1. The document provides instructions for drawing lessons focusing on lines, shapes, textures, perspective, and landscapes. 2. It discusses key drawing techniques like foreshortening, shading, and using lines to show textures. 3. Students are given activities to practice these techniques by sketching plants, drawing landscapes, and illustrating occupations.

1. DRAFT
April 10, 2014
1
MAPEH
Learner’s Material
Unit 1
Drawing
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
3

2. DRAFT
April 10, 2014
2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Assistant Secretary: Elena R. Ruiz, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material

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Table of Contents
Lesson 1
Kinds of Lines and their Characteristics………….. 4
Lesson 2
People of Different Sizes ……………………………. 7
Lesson 3
Illusion of Space …………………………………….. 8
Lesson 4
Visual Texture ………………………………………… 11
Lesson 5
Landscape Drawing ………………………………… 14
Lesson 6
Textures and Shapes ………………………………. 17
Lesson 7
Pencil Drawing ……………………………………… 19
Lesson 8
Historical Houses and Building …………………... 22

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LEARNER’S MATERIALS (LM)
First Quarter : Drawing
Lesson No.1 : Kinds of Lines and their Characteristics
Code A3PR-If : Create a geometric design by contrasting
two kind of lines in terms of types or sizes
THINK ABOUT THIS
A line is formed when two points are connected. There are
two kinds of lines – the straight lines and the curve lines. Curve lines
are wavy and spiral. A line can be thick, thin, wide, or narrow.
Types of straight lines are horizontal lines, vertical lines, diagonal
lines, and broken lines.
Geometric designs are designs based on lines or simple
shapes such as rectangles, triangles, and circles.
BE CREATIVE
Activity I : Making a Design for a Gift Wrap
Materials:
oslo paper, pencil, crayons, pastel colors, ruler
Procedure:
1. Prepare the materials needed for this activity.
2. Think of a design that is appropriate for a gift
wrap.
3. Use and combine different kinds of lines for your
design.
4. Color your work to make it attractive and think
of a title for your work.
5. Make sure that the artwork is neat and clean.

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Draw your design here:
Title

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FRAME YOUR THOUGHTS
An artist can create attractive and meaningful designs
using the different kinds of lines.
TAKE THE CHALLENGE
Creative Paper Bag
1. Cut a piece of colored /craft paper measuring 9.5 x 15
inches.
2. Fold the bottom edge of the paper up 2 inches (5 cm)
and sharply crease the fold.
3. Fold the sides of the bag into place and paste.
(Ask for the teacher’s assistance if necessary.)
4. Flip the bag over so that it sits glued side-down.
5. Fold the side-creases inward to create a slight accordion
effect.
6. Fold and glue the bottom of the bag into place.
7. Now add the handles.
8. Paste the pre-designed gift wrap on the paper bag.
9. Use glue sparingly.
10. Decorate it more with art supplies such as glitter, paint
and markers.

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LEARNER’S MATERIAL
First Quarter : Drawing
Lesson No. 2 : People of Different Sizes
Code A3EL-Ia : Distinguishes the size of persons in the
drawing, by their distance from the
viewer
THINK ABOUT THIS
In a drawing, the sizes of objects may differ. Objects look
smaller when they are far from the viewer, and larger
when they are near.
FRAME YOUR THOUGHTS
In a drawing, objects that are near to the viewer are drawn
bigger while objects are far from the viewer are drawn smaller.
Picture of children with the same age group playing
that shows distance.... children near the viewer, at the
middle and far from the viewer ( the sizes vary based
on their placement )
L2-1

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BE CREATIVE
Activity 1:
Directions:
1. Imagine and then, draw a view of a farm or farmscape.
2. Add images of persons in the seascape with different sizes
according to the distance from the viewer.
3. Color your drawing.
4. Give a title for your finished artwork.
5. Show your finished artwork to your classmates and tell
something about it.
First Quarter : Drawing
Lesson No.3 : Illusion of Space
Code: A3EL-Ib : Shows illusion of space in drawing objects
and
Persons of different sizes
THINK ABOUT THIS
In a drawing, the farther the distance from the viewer,
the smaller the object, the nearer the distance from the
viewer the bigger the object. This is called Illusion of Space.
L2-2

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The use of illusion of space is a technique or process
used by an artist to show distance, depth, and width in an
artwork.
BE CREATIVE
Activity 1
“Drawing of Community”
Procedure:
1. Go out of the room and look for a place where you
can view the surroundings of the school.
2. Prepare your materials.
3. In your bond paper, draw a horizontal line to serve as
horizon.
4. Draw a dot at the center, left, or right side of the
drawing Area.
5. From the dot, draw two slant lines below to form as
pathway.
6. Draw another two slant lines above the horizontal line
to
serve as guide in drawing persons and objects.
7. Make sure that objects near the viewer are bigger than
the objects far from the viewer.
8. Color your drawing and put a title.
Be creative and Unique in your output!
Picture of a drawing of a famous Filipino artist showing an illusion of space.
Label it with the name of the artist and the title of the drawing.
L3-1

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FRAME YOUR THOUGHTS
In a drawing, the farther the distance from the viewer, the
smaller the object, the nearer the distance from the viewer the
bigger the object. This is called Illusion of Space.
Take the Challenge
Instruction:
Check the box of the picture that shows illusion of space.
1.___ 2.____
3.___ 4.___
L3-2
L3-3

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Learner’s Material
First Quarter : Drawing
Lesson 4 : Visual Texture
Code A3PL-Ic : Appreciates that artists create visual
textures by using lines, dots, and colors
THINK ABOUT THIS
Still life drawing is one of the processes in showing one’s
creativity. We can use cross hatch lines and pointillism to produce
visual textures. Cross hatch lines are marks of two or more sets of
intersecting parallel lines while pointillism is a technique done by
applying small dots to a surface to form a picture.
Our eyes can only determine visual textures; they cannot be
touched or felt. We distinguish the texture of the object in a
picture by looking at it.
BE CREATIVE
Still Life Drawing with Cross Hatch Lines and Dots
1. Prepare the drawing materials.
L4-1

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2. Arrange the objects to be drawn (ex. different kinds
of
fruits , bottles, etc.) in a pleasing arrangement to be
used as model.
3. Draw the arranged objects with the use of pencil.
4. Choose cross hatching or pointillism(using of dots) to
show the texture of the
objects. Use only one technique.
5. Seek the help of the teacher if needed.
6. Write a title for your finished artwork and display it on
the board.
Title
FRAME YOUR THOUGHTS
Visual Texture is a texture that can only be noticed by looking at
the picture of an object. It cannot be touched or felt.
L4-2

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TAKE THE CHALLENGE
Think of an animal that flies or swims.
Draw it and apply cross hatch lines and dots to show visual
textures. Use your imagination!
BE PROUD
In the circle, draw a if your answer is YES
and if your answer is NO. Then, give a short
explanation.
1. Did I use cross hatch lines and dots in drawing a still life?
Why ? _______________________
2. Did I show creativity in doing my artwork?
How? ________________________
3. Did I use different kinds of lines and colors to create visual
texture in my artwork?
How? ________________________
L4-4

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4. Did I show appreciation to my works
and the works of others?
How? ________________________
LEARNER’S MATERIAL
First Quarter : Drawing
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.
THINK ABOUT THIS
An artist makes objects appear bigger and smaller in his/her
drawing depending on their placement or position in the
foreground, middle ground, and background.
Objects in the foreground are usually big because they
appear to be in the front and nearest to the viewer while objects
in the backgrounds appear smaller for they are far from the
viewer. Objects in the middle ground are found between the
background and foreground.
Background
Middle ground
Foreground
L5-1

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The principle of balance is shown in the picture through the
distribution of objects seen in the foreground, middle ground, and
background within the composition.
BE CREATIVE
LANDSCAPE DRAWING
1. Think of a scene or landscape in your province or region
that you want to draw.
2. Decide what objects are to be included in the drawing.
3. Draw a landscape showing the foreground, middle ground and
background.
4. Position the objects in the landscape to show balance.
5. Color the drawing and write a title for it.
L5-2

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FRAME YOUR THOUGHTS
There is a feeling of balance when there is foreground, middle
ground, and background in the composition.
TAKE THE CHALLENGE
Identify the foreground, middle ground, and background in each
of the pictures below.
1.
2.
L5-3

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BE PROUD
Put a if your answer is Yes if No.
RUBRIC
1. Did I draw the foreground, middle ground, and
background in the drawing to show balance?
2. Did I draw the landscape or land formations
found in the region?
3. Did I take pride in my landscape drawing by
showing it to others?
4. Did I finish my artwork on time?
LEARNER’S MATERIAL
First Quarter : DRAWING
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, black crayon,
ballpen.
THINK ABOUT THIS
Sketching is a fast way to record observations of what you
see. These lines and forms are often simple but beautiful. On the
other hand, drawing is usually considered more of a finished piece
than a sketch. This generally means that a drawing will contain
more visual details than a sketch. Drawings are complete
statements of a scene or subject compared to sketches.
BE CREATIVE
Sketching of a Plant, Flower, or a Tree
1. Look for a plant, flower, or tree that you would want
to draw.

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2. Sketch then draw the details of it.
3. Show its texture using different kinds of lines and
shapes.
4. Enhance your drawing by applying colors of your
choice.
5. Present your output to the class and share your
experiences while doing the activity.
___________________________________________
Title
FRAME YOUR THOUGHTS
L5-4

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Lines and shapes are used in making sketches. A sketch is
an incomplete work of art which may lack details and color.
It is a guide used by an artist to produce his final work of art.
TAKE THE CHALLENGE
Make a sketch of an object seen inside the classroom .
BE PROUD
Rate your outputs based on the rubric below.
RUBRIC 3
Very
Evident
2
Evident
1
Not
Evident
1. I drew an example of a natural
object seen outside the
classroom.
2. I made a sketch of the object
before finalizing my artwork.
3. Texture and shape were evident
in my drawing.
4. I shared my feelings about my
experience to my classmates
after the art activity.
LEARNER’S MATERIALS
First Quarter : Drawing
Lesson No. 7 : Pencil Drawing
Code A3PR-lh & Ie : 1. Creates a pencil or pen drawing of scene
in daily life, where people in the

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province/region show their occupation by
the action they are doing.
2. Describe the way of life of people in the
cultural community.
THINK ABOUT THIS
Work or occupation is important to our lives. It is an activity
that serves as one's regular source of livelihood to earn money for
his/her family’s everyday living.
Here are some occupations in different places that are rich
in culture.
Sculpturing in Paete, Laguna Weaving in Aklan
Jar making in Ilocos Painting in Angono, Rizal
(Source: En.wikipedia.org; stella-arnaldo.blogspot.com; rizalprovince.ph)
BE CREATIVE
Activity 1. You will be grouped into two to perform the following activities:
L7-1

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There are different kinds of occupations in the country like weaving,
painting, sculpture, jar making, and carpentry. These are the major source
of income in a region or province.
Group members should
Identify the different
kinds of occupations that
people in your place have
and the things they do.
Present the song
with action in
front of the class.
Write a 4‐line jingle or a
rap about the
occupations of the
people in your place
using the tune of any
song.
Identify the different
kinds of occupations that
people in your place have
and the things they do.
Choose three kinds of
occupations.
Take turns in drawing and
coloring the three kinds of
works or occupations in a
manila paper.
Choose a leader to
present your group
output.
A leader should
present and explain to
the class your group
output.
Group 1
Group 2
Activity 2. (Suggested Activity)
Draw one kind of occupation that you see in your province or
region in a bond paper. Use a pencil or a pen.
FRAME YOUR THOUGHTS
BE PROUD
Evaluate your group based on the rubric below.
3
Very
Evident
2
Evident
1
Not
Evident
1. We took part in doing the group
activity by sharing my ideas.
2. We kept our working area clean and
orderly.
3. We were able to create a pencil
L7-2

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drawing of the different occupations in
my province or region.
4. We respected the works and ideas of
others.
5. We are proud of the occupations of
the people in my province or region.
LEARNER’S MATERIAL
First Quarter : Drawing
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.
THINK ABOUT THIS
Lines and shapes are very important for us to represent or
draw objects. To draw objects we should remember and apply
the use of foreground, middle ground, and background.
BE CREATIVE
“Drawing of Historical Houses or Buildings”
1. Choose any historical houses and buildings you see in
your locality/province or region.
2. Using different kinds of lines and shapes, draw the
historical house or building you choose.
3. Add the structure with your own design.
4. Draw the things that you would like to be in the
foreground, middle ground, and background.
5. Color it and place it on the blackboard.
L7-3

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TAKE THE CHALLENGE
Identify what is being pointed in the drawing. Write your
answers on the blank provided.
2. _______________________
1. _____________________
3.________________
L8-1
L8-2

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April 10, 2014
MAPEH
Learner’s Material
Unit 2
Painting
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.

25. DRAFT
April 10, 2014
2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dino S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material

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Table Of Contents
Lesson 1
Harmony in Plants.......................................... 4
Lessons 2 to 4
Landscape Painting ………………………….. 8
Lesson 5
Still Life Painting of Fruits….………………….. 15
Lesson 6
Tints and Shades of Color …………………… 18
Lesson 7
Painting of Animals …………………………… 21
Lesson 8
Painting of Wild Animals …………………….. 23

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LEARNER’S MATERIALS
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
THINK ABOUT THIS
Painting is an art form dating way back thousands of years
ago. It is the process of using paint to express ideas and emotions.
There are different techniques in painting and one of this is the
resist technique. Painters have developed their own creative
ways of doing an artwork.
Look at the group of colors and the color wheel. These will
be useful in your painting activity.
Primary colors
Try mixing the primary colors. What colors are produced
We can form the Secondary Colors by mixing the primary
colors. Look at the illustration below.

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Notice the colors in the color wheel. Colors which are
opposite each other are called complementary colors.
Examples are blue and orange, red and green, and yellow
and violet.
= +
Red Blue Violet
= +
Blue Yellow Green
= +
Yellow Red Orange

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6
BE CREATIVE
Harmony in Plants
1. Go out of the classroom and explore the
environment. Observe plants that you like most and
you would like to draw.
2. Draw the plants. These can be overlapped.
Overlapping can make your artwork more
interesting.
3. Color the plants with secondary colors or their
opposite color in the color wheel to create harmony
in your painting. These colors are complementary
and they create harmony in your painting.
FRAME YOUR THOUGHTS
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.

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7
TAKE THE CHALLENGE
Discover color harmonies in your painting.
1. Identify complementary colors in your painting.
2. Check the secondary colors in your color wheel.
What are their complementary colors?
3. List new colors you discover that are complementary.
4. Find out what these new colors are called.
BE PROUD
Rate your outputs by checking the column that best
describes your behavior in doing the artwork.
Questions
Points
3
Very
Evident
2
Evident
1
Not
Evident
1. Did I use complementary
colors to show harmony?
2. Is my painting based on
the natural environment?
3. Did I express myself freely
in making my painting?
4. Did I finish my painting
within the given working
time?

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8
LEARNER’S MATERIAL
Second Quarter: Painting
Lesson No.2 : Landscape Painting
Code A3EL-IIa : Sees that there is harmony in nature as seen
in the color of landscapes
THINK ABOUT THIS
Painting a landscape at different times of the day is a
challenging activity for artists. Most of the paintings are affected
by the mood of the artist. Painting with bright colors (yellow, red,
orange) gives out the feeling of happiness and joy, while painting
with dull and dark colors (blue, blue-green, red-violet) suggests
loneliness and sadness.
BE CREATIVE
Activity I - Landscape Painting
Read and understand the direction:
1. Think of a time of the day you want to portray in your
landscape. Decide the color to use, bright or dull, light
or dark.
Recall color combination used by the Filipino
landscape painters: Felix Hidalgo, Fernando Amorsolo,
Jonahmar Salvosa.
2. Sketch a landscape showing your own unique style.
3. Use watercolor and brush in painting your landscape.
4. Combine colors to show harmony.
5. Let the finished painting dry and give a title.
6. Prepare for an exhibit.

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9
Frame your Thoughts
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.
Quarter 2 : PAINTING
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
THINK ABOUT THIS
Painters use colors to create mood or emotions in their
paintings. Mood and emotions can be shown through the use of
warm and cool colors.
Cool colors include blue, violet, and green. These colors
make us feel cool, peaceful, and calm. Warm colors are red,
yellow and orange. They suggest feelings of warmth and
happiness.

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10
Warm colors
Red Yellow Orange
Cool Colors
Blue Violet Green
To create a mood or feelings in our painting, we use
warm and cool colors.
BE CREATIVE
LANDSCAPE PAINTING
USING WARM & COOL COLORS
1. Think of a landscape that you want to paint.
2. Draw the landscape.
3. Color the drawing using watercolor. Use warm or cool
colors depending on the feelings you want to
communicate.
4. Let the artwork dry and give it a title.

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11
Feelings and moods in painting landscapes are created
through the use of warm and cool colors.
___________________________
Title
FRAME YOUR THOUGHTS
TAKE THE CHALLENGE
Identify the warm and cool colors used in the paintings.
1. 2.
Bahay Kubo, Fernando Amorsolo Bangkusay, Vicente Manansala

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12
BE PROUD
Put a if your answer is Yes and if No
1. I painted a landscape that shows a mood.
2. I used the warm and cool colors in my painting.
3. I told something about my artwork and share
my experiences while painting a landscape.
4. I show pride in my landscape through painting.
LEARNER’S MATERIAL
Second Quarter : Painting
Lesson No. 4 : Landscape Painting
Code A3PR-IIh : Appreciates the Filipino artists and their
own particular style and identify what
makes each artist unique in his use of
colors to create harmony.
THINK ABOUT THIS
Our surroundings become more interesting and beautiful
because of colors. Look at the red flowers, the green grass and
the blue skies. Can you imagine how dull and gloomy the
environment would be if these objects had no colors?
3.
Bay of Biscay, Juan Luna

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13
A painting becomes attractive because of colors used.
Colors can be bright or dark.
Study the painting below.
Artist: Vicente Manansala Source: www.geringerart.com
BE CREATIVE
Landscape Painting
1. Think of any activity that people in your province or
region do. It may be seen in the farm, mountains, or
towns.
2. Paint the activity using bright and dark colors.
3. Give your painting a title.
4. Display your painting with those of your classmates.

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April 10, 2014
14
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.
FRAME YOUR THOUGHTS
TAKE THE CHALLENGE
Study the painting below and answer the questions after it.
Painting by Vicente Manansala Source: artodyssey1.blogspot.com
1. Identify the bright and dark colors used in the painting of
Manansala.
__________________________________________________
2. What does the painting tell us about?
___________________________________________________

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15
LEARNER’S MATERIALS
Second Quarter : Painting
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.
THINK ABOUT THIS
Our country is rich in natural resources like mountains, seas,
animals and fruit-bearing trees.
Fruits are not only providing us nourishments but fruits can be
good subjects in drawing and painting.
Look at the picture. Observe closely how the fruits were
arranged as subject in a still life painting.

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16
BE CREATIVE
Still Life Painting of Fruits
1. Observe the different fruits arranged on top of the table -
their colors, shapes, and textures and how they overlap
with one another.
2. Draw the arranged fruits using your pencil.
3. Paint the fruits using watercolor.
4. To make the fruits look realistic, use neutral colors like white
or black.
5. To make a part of your fruit lighter, add white to the color
of your choice using your brush-wire.
6. To make a part of your fruit darker, put a bit of black in
your color.
7. Have it dry, then post it on the blackboard for
evaluation.
TAKE THE CHALLENGE
Direction:
Color the picture with watercolor that corresponds to
the names of colors below. (Primary and Secondary
Colors)

40. DRAFT
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17
Violet Yellow Red
Green Blue Orange
FRAME YOUR THOUGHTS
Still Life Painting is an arrangement of inanimate or everyday
objects whether natural objects or man-made objects.
BE PROUD
Draw a if your answer is YES if your answer is NO
inside the circle. Then explain briefly.
1. Did I paint my still life of fruits realistically?
Yes No How?
________________________

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18
2. Did I paint my still life with the appropriate colors of fruits?
Yes No How?
________________________
3. Did my artwork show overlapping of objects?
Yes No How?
________________________
4. Did we discuss with my classmates how we created our
artwork?
Yes No How?
________________________
LEARNER’S MATERIALS
Second Quarter : Painting
Lesson No. 6 : Tints and Shades of Color
Code A3PR-IIe : Creates new tints and shades of colors
by mixing two or more colors
THINK ABOUT THIS
Colors vary. There are colors that are light and dark. The
lightness (tints) or darkness (shades) of a color is called value.
Tints are light values that are made by mixing a color with
white. For example, pink is a tint of red, and light blue is a tint of
blue.
Shades are dark values that are made by mixing a color with
black. Maroon is a shade of red, and navy is a shade of blue.

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19
Graduation of tints and shade depends on the amount of
white or black paint added e.g. light pink, medium pink and
intense pink- another term for red.
A. Tints of Color Red
red + white = pink
B. Shades of Color Red
red + black = maroon
BE CREATIVE
Activity I :
Producing Tints and Shades
1. Get your water color and other painting materials.
2. Draw three small circles on your paper.
+ =
3. Paint the first circle with blue and the second circle
with white.
Mix blue and white to create a tint of blue.
Paint the 3rd circle a tint of blue.
+ =
4. Paint the first circle with red and the second circle
with black.

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20
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.
Mix red and black to create a shade of red.
Paint the 3rd circle of shade of red.
Activity 2:
Finger Painting
1. Prepare the materials for the art activity.
2. Cover your working table with newspapers.
3. Take turns in going to the painting table to get
“gawgaw” paste using a recycled spoon.
4. Carefully spread the paste on the oslo paper.
5. Sprinkle a colored dye on the paste.
6. Sprinkle white dye on the color, then mix the color with
your fingers while making sure to show the tints and
shades of colors in your painting .
7. Sprinkle black dye on the color, then mix the color with
your fingers.
8. Look closely at the result of your finger painting. You
might have created a design.
9. Let it dry and give a title to your artwork.
10. Clean up your working area.
FRAME YOUR THOUGHTS
BE PROUD
Rate yourself by checking the column that best describes
your work behavior.

44. DRAFT
April 10, 2014
21
With much
confidence
With less
confidence
With no
confidence
1. I can mix colors properly.
2. I can produce tints and
shades by adding white or black
to a color.
3. I can relate my happy or sad
feelings through finger painting.
4. I can work independently.
5. I can display and be proud of
my paintings.
LEARNER’S MATERIALS
Second Quarter : Painting
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
THINK ABOUT THIS
Some regions in the country are rich with animals that are
unique in terms of their color and their skin covering. For example
are the Tamaraw in Mindoro, Pilandok in Palawan, and Philippine
Eagle in Davao. These animals have special characteristics that
enrich the beauty of nature. They have colorful body coverings,
varied skin textures, and different body sizes.

45. DRAFT
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22
BE CREATIVE
Activity 1 : Painting Using Crayon Resist
1. Select your favorite animal that can be found in your
province or region.
2. Draw it in the bond paper/Oslo paper.
3. Fill up spaces with complementary colors your choice
using crayons.
4. Apply water using a brush. Notice how wax and crayons
will resist or will not allow water color to cover the drawing.
Step 1 Step 2
Step 3
5. Give a title to your artwork.
Illustration : Hand Drawing with
Crayon
Illustration: Filling up colors to the
spaces with crayon
Illustration : Applying watercolor using brush on
crayon drawing

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23
FRAME YOUR THOUGHTS
The Physical characteristics of animals such as their varied
sizes, color, texture, and body coverings add to the beauty of
nature.
BE PROUD
Rate your artwork,
Indicators
Points
3
Very
Evident
2
Evident
1
Not
Evident
5. Does your work show
harmony by the use of
complementary colors?
6. Does your artwork show
texture of the skin covering
of animals found in your
place?
7. Does your artwork show
the use of crayon resist?
8. Did you finish the artwork
on time?
LEARNERS’ MATERIALS
Second Quarter: Painting
Lesson 8 : Painting Wild Animals
A3PR-IIg : Observes the characteristics of a wild
animal by making several pencil sketches
and painting it later, adding the texture of its
skin
covering

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April 10, 2014
24
THINK ABOUT THIS
Painting is a worthwhile art activity that can show feelings
and ideas of the artist. Paintings could be made realistic by
adding lines, colors, and texture. There are many kinds of coloring
materials such as water color, acrylic or poster paint, charcoal,
leaves, and flowers.
Look at the picture below and observe the skin of the wild
pig.
Do you see different kinds of lines showing the texture of the
wild pig’s skin?
BE CREATIVE
1. Using a pencil to draw a wild animal on an oslo paper.
2. Add lines to the skin of the wild animal to make it more
realistic.
3. Paint the animal using any warm or cool colors.
4. Give a title to your painting.
5. Submit your painting to your teacher and help her/him
display it.

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25
To enhance a painting, add more lines, colors, and
texture.
FRAME YOUR THOUGHTS
TAKE THE CHALLENGE
Identify the skin texture of the following wild animals (rough,
smooth, hard, or soft). Then, color the pictures with warm and cool
colors.
1. 2.
______________________________ ___________________________
3. 4,
__________________________ _______________________
5.

49. DRAFT
April 10, 2014
26
BE PROUD
Make a sketch of a bird in the box if you are happy and
satisfied with your painting or a fish if you still want to enhance it.
Then, explain your answer by writing sentence/s in the blanks
provided.

50. DRAFT
April 10, 2014
MAPEH
Learner’s Material
Unit 3
Printing
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
3

51. DRAFT
April 10, 2014
2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material

52. DRAFT
April 10, 2014
3
Table of Contents
Lesson 1
Nature Printing…………………………………… 4
Lesson 2
Marbling………………………………………….. 5
Lesson 3
Finger Printing…………………………………… 9
Lesson 4
Stencil Making …………………………………. 12
Lesson 5
Logo Printing ……………………………………. 15
Lesson 6
Stenciling a Name …………………………….. 17
Lesson 7
Printing Using Found Objects ………………... 19
Lesson 8
Slogan and Logo Making ……………………. 22

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4
LEARNER’S MATERIAL
Third Quarter : Printing
Lesson I : Nature Print
Code A3EL-IIIa : Tells that a print can be made from
objects in nature
THINK ABOUT THIS
Items found innature like twigs, leaves, stones, bark,
branches, feathers, and others can be used to create unique
designs in printmaking.
BE CREATIVE
Activity No.I :
1. Collect objects found in nature that can be used for
printmaking.
2. Plan and decide on an abstractdesign in printmaking.
3. Prepare the working area by covering the table
withnewspapers.
4. Dab any part of the object in the ink pad or home-made
pad.
5. Stamp the found object on the bond paper to create a
print according to your abstract design. Decide which
part will be given emphasis.
6. Let your artwork dry.Put a title and display it on the
board.

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April 10, 2014
5
Printmaking is a process of transferring or reproducing text and
imagestypically with ink on paper or on other materials.
____________________________________________
Title
FRAME YOUR THOUGHTS
LEARNER’S MATERIALS
Third Quarter : PRINTING
Lesson No. 2 : Marbling
Code A3PL-IIIb : Appreciates variety of
materials used for printing and its importance
THINK ABOUT THIS
Paper marbling is a method involving water in making a
design. It can produce patterns similar to smooth marble or other
stone. The patterns are the result of color floated on either plain

55. DRAFT
April 10, 2014
6
water or a solution known as size, and then carefully transferred to
an absorbent surface, such as paper or fabric.
In paper marbling, one can learn how colors go agreeably
together and how textures can appear rough or fine. Transferring
a pattern from water to a paper or fabric can also be
experienced.
BE CREATIVE:
Activity 1 :Paper Marbling
1. Prepare materials like Oslo paper, enamel paint (red, yellow,
blue), basin of water, sticks, old newspaper, kerosene, paste,
scissor and empty can.
2. Take a basin of water. The mouth of the basin should be
wider than the paper that will be used.
3. The teacher will prepare the paints. Stir the paints well with a
stick and add a little keroseneif the paint is thick.
4. Put several drops of paint (red, blue, yellow) on the water.
Using a plastic spoon, stir the water until the paint is equally
distributed on the surface. You may add a few drops of
white and black paints.
5. While the paint is still moving, hold two opposite corners of
the paper and place the paper gently on the surface of the
water.
For illustration of step no.2
For illustration of step no.2
For illustration of step no.4
For illustration of step no.5

56. DRAFT
April 10, 2014
7
Paper marbling is a method used for making a design in
which paper or fabric is decorated with swirling patternssimilar
to a marble stone.
6. Press the paper carefully so that it will come in contact with
the paint.
7. Lift up the paper when the paint has been transferred from
the water to the paper. Turn the paper over and allow it to
dry.
Activity 2 : Pencil Holder with Designs
1. Prepare the marbling designs (output from activity 1),
scissors, glue, empty can.
2. Cut the paper with marbling design according to the
height and size of the can.
3. Paste the paper with marbling design around the can.
4. Place the finished pencil holder on the table. Be ready for
the class evaluation.
FRAME YOUR THOUGHTS
For illustration of step no. 6
For illustration of step no. 7

57. DRAFT
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8
TAKE THE CHALLENGE
Direction :Read carefully the steps in marbling. Arrange the
statements below by writing numbers 1 to 7 on the
blanks.
____ Put several drops of paint on the water. Stir the water until
the paint is equally distributed on the surface.
____ Prepare materials like oslo paper, enamel paint (red, yellow,
blue), kerosene, basin of water, pieces of sticks, and old newspaper.
____ While the paint is still moving, hold the two opposite corners
of the paper and place the paper gently on the surface of the
water.
____ Lift up the paper when the paint has been transferred from
the water to the paper. Turn the paper over to allow it to dry.
____ Press the paper carefully so that it will come in contact with
the paint.
____ Open the cans of paint and stir the paint with a piece of
stick. Add kerosene if the paint is thick.
_____ Take the basin of water. The mouth of the basin should be
wider than the paper that will be used.
BE PROUD
Draw a if your answer is YES and your answer is NO
inside the circle. And write your reason for your chosen answer.
1. Was I able to show my creativity in marbling making?
Yes No
How?__________________________________________

58. DRAFT
April 10, 2014
9
2. Did I finish my artwork on time?
Yes No
Why?
3. Was I able to follow the steps in marbling making?
Yes No
4. Have I created textural effects, lines and shapes in my
artwork?
Yes No
How?__________________________________________
5. Have I shown value in my own work and in those of others?
Yes No
How?__________________________________________
LEARNER’S MATERIALS (LM)
Quarter 3 : PRINTMAKING
Lesson 3 : Finger Printing
Code A3PL-IIIc : Observes that a print design may use
repetition of lines and shapes and give
emphasis on contrast of shapes and lines
THINK ABOUT THIS
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.

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10
It is so easy to do. Just let the “fingers do the pressing” and
we can never imagine the number of designs with varied sizes and
colors that we can create simply with our fingers. And like any
artwork, this is accepted by people of any age group, besides the
children.
Some sample designs of finger printing.
BE CREATIVE:
Activity I: Finger Printing
1.Help your teacher prepare the working area. Cover it with
old magazines or newspaper.
2.Your teacher will prepare your paint on an assigned place as
well as the printing place.
3.Think of any design showing lines and shapes that can be
repeated using your fingers.

60. DRAFT
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11
4.Try out your idea on newspaper on shapes and lines
repeating and changing from straight to curvy to show
contrast.
5.Prepare your bond paper for printing.
6.Press your finger on the sponge with paint and make several
prints on the bond paper.
7.Make your own print design different from others.
8.Decide what will be the most important in your print- the
color, shapes or lines.
9.Let it dry, write a title and display your artwork.
__________________________________________________
Title
FRAME YOUR THOUGHTS:
Finger printing is a simpler printing process. It is an act of
making designs and printing it with the use of fingers.
Good print designs are created by using repeated
shapes or lines and giving emphasis on contrast of
shapes and lines.

61. DRAFT
April 10, 2014
12
BE PROUD:
Rate your own output based on the rubric below.
Criteria
3
Very
Evident
2
Evident
1
Not
Evident
1. I created designs through
fingerprinting.
2. I used contrasting colors in my
artwork.
3. The artwork is unique and
colorful.
4. I Showed appreciation for
my work and my classmates
through sharing of ideas.
LEARNER’S MATERIAL
Third Quarter : Printing
Lesson No. 4 : Stencil Making
CodeA3PR-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
THINK ABOUT THIS
Stencil print designs can be used repeatedly on different
objects, materials, or garments.
Look at the pictures below.

62. DRAFT
April 10, 2014
13
BE CREATIVE
Activity 1 :Stencil Making
1. Prepare your materials.
2. Cover the surface of your working table with newspaper.
3. Draw different ethnic shapes on a recycled or used folder.
Arrange the shapes in an interesting way.
4. Cut out your designcarefully using scissors. Be careful in
using the scissors.
5. Place your stencil design on the top of a bond paper.
6. Apply watercolor or acrylic paint on the whole of the
stencil design evenly with the use of brush.
7. Be careful not to spread the paints anywhere.
8. Slowly remove the stencil from the bond paper.
9. Do the printing several times on bond papers to make
more prints.
10. Exchangestencil designs with your classmates to have
varied designs for your group output.
11. Let your prints dry then have a class exhibit of ethnic
stencil designs.

63. DRAFT
April 10, 2014
14
FRAME YOUR THOUGHTS
Stencils or print designs can be multiplied many times by
hand or machine and can be shared with others.
TAKE THE CHALLENGE
Directions: Answer the following questions:
Did you share your stencil with other groups?
_________________________________________________________
What can you say about your group output?
_________________________________________________________
What can you say about the works/outputs of
others?
_________________________________________________________
How does it feel sharing your design with others?
_________________________________________________________
BE PROUD
Color the smiling facered if you agree with the statement
and blue if you disagree.
1. I finished my stencil design on time.
2. I followed the directions in making stencil designs.
3. I showed appreciation for my own ethnic design and that of
others by participating in our group exhibit.
4. I willingly shared my design with others.

64. DRAFT
April 10, 2014
15
LEARNER’S MATERIAL
First Quarter : Print Making
Lesson No.5 : LogoPrinting
Code A3PR-IIIf: Designs an attractive logo with slogan
about the environment to be used for
printing
THINK ABOUT THIS
A logo is a mark commonly used by commercial enterprises,
organizations, and even individuals to aid and promote instant
public recognition.A slogan is a phrase used to communicate a
message.
You can make a logo and slogan and be able to duplicate
it through printing.
Stamp printing can make use of discarded materials such as
bottle caps, paper clips, hair clips, and many more as printing
tools for making a logo to promote environmental awareness.
BE CREATIVE
Activity 1: I Love My Environment
Group activity:
Decide on the design you want to create for the logo on
environmental awareness using discarded materials. Be
creative in making your logo. Get idea from the
environment.
 What is your logo about?

65. DRAFT
April 10, 2014
16
1. Think of these questions as you decide for your logo.
 What is your logo about?Plants? Animals?
 What is your slogan about the environment?
2. Prepare and gather all the materials needed.
These include the sponges with paint that your teacher
prepared.
3. Press the discarded materials on the prepared wet sponge
brushed with paint.
4. Press the colored part of the discarded material on the
paper to create the desired logo design.
5. You can make repeated patterns for your logo.
6. Write a slogan on the designed logo.
7. Let your artwork dry.
_________________________________________________
Slogan of the Logo

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April 10, 2014
17
FRAME YOUR THOUGHTS
BE PROUD
Rate yourself by using the rubric below.
Criteria
Points
Very
Evident
3
Evident
2
Not
Evident
1
1. Was able to create a logo with slogan
about the environment.
2. Was able to show creativity in printing.
3. Was able to create an artwork with
confidence and creativity.
4. Was able to inspire others to use
discarded materials in making an
artwork.
5. Was able to finish the drawing on time.
LEARNER’S MATERIAL
Third Quarter : PRINTMAKING
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.
Discarded materials can be made useful in any art
activity. An attractive logo design can be created by
using repeated patterns though stamp printing.

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April 10, 2014
18
BOHOL
THINK ABOUT THIS
Stencil artor stenciling is printing of repeated designs by
making ink, paint or wax pass through holes or cuts in cardboard
or metal. Using different colors in stenciling, one can produce
beautiful designs in materials or things such as shirts, bags, cloth,
and others.
BE CREATIVE
Making a Stencil Art
1. Think of a word which can be a name of your place, popular
icon, product or animal.
2. Write it on a cardboard using a pencil or any marker.
Example:
3. Cut the letters using scissors leaving holes on thecardboard.
This hole will be the stencil throughwhich color will be
applied.
4. Be careful in using scissors. You can ask the assistance ofyour
teacher.
5. Place the stencil on top of a paper and apply heavy strokes
of crayons in the holes.
6. You may exchange stencils with your classmatesso that
youcan create different designs.
FRAME YOUR THOUGHTS
Stenciling is a method in printmaking. Design for
stenciling is done by cutting holes in cardboard so that colors
could passthrough easily. One stencil can be used
repeatedly for multiple print designs.

68. DRAFT
April 10, 2014
19
BE PROUD
LEARNER’S MATERIAL
Third Quarter : PRINTMAKING
Lesson 7 : Printing Using Found Objects
Code A3PR-IIIh : Creates a print for a shirt, a bag, or a
poster using letter stencils or abstract
designs that convey a message and
can be replicated.
THINK ABOUT THIS
Most of our belongings have printed designs. Some
of the designs are shapes, lines, words, flowers, animals,
sceneries, faces, etc. which may be real or abstract.
Designs which do not appear like real objects are
called abstract. It has no concrete shape or form.
Look at the examples below.
Yes No
1. Did I create a stencil using a
cardboard?
2. Did I show understanding in
making a stencil?
3. Did I use different colors?
4. Did I create my own design?
5. Did I produce multiple prints
from my stencil?
Picture of a shirt with a real animal
design.
Picture of a shirt with an abstract
animal design.

69. DRAFT
April 10, 2014
20
BE CREATIVE
Making Prints Using Found Objects
1. Cover the working table with newspaper.
2. Get any found object.
3. Think of a word, an acronym or an abstract design.
4. Decide which part of the found object you will use for your
design.
5. Dip the chosen part of the found object in the paint.
6. Stamp it on your paper. Do it repeatedly until you finish
your desired design, word, or acronym.
7. Dry your output.
8. Give your artwork a title.
________________________________
(Title)

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21
FRAME YOUR THOUGHTS
BE PROUD
Assess yourself with the
BE PROUD
Put a check (/) on the box that corresponds your response to
each statement.
Activities Outstanding
Very
Satisfactory
Satisfactory
Needs
Improvement
1. Works
independently
on making the
artwork
2. Creates own
prints and style
using found
objects
3. Observes
cleanliness in
doing the
artwork
4. Uses found
objects and/or
recyclable
materials
5. Submits output
on time
Found objects such as bottle caps, nut shells, paper
clips, and other things 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.

71. DRAFT
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22
LEARNER’S MATERIALS
Third Quarter : PRINT MAKING
Lesson 8 : Slogan or Logo Making
Code A3PR IIIi : Writes a slogan about the environment
thatcorrelates messages to be printed on t-
shirts, posters, banners or bags
THINK ABOUT THIS
A slogan is a phrase orshort sentence which depicts or
explains a theme. In writing a slogan, consider the following tips:
keep it short, use rhymes if possible, and use an idea related to the
theme.
In designing a logo, you must think about, what it represents
and what its purposeis. A logo is a design thatrepresents a thing or
idea using shapes, letters, colors, and/or images. A logo should be
simple, memorable, timeless, useful, and appropriate.
Slogans or logos can be printed on t-shirts, bags, streamers,
banners, and posters.
Below is an example of slogans and logos.

72. DRAFT
April 10, 2014
23
BE CREATIVE
Choose from the activities below.
Activity 1. Slogan Making
1. Prepare a sheet of bond paper.
2. Think of a phrase or a short sentence for your slogan
which is related to the theme.
3. Decide on the kind of design to be used which our
slogan for a t-shirt, bag, or banner.
4. Write the slogan on the bond paper using any pen or
coloring materials.
5. Enhance your slogan with colors.
Activity 2. Logo Making
1. Prepare a sheet of bond paper.
2. Think and decide on the shapes, colors, letters,
and/or pictures that you will use in your logo about
Saving Mother Earth which is appropriate for a t-shirt,
bag, or banner.
3. Draw your logo on the bond paper.
4. Use coloring materials to enhance your logo.
FRAME YOUR THOUGHTS
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.

73. DRAFT
April 10, 2014
24
BE PROUD
Put a Check mark (/) on the box that corresponds your
answer to the questions.
Rubrics 3
Very
much
2
Not
much
1
Needs
improvement
1. Does my work show the exact
meaning of the message given?
2. Did I follow the steps or
procedure in making the artwork?
3. Did I show appreciation of my
own work and the works of
others?
4. Did I finish my work on time?

74. DRAFT
April 10, 2014
MAPEH
Learner’s Material
Unit 4
Sculpture and 3D Works
3
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.

75. DRAFT
April 10, 2014
2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material

76. DRAFT
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3
Table of Contents
Lesson 1
Finger Puppet……………………………………….. 4
Lesson 2
Hand Puppet ……………………………………….. 6
Lesson 3
Sock Puppet ………………………………………... 8
Lesson 4
Stick Puppet ………………………………………… 12
Lesson 5
String Puppet ……………………………………….. 15
Lesson 6
Puppet Show ……………………………………….. 18
Lesson 7
Mask Making ………………………………………. 20
Lesson 8
My Headdress ……………………………………… 23

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LEARNER’S MATERIAL
Fourth Quarter Sculpture/ 3D Works
Lesson No. I Finger Puppet
Code A3EL-IVa Identifies different styles of puppets made in
the Philippines
Think About This
Puppets are effective means of educational entertainment.
In the Philippines, Puppetry started since the time of Dr. Jose
Rizal, our national hero, when he staged the play entitled
“CARILLO” or shadow puppetry. He used a carton and a stick
and he placed this at the back of a white cloth. Then he used a
candle light at the back of the puppets.
Angono, is known to have the giant puppets . These are
made of Paper Mache and bamboo sticks. They used this to
celebrate the feast of St. Clementine every last Sunday of
November.
Children are well amazed by the magic behind the puppetry
art.
Be Creative
1. Prepare your materials: flat pieces of cardboard, and the
drawing and coloring materials.(DRAWING AND COLORING
MATERIALS PO}
2. Group yourselves into five groups. Talk about a story, a
legend, or a folktale you have heard from the old folks.
3. Think of a character who will play a particular role in the
story you want to portray: people, animal, or plant. You can
also personify things in the surroundings, for example plants,
trees etc.

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4. Draw your characters on the flat piece of cardboard.
5. Use a marker or black crayon in drawing the details of the
different parts of the face and hair.
6. Wrap around the puppet any piece for its clothes.
7. Make a stage using a shoe box or anything hard which can
be placed in front of the fingers.
8. When all finger puppets are ready, Plan a presentation
where all of the puppets will be shown in the performance.
9. Make an interesting performance. Be Creative!
Take The Challenge
How do you show creativity in making your finger puppet?
Write your answer in the box.
Larawan ng mga taong may iba’t ibang laki
Frame your Thoughts
A finger puppet is a miniature puppet fitting over and
manipulated by one finger or all fingers.

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Be Proud
Questions
Points
1. Does your puppet show
creativity?
3
Very
Evident
2
Evident
1
Not
Evident
2. Does your puppet show use
of different recyclable
materials?
3. Was the presentation
interesting?
4. Did you work well with your
groupmates?
LEARNER’S MATERIAL
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
Think About This
Puppetry is a form of performance that involves
using puppets as characters in a show or a story. Discarded
and recyclable materials can be used to make puppets.
Different colors, shapes, and textures of the recyclable and
discarded materials can create simple but beautiful
puppets.

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Be Creative
Activity no. 1
Paper Bag Hand Puppet
1. Prepare the materials to be used. Nasa TG po
2. Fold the top of a paper bag to make a flap.
3. On the upper flap of the paper bag, glue recyclable items to
show parts of the head of the puppet.
4. Give your puppet an interesting expression. It may be happy,
excited, or surprised.
5. Add other recyclable materials to the paper bag to make
your puppet as unique and different as possible.
6. Display your finished work in the assigned area.
7. Plan for a puppet presentation during break time. Together,
you can make an interesting performance.
Take the Challenge
1. How does your artwork show awareness of the environment?
2. How do your choices and use of different materials make
your puppet attractive and interesting?
Frame your Thoughts
By reusing materials that can be recycled, we help protect our
environment.

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Be Proud
Check or rate your output based on the given rubric below.
Indicators
Points
3
Very
Evident
2
Evident
1
Not
Evident
1. I showed creativity in using
recyclable materials.
2. My puppet shows an
interesting expression.
3. My work was appreciated
by my classmates.
4. I cooperated with my
groupmates in putting up an
exhibit of our hand puppets.
LEARNER’S MATERIAL
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 puppets
Think About This
Puppets today are widely considered as entertainment for
children. More and more people are discovering that puppets
have always held a place in entertainment for all ages.
In this lesson, we will make a hand puppet out of socks. You,
as a puppeteer, will wear the sock puppet on your hand as if you
are wearing a glove.

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Look at this picture
Be Creative
Activity 1: Hand Puppet
1. Find an old clean sock. (Preferably, the sock should reach
the elbow.)
2. Check your recycled box of materials. Plan the design and
the puppet character using the objects on hand.
3. Wear the sock on a hand as if it were a glove to try it out.
4. Determine the shape and color of your puppet’s mouth. Cut
this out from a cardboard.
A picture of a hand puppet sock in a mini show
illustration

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5. Bend the cardboard in half and glue it at the center of the
sole part of the sock.
6. Add something to the mouth of your puppet to make it
unique and different.
illustration
illustration
illustration

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7. Work with a seatmate and plan a short story for your puppet
show.
8. Be ready for a mini-hand puppet show.
(Pupils will take turn in presenting their puppets.)
Activity 2: Mini-Hand Puppet Show
1. After making the hand puppets, be ready for the mini-hand
puppet show.
2. Get a small table and a cloth to cover you as puppeteers.
3. Wear your decorated hand puppet as if it were a glove.
4. Hide behind the stand and raise the hand above it so that
only the puppet is visible on top of the table.
5. Begin your presentation and enjoy the mini show.
Frame Your Thoughts
Be Proud
Inside the circle Draw a if your answer is YES
and if your answer is NO.
1. Do I understand the art of making a sock puppet?
Yes No Explain______________
2. Did I follow the steps in making a sock puppet?
Yes No Explain_______________
A hand puppet is a type of puppet that is controlled
by the hand in presenting a show.

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3. Did I use found objects to decorate my sock puppet?
Yes No Explain_______________
4. Did I share materials with my classmates?
Yes No Explain_______________
5. Did I enjoy doing the activity?
Yes No Explain_______________
LEARNER’S MATERIALS
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
Think About This
Puppeteers can create a small theater for doing shows using
finger puppets or stick puppets. The puppeteer holds the puppet
with one hand and uses the other hand to move other puppets
involved in the puppet show.

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Some sample shows using stick puppets.
Some sample puppet shows and stick puppets
Be Creative
Activity 1
Making a Stick Puppets
1. Work with a group. Share stories on myths and
legends you know that can be entertaining.
2. Decide on a character from a legend or myth that
will be used for your stick puppet.

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3. Prepare several pieces of popsicle sticks preferably
bought from the craft store. These will be enough to
make many puppets.
4. Draw a face on one end of the popsicle stick. You
can glue on small wiggly eyes, if you have them. Feel
free to use large wiggly eyes too!
5. Add hair, arms and clothes using yarn, pipe
cleaners, colored paper, and fabric scraps. A pom-
pom could be used for the puppet's hair. Think of
alternate things you could use items for, too--fur for
hair, a small plastic cup for a skirt. Give your puppet
a name.
6. Make several Popsicle characters and put up a mini-
puppet play!
7. Glue leftover Popsicle sticks together to make a mini
puppet area. Use a piece of fabric for curtains and
you can put on a show anywhere.
SEVERAL ILLUSTRATIONS
ON HOW TO MAKE A STICK
PUPPET

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LEARNER’S MATERIALS
Frame Your Thoughts
Be Proud
Put a star ( ) in the circle if your answer is YES and a half moon
( ) if your answer is NO.
RUBRIC
1. Did I make a stick puppet based on a character
in a legend?
2. Did I use my puppet to entertain others?
3. Did I show appreciation for puppet making by
enjoying making one?
4. Did I willingly participate and cooperate in our
group project?
Think About This
You learned that puppets are widely used nowadays.
Puppets are like magical little people that can laugh, cry, jump
or dance. But puppets need puppeteers, without puppeteers
they are nothing. Puppets depend on little puppeteers to
make them come.
Fourth Quarter 3D and Sculpture
Lesson No. 5 String Puppets
Code A3PR-IVf Manipulates a puppet to act out a
character in a story together with other
puppets
A stick puppet is a simple type of puppet made of cardboard
and sticks. It is an artwork which gives joy to children of all
ages.

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Be Creative
Activity 1
Story Making on Filipino Values
1. Each group is assigned a situation to portray.
2. Create a short story based on the suggested situation .
Each situation manifests a Filipino value.
3. Different characters must be seen in the story that you will
create.
4. Each member must share his/her experiences to come up
with a story showing the importance of the assigned
Filipino value.
5. This activity must be finished within five minutes only.
6. Be reminded that you will be working as a group. Show
respect to the other groups by working quietly.
Group I - The Kind Child
Group II – The Helpful Handicapped Child
Group III – An Industrious Child
Group IV – The Respectful Special Child
Note: Ask for teacher’s assistance if you find difficulty in coming up with a
short story.
Write your story here.
________________________________________________
Title of the Story

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Take The Challenge
Puppet Show
1. Let each of your groups present a short puppet show
based on the story you created.
2. Be aware that the groups are given only 2 minutes to
present the puppet show.
3. Other groups shall observe the performance of the
performing group so that you can give your honest
rating after the performance.
4. Rate the group performance using the rubric below:
Skills to Measure 3 2 1
1. The performance was well planned.
2. The performers expressed their feelings
and emotions during the presentation.
3. The presentation portrayed the Filipino
values assigned.
4. Cooperation and participation among
each member were observed.
5. Manipulation of the puppets was
creatively shown in portraying a
character.
6. Finished the performance within the
given time.
Legend: 3Very Evident, 2 Evident, 1 Not Evident
Frame Your Thoughts
Puppets can be used to tell a story in an interesting way.
Careful handling of a string puppet is effective in telling a
story.

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LEARNER’S MATERIAL
Fourth Quarter 3D and Sculpture
Lesson No. 6 Puppet Show
Code A3PR-IVg Performs as puppeteer together with others, in a
puppet show to tell a story using the puppet he/she
created
Think About This
A puppet show is a form of entertainment in which the performers
or characters are puppets. A person who manipulates a puppet is
called a puppeteer.
There are different ways of preparing for a show:
- Cover a table with cloth.
- Use a cardboard box
- Use a window for a performance
Illustrator may illustrate the 3 ways

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Be Creative
Activity 1
PUPPET SHOW
Planning the Puppet Show (Session 1)
1. Form groups of 5-8 members to plan for the activity.
2. Tell each other to share the stories they have heard, seen or
read from books. It may be a good or funny stories, fable or
folk tales presentation.
3. Today, your teammates will write a short script of the chosen
story then agree on a presentation.
4. Use your hands to make the puppets move and your hands
to make them talk. Practice talking in the puppet’s voice
and move them correctly according to planned script of the
group.
5. You can use musical sounds and props to make the show
more interesting.
6. Prepare to be called for the puppet show.
Activity 2
The Puppet Show (Session 2)
1. Get your number from the box prepared by the teacher to
know when to present.
2. Observe the standards in watching the show like giving
respect to the performers.
3. Perform the puppet show with confidence.
4. Enjoy watching each other’s puppet show.
Frame Your Thoughts
A puppet show is a form of entertainment show where in the
performers are puppets manipulated by a person called a
puppeteer.

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Be Proud
Take the Challenge
Answer the following question below:
1. Did I show my cooperation in planning the puppet
show? How?
2. Did I show appreciation of the advantages of
team effort in doing a puppet show? How?
3. Did I take pride in the puppet show performance
of the group? How?
4. Have I expressed my thoughts and feelings when
performing as a puppeteer? How?
LEARNER’S MATERIALS
Fourth Quarter 3D and Sculpture
Lesson No. 7 Mask Making
Code A3PR-IVh Design and create a mask or headdress with
the use of recycled or natural objects
inspired by best festivals
Think About This
In other places, masks are used by the people for
merrymaking and special occasions. Masks range from simple bag
masks to more elaborately-shaped and painted ones.
Be Creative
Activity 1
Paper Mask Making
1. Get a used cardboard or old folder just big enough to fit your
face.
2. Sketch a shape you want for your mask on the cardboard.
Cut out the shape using scissors.

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3. Put the shape on your face and mark the location of your
eyes, nose and mouth with a pencil.
4. Make holes for the eyes, nose, and mouth using scissors.
5. Draw the eyebrows and enhance the eyes, nose, and mouth
parts by using your crayons.
6. You can also make the nose higher by cutting 2x2 inches
cardboard or folder. Paste it on the place where the nose is
located.
7. Add more shapes and colors to make your mask more
attractive.
8. Paint your mask using watercolor.
9. Make small holes for the rubber bands near the ear.
10.Put your mask on your face and present it to your teacher.
Frame Your Thoughts
Take the Challenge
Answer the questions by shading the box of the correct
answer with any of the primary colors.
1. What material can be used in mask making?
a. used folder b. paper c. galvanized iron
2. Which should be done first in mask making?
a. Make holes for the eyes, nose, and mouth.
b. Cut any shape you like from a piece of card board.
c. Put rubber bands on the holes near the ears.
3. How will you add texture to your mask?
a. Cut the shapes.
b. Add more lines and colors.
c. Put holes in the mask.
Mask making is fun. One can create a mask artistically by using
different shapes, colors, and textures. Masks can be made of papers,
cardboard, paper plates, and old folders, String, yarn, straw, and other
materials can be added to decorate the mask.

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4. Why is Masskara Festival celebrated in Bacolod? YES.
BECAUSE IT IS MENTIONED IN THE LESSON.
a. to encourage people go to their place
b. to sell masks
c. to show happy spirit of the Negrenses
5. If you were to design a mask for merry making, which of
these should you make?
a. b. c.
Be Proud
Draw the mask you created inside the box. Then, answer the
questions below .
1. What colors did I use in my mask?
2. What recyclable materials did I use?
3. Would I make more masks and headdresses? Why?
4. Should I be proud of our festivals? Why?
5. What I learn about our festivals?

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LEARNER’S MATERIALS
Fourth Quarter Sculpture/3d Works
Lesson No. 8 My Headdress
Code A3PR -IVi Creates a mask or headdress that is
imaginary in design using found and
recycled materials, inspired by local Festivals
Think About This
Headdress has a variety of uses throughout the world.
Different styles of headdress are worn over the head for
celebration/festivals, performances, and entertainment.
There are also headdresses that are worn mainly for
protection (e.g. helmet, bonnet, etc.).
picture of children
wearing headdress in
a festival
Be Creative
Activity 1
Making a Headdress for Festivals
1. Think of any happenings or festivals in your province/region
where you can use a headdress.
2. Design a headdress for that particular activity.
3. Use a variety of shapes and colors to make your headdress
attractive.
4. Help one another adjust measurements of the headdress to
fit your head.

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5. Use found or recyclable/indigenous materials available in
your province or region in making your headdress.
6. Help your seatmate in finishing his/her headdress when
needed.
7. Give a title to your work.
Space for illustrations of # 4
and 5 instructions
Be Proud
Activity 2
Check the column that corresponds to your answer.
Abilities/Skills Yes No
1. I showed my creativity in making my
headdress.
2. I used recyclable/indigenous materials
in my project.
3. I shared my knowledge of the festivals I
observed in my province or region.
4. I helped my seatmate in finishing his/her
headdress.