.
3. Art Activity
Activity 1
(Please refer to LM page ___.)

4. Processing and Critiquing
Ask:
What elements of art did you use? How did you show distance in
your drawing composition? Did you enjoy the activity? Why?
C. Post Activity:
1. Generalization
Ask:
How will you show distance in your drawing?

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In a drawing, objects that are near to the viewer are bigger
while objects that are far from the viewer are smaller.
2. Values Integration
Ask:
 How did you show confidence in making an artwork?
V. Assessment/ Evaluation
Assess the output of the pupils based on the rubric below.
Questions
Very
Evident
3
Evident
2
Not
Evident
1
1.Was able to drew the different sizes of
people in the picture to show their distance
without the help of others?
2. Is creativity manifested in the drawing?
3. Is confidence manifested by drawing the
different sizes of people in the picture to show
distance.
4. Is the artwork finished on time?
V. Assignment/ Agreement:
Bring pictures of your community.

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Lesson No. 3 : Illusion of Space
Code: A3EL-Ib : Shows illusion of space in drawing objects and persons
of different sizes
Lesson Summary:
In a drawing, it is
important for an artist
to be able to create
the illusion of space.
Manuel Baldemor
(local artist) and
Giovanni Antonio
Canal better known
as Canaletto(foreign
artist) have good
works that emphasize
cityscape and
Philippine
community/daily life
that shows treatment
of space.
Create a
picture that
shows the
illusion of
space.
Show the illusion
of space in
drawing objects
and persons of
different sizes.
Appreciate the
ability and skill of
the artists in
creating illusion
of space by
applying
learned
techniques in
one’s artwork.
Elements & Principles of Art: lines, shapes , and space
Value Focus: Appreciation of one’s artwork
Time Allotment: 1 Session (40 minutes)
I. Art Activity Drawing of Persons of Different Sizes
II. Objectives
1. Explain the concept of illusion of space.
2. Create an artwork that shows the illusion of space.
3. Appreciate the ability and skill of the artist in using lines to create the
illusion of space.
III. Materials and Reference
a. Materials: bond paper, pencil, crayon, picture of a community

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b. Reference:
2002 BEC Sining 6- p122, Art in the Elementary School, PJV, Phil.
Normal College Manila September, 1959.pp.48,
Lesson Plans in Art 4, Division of Iloilo 2008-2011 ,Lesson 6 to 8, pp.11-16
http:// www.bing.com/images/search?q=optical+illusion+picture
IV. Procedure:
A. Pre- Activity
1. Review
Ask the children to look at the picture they drew in the previous
lesson. Let them examine the picture: the sizes of objects, the distance,
etc.
Then, ask:
How do we know that an object is near or far from the viewer’s
eye?
B. Activity Proper
1. Motivation
Show the following pictures.
Picture A Picture B
Let the pupils give their own opinion or idea on the sizes and
distance of objects in pictures A and B.

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2. Presentation
Say:
The use of illusion of space is a technique or process used by an
artist to show distance and depth.
Show an example of a picture of objects and or people that shows
illusion of space.
Show them also the artwork of Manuel Baldemor (local artist) and
Giovanni Antonio Canal better known as Canaletto(foreign artist) who
have good works that emphasize cityscape and Philippine
community/daily life.
3. Art Activity
Activity 1
Let the pupils do the activity number 1 in LM p.______.
4. Processing/ Critiquing of Art Output
Ask the following questions to the pupils after they finished their
work:
1. What have you observed about the sizes of objects that are near

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or far from the viewer?
2. Have you created the illusion of space? How?
C. Post Activity
1. Generalization
How can you show the illusion of space in your artwork?
In a drawing, the smaller the object, the farther its distance from the
viewer. On the other hand, the bigger the object, the nearer its
distance from the viewer. This is called illusion of space.
How can you show appreciation for your own artwork and the
works of others?
3. Application
Refer to TAKE THE CHALLENGE on LM page ____________.
Assess the artwork of pupils using the rubric below:
Rubric
Very
Evident
3
Evident
2
Not
Evident
1
1. Illusion of space is shown in the artwork.
2. Persons and objects are included in the
drawing.
3. Creativity is shown in the
artwork by making it different from others.
4. The artwork is finished according to the time
allotted.

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VI. Assignment/ Agreement

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Lesson 4 : Visual Texture
Code A3PL-Ic : Appreciates that artists create visual textures by
using lines, dots, and colors
Lesson Summary:
Things around us
have different
textures. Texture
can be tactile or
visual. Visual
texture is the
perceived texture
of an object
without touching
it.
Create a still life
drawing with the
use of cross hatch
lines or dots to
show visual
texture.
Observe how lines
and colors are
used in a still life
drawing to create
a visual texture.
Give importance
to the artworks
that show visual
textures by using
lines, dots, and
colors.
Elements and Principles of Art: Texture, lines, and colors
Value Focus : Valuing an Artwork
Time Allotment : 1 Session (40 Minutes)
I Art Activity: Still Life Drawing Using Cross Hatch Lines or Dots
II Objectives
1. Discuss visual texture in a still life drawing with the use of cross
hatch lines or dots.
2. Draw a still life drawing that shows visual textures using lines, dots, and
colors.
3. Show appreciation of one’s skill in using variety of lines, dots, and colors
in artwork.
III Materials and References
Materials : pencil, colored pencils, bond paper,

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IV Procedure
A. Pre Activity
1. Review
Ask:
How illusion of space is shown in a drawing?
B. Activity
1. Motivation
Distribute sets of jigsaw puzzles to groups of pupils. Let each
group assemble the puzzle.
Example:
Ask:
What picture was formed by the puzzle?
Does it show texture, lines and colors? Identify them.
Tell the pupils that visual texture is defined as the texture of an
object perceived without touching it. Every object has its own visual
texture and needs to be taken into consideration before creating a
composition.

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 Look at the other picture. What have you observed in picture A?
in picture B?
Discuss further the use of cross hatch lines and dots
(pointillism) to create visual texture in a still life drawing.
Refer to THINK ABOUT THIS of the LM, p.____.
Here’s an illustration showing the
“crosshatching” of a pencil stroke. The
technique is very simple- you just do
the “ slinky’ pencil stroke in several
directions one over the other. Each
different direction adds more tone to
the shading, and progressively darker.
Pointillism is a method of using dots to
achieve various effects in a drawing or
painting. The dots can be placed singly,
in rows, or randomly. The dots can also
be placed by themselves, in groups,
and/or be overlapping.
The dots used can also vary in size.
Picture of still life showing
the use of cross hatch lines.
Picture of still life showing the use
of dots.

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3. Art Activity: “Still Life Drawing with Cross Hatch Lines or Dots”
(Refer to BE CREATIVE of the LM, p. _____)
4. Processing/Critiquing
Let the pupils show their artworks to the class. Then, ask them
about their experiences and learning while doing the activity.
C. Post Activity
1. Generalization
Ask: What is Visual Texture?
(Visual texture is the texture of an object perceived without
touching it. It that can only be determined by looking at the object.)
2. Value Integration
How will you value your artwork and that others?
3. Application
(Refer to Take the Challenge of the LM, p.___)
IV Assessment/Evaluation:
(Refer to Be Proud of the LM p. ____)
V. Agreement/Assignment
Bring picture of a land formation.

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Lesson 5 : LANDSCAPE DRAWING
Code A3PL – ld : Tells that in a landscape, the nearest object drawn is
the foreground; the objects behind the foreground are
the middle ground, while the farthest objects are the
background.
Lesson Summary:
There are many
famous
landscapes or
land formations in
the different
regions in the
country. Ex. Mt.
Mayon, Batangas
Plateau,
Chocolate Hills,
Mt. Apo, etc.
Make a
landscape
drawing.
Show balance in
the landscape
drawing by
indicating the
foreground,
middle ground
and background,
in the
composition.
Appreciate the
beauty of
landscape in the
province or region
through creative
drawing.
Elements & Principle of Art : Balance
Value Focus : Appreciating Beauty of Nature
I Art Activity : Landscape Drawing
II Objectives
1. Identify and describe the foreground, middle ground, and
the background in a picture of a landscape.
2. Draw a landscape that shows balance.
3. Appreciate the beauty of landscapes in the province or region through
creative drawing.
III Materials and Reference
Materials : paper, pencil, crayon
Reference : Art Express, 1998 Harcourt Brace and Company,
Daniel V.E. et. Al.

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IV Procedure
A. Preliminary Activity
1. Review
What is visual texture?
B. Developmental Activity
1. Motivation
Ask the pupils to show the pictures of land formation they
brought to class. Let them say something about it.
Introduce a guessing game of land formations and
landscapes by describing their characteristics.
(The teacher can use pictures of land formations and
landscapes found in their locality/province.)
Tell the pupils that there are famous landscape and land
formations in the Philippines. Introduce some of these with the aid of
pictures.
Ex. Cagayan Valley, Mayon Volcano in Bicol, Chocolate Hills
in Bohol, Mount Apo in Davao and Plateau in Baguio.
.
Chocolate hills Mayon Volcano Mount Apo
Ask:
What objects in the picture appear nearest to the viewer?
What objects in the picture appear farthest to the viewer?
Compare their sizes.
In a landscape drawing, balance is shown through the presence of
foreground, middle ground, and background. Foreground is the part of

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drawing that appears to be in the front, nearest to the viewer. While the
middle ground, is the part of the drawing that lies between the
foreground and the background. The background, is the part the
drawing that appears to be at the back, farthest away from the viewer.
(Refer to Think About This , LM p. ____)
3. Art Activity: “Landscape Drawing”
Refer to BE CREATIVE, LM p. _____
Say:
Show your artwork to your classmates and share your
experiences while doing the activity.
C. Post Activity
1. Generalization
Ask:
How is balance shown in the picture?
There is a feeling of balance when there is foreground, middle
ground, and background in the composition.
How can you preserve the beauty of nature in your place?
3. Application
Refer to TAKE THE CHALLENGE, LM P. ____
V Assessment/ Evaluation
Refer to BE PROUD, LM p. ____

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Lesson No. 6 : Textures and Shapes
Code A3PR-lg : Sketches on-the-spot outside or near the school to
draw a plant, flowers or a tree showing the different
textures and shape of each part, using only a pencil
or black crayon or ballpen.
Lesson Summary:
Art History/ Art Production Art Criticism Art Appreciation
Colors, textures and
shapes are
elements of art that
can be seen in
natural and man-
made objects.
These elements,
when used properly
in drawing,
contribute and add
beauty to the
artwork
On –the- spot
sketching of plants,
flowers or trees
with different
textures and
shapes using
pencil, black
crayon, or ballpen.
Identify the
textures and
shapes of things in
the drawing.
Share one’s feeling
about finding other
ways in using
textures and
shapes in the
artwork.
Elements and Principles of Art : Textures and Shapes
Value Focus : Awareness of the Things Around Us
Time Allotment : 1 session (40 minutes)
I – Art Activity : On –the-Spot Sketching
II- Objective:
1. Identify the textures and shapes of in natural and man-made objects.
2. Draw on-the-spot sketches of objects seen outside the school like plants,
flowers, or trees and objects found inside the room.
3. Develop awareness on texture of objects found in the natural environment
through drawing.
III – Materials : bond paper, black crayons, pencil, a
recycled hard board
Reference :
III – Procedure
A. Pre-Activity:
1. Review:
Ask: What kinds of lines can be used to create geometric
designs?

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B. Activity Proper
1. Motivation
Show different kinds of real flowers. Let the pupils take turns to
examine and identify the texture and shape of the flowers.
Bring the children outside to observe the flowers, plants and trees in
the garden. Allow them to touch and discover the different textures
and shapes of the leaves, stems, and flowers of plants and trees.
Ask: What are the different textures and shapes you observed in the
plants?
Let the pupils give/share their experiences about the different
textures and shapes of the plants.
( The discussion can be done outside the classroom.)
Anita Magsaysay Ho (local artist) and Claude Monet (foreign
artist) are artists known to emphasize flowers or garden/nature as
theme in their works.
Refer to THINK ABOUT THIS on LM p_____.
3. Art Activity:
Drawing of a Plant, a Flower or a Tree
Let the children bring their drawing materials and recycled
hard board to be used during the drawing activity.
Refer to BE CREATIVE on LM p._______
4. Processing/ Critiquing of Arts Output:
Ask the pupils to show to the class their artworks and their
experiences in identifying the textures and shapes in their
drawing.
C. Post activity:
1. Generalization
Ask:
What elements are to be emphasized in sketching
natural objects like plants, flowers or trees?
2. Application
(Refer to TAKE THE CHALLENGE on LM p.___)
3. Value Integration:
How will you value the things around us?

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IV – Assessment/Evaluation:
(Refer to BE PROUD on LM p.______)
V. Assignment/Agreement:

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Lesson No. 7 : Pencil/ Pen Drawing
Code A3PR‐lh & Ie : 1. Creates a pencil or pen drawing of scene in daily
life, where people in the province/region show their
occupation by the action they are doing.
2. Describe the way of life of people in the cultural
community.
Lesson Summary:
The works of the
people in the
locality depend
on the kind of
topography,
climate, and
culture of a
place.
Create a pencil
or pen drawing
of a scene in
daily life of
people in the
province/region
Evaluate own
artwork/drawing
on the use of lines
and shapes.
Give importance
to
one’s culture by
sharing the way of
life of people in
the community
through their
works.
Elements and Principles of Art: Lines and Shapes
Value Focus: Pride in one’s culture and work
I. Art Activity: Pencil or Pen Drawing of a Scene in Daily Life
II. Objectives:
1. Identify the different works of people in a province or region.
2. Create a pencil or pen drawing of a scene in daily life where
people in the province/region show their occupation by the action
they are doing.
3. Give importance to one’s culture by sharing the way of life of
people in the community through their works.
III. Materials: pencil or pen, bond paper, manila paper
References: a. en.wikipedia.org
b. stella-arnaldo.blogspot.com
c. rizalprovince.ph
IV. Procedure:
A. Pre Activity:
1. Review
Why is sketching important before you do the final drawing?
Let the pupils recall what they did during their previous art session.

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Ask the pupils to make or draw designs using lines and shapes on
a paper, on air, on the blackboard, or anywhere they want.
Let the pupils look at the picture in the box.

Picture with a scene in a community using
different lines and shapes.

Tell the pupils to identify the lines and shapes in the picture.
B. Activity Proper:
1. Motivation
a. What do you mean by the word occupation?
b. What do you want to be when you grow up? Why?
Tell the children to act out or show a pantomime about what
they want to be when they grow up.
Say:
There are many kinds of works or occupations in different
places of our country. Each region or province has its major
source of income. It depends on the topographical situation,
climate, and culture of a place.

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In some works of Ben Cabrera (local artist) and Ron C,
Guthrie (foreign artist), pointillism was used in creating daily life
scenes.
Show the painting of Fernando Amorsolo entitled, “Planting Rice”
Ask:
a. What kind of work or occupation is shown in the picture?
b. Are there also farmers in your place?
c. Aside from farming, what other works or occupations of
people are found in the province or region?
d. How important are their works to the community?
e. Describe the way of life of people living in your community.
Activity 1
Distribute the activity cards to the two groups. After a five-
minute group discussion and preparation, pupils should present
Picture Ben Cabrera’s
Artwork using pointillism.

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their group output (group artwork-group song with action
presentation)
(Please refer to LM page ___.)
Activity 2 refer to LM page ___.)
C. Processing and Critiquing
Ask:
 Did you enjoy the activity? Why? Why not?
 What kind of works or occupations do people in your
province or region have?
 In what ways can we be proud of the works or
occupations of the people in our place?
Let pupils take turns to explain their views.
D. Post Activity:
1. Generalization
Ask:
What are the works or occupations of the people in your
province or region?
Ask:
How can you give importance to people’s way of life or
culture in the community?
V. Assessment/Evaluation:
Use rubrics in assessing the pupils’ output.
Refer to BE PROUD on LM page___.
VI. Assignment/Agreement:
Ask the help of your family members to list down works or
occupations of people in your region or province.

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Lesson No. 8 : Historical Houses and Buildings
Code A3PR-Ii : Sketches and colors the view of the province/region
with houses and buildings indicating the foreground
middle ground and background by the size of the
objects.
Lesson Summary:
Houses and buildings
in the locality,
province or region
that played an
important role in the
history of the place
are considered as
historical houses and
buildings.
Draw historical
houses and
buildings
indicating the
foreground,
middle ground,
and
background in a
composition.
Observe shapes
and sizes of houses
in a composition
that indicates the
foreground,
middle ground,
and background.
State the
importance and
value of the
historical houses
and buildings in
one’s
province/region.
Elements and Principle of Art : Lines, shapes
Value Focus : Preservation of Houses and Buildings
Time Allotment : I session (40 minutes)
I. Art Activity : Drawing of Houses and Buildings
II. Objectives :
1. Describe the historical houses/buildings in one’s province/region.
2. Make sketches of historical houses/buildings that show unique
features such as windows made of capiz shell, decorative beams,
doors, etc.
3. Give importance to the historical houses and buildings in one’s
province/region.
III. Materials:
crayon, pencil, bond paper
IV. Procedure:
A. Preparatory Activity:
Review:
Ask: What art materials did you use in making a sketch of the
occupations of people in your community?

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B. Activity Proper :
1. Motivation:
Show pictures of historical houses/buildings found in the
province/region.
Ask:
Where can these houses/buildings be found?
Present pictures of historical houses and buildings famous in
the country like the house of Rizal in Calamba, Laguna, Aguinaldo
Mansion, Cultural Center of the Philippines, Folk Arts Theater, etc.
Let the children say something about the picture.
Show pictures of historical houses and buildings in the region
and province and discuss with them the historical importance of the
structures.
3. Art Activity:
Let the pupils do BE CREATIVE on LM p.__
“Drawing of Houses or Buildings with Designs”
4. Processing/Critiquing of Art Outputs:
Let pupils describe the kinds of lines and shapes they used to
make their drawings of historical houses or buildings
unique and different.
C. Post Activity:
Pictures of Historical Houses
Or
pictures historical houses and buildings from
other regions

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1. Generalization;
Ask: What have you learned in our art activity?
Discuss the importance of preserving historical houses/buildings.
V. Assessment/Evaluation
Refer to TAKE THE CHALLENGE on LM page ___.

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SUMMATIV TEST FOR QUARTER 1
Directions: Encircle the letter of the correct answer.
1. What did you observe about the objects that appear nearer to the
viewer’s eyes?
A. It glows.
B. It becomes dark.
C. It appears bigger than the other objects.
D. It appears brighter than the other objects.
2. It tells the relationship of objects and people in terms of their distance.
A. shape B. distance C. harmony D. illusion of space
3. What did you observe about the objects that appear farther from the
viewer’s eye?
A. They appear glossy.
B. They are shinier than the other objects.
C. They are wider than the other objects.
D. They are smaller than the other objects.
4. What is the important use of the illusion of space in the artwork of an
artist?
A. To show creativity.
B. To give emphasis on the subject shown.
C. To make the artwork of the artist more colorful.
D. To show the distance, depth, and widen the space occupied by
the elements of art.
5. Which of the pictures below show illusion of space?
A. B. C. D.

DRAFT
April 22, 2014
6. How will you create a design?
A. By drawing shapes B. By drawing shapes and lines
C. By drawing lines D. By coloring
7. What do we mean by variation of lines?
A. different lines B. different shapes
C. the same lines D. the same shapes
8. Which of the following shows variation of lines?
A. / / / / /
B. / - X
C. = = = = =
D. ( ) ) )
9. What does pencil sketching mean?
A. Making a pencil.
B. Making pencil paintings.
C. Making a drawing of a pencil.
D. Making a sketch with the use of pencil.
10. Why is it important to make pencil sketches before painting?
A. To make an outline for the drawing or painting.
B. To assure the correct form of an object to be drawn
C. To determine the placement of the drawing or object.
D. To evaluate the drawing.
11. What is being formed if a set of points are connected together?
A. shape B. color C. lines D. proportion
12. What kind of line shows steadiness and balance?
A. straight line B. dotted line C. curved line D. zigzag line
13. If you connect four equal length of lines to form a figure, what shape is
formed?
A. triangle B. square C. rectangle D. circle

DRAFT
April 22, 2014
14. What figure is formed if two diagonal lines meet at a sharp angle?
A. curved lines B. zigzag lines C. angular lines D. vertical lines
15. What kind of line indicates action and energy?
A. straight line B. dotted line C. curved line D. horizontal line
16. What do you call the work of art that appears to be at the back part of a
picture and is the farthest object from the viewer?
A. foreground B. background C. middle Ground D. center of interest
17. Look at the picture in the box, which object/s is considered as the middle
ground?
A. B. C. D.
18. What principle of design is shown when we show foreground, middle ground,
and background in an artwork?
A. emphasis B. balance C. contrast D. variation
19. What famous land formation is found in Bohol region?
A. Mount Apo B. Mount Arayat
C. Mayon Volcano D. Chocolate Hills

DRAFT
April 22, 2014
20. Which picture shows formal balance?
A. B. C. D.
21. What are the elements and principles involved in visual texture?
A. Texture, lines, colors B. Lines, colors, contrast
C. Emphasis, lines, shape D. Colors, shapes, texture
22. It shows the surface of an object by illustrating it in a composition.
A. Hand puppet B. Visual Texture C. Pointillism D. Cross Hatch
23. This is a way of applying small strokes or dots of color to a surface.
A. Texture B. Contrast C. Pointillism D. Cross Hatch
24. This is defined as a mark or shade with two or more sets of intersecting
parallel lines.
A. Pointillism B. Texture C. Contrast D. Cross Hatch
25. How can you show appreciation for one’s artwork.
A. By giving negative comments.
B. By submitting his/her artwork on time.
C. By praising the artwork of your classmate/s.
D. By helping your classmates finish his/her artwork on time.
26. The elements of art that refers to the contour and profile of an object.
A. Form B. Line C. Color D. Value
27. This refers to the amount of light, shade or dark in an object.
A. Value B. Form C. Line D. Texture
28. Refers to the quality or kind of light that reflects from the surface of the
object.
A. Line B. Form C. Color D. Value

DRAFT
April 22, 2014
29. This is a line that suggests grace, femininity, variation, and movement.
A. light B. Heavy C. Straight D. Curve
30. Expresses calmness, quietness and peace or repose
A. horizontal B. Broken C. Heavy D. Curve
31. Element of arts showing the physical form of a thing.
A. Texture B. Shape C. Harmony D. Color
32. How would you identify textures?
A. By seeing and touching B. By clapping the hands
C. By walking and running D. By singing
33. This is an element of art that depicts the feelings of the viewer towards
certain object/artwork. It also refers to the smoothness or roughness of an
object.
A. Color B. Shape C. Texture D. Harmony
34. How would you appreciate your artwork?
A. Add different colors to your artwork.
B. Tell a short story about the artworks of others.
C. Show your artwork to your parents and friends.
D. Prepare the necessary materials, draw something and paint it.
35. How would you show creativity through drawing?
A. By doing other designs
B. By creating new designs
C. By using borrowed materials
D. By finishing your work on time
36. It is the part of a work of art that lies between the foreground and the
background.
A. Foreground B. Middle Ground C. Background D. Ground
37. It is the part of a work of art that appears to be in the front and nearest to
the viewer.
38. It is the part of a work of art that appears to be in the back and farthest
from the viewer.

DRAFT
April 22, 2014
39. Which of the following pictures shows a modern Filipino house?
A. B.
C. D.
40. How would you differentiate a traditional Filipino house from a modern
house?
A. Traditional Filipino houses were made of bamboo, wood, metal and
other concrete materials.
B. Modern houses are made of bamboo, wood, metal and other
concrete materials.
C. Traditional houses were made of stones, metal and galvanized iron
while houses modern houses are made of bamboo, wood and nipa or
anahaw leaves.
D. Traditional Filipino houses were made of bamboo, wood and nipa or
anahaw leaves while modern houses nowadays mostly are made of
stones, metal and galvanized iron.

DRAFT
April 22, 2014
Second Quarter : Painting
Lesson No. 1 : Harmony in Plants
Learning CodeA3PL-IIc : Perceives how harmony is created in an
artwork because of complementary colors
and shapes
LESSON SUMMARY :
Harmony is an art
principle that can
be seen in things
all around.
It is the pleasing
selection and
arrangement of
colors, shapes,
and textures.
Paint a picture of
a plant or tree
using color,
harmony, shapes,
and textures.
Looking into the
styles of the artists
in painting,
harmony is
attained in
different ways by
combining the
selected colors,
shapes, and
textures.
Appreciate how
colors are
combined to
show harmony in
the artwork done
by pupils.
Elements and Principles of Art : Colors, Shapes, Textures
Value Focus : Environmental Awareness
Time Allotment : 1 Session (40 minutes)
I – Art Activity : Painting
II – Objectives:
1. Identify complementary colors in the color wheel.
2. Paint the things that can be seen in a natural environment in the
province or region.
3. Tell how painting is made more interesting by combining colors to
achieve harmony.
II- Materials : pencil, bond paper, brush, newspaper,
watercolor, oil pastel, water container, rags
Reference :
III – Procedure
A. Pre Activity
Review
Ask the pupils to name several complementary colors.

DRAFT
April 22, 2014
B. Activity Proper
1. Motivation:
Go on a nature walk. Let the pupils identify the different
complementary colors they see around the school premises.
(Discussions and activities can be done outside the
classroom.)
Harmony is an art principle that is present in things around
us. It is seen in the arrangement of colors, shapes, and textures.
Harmony in visual design means all parts of the visual image
relate to and complement each other.
Looking into the styles of the artists in painting, harmony is
attained by combining the selected colors, shapes and textures.
Some famous Filipino artists are appreciated because of
their style in combining colors and in producing harmony in their
artwork.
Discuss the things seen in the pictures. Ask about the different
colors, shapes, and textures seen in the pictures.
Let the pupils tell their observations about how complementary
colors were put together in the paintings.
2. Art activity: Painting
Let the children prepare the materials and remind them to
always to be careful in handling their art materials.
Refer to BE CREATIVE on LM p._____.

Painting showing complementary colors

DRAFT
April 22, 2014
3. Processing/Critiquing of Art Output
a. What plant did your paint?
b. What colors did you use in your painting?
c. Is color harmony present in your artwork? Discuss briefly.
C. Post Activity
1. Generalization
Ask: How did you show color harmony in your painting/artwork?
Harmony in painting is a pleasing visual arrangement of
colors. It is created when secondary colors and their opposite
colors or complementary colors in the color wheel are used.
2. Application
Refer to TAKE THE CHALLENGE, LM p.____
Give a situation that shows environmental awareness.
IV – Assessment/Evaluation
Refer to BE PROUD, LM p.____
V – Assignment/Agreement:
Bring to class any kind of fruit.

DRAFT
April 22, 2014

Lesson No.2 : Landscape Painting
Code A3EL-IIa : Sees that there is harmony in nature as seen in the color
of landscapes
Lesson Summary:
The landscape painting
shows the visible features
of the land, such as
mountains and hills.
Known Filipino
landscape painters are
Felix Hidalgo, Fernando
Amorsolo, and
Jonahmar Salvosa.
Paint a
landscape at
different times
of the day
(morning, noon,
night time) to
show harmony
in nature.
Identify how
colors are
combined to
come up with
harmony in the
painting.
Show
appreciation
and
preservation of
nature through
painting a
landscape.
Elements and Principle of Art: Colors, Harmony
Value Focus: Environmental Awareness
I. Art Activity: Landscape Painting
II. Objectives:
1. Identify the visible features of a landscape.
2. Tell how to paint a landscape that shows color harmony.
3. Identify bright and dull colors, light and dark colors.
3. Paint a landscape at different times of the day.
4. Express ideas, feelings, emotions, and imagination through painting a
landscape.
II. Materials
Pictures, pencil, bond paper, crayons, brush, water color

DRAFT
April 22, 2014

IV. Procedure:
A. Pre- Activity :
Review:
Share to the class your experiences of using colors in your
different artworks.
B. Activity Proper
1. Motivation
Show the sample pictures of the landscape paintings of Felix
Hidalgo,
Fernando Amorsolo, and Jonahmar Salvosa.
Ask:
What color combination have you seen in the painting?
Which are bright colors? dark colors? light colors?
What feelings/ emotions/ mood does the painter express in his
painting according to the color combination used?
Say:
The landscape painting shows the visible features of the land,
including the physical elements of landforms such as mountains and
hills. Known Filipino landscape painters are Felix Hidalgo, Fernando
Amorsolo, and Jonahmar Salvosa. They used different kinds of
colors to show emotions or moods in their painting.
3. Art Activity
Refer to BE CREATIVE on LM, page __________.

landscape painting Ni
Felix Hidalgo

landscape painting
Ni Fernado Amorsolo

landscape painting
Ni Jonahmar Salvosa

DRAFT
April 22, 2014

Ask:
 Did you enjoy the activity? Why? Why not?
 How did you show the time of day in your composition?
 What elements of art did you use to show harmony?
 What colors did you use in your landscape painting?
 What did you feel while doing the landscape painting?
D. Post Activity:
1. Generalization
Ask:
How is harmony in nature depicted in landscape painting?
Harmony in nature is depicted through the different
combination of colors in the landscape painting. The painter
expresses his feelings/ mood or emotions based on the kinds
of colors he used in the painting.
Ask:
If you are a painter, how can you help develop
environmental awareness?
Rate the outputs of the pupils based on the given rubric below.
Criteria Points
3
Very
Evident
2
Evident
1
Not
Evident
1. Did he/ she use colors to express his / her
feelings/ moods or emotions?
2. Is the painting based on the theme?
3. Did he/she express himself/herself freely in
making the artworks using different colors
according to the time of the day?
4. Did he/she finish the artwork with
seriousness?

DRAFT
April 22, 2014

VI. Assignment/ Agreement
Bring pictures of animals found in province or region.

DRAFT
April 22, 2014
LESSON 3 : LANDSCAPE PAINTING
Code A3PR– IIf : Paints a landscape at a particular time of
the day and selects colors that complement
each other to create a mood.
Lessons Summary:
Many artists
create
paintings that
show different
moods and
feelings.
Paint a
landscape that
shows mood
and feelings
using warm and
cool colors.
Identify moods
and feelings in
the paintings.
Take pride and
inspiration in the
beauty of
landscapes
painted by
Filipino artists.
Elements & Principle of Art: Colors (warm and cool)
Value Focus : Take Pride of one’s work
I. Art Activity : Landscape Painting Using Warm and
Cool Colors
II. Objectives
1. Identify warm and cool colors in the artwork that shows the
mood and feelings in the artwork.
2. Paint a landscape that creates mood and feelings using warm
and cool colors.
3. Take pride and inspiration in the beauty of landscapes painted
by Filipino artists.
Materials : pencil, watercolor, oslo paper
Reference : Art Express, 1998 Harcourt Brace and
Company,
Daniel V.E. et. Al.
IV. Procedure
A. Preliminary Activity
Review
How can you make light colors? How can you make dark
colors? What are the neutral colors?

DRAFT
April 22, 2014
B. Developmental Activity
1. Motivation
Have a guessing game on colors.
Group the pupils according to their favorite colors.
Tell the pupils that each color has meaning and
emotions to convey. Ex. red means bravery and
courage; green means calmness, etc..
Show a painting of a landscape.
Let the pupils identify the colors seen in the painting.
Ask the pupils what feeling or emotions each
painting wants to convey or tell.
Talk about the paintings.
Ask the pupils which objects in the paintings
communicate warm/cool feelings.
Let the pupils give their own thoughts and observations
about the feelings suggested by the picture.
Refer to THINK ABOUT THIS on LM page____.
3. Art Activity:
Landscape Painting Using Warm & Cool Colors
Refer to BE CREATIVE on LM page____.
Picture of a Landscape
painting with bright
colors by Filipino
artists
Picture of a Landscape
painting with dark
colors by Filipino
artists

DRAFT
April 22, 2014
4. Discussion of Artworks
Tell the pupils show their finished artworks to their
classmates. Let them discuss about their artwork and
share their experiences while painting landscapes.
C. Post Activity
1. Generalization
How can feelings or mood be shown in an artwork
or painting?
Refer to FRAME YOUR THOUGHTS on LM page____.
Should you be proud of your artwork and the works of
Filipino artists? Why?
3. Application
Assess the pupils’ performance in painting landscape using
warm and cool colors.
Refer to BE PROUD on LM page ____
VI. Agreement/Assignment
List down at least five wild animals in your notebook.

DRAFT
April 22, 2014
Lesson No. 4 : Landscape Painting
Code A3PR-IIh : Appreciates the Filipino artists painted
landscapes in their own particular style and
can identify what makes each artist unique in
his use of colors to create harmony.
Lesson Summary:
There are
Filipino painters
like Fernando
Amorsolo, Jose
Blanco, and
others who are
famous
because of
their unique
style in painting.
Paint a
landscape with
the use of
bright and dark
colors.
Compare
unique styles of
Filipino artists in
their use of
bright and dark
colors.
Give importance
to one’s own
landscape
painting by
recognizing the
styles in paintings.
Elements/Principle of Art: Colors
Value Focus: Appreciate originality of one’s artwork
I. Art Activity: Landscape Painting
II. Objectives
1. Identify the types of colors used in paintings by some Filipino artists.
2. Create a painting using bright and dark colors.
3. Show appreciation for the contribution of Filipino artists in
promoting Filipino culture pointing out to their unique styles in
painting.
III. Materials watercolor, brush, pencil, oslo paper, old
newspapers, apron
References: K12 Curriculum, URL, Work text in Music, Arts, and
Physical Education (Radiance) by: Imelda V.
Codog, et.al p.149-157

DRAFT
April 22, 2014
IV. Procedure
Review
Ask:
Let the pupils look around the room and out the
windows to look for things with warm and cool colors.
Draw art examples of warm and cool colors.
B. Activity Proper
1. Motivation
Say:
Let’s stand and sing the song “Magtanim ay Di Biro”
with actions of planting rice.
Show the paintings of Fernando Amorsolo’s “Planting
Rice” and Carlos Francisco’s “Bayanihan”.
Fernando Amorsolo’s “Planting Rice”

DRAFT
April 22, 2014
What can you say about Amorsolo’s painting?
Francisco’s painting?
Ask pupils to say something about the colors used by
the artists in their paintings.
Say:
The “Planting Rice” of Fernando Amorsolo has dark
and bright colors while Carlos Francisco’s painting
entitled “Bayanihan” uses bright colors. The two artists
have different styles in using colors for their paintings.
A color becomes darker when it is mixed with black.
A color is bright when it is not mixed with another color.
2. Art Activity
Refer to BE CREATIVE on LM page __.
3. Processing/Critiquing of Art Outputs
Let the pupils exhibit their artworks.
Call some pupils to say something about their painting.
Carlos Francisco’s ”Bayanihan”

DRAFT
April 22, 2014
C. Post Activity
Generalization
Ask:
What are the styles of Filipino artists in terms of their
choice of colors?
There are many Filipino artists in our country. Their
paintings became famous because of their unique styles
e.g. Fernando Amorsolo uses dark and bright colors while
Carlos Francisco uses bright colors in his paintings.
Refer to TAKE THE CHALLENGE on Lm page ___.
VI. Agreement/Assignment
Look for an example of a painting by a Filipino artist. Determine
his/her unique style in the use of color. Follow the guide or format
below:
Title of the painting: ___________________
Name of artist: ____________________
Colors used: ____________________

DRAFT
April 22, 2014
Lesson 5 : Still Life Painting of Fruits
Lesson Code A3PR-IId : Paints a still life by observing the different shapes,
color and texture of fruits, drawing them
overlapping, and choosing the right colors for
each fruit.
Lesson Summary:
In still life painting,
the subjects in
painting are
assembled and
designed in a
pleasing art
composition.
Create a still life
painting of fruits
with different
shapes, colors,
and textures.
Point out how well
the fruits were
arranged and put
them together for
a still life painting.
Describe how
colors, shapes,
and textures were
used to make a
realistic still life
painting.
Elements & Principles of Art: Colors , shapes, and texture
Value Focus : Creativity
Time Allotment : 1 Session (40 minutes)
I Art Activity : Still Life Painting of Fruits
II Objectives:
1. Describe a still life painting and its use of the art elements and
principles.
2. Arrange objects showing overlapping.
3. Paint still life objects.
III Materials and References
Materials : pencil, bond paper, water color,
mixing pan, brush,
old newspaper or recycled materials,
different kinds of fruits
References :

DRAFT
April 22, 2014
IV Procedure
A. Pre Activity
Review
Are you familiar with fruits and trees that are common in your
place or in your region? Describe the colors, shapes, and
textures of the fruits.
B. Activity Proper
1. Motivation
Divide the class into two groups. Show samples of still life paintings.
Let each group identify and describe the art elements and principles used
in each painting.
Say:
Still life painting can show us a new way of looking at ordinary
objects around us. The objects like fruits, flowers, vases, bottles, and
many others are placed or assembled in a pleasing arrangement
overlapping each other.
Still Life Painting of
famous Filipino artist
Still Life Painting of
famous Filipino artist

DRAFT
April 22, 2014
3. Art Activity: Still Life Painting of Fruits
Refer to BE CREATIVE on LM p. _____
Let the children show their artwork to the class, then ask
them about their experiences while doing their artwork. Point out
how well the fruits were arranged and put together for a still life
painting.
C. Post Activity
1. Generalization:
What is a still life painting?
A still life painting is an arrangement of non-living or everyday
objects. These may be natural objects or man-made objects.
How did you show your creativity in painting a still life?

DRAFT
April 22, 2014
3. Application
Refer to TAKE THE CHALLENGE on LM page ____.
IV Evaluation:
Refer to BE PROUD on LM page _____.
V. Assignment/Agreement

DRAFT
April 22, 2014
Lesson No. 6 : Tints and Shades of Colors
Code A3PR-IIe : Creates new tints and shades of colors
by mixing two or more colors.
The artistic ability
of a painter
involves his
choice of colors
and use of
neutral colors to
show tints and
shades in his
artworks.
Create a
finger painting
showing tints
and shades of
colors.
Evaluate one’s
ability in
developing skills
of producing
tints and shades.
Show confidence
in making finger
painting through
the use of tints
and shades of
colors.
Elements and Principles of Art : Color, Balance, Contrast
Value Focus : Creativity, Confidence
I. Art Activity : Finger Painting
II. Objectives :
1. Explain the process of producing tints and shades.
2. Create a finger painting showing the lightness and
darkness of colors.
3. Develop self-confidence in painting with tints and
shades through experimentation.
III. Materials and References
Materials: oslo paper, water color, brush, cornstarch, container,
rags, old newspapers, recycled plastic spoons, red
and blue colored dye
Reference : Active MAPE 3 pages 100-101

DRAFT
April 22, 2014
IV. Procedure:
A. Pre-Activity:
Review:
Ask:
What color will be produced if you mixed the following:
a. yellow and red
b. blue and red
c. yellow and blue
You learned before that you could show tints or shades or
light and dark of these colors by adding white or black.

B. Activity Proper:
1. Motivation
Ask:
When are the times that you are happy?
When are the times that you are sad?
Let the pupils share their happy and unforgettable
experiences with their friends on several occasions. Allow
them also to tell about some sad moments they had
experienced in the past.
2. Presentation and Discussion:
Tell the pupils that happy or sad feelings can also be felt
on paintings.
Show to pupils some pictures with colors that suggest
happiness or sadness. (Dull and dark colors on paintings
suggest sadness while bright and light colors suggests
happiness.
Show them also some samples of finger paintings then ask.
Have you done finger painting before?
Today, you will paint using your fingers.

DRAFT
April 22, 2014
Explain that finger paint is made of paste and dye.
3. Art Activity:
Let the pupils do BE CREATIVE on LM page _______
Activity I: Producing Tints and Shades
Activity 2: Finger Printing
C. Processing/Critiquing of Art Works:
Let the pupils display their artworks on the board.
Ask:
Why is it important to show value of colors used in
artworks?
D. Post – Activity :
1. Generalization:
How are tints and shades produced?
A tint is the mixture of a color with white and
a shade is the mixture of a color with black. Black and
white are neutral colors.
Ask:
Are you willing to share and display your artwork or
painting? Why? Were you able to show confidence
when painting with your fingers to show happy and sad
feelings? Explain briefly.

DRAFT
April 22, 2014
V. Assessment/Evaluation :
Refer to BE PROUD on LM page ______.
VI. Agreement/Assignment:
Display your finger painting at home.

DRAFT
April 22, 2014
Lesson No.7 : Painting of Animals
Code A3EL-IIb : Appreciates that nature is so rich for no two animals
have the same shape, skin covering, and color
Lesson Summary:
Some regions in our country
are rich with animals that
are unique in color and skin
covering, just like the
Tamaraw in Mindoro,
Pilandok in Palawan, and
Philippine Eagle in Davao
and many more.
Painting of
animals known
in the province
or region with
unique colors
& skin
covering.
Notice that
animals in
different
regions have
uniqueness and
beauty of their
own.
Appreciate the
unique shape
and color of the
skin covering of
animals through
exhibits of
paintings of
animals found in
the province or
region.
Elements and Principle of Art : Colors, Shapes, and Texture
Value Focus : Kindness to Animals
I. Art Activity : Painting of Animals
II. Objective
1. Describe the uniqueness of animals in terms of shape, skin covering,
and color.
2. Paint the picture of animals through crayon-resist painting technique.
3. Show kindness to animals through sharing of experiences in a group
discussion.
III. Materials
bond paper or oslo paper, watercolor, brush, crayon, pencil,
color wheel
References :
Sing and Sketch 5 pp.111
http:/www.hbschool.com

DRAFT
April 22, 2014
IV. Procedure
A. Pre Activity
Review
Say:
In an artwork, what colors are used that are opposites in the
color wheel?
Use the color wheel to identify complementary colors.
B. Activity Proper
1. Motivation
Ask:
What animals do you know in your locality, province, or
region? Tell us about your observations of their habits,
colors, textures, or skin covering.
2. Presentation
Show pictures of different animals that can be seen in the
different regions in our country like the following: Pilandok in
Palawan, Tamaraw in Mindoro, and Philippine Eagle in Davao.
Let the pupils identify the animals shown in the picture. Let
them notice the elements of art like lines, shapes, and texture
in their skin coverings.
Discuss their answers with the class.

DRAFT
April 22, 2014
3. Art Activity:
Refer to LM page____________.
Activity 1: Painting Using Crayon Resist
4. Processing / Critiquing of Output
What animal did you draw? Is it known in the province or region?
What makes it unique than other animals?
What shapes did you use in your artwork?
Describe its skin color and texture.
How did you show harmony in colors?
Why is crayon resist painting using complementary colors
Interesting?
C. Post Activity
1. Generalization:
How can skin coverings and colors of animals enrich or
contribute to the beauty of nature?
The physical characteristics of animals such as their size, color
texture, and body coverings add to the beauty of nature.

DRAFT
April 22, 2014
How can you show kindness to animals?
IV. Assessment/ Evaluation
Refer to BE PROUD on LM page _____.
V. Assignment/ Agreement
Bring pictures of trees or plants found in your place/ province, or
region.

DRAFT
April 22, 2014
Lesson No. 8 : Painting Wild Animals
Code A3PR-IIg : Observes the characteristics of wild animals
by making several pencil sketches, and
painting it later, adding the texture of its skin
covering.
Lesson Summary:
Art History Art Production Art Criticism Art
Appreciation
Filipinos have always
been artistic. Many
Filipino painters are
known not only in the
country but also in
other countries like Dr.
Jose Rizal, Juan Luna,
Fernando Amorsolo
and many others.
Paint wild
animals showing
contrast of
colors.
Evaluate
own
painting in
terms of use
of the
elements
and
principles.
Show
appreciation
of wild
animals
through
painting.
Elements and Principles of Art: Texture, Color, Lines
Value Focus: Appreciation and care for animals
I. Art Activity: Pencil Sketching and Painting Wild Animals
II. Objectives:
1. Observe the colors and textures of wild animals.
2. Create a painting using warm and cool colors.
3. Make painting realistic by using lines to show texture.
4. Show appreciation of wild animals through painting
emphasizing texture.
III. Materials: pencil , oslo paper, water color, and brush
References:

DRAFT
April 22, 2014
IV. Procedure:
A. Pre Activity:
Review
Distribute paper strips to the pupils. Let them write in the
strips examples of objects with warm and cool colors.
Ask them to paste the paper strips on the charts.
Example of the charts:
Check the responses of the pupils.
B. Activity Proper:
1. Motivation
Show pupils pictures of animals, then play a game.
Let the pupils identify wild animals and tamed or
domesticated animals. If the picture is an example of a
wild animal, pupils will give the sound of a tiger. If the
picture is an example of a tamed animal, pupils will give the
sound of a bird.
Ask:
What animals were shown in the pictures?
What kind of animals are they?
Things with warm colors.

Things with cool colors .

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April 22, 2014
What do you observe about the skin of a crocodile? How
about the wild pig, the snake, the deer, or the shark?
3. Art Activity
(Please refer to BE CREATIVE on LM page ___.)
Tell the pupils to look at their painting.
Ask:
How did you show the skin texture of the animal you
chose to paint?
Let the pupils share their experiences when making their
art activity.
C. Post Activity:
1. Generalization
How would you enhance your painting?
To enhance a painting, add more lines, colors and textures.
Should wild animals be protected by people? Why?
3. Application
Refer to BE PROUD on LM page ___.

Make a compilation of pictures of wild animals.

DRAFT
April 22, 2014

Third Quarter : Printmaking
Lesson I : Nature Prints
Code A3EL-IIIa : Tells that a print can be made from
objects in nature
Lesson Summary:
Objects found
in nature can
be used to
make prints.
Prints can be
realistic or
abstract.
Make an
abstract print
using materials
found in nature.

Identify shapes,
colors, and
emphasis in the
printed design.
Give importance
to the designs
made using
found objects in
nature through
print making.
Elements and Principles of Art: Shapes, color, and emphasis
Value Focus : Appreciation of each other’s work
I. Art Activity: Printing Using Found Objects
II. Objectives:
A. Differentiate abstract prints from realistic prints.
B. Use natural materials to produce abstract prints.
C. Give importance to the designs made using found objects
through printmaking.
Found objects, water color or acrylic water-based paint, brush,
ink pad, or sponge

DRAFT
April 22, 2014

IV. Procedure:
A. Pre- Activity
Review
Have you done printing using natural objects? What are these
nature objects from nature that can be used in printing?
B. Activity Proper:
1. Motivation
Present to pupils examples of natural materials that can
be used to produce a design (e.g. stalks, leaves, twigs,
etc.).
2. Presentation/Discussion
Items found in nature like twigs, leaves, plants, rocks, and
other natural objects were used in the printing process to
produce an image.
3. Art Activity:
Bring the pupils outside the classroom and guide
them to collect objects that can be used for printmaking.
Refer to BE CREATIVE, LM, p._____.
Let the children show their artwork to the class, then
ask them to talk about their feelings and experiences while
doing their artwork. Motivate them to give their
observations about the elements and principles of art used
in the artwork.

DRAFT
April 22, 2014

II. Post Activity
1. Generalization :
What is printmaking?
Printmaking is a process of transferring or
reproducing text and images typically with ink
on paper or in other materials.
2. Value Integration :
How do we show appreciation the works of others?
V. Evaluation/ Assessment
Check or rate the output of the pupils based on the rubric
below.
Criteria
3
Very
Evident
2
Evident
1
Not
Evident
1. Found objects were used to make a
design.
2. The print shows realistic or abstract
design with emphasis on colors.
3. The artwork is unique and colorful.
4. Shows appreciation for the works of
others.
VI. Agreement:
Look for other found objects and discover their unique print
design. Make a creative artwork using the design.

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April 22, 2014
Lesson No. 2 : Marbling
Code A3PL-IIIb : Appreciates variety of
materials used for printing and its importance.
Lesson Summary:
Appreciation
Romblon is well-
known for marble
making. Marble
can be a good
material for
teaching an art
process like
printmaking.
Create prints of
varied textural
effects, lines,
and shapes
using paint.
Describe
varied textural
effects, lines,
and shapes in
an artwork.
Appreciate the
creative
outputs in doing
marbling.
Elements and Principles of Art: Shapes, colors, lines, and texture
Value Focus : Appreciating one’s work and others
I. Art Activity: Marbling
II. Objectives:
1. Identify the steps in marbling.
2. Create textural effects, lines, and shapes using paint.
3. Appreciate the creative outputs in doing marbling.
III. Materials: Activity 1:
enamel paint (different primary colors, black and white),
oslo paper, basin of water, sticks, old newspaper, rags,
scissors, recycled plastic spoon
Activity 2:
Scissors, paste, empty cans

DRAFT
April 22, 2014
IV. Procedure
A. Pre Activity
Review
What found objects did you use in your printmaking?
B. Activity Proper
1. Motivation
The teacher will show pictures of different marbling. Let
the pupils observe the pictures then ask questions about them.
What are the pictures all about? Describe each picture.
Observe the shapes. Were the designs formed by swirling
of lines? and shapes?
2. Presentation and Discussion :
Say:
Romblon is known for marble works. Marble is
commonly used for sculpture and as a building material. It
has varied and colorful patterns that make it a favorite
decorative material. Marble can be a good material in
teaching the art process like printmaking.
Today, you will do paper marbling. It is a method of
making a design in the paper or fabric with swirling pattern
or combed patterns similar to stone.
Pictures of marble prints Pictures of marble prints

DRAFT
April 22, 2014
Show picture of marble design.
3. Art Activity:
Let the children prepare the materials and remind
them to always be careful in handling their art materials
especially the enamel paint since it is not water-based.
Activity 1 : “Marbling”
Note :
The children can try using several colors, aside from
the primary colors in producing varied textural effects and
movements. They can do it by stirring the paint on the
water.
Activity 2 : “Making of a Pencil Holder Cover”

Picture of Marble design

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April 22, 2014
4. Processing/Critiquing :
Let the children show their artwork to the class, then
ask them to talk about their feelings and experiences while
doing their artwork. Motivate them to give their
observations about the elements and principles of art used
in the activity.
C. Post Activity
1. Generalization (Refer to FRAME YOUR THOUGHTS, LM p. ___)
What is Paper Marbling?
(Paper Marbling is a method of making a design in which
paper or fabric is decorated with swirling patterns similar
to stone.)
How do we show appreciation for the works of others?
3. Application:
Refer to TAKE THE CHALLENGE, LM p. ___
Use Rubrics in assessing pupil’s performance in their artwork.
VI. Assignment:
Try marbling at home and create several designs.

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April 22, 2014
Lesson 3 : Finger Printing
Code A3PL-IIIc : Observes that a print design may use
repetition of shapes or lines and emphasis on
contrast of shapes and lines
Lesson Summary :
Art
Appreciation
Finger printing is a
simple artwork with
the use of fingers
to paint. It is
appreciated by
many people
because of the
simplicity of its
process and
designs are
formed. (Faulty
parallelism)
Make
different
designs
through finger
printing.
Notice how
repetition of
shapes or lines
and emphasis
on contrast is
used in
printmaking.
Appreciates
artworks done
by pupils in the
class and
those that are
seen in other
places through
exhibits.
Elements and Principles of Arts : Shapes, Color , Repetition,
Contrast
Value Focus : Perseverance
I. Art Activity : Finger Painting
II. Objectives:
1. Identify the designs in finger printing.
2. Create good print designs using repetition of lines and
shapes with emphasis on their contrast.
3. Appreciate art works through different experiences of
making art.
III. Materials : pencil, bond paper, brush, acrylic paint, water
container, rags, sponge, recycled flat Styrofoam.

DRAFT
April 22, 2014
IV. Procedure
A. Pre-Activity:
1. Review
What materials were used in marbling?
What are the steps in marbling?
What designs were formed?
B. Activity Proper:
1. Motivation
Say:
Today you will explore another way of making print
designs.
Let the children sing and do the action of the
children’s song entitled, “I Have Two Hands”
Emphasize that aside from using the fingers to do an
action song, our fingers can also be used to make
artworks.
Say:
Finger printing is an act of making designs with
the use of fingerprints. This artwork is simpler than
other art processes because artists can make
different designs with their fingers.
Show the different samples of Finger Printing
outputs and discuss the design, colors and the
process of finger printing.
3. Art Activity: “Finger Printing”
Let the children help the teacher prepare the
materials and remind them to always to be careful in
handling their art materials.

DRAFT
April 22, 2014
4. Processing/ Critiquing of Arts Outputs
Ask the pupils to show to the class their finger
printings. Motivate them to share their experiences in
making print designs through finger printing. Talk about
their works to express appreciation of their own works and
the works of others.
C. Post Activity
1. Generalization
Ask:
What is finger painting? How will you create a good
print design?
Finger printing is a simpler artwork process. It is a
technique of making designs through printing with the use
of fingers. Good print designs are created by using
repeated shapes or lines and giving emphasis on contrast
of colors, shapes, and lines.
2. Integration of Value
How would you show perseverance in making an
artistic design?
V. Evaluation
Use rubric in the LM to measure self creativity in finger printing.

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April 22, 2014
Lesson No. 4 : Stencil Making
Code A3PR-IIId&e : Realizes that a print design can be
duplicated many times by hand or by
machine and can be shared with others.
: Explain the meaning of the design created
Lesson Summary:
Ethnic groups
or tribes in our
country have
their own art
designs that
identify their
culture.
Make a stencil
showing ethnic
designs.
Compare own
print designs
with designs
made by other
groups.
Appreciate the
ethnic designs of
the different
cultural groups
in the country by
making it as an
inspiration in
creating one’s
print designs.
Elements and Principles of Art: Repetition of shapes and colors
Value Focus: Sharing things with others
I. Art Activity: Print Making
II. Objectives:
1. Realize that a print design can be duplicated many
times by hand or machine and can be shared with
others.
2. Make a stencil design for multiple printing.
3. Explain the meaning of the design created.
4. Share the produced design to others to show
appreciation of ethnic designs.
III. Materials: colored papers or used folder, newspaper,
water color/acrylic paint, water, small soft brush or
Chinese brush, scissors
References:

DRAFT
April 22, 2014
IV. Procedure:
A. Pre Activity:
Review
How did you create a repeated design in finger
printing?
Are you familiar with ethnic designs?
Describe the ethnic design you know.
B. Activity Proper:
1. Motivation
Look around you. Can you see objects or things with
printed designs?
Tell something about it.
Every ethnic group in the country is rich in artistry and
creative design that differentiates their ethnic group or tribe
from others. Ethnic designs are designs made by indigenous
people or ethnic tribes such as Maranao, Ifugao, Bagobo, and
others.
These kinds of designs can be used for printing shirts,
covers, cloths, garments, and many others. There are many
designs that can be used for printing such as flowers, trees,
animals, sceneries, and objects.
Look at the pictures on LM page________________.

DRAFT
April 22, 2014
3. Art Activities
Let the children do the Activity in the LM page ___.
Ask:
Did you share your design with other groups?
What can you say about your group works and of others?
How does it feel sharing your design to others?
C. Post Activity
1. Generalization
What is your realization after doing the activity?
Stencils or print designs can be multiplied many times by
hand or machine and can be shared with others.
How would you show generosity to others?
Give situations on how you can share things with others.
How do you show appreciation for ethnic designs of
different cultural groups?
(Please refer to LM page ____.)
Look for other examples of ethnic designs. Make a
scrapbook of ethnic designs.

DRAFT
April 22, 2014
Third Quarter : Print Making
Lesson No.5 : Logo Printing Using Discarded Materials
Code A3PR-IIIf : Designs an attractive logo with slogan
about the environment to be used for printing
Lesson Summary:
Appreciation
There are several
causes of pollution.
They can be natural
cause or man-made.
If help clean our
areas then our
country would be a
better and a cleaner
place to live in.
Design an
attractive logo
that conveys a
message about
the environment
to be used for
stamp printing.
Express
creativity in
making art
designs using
discarded
materials.
Demonstrate
appreciation for
print making by
inspiring others
to create logo
designs
promoting
environmental
awareness.
Elements and Principles of Art : Shapes, Rhythm, Contrast, Form
Value Focus : Environmental Awareness, Creativity
I - Art Activity: Logo with Slogan for Environmental
Awareness
II-Objectives:
1. Promote environmental awareness through logo printing.
2. Realize that discarded materials can be made useful.
3. Create an attractive logo with a slogan about the environment with
the use of discarded materials.
4. Inspire others to create a print design from discarded
materials.
III- Materials: long bond paper, pictures of logo design, old plastic
spoon, brush, sponges (1 per group), discarded flat
plastic or styro plates, acrylic paints (red and black)
References:
IV- Procedure:
A. Pre-Activity :
1. Review:
Recall the lesson on marbling. Have a class discussion of
their new learning using the technique. Prepare them for
the new activity.
Encourage them to share their observations of the new
technique.

DRAFT
April 22, 2014
B. Activity Proper:
1. Motivation:
Show actual or different pictures of discarded and recyclable
materials.
Ask: What do you think are these materials?
Draw out the meaning of recyclable and
discarded materials.
Can you group these materials into recyclable and
non-recyclable materials ?
How can we make these materials useful in making
art works?
Connect their answers to the lesson for the day.
We see trash everywhere since people produce a
lot of trash every day. This becomes the number one
concern of our government for it creates the big problem
on global warming. So, how to solve this problem is
everyone’s concern. Let’s recycle materials that can still
be used.
Present the activity of the day which is logo making
to promote environmental awareness.
Have an illustration on how to make a logo out of
recycled materials.
Ask: What are the recycled materials that can be used to
make art?
3. Art Activity :
Let the pupils do BE CREATIVE on LM page _______.
(Have a short demonstration on how to prepare colored
paste).
Motivate the children to show their cooperation and
creativity in this activity.
Encourage the pupils to post their stamp prints on the wall
for arts.
Call at least three pupils to tell something about their artwork.
Ask: Can you share what inspired you to have such a good
creative artwork?
What have you learned from the art activity?
Do you agree that discarded materials can

DRAFT
April 22, 2014
be used in making artworks?
C. Post- Activity:
1. Generalization:
What realization can be drawn from the activity?
Discarded materials can be made useful in any art activity.
An attractive design can be created by using repeated
patterns thru stamp printing.
How can we help our environment? How will you show
creativity in doing an artwork?
V- Assessment:
VI-Agreement (optional)
Bring the materials for activity no. ____ on page ____ for our next
activity.

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April 22, 2014
LESSON 6 : STENCILING A NAME
Code A3PR – lIIg : Create and cut a stencil from paper
or plastic sheets to be used for multiple
prints on color or hard paper.
Lesson Summary:
Stenciling is a
printmaking
method used to
produce multiple
images/designs
in t-shirts, bags,
handkerchiefs
and other things.
Create a stencil
from a
cardboard to
be used for
multiple prints.
Give emphasis
on printed
designs by
using different
colors in
multiple prints.
Awareness on
common
culture, heritage
or famous
places, icons,
animals in one’s
place.
Elements & Principle of Art: Colors
Value Focus: Awareness on culture and heritage of one’s
province or region.
I. Art Activity : MAKING A STENCIL ART
II. Objectives
A. Use different colors in multiple print designs or stencil art.
B. Create a stencil from a cardboard and use it for multiple paper
prints.
C. Show appreciation for places, icons, animals, etc. in own
province/region through stencil art.
Materials: crayon, pair of scissors, cardboard, paper
References: Art Express, 1998 Harcourt Brace and Company, Daniel
V.E. et. Al.
Fragment

DRAFT
April 22, 2014
IV. Procedure
A. Preliminary Activities
1. Review
Ask the pupils to share their experiences about their
previous activity on printing using discarded things.
Let the pupils identify discarded things that can be used
for printing.
B. Developmental Activities
1. Motivation
Conduct a Photo quiz.
Present pictures of places, products, icons, animals,
and others found in your province or region.
Let the pupils write the name of the picture in the
boxes provided.
Example:
http://www.traveltourbohol.com/wp‐content/gallery/chocolate‐hills/chocolate‐hills‐3.jpg
Answer: BOHOL

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April 22, 2014
Tell the pupils that they will print names of famous
places, products, icons, animals, or others which are
common in their places/province/region through stencil
art.
Examples:
BOHOL TARSIER MANILA MAYON
Stencil art or stenciling is printing of repeated
designs by making ink, paint or wax pass through holes or
cuts in a piece of cardboard or metal.
Refer to THINK ABOUT THIS, LM p. ___
3. Art Activity
Art Activity: Making a Stencil Art
Refer to BE CREATIVE on LM p. ___
Say:
Discuss your artwork with your classmates and give
emphasis on the letters and colors you used on the
stencil. Compare stenciling using crayons and stenciling
using paints.
C. Post Activity
1. Generalization
Refer to FRAME YOUR THOUGHTS, LM p. ___

DRAFT
April 22, 2014
What word did you use in your stencil?
Is the word related to something or a place which is familiar
to you?
Tell something about it.
Use the rubrics in assessing the pupil’s artwork.
VI. Assignment/Agreement
Cut pictures of ethic designs and paste them in your notebook.

DRAFT
April 22, 2014
Lesson 7 : Printing Using Found Objects
Code A3PR-IIIh : Creates a print for a shirt, bag or a poster
using letter stencils or abstract designs that
conveys a message and can be replicated.
Lesson Summary:
Filipinos are
naturally creative
and artistic. In
fact, there are
many print
makers in the
country who
create original
designs.
Create prints with
designs using
different found
objects for a shirt,
bag, or a poster.
Use of recycled
materials in an
interesting way.
Give importance
to the intricate
designs of found
objects or
recyclable
materials through
printing.
Elements and Principle of Art: Shapes, colors
Value Focus: Care for the Environment
I. Art Activity: Making Prints Using Found Objects
II. Objectives
1. Define abstract designs.
2. Create an abstract design for a shirt, bag, or a poster
using found objects.
3. Inspire others to use found objects to create attractive
prints.
III. Materials/Reference
Materials: paint or watercolor, pencil, drafting paper or
bond paper, found objects like bottle caps,
paper clips, nails, nut shells, etc.
Reference:
III. Procedure
1. Review
Ask:

DRAFT
April 22, 2014
Define stencil making or stenciling.
Can you recall the steps in stencil making?
Let pupils enumerate/discuss the steps or processes in
stencil making.
What did you learn from the process of stencil making?
B. Activity Proper
1. Motivation
Present a word puzzle. Let them form a word out of the
scrambled letters and meanings.
Means: - it does not look like a particular
object;
- not real
Answer: (ABSTRACT)
Means: - A plan or drawing produced to
show the look and function of an
object or idea.
Answer: (DESIGN)
Say:
We can see different print designs on shirts,
bags, posters, tarpaulins, streamers, etc. The designs
can be realistic or abstract pictures, There are several
objects or materials which have the same designs.
This is because of using stencils of the same design.
Discuss THINK ABOUT THIS on LM page ____
3. Art Activity
Activity: “Making Prints Using Found Objects”
Refer to BE CREATIVE on LM page ____.
R A B T S C S A
N G I S E D

DRAFT
April 22, 2014
4. Processing/Critiquing of Art outputs
Let pupils show their artwork to the class and let them say
something about it. Allow their classmates to give their own
assessment.
C. Post Activity
1. Generalization
Ask:
What is an abstract design?
How will you create prints for your shirts, bags, etc.?
Found objects such as bottle caps, nut shells, paper clips, and
others can be used in creating print designs for shirts, bags, posters, etc.
Designs can be letters or abstract. Abstract design is not realistic in terms
of forms, shapes, and colors.
Ask:
How can you be friendly to your environment?
Cite some situations.
IV. Assessment/Evaluation:
Refer to BE PROUD on LM page ____.
V. Agreement/Assignment
Make a slogan for an environment friendly campaign.

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April 22, 2014
Lesson 8 : Slogan or Logo Making
Code A3PR IIIi : Writes a slogan about the environment that
correlates messages to be printed on t-shirts,
posters, banners, or bags.
Lesson Summary:
Art
Appreciation
Most of the
designs on
slogans and
logos printed on
T-shirts, posters,
banners and
bags nowadays
pertain to
environmental
awareness.
Make a slogan
or logo on
environmental
awareness.
Relate
messages
about
environmental
awareness to
the society
through slogans
and logos
printed on T-
shirts, posters,
and banners.
Show
appreciation
on the
importance of
slogan or logo
on T-shirts,
posters, and
banners
to advocate
love and care
for the
environment.

Elements & Principles of Art: Shapes and Colors
Value Focus: Environmental Awareness

I. Art Activity: Slogan or Logo Making
II. Objective:
1. Tell the importance of caring for the environment.
2. Write a slogan or create a logo related to environmental
awareness.
3. Appreciate the importance of slogan and logo to
advocate care of the environment .
Materials: bond paper, crayons or pastels, water
Reference: Art in the Elementary School, PJV, Phil.
Normal College Manila September,
1959.pp.80, 163,

DRAFT
April 22, 2014
IV. Procedure:
A. Pre- Activity
1. Review
Recall the past lesson about print making. Let the pupils
explain briefly how found objects created beautiful prints and
artworks.
B. Activity Proper
1. Motivation
Present to the class a sample of a slogan and a logo
related to environmental awareness and let them say something
about it.
2. Presentation
Present the theme “Save Mother Earth” for slogan or logo
making.
Ask:
What particular word, icon, or symbol comes into your
mind which is related to the word environment?
Discuss and explain how to write a slogan or create a
logo.
Refer to THINK ABOUT THIS on LM page ___.
3. Art Activity
Let the pupils make a slogan or logo.
Refer to BE CREATIVE on LM page ___.
4. Processing/ Critiquing of Output
What particular symbol or words did you use in your slogan or
logo for t-shirts, bags and/or posters?
What shapes and colors did you use in your slogan or logo?

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April 22, 2014
What message/s would you like to convey in your slogan or
logo?
C. Post Activity
1. Generalization
How will you make a slogan or logo attractive?
In making a slogan or logo, you should consider the
symbols or icons appropriate to the message you want to tell or
relay. Colors are also important to make your slogan or logo
attractive.
.
Ask pupils to enumerate situation showing how to care for
the environment.
Ask:
Why should we care for our environment?
Evaluate the pupils artwork based on the rubric found
in the LM.
Refer to BE PROUD on LM page ____.
VI. Assignment/Agreement
Cut out a logo from a magazine or newspaper and paste
it in your notebook. Write a sentence about it.

DRAFT
April 22, 2014
Lesson Summary:
Art History
Art
Production
Art Criticism
Art
Appreciation
Puppetry is a form
of theatre or
performance that
involves the
manipulation
of puppets. It is
used in
entertainment and
in performance.
Create a
finger
puppet that
can be used
in a puppet
show.
Notice the
design of varied
shapes and
colors on
puppets that
suggest the
unique
character of
the puppet.
Show
appreciation of
the craft
through puppet
shows and
exhibits.

Elements and Principles of Art: line, shape, color
Value Focus: creativity, cooperation

I. Art Activity: Finger Puppet Making
II. Objectives:
1. Identify the different styles of puppets made in the
Philippines.
2. Create a finger puppet for a puppet show.
3. Show appreciation of the artwork through puppet
shows or exhibits.
Materials: glue, marker, crayons, paper, cardboard, scissors,
color pencils
Reference:
Fourth Quarter Sculpture/ 3D Works
Lesson No. I Finger Puppet
Code A3EL-IVa Identifies different styles of puppets made in the
Philippines

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April 22, 2014
IV. Procedure:
A. Pre- Activity
1.Review- Ask pupils what they have learned in the past lesson
and what skills have they developed in that activity.
B. Activity Proper:
1. Motivation
Ask:
Have you seen a puppet show? Did you enjoy the show?
Share your experiences with the class.
Look at the illustrations of puppets.
Do you know the different kinds of puppets?
2. Presentation/ Discussion
Say:
Puppets are effective means of educational
entertainment like the hand puppets, rod puppetry, stick
puppetry shadow puppetry, black theatre and string
puppets.
Discuss with the pupils the kinds of puppets:
a. Hand Puppets
These puppets are made of foam and cloth. The
puppeteer’s hand is inserted in the neck and holds
the flap to open the puppets mouth. Manipulations
are limited to the mouth, neck, arms, and hands.
Puppeteers perform by positioning themselves
below the improvised stage. And the common
position of a puppeteer is kneeling down or standing
up.
b. Rod Puppets
These Puppets are manipulated through a rod,
which controls movements in the head, arms, and
feet.

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April 22, 2014
c. Giant Puppets
These are life size puppets made of foam.
Sometimes the head is made of fiber glass. The
puppeteer is inside the puppet. Giant puppets can
walk, dance, and jump.
d. Stick Puppets
Stick puppets made of cardboard and sticks.
Manipulation is through the movement of sticks.
e. Shadow Puppets
Shadow puppets are made of cardboard
and sticks. Puppeteer performs from the back of a
white cloth with light at the back of the puppets.
f. Black Theater Puppets
These puppets are made of foam, rope,
cloth, and stuffing. The whole body can be
manipulated. Puppeteers perform from behind,
using black light to illuminate the design and color
of puppets.
g. String Puppets
String puppets are made of wood or rubber,
cloth, string, small wires. The strings attached to the
puppets allow the puppeteer move the head, arms,
hand, and feet of the puppet. The reason why they
are called string puppets. Puppeteers perform from
above the improvised stage.
3. Art Activity:
Let the pupils do the activity.
Activity 1 : Finger Puppet
(Refer to BE CREATIVE, LM page. _____)
Let the pupils show their puppets to the class. Ask
them about their experiences in doing the activity and in
the presentation. Have a sharing time.

DRAFT
April 22, 2014
C. Post Activity
1. Generalization
What is a Finger Puppet?
It is a miniature puppet manipulated by one finger or all
fingers.
1. Were you able to show your creativity in making your
puppet?
2. Were you able to work well with your groupmates?
3. Were you resourceful in using recyclable materials?
Explain your answer.
V. Agreement/ Assessment
Evaluate the work of the pupils. Give corresponding points on
each output.
Questions 3 2 1
Does your output show creativity?
Were materials used properly?
Is the finger puppet made of different recycled
materials?
Did you participate willingly in the presentation?
Legend: 3 Very Evident, 2 Evident, 1 Not Evident
VI. Assignment:
Bring paper bag, recycled materials, 2 pcs. of black buttons,
water color, and paste or glue.

DRAFT
April 22, 2014
Fourth Quarter Sculpture/ 3D Works
Lesson No. 2 Hand Puppet
Code A3PL-IVc Appreciates variations of puppets in terms of
material, structure, shapes, colors, and intricacy
of textural details
Lesson Summary:
Art
Appreciation
Puppets are made
out of different
materials.
Discarded and
recyclable
materials are still
useful in making
puppets.
Make a
puppet out of
a paper bag.
Know how
variation of
materials
used affects
the quality of
the puppets.
Show
appreciation for
the different
puppets made
out of
recyclable
materials
through puppet
shows or
exhibits.
Elements and Principles of Art: lines, shapes and texture
Value Focus: environmental awareness, creativity,
resourcefulness
I. Art Activity: Hand Puppet (Paper Bag)
II. Objectives
1. Compare different puppets in the use of different
materials, structure, and shapes used.
2. Make a puppet using a paper bag and other
recyclable materials.
3. Show appreciation of the importance of use of
recyclable materials to promote environmental
awareness.

DRAFT
April 22, 2014
Materials: Used paper bag, other recyclable materials: e.g.
used colored paper, old magazines, paper, plastic
cups , paste or glue, pencil and marking pen.
Reference: K to12 Curriculum Guide Arts Grade 3 pp.13
Art in the Elementary School, PJV, Phil.
Normal College Manila September, 1959.pp.80-163,
IV. Procedure
A. Pre- Activity
1. Review
Ask the pupils about what they learned about finger
puppets.
What skills were developed in the activity?
B. Activity Proper
1. Motivation
Prepare the pupils for another fun activity by making
another kind of puppet. Recall materials they used for their finger
puppet. Draw out from the pupils possible materials they can use
if they are to make hand puppets.
2. Presentation
Discarded and recyclable materials are found anywhere.
These materials are potential materials in puppet making.
Different colors, shapes, and textures of the recyclable and
discarded materials can create variation and can affect the
quality of the puppet.
Present real puppets or pictures of puppets to evoke the
interest and imagination of the pupils.
Say:
Today we will make another puppet made of a paper
bag and other recyclable materials. (Show undecorated paper
bag.)

DRAFT
April 22, 2014
3. Art Activity
Let the pupils do the Activity 1 BE CREATIVE (see LM p.___)
Guide the pupils in this activity.
Tell them to share their experiences in making a paper bag
puppet. Encourage them to discuss with their classmates the
materials, structure, shapes, colors, and texture they used in their
puppet.
C. Post Activity
1. Generalization
Why is using recyclable materials important in relation to
our environment?
(By reusing materials that can be recycled we help protect
our environment.)
How can variations of materials, colors , structure, texture,
and shapes affect the quality of your puppet?
(Variations of materials, colors, shapes, structure, texture,
and shape of the puppets makes the puppet attractive and
interesting.)
Ask:
How did you show creativity and resourcefulness in using
recyclable materials in making your puppet?
Check or rate the output of the pupil based on the given rubric.
Refer to BE PROUD on LM page ___________.

DRAFT
April 22, 2014
VI. Assignment / Agreement
List down recyclables materials found at home that can
still be used in making art projects.

DRAFT
April 22, 2014
Fourth Quarter 3D and Sculpture
Lesson No. 3 Sock Puppet
Code A3PR-IVc & d Creates a puppet design that would give a
specific and unique character
Applies designs of varied shapes and colors
on puppets to show the unique character of
the puppet
Lesson Summary :
Art History
Art
Production
Art Criticism
Art
Appreciation
Puppetry in the
Philippines started
since the time of Dr.
Jose Rizal, our
national hero, when
he staged the play
entitled “Carillo,” a
form of shadow
puppetry. The
process of puppet
making is taught as a
creative activity in
schools.
Create a
unique sock
puppet.
Describe the
elements
used in
designing and
creating a
hand puppet.
Show
appreciation
for one’s
puppet through
puppet exhibit
and
presentation.
Elements and Principles of Art: Shape, Color , Contrast
Value Focus: Creativity, Teamwork and
Resourcefulness
I. Objectives
1. Create a sock puppet design that shows a unique and
specific character
2. Apply varied decorations on puppets to make it
different and attractive
3. Appreciate the designs used in sock puppets through
puppet exhibits and presentations

DRAFT
April 22, 2014
II. Materials and Reference
Materials: glue, sock, felt paper, cardboard, pair of scissors, old
buttons, box of found objects
Reference:
III. Procedure
A. Pre Activity
1. Review
Share your experiences in puppet making from Lessons 1 -2.
What were the materials used in making those puppets?
B. Activity Proper
1. Motivation
Use a hand puppet made from a paper bag to get the
interest of the pupils. Let the pupils mention their
experiences in the past lessons.
Say:
Would you like to try another type of puppet?
Show illustrations of puppets
Can you describe what is in the picture?
How do the puppets differ from each other?
Can you name the materials used in making each puppet?
Picture of Finger
Puppet
Picture of Hand
Puppet
Picture of Stick
Puppet

DRAFT
April 22, 2014
Show a picture of a hand puppet made of socks.
Say:
The process of puppet making is taught as a creative
activity in schools. Puppets are used as main characters in
classroom presentations. During the time of Dr. Jose Rizal,
our national hero, he staged the play entitled “Carillo” a
shadow puppetry. He used a carton and a stick and he
place this at the back of a white cloth. Then he used the
candlelight at the back of the stage.
Aside from the traditional puppetry, there were groups of
puppeteers formed to entertain. These groups were
inspired by different puppetry art in other countries.
3. Art Activity:
Let the pupils do the activities below:
Activity 1 : “Hand Puppet Socks”
Activity 2 : “Mini Hand Puppet Show”
(Refer to BE CREATIVE, LM page. _____)

Picture of a hand puppet made of socks

DRAFT
April 22, 2014
Let the pupil’s show their puppets to the class, then
ask them about their feelings and experiences in doing the
activity and the presentation.
C. Post Activity
1. Generalization
(Refer to FRAME YOUR THOUGHTS, LM p. ___)
What is a hand puppet?
(A hand puppet is a type of puppet that is controlled
by the hand. It is made of hallow head sewn or glued to
the material that fits over the hand of the puppeteer to
conceal the fingers and the thumb which manipulate it.)
1. Were you able to show your creativity in making your
puppet?
2. Were you able to work well with your groupmates?
3. Were you resourceful in using recyclable materials?
3. Application
(Refer to TAKE THE CHALLENGE, LM p. ___)
IV. Assessment/ Evaluation:
Use Rubrics in assessing the pupil’s output.
(Refer to BE PROUD, LM p. ____)

DRAFT
April 22, 2014
Fourth Quarter Sculpture/3d Works
Lesson No. 4 Stick Puppet
Code A3PR-IVe Constructs a simple puppet based on a
character in a legend, myth or story using
recyclable materials and bamboo sticks or
twigs.

Lesson Summary :
Art
Appreciation
Puppets today
are widely
considered to
be
entertainment
for all ages.
Construct a
simple puppet
based on a
character in a
legend, myth,
or story.
Identify the
variations of
stick puppets in
terms of
material,
structure,
shapes, colors,
and textural
designs.
Describe a stick
puppet as
another type of
puppetry using
art elements
and principles.
Elements and Principles of Art : Shapes, colors and texture, emphasis
Value Focus: Creativity, resourcefulness
I. Art Activity : Stick Puppet Making
II. Objectives:
1. Identify the variety of puppets in terms of materials,
structure, shapes, colors, and texture
2. Construct a simple puppet based on a character in a
legend, myth, or story
3. Realize the value of puppet making as an enjoyable
experience
III. Materials and Reference : :
Materials: Recycled cardboards or folders, popsicle sticks,
glue, pair of scissors, box of found materials
Reference:

DRAFT
April 22, 2014
IV. Procedure
A. Pre-Activity
1. Review
How did you feel during the puppet making
activity? Did you enjoy it? Why?
Have a discussion on the value of puppet making.
B. Activity Proper
1. Motivation
You’ve experienced many manipulative puppets.
Share your experiences with these puppets.








Puppeteers can create a small theater for doing shows
using the finger puppets, popsicle stick puppets, or
puppets on a straw. Sometimes, the puppeteer holds the
puppet with one hand and uses the other hand to move
the puppets.
Picture of hand puppet Picture of finger puppet
http://www.makeandtakes.com/wp-content/uploads/Popsicle-
Stick-Puppets-and-Mini-Theater.jpg
http://www.makeandtakes.com/wp‐content/uploads/finished.jpg
Picture of stick puppet
http://www.google.com.ph/imgres?imgurl=http:
http://www.puppetsbypost.com/finger_puppets/sets_
people/little-red-riding-hood-finger-puppet-set
http://www.101handpuppets.com/hand-puppet-
photos-hand-puppets/picture-11.html

DRAFT
April 22, 2014



Discuss what the pupils have seen in the picture. Let the
pupils share their observations about the pictures of the
stick puppets. Ask what materials they think were used in
making the stick puppet.
3. Arts Activity:“Stick Puppet Making”
4. Processing/ Critiquing of Arts Outputs
Present a short puppet show. Discuss the uniqueness of
the puppets and their experiences in stick puppet
making.
C. Post Activity
1. Generalization
Ask: How are you going to make a stick puppet?
2. Integration of Value
How did you show creativity in your works?
Use a rubric to measure self creativity in stick puppet making.

DRAFT
April 22, 2014
Lesson No. 5 String Puppets
Code A3PR-IVf Manipulates a puppet to act out a character in
a story together with other puppets

Lesson Summary:
Art
Appreciation
Puppets have
entertained
people for
centuries. In the
Philippines, they
are used to
entertain
children while
demonstrating
and instilling
Filipino values.
Manipulate a
puppet based
on a character
in a story
focusing on
Filipino values.
Judge the
showmanship of
the puppets on
how they
moved and
were used
during the
presentation.
Value the
importance of
communicating
important
Filipino values
through the use
of puppets.
Elements and Principles of Art : Unity, Movement
Value Focus: Cooperation, kindness, teamwork
I. Art Activity: Manipulating a String Puppet
II. Objectives:
1. Agree with groupmates ways on how to manipulate a
puppet to act out a character in a story with other
puppets.
2. Manipulate a puppet based on a character in the story.
Show great appreciation for the preciseness of
manipulating the puppets through group presentations.
Materials: Sample puppets: finger puppet, hand puppet, stick
puppet, bag puppet, and sock puppet
Reference: Active MAPE 3

DRAFT
April 22, 2014
IV. Procedure
A. Pre-Activity :
1. Review:
What kind of puppet did you construct last week?
Ask some pupils to share their experiences.
Tell the class that today they are going to use the puppets
they previously created to act out characters in a story.
B. Activity Proper:
1. Motivation:
What kind of story do you usually love to read and listen to?
What folktale have you read and heard already?
Do you want to hear another folktale?
Ask a pupil volunteer to read the Legend of the Guava,
while the teacher shows the class how to manipulate a
hand puppet.
The Legend of Guava
by: Joevel Aga Macaraeg
Once there lived a poor farmer and his wife. They had a son
named Bayabas . Every day, Bayabas would take care of their three
fat carabaos because it was his task. While the carabaos were
resting, Bayabas would climb the tree for edible fruits. There
was one fruit, which it looked delicious and tasty, but he dared not to
touch or eat it because it was believed to be poisonous.
One noontime Bayabas wished to eat the fruits so that he will be
the happiest boy in the world. Then a beautiful lady diwata appeared
before him and told him to grant his wish if he will sprinkle the trunk of
the tree with the blood of a black dog. Then Bayabas decided
that he would sacrifice his black puppy, although he loved it very
much, for the sake of thousands of other children and all the people in
the world.
N e x t m o r n i n g , h e w a s r e a d y t o k i l l h i s b l a c k
d o g b u t t h e d i w a t a appeared before him and told him he
did not need to kill his pet, because she was already happy to
find an unselfish boy like Bayabas. So, the diwata made the fruit edible
and named the fruit Bayabas.

DRAFT
April 22, 2014
Ask: What is the story all about and what lesson can we get from
the story?
Connect their answers to the activity for the day.
Today you will create a story and manipulate a puppet to
characterize the story.
Draw from them what might be the expected activity.
3. Activity :
Group the class into 4 groups with 10 members each.
Guide them to create an original story based on the
Filipino values assigned to each group.
Tell the class that they are going to show their cooperation
and teamwork in this activity.
After the story making, show the children how to
manipulate the two types of hand puppets.
Let the pupils do the activity on BE CREATIVE refer to LM
page___________.
Encourage the class to share their group outputs to other
groups.
Call at least two pupils from a group to share what inspired
them to create such an interesting story about Filipino
values.
Ask :
What have you learned from the activity done?
C. Post- Activity:
1. Generalization:
` What important learning was gained from the
activity?

DRAFT
April 22, 2014
Appreciate and value one’s puppet and puppets of
others by giving constructive criticism and by extending
help to improve one’s output. Work and share willingly
materials and ideas with others. Give and accept criticism.
V. Evaluation:
VI. Agreement:
Bring the different puppets next week to be used for a puppet
showdown.

DRAFT
April 22, 2014
Lesson No. 6 Puppet Show
Code A3PR-IVg Performs as a puppeteer together with others, in
a puppet show to tell a story using the puppet
created
Lesson Summary:
Art
Appreciation
Puppetry is known
as an effective
means of
entertainment.
Puppetry
showcases the
creative skill of
puppeteers
Plan and
present a
puppet show.
Show emphasis
on shapes,
colors, and
textures of
different
puppets used
during a
puppet show.
Take pride in
showing a
group
presentation
with confidence
through a
puppet show.
Elements and Principles of Art: Emphasis , Movement
Value Focus: Teamwork and Cooperation
Time Allotment: 2 Sessions (40 Minutes each session)
I. Art Activity Staging a Puppet Show
II. Objectives
1. Perform as puppeteer in a puppet show
2. Demonstrate understanding on emphasis as shown in
the precise movements of the puppets.
3. Show cooperation and team work in the planning and
presentation of a puppet show

DRAFT
April 22, 2014
Materials: Puppets made in the previous lessons like sock puppet,
finger puppet, paper bag puppet, stick puppet,
and materials for the props
Reference:
IV. Procedure
A. Preliminary Activities
1. Review
Recall the past lessons on puppets. Ask the pupils what a
puppet is.
Ask them about their favorite puppet.
Let the pupils describe the colors, texture, shapes, and the
structure of puppet they made in the previous lesson.
Tell them that once they have made a puppet, it should be
used in a show to be appreciated by friends and
classmates.
B. Developmental Activities
1. Motivation
Make a guessing game in the form of puzzle identifying
the name of the famous puppets in the country.

Nicolo Arn Arn Kiko Matsing
These puppets seen in the movies and on television
including traditional puppets inspired so many children.
Have a sharing of ideas in class.
Let the pupils cite television shows that use puppets as
characters.

DRAFT
April 22, 2014
Tell the pupils that puppet making is fun but this is not
enough. It is better to watch puppets perform than to
display them in a corner.
Puppet show is a show or entertainment in which the
performers are puppets and a person who manipulates a
puppet is called a puppeteer.
Setting up a puppet theater will enhance the show. You
can setup a puppet show on a cloth covered table, a
cardboard box, through a window.
Tell the pupils that they will practice performing for their
puppet show.
3. Art Activity
Please refer to BE CREATIVE, LM p. ___)
4. Discussion of the output
Say:
Share your experiences about the puppet show. Discuss
what your classmates presented in the puppet show.
C. Post Activity
1. Generalization
What is a puppet show?
A puppet show is form of entertainment show wherein the
performers are puppets manipulated by a person called a
puppeteer.

DRAFT
April 22, 2014
Ask:
What is your part in the group presentation?
How did you perform?
How did you plan for the puppet show?
How did you help one another?
Use the rubrics in assessing the pupil’s performance in the
puppet show?
VI. Assignment
List some of the best festivals and celebrations in the Philippines.

DRAFT
April 22, 2014
Lesson No. 7 Mask Making
Code A3PR-IVh Designs and creates a mask or headdress with
the using of recycled or natural objects inspired
by best festivals
Lesson Summary:
Art
Appreciation
Masskara
Festival is
celebrated in
Bacolod City
every October.
Design and
create a mask
or headdress
using recycled
materials.
Choose shapes
and colors for
masks.
Enrich one’s
cultural
awareness
through
experiencing
mask making.
Elements and Principles of Art: Variation of shapes, colors, and
textures
Value Focus: Enriching one’s cultural awareness.
I. Art Activity Designing and Creating a Mask
II. Objectives
1. Acquaint one’s self with the Masskara Festival in
Bacolod
2. Design and create a mask or headdress inspired by
festivals using recycled and natural objects, inspired by
festivals
3. Work and share willingly materials and ideas with others
Materials: used cardboards, chipboards, used folders, scissor,
crayon or water color, brush, string
References: a. www.bacolodcitygov.ph
b. homestyleliving2.wordpress.com/
c. www.digitalphotographer.com.ph
d. www.flickr.com

DRAFT
April 22, 2014
IV. Procedure:
A. Pre Activity:
1. Review
Based on the agreement of the past lesson, ask:
Who can tell a short story using a puppet?
What is his/her story about?
How does it feel to hear stories with the use of puppets?
Let the pupils get their puppets and play with their
seatmates by making conversations about festivals or
celebrations in their provinces. Do this for 2-3 minutes only.
B. Activity Proper:
1. Motivation
Ask:
Have you ever seen a mask?
What kind of mask was it?
(If possible and available, show a video clip or a
picture/poster of Masskara Festival in Bacolod.)
Negros Occidental conducted the initial Masskara
Festival in 1980 when a tragic crisis in the sugar industry was
felt by the people. It was a declaration of the people in the
city that no matter how tough and bad the times were,
they pull through, survive and at the end triumph. The
biggest celebration of Masskara Festival takes place in
Bacolod City. Masskara Festival is also called “Festival of
Smiles” because people use masks that depict happiness
and joy to cover up sad faces.

DRAFT
April 22, 2014
Some examples of their masks are shown below.

Source: www.bacolodcity.gov.ph/homestyleliving2.wordpress.com/www.digitalphotographer.com.phwww.flickr.com
Ask:
What did you see in the video clip/picture/poster on
Mascara Festival in Bacolod?
Did you notice the colorful masks they wore?
What can you say about the different masks in the video
clip/picture/poster?

DRAFT
April 22, 2014 Mask making is fun. One can create a mask
artistically by using different shapes, colors and textures.
Masks can be made of paper, cardboard, paper plates, or
old folders. Strings, yarn, straws, and other materials can be
added to decorate the mask.
If you had to make a mask, would you create your own
design? Why?
3. Art Activities
Activity 1: Paper Mask Making
(Refer to LM page ___.)
Note: Explicitly explain the details of the directions in Mask
Making. You may also show samples of masks?
Ask:
Were you able to make your own mask?
Did you use varied shapes and colors?
What shapes and colors did you use?
How did you decorate your mask?
C. Post Activity
1. Generalization
Ask:
How can you make masks?
In what ways can you make masks attractive?
Activity 2:
Ask:
What is the festival that your province celebrates?

DRAFT
April 22, 2014
What is the festival about?
How do you involve yourself in celebrating festivals or
celebrations in your province?
What values did you learn from our discussion?
Explain your answer?
Answer the questions by shading the box of the correct answer
with any of the primary colors.
Look for another design of masks and identify where it originated.

DRAFT
April 22, 2014
Fourth Quarter Sculpture/3d Works
Lesson No. 8 Headdress Making
Code A3PR -IVi Creates a mask or headdress that is imaginary in
design using found and recycled material,
inspired by local Festivals

Lesson Summary:
Our country has
a rich cultural
heritage and
practices as
seen in the
festivals in the
different
provinces or
regions.
Participants to
these festivals
usually wear
colorful masks or
headdresses in
street dancing.
Create a
headdress
using
recyclable
and
indigenous
materials that
can be worn in
local festivals.
Describe the
design of the
headdress and
tell what
particular festival
in the
province/region
the headdress is
worn.
Appreciate the
different festivals
in the
province/region
by making a
headdress using
recyclable and
indigenous
materials found
in the place.

Elements and Principles of Art: Shapes, colors, form
Value Focus: Appreciation of one’s artworks and
those of others.

I. Art Activity Making Headdress
II. Objectives
1. Identify indigenous and recyclable materials in the
province/region that can be used in making a
headdress.
2. Make a headdress that will show appreciation for the
festival of the province or region.
3. Inspire others to use recyclable and indigenous
materials found in their province/region to promote their
culture.

DRAFT
April 22, 2014
Materials: glue/paste, scissors, stapler, pictures, crayon, ruler,
old folders/cardboards, rubber bands,
Reference:
IV. Procedure
1. Review
Ask: Have you tried making boats airplanes, flowers,
birds, fish, and others by paperfolding?
Say:
The paper boats, planes, flowers, and others are
samples of 3D objects. Today, you will learn another 3D
sculpture.
B. Activity Proper
1. Motivation
Show pictures of children wearing headdresses. Let
pupils observe and say something about the picture.
(picture of children dancing wearing
headdress in celebration of
Festival in their province or region)
What is happening in the picture?
What are the children wearing?
Is the headdress a sample of a 3D sculpture?

DRAFT
April 22, 2014
Say:
Headdress have a variety of uses throughout the world.
Different styles of headdresses are put over the head for
celebrations, performances and entertainment. There are
also headdresses that are worn mainly for protection (e.g.
helmet, bonnet, etc.).
Now, we are going to make headdresses that can be used
in celebrating our festivals in our province/region.
Motivate pupils to use a variety of shapes and colors to
make their work attractive.
3. Art Activity
Let the pupils do the Activity 1 (see LM p.___)
4. Processing/Critiquing of Art Outputs
1. Let pupils show their artwork to the class and to say
something about it. Describe the shapes, colors and
designs they used in the art activity and what particular
activity in their place they may use that headdress.
2. Call one pupil in front to share his/her work.
C. Post Activity
1. Generalization
1. Ask: What have you learned in your art activity? Were
able to express your ideas/thoughts using headdress?
How?
1. Ask: Why do we use headdresses in celebrating the
festivals in our province or region?
V. Evaluation
Let the pupils do the Activity 2 Be Proud (see LM
p.__)

Art 3 tg draft 4.22.2014

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