Commercial art is art created for commercial purposes, primarily advertising. It uses various platforms like magazines, websites, apps, and television to promote products, services, and ideas. Some types of commercial art include promotion and advertising, visual branding, publishing and web design, decorative arts, packaging design, environments, communication, fashion design, entertainment, and game art. A person who creates commercial art is called a commercial artist.
Contemporary Philippine Arts of the Region_WEEK-16.pdfRohainahMagarang
The document discusses production planning for an arts module. It notes that planning and production occur simultaneously, as there is no production without planning. Some key points:
- Planning includes identifying objectives, timelines, budgets, and contingencies in case of unexpected events. Objectives should be SMART (specific, measurable, achievable, relevant, time-bound).
- A GANTT chart can be used to illustrate the project schedule concisely.
- It is important to research a production name to ensure originality and avoid negative associations.
- Target audiences should be identified to inform planning decisions. For a musical play, private high school students may be a good target.
Arts6_q1_mod1_logo design and cartoon character making_v2.pdfrochellelittaua
The document provides information about a Module 1 self-learning material on logo design and cartoon character making from the MAPEH - Arts subject. It discusses the history of logo design dating back to ancient times and the use of symbols. It also mentions that a logo is a graphic mark or emblem used to promote identification and recognition. Logos represent signs and symbols seen in media and printed on various materials. The document contains lessons, activities, and assessments for students to learn about logo design and the elements that should be considered when creating a logo.
This document outlines an advertising assignment for grade 10 students. It asks students to work in groups to design a unique product, then create an advertisement for that product using the AIDA principle of gaining attention, interest, desire, and action. Students will spend two weeks collaborating, planning, designing, and making their product and advertisement. They will present their work to the class and submit all materials for assessment. The goal is for this to be an authentic learning task that incorporates collaboration, reflection, and real-world advertising skills.
Mark-up is the percentage or amount by which the cost price of an item is increased to determine its selling price. Mark-on is an additional increase in the price of a product, usually imposed during peak seasons. Mark-down is the reduction of the original selling price of an item, usually done to clear slow-moving inventory.
Here are the key points about mark-up, mark-on, and mark-down:
- Mark-up is the amount or percentage by which the cost price of an item is increased to determine its selling price. It is expressed as a percentage of the cost price.
- Mark-on is an additional increase in the price of a product, usually imposed during peak seasons to earn more profits. It is added on top of the regular mark-up.
- Mark-down is a reduction in the original or former selling price of an item. It is done to clear slow-moving inventory or products with declining demand. It is expressed as a percentage decrease from the original selling price.
The cost price remains
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
MARK UP MARK DOWN MARK ON_BAUTISTA, ABEGAIL DR..pdfAbegailBautista8
This document is a module on mark-on, markdown, and mark-up for senior high school business mathematics. It includes an introduction noting that properly pricing goods and services is important for businesses. The module aims to help students differentiate between mark-on, markdown, and mark-up and illustrate how they are obtained given a product price. It provides learning competencies and objectives, as well as introductory and review activities to assess prior knowledge and link to previous lessons on percentages.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
Contemporary Philippine Arts of the Region_WEEK-16.pdfRohainahMagarang
The document discusses production planning for an arts module. It notes that planning and production occur simultaneously, as there is no production without planning. Some key points:
- Planning includes identifying objectives, timelines, budgets, and contingencies in case of unexpected events. Objectives should be SMART (specific, measurable, achievable, relevant, time-bound).
- A GANTT chart can be used to illustrate the project schedule concisely.
- It is important to research a production name to ensure originality and avoid negative associations.
- Target audiences should be identified to inform planning decisions. For a musical play, private high school students may be a good target.
Arts6_q1_mod1_logo design and cartoon character making_v2.pdfrochellelittaua
The document provides information about a Module 1 self-learning material on logo design and cartoon character making from the MAPEH - Arts subject. It discusses the history of logo design dating back to ancient times and the use of symbols. It also mentions that a logo is a graphic mark or emblem used to promote identification and recognition. Logos represent signs and symbols seen in media and printed on various materials. The document contains lessons, activities, and assessments for students to learn about logo design and the elements that should be considered when creating a logo.
This document outlines an advertising assignment for grade 10 students. It asks students to work in groups to design a unique product, then create an advertisement for that product using the AIDA principle of gaining attention, interest, desire, and action. Students will spend two weeks collaborating, planning, designing, and making their product and advertisement. They will present their work to the class and submit all materials for assessment. The goal is for this to be an authentic learning task that incorporates collaboration, reflection, and real-world advertising skills.
Mark-up is the percentage or amount by which the cost price of an item is increased to determine its selling price. Mark-on is an additional increase in the price of a product, usually imposed during peak seasons. Mark-down is the reduction of the original selling price of an item, usually done to clear slow-moving inventory.
Here are the key points about mark-up, mark-on, and mark-down:
- Mark-up is the amount or percentage by which the cost price of an item is increased to determine its selling price. It is expressed as a percentage of the cost price.
- Mark-on is an additional increase in the price of a product, usually imposed during peak seasons to earn more profits. It is added on top of the regular mark-up.
- Mark-down is a reduction in the original or former selling price of an item. It is done to clear slow-moving inventory or products with declining demand. It is expressed as a percentage decrease from the original selling price.
The cost price remains
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
MARK UP MARK DOWN MARK ON_BAUTISTA, ABEGAIL DR..pdfAbegailBautista8
This document is a module on mark-on, markdown, and mark-up for senior high school business mathematics. It includes an introduction noting that properly pricing goods and services is important for businesses. The module aims to help students differentiate between mark-on, markdown, and mark-up and illustrate how they are obtained given a product price. It provides learning competencies and objectives, as well as introductory and review activities to assess prior knowledge and link to previous lessons on percentages.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
The document discusses break-even analysis and problem solving involving buying and selling products. It defines key terms like fixed cost, variable cost, total cost, and selling price. The main topic is break-even point, which is the number of units that must be sold for a business to neither earn a profit nor suffer a loss by balancing total revenue and total cost.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review to demonstrate their learning and growth. Key tasks include creating an illustrated sector guide, conducting research on a practitioner in their field of interest, developing a five-year career plan, maintaining a process log for a music video project, and a final self-evaluation.
This document provides instructions for students to fully plan their answers to evaluation questions for their media project on A3 paper. It lists the evaluation questions and signs they should consider for each, such as conventions, representation of social groups, intended audience and distribution channel. Students are advised to use their journal notes and conduct additional research. They are also instructed on various formats for presenting their answers, such as text, flowcharts, or multimedia formats. Students must post their response to the first question on their blog by the next Monday. The document emphasizes organization and preparation for the upcoming exam.
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
The document provides a daily lesson log for a Grade 6 class that focuses on sewing household linens.
The objectives are for students to demonstrate understanding of sewing skills, sew household linens using appropriate tools and materials, and learn competencies related to drafting patterns, sewing creative items, marketing finished products, and keeping records.
The lesson involves reviewing concepts, presenting new information on pillowcases and table runners through videos and demonstrations, discussing considerations for making and selling items, having students practice skills like sewing and creating packaging/labels, and evaluating their work.
1. The document discusses local materials that can be used for creating art in the Philippines, including materials sourced from the sea shore, rice fields, tropical forests, and mangrove forests.
2. It provides examples of local materials like shells, driftwood, leaves, vines, and fibers that can be acquired from these environments.
3. Choosing appropriate local materials suited for the artwork is important for realizing the artist's concept and bringing out their creativity.
This document provides information about hand tools and equipment used in illustration. It identifies two main categories: manual/hand tools and digital tools. Manual tools discussed include pencils, erasers, rulers, paper, compass, masking tape, drawing boards, coloring materials, sharpeners, triangular scales, dividers, and protractors. Digital tools mentioned are drawing tablets and scanners. The purpose and use of each tool is described. The document aims to teach learners about the various tools needed to complete illustration works.
Arts6_Q3_Mod1_Elements and Principles of Art Applied in New Design.pdfYattsDeLaCuesta
This module discusses applying elements and principles of art to new designs. It explains that the same concepts apply whether creating artwork manually or digitally. Learners will practice applying elements like color, shape, and blending through activities creating colored drawings and connecting shapes to form objects. The module emphasizes that elements and principles are fundamental to art and transcend the medium used.
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
Curses, Foiled Again in FranceA U.S. manufacturer of kiosk photo.docxfaithxdunce63732
Curses, Foiled Again in France
A U.S. manufacturer of kiosk photo printers with an affiliate in Dijon, France, decided to create the position in “international liaison.” This person would spend about five days per month in Dijon in the role of home-office representative. The liaison would offer some advice to European operations and function as the intermediary between the home office and Dijon.
Erin Barker, a product development manager, was a logical choice for the new position. In addition to being technically competent, Baker had good interpersonal skills and spoke French. She had studied French in high school and college and had spent one semester in France as part of her college program. In recent years, she had taken two vacations in France. Erin still retained her position as product development manager. She planned to work at her new position about half time. Some of her responsibilities as product development manager were delegated to two specialists in the product development department. Erin was somewhat skeptical about occupying a liaison position, because it was by nature nebulous. The Dijon group would have to respect her authority because she represented company headquarters. However, the Dijon group really reported to the company CEO, not to her.
Erin prepared herself mentally for her first trip to Dijon. She gathered relevant facts and figures about the company’s European business headquartered in Dijon, and listened to French language-learning CD’s for two weeks. With a dry throat and determination in her heart, Erin walked into the Dijon conference room one Monday morning for her first meeting with the French group.
Barker greeted the management team at the plant in French: “Bonjour. Je suis enchance` de faire votre connaissance. Mon se`jour sera pour plusieurs jours. Je voudrais apprendre votre ope`ration. Aussi, je voudrais expliquer les ope`rations du sie`ge et re`ponder a` vos questions.” [Hello, It’s a pleasure to meet you. My stay will be several days. I would like to learn about your operation. Also, I would like to explain the operations of headquarters and answer you questions.]
“Oh, how nice, you speak a little French,” said plant manager Gilles Naulleau, in English. Erin was taken aback that Naulleau and the other French managers seemed intent on speaking English. She interpreted it as a sign of their not taking her interest in them seriously. Erin also thought that her first few days in Dijon were strictly ceremonial. She felt more like a visitor on a plant tour than an executive conducting business. When Erin touched on business topics such as sales and production forecasts, the Dijon representative would typically shrug and change the subject.
The following month, Erin revisited Dijon and again met with Naulleau and Pierre Chevalier, the sale manager for France. She opened the meeting with these words: “Ma dernie`re visite chez vous `etait tre`s agre`able. J’ai appre`cie I’opportunite` a connaitre les cadres.
This document is a learning module for handicrafts for 10th grade students. It includes:
- An introduction and overview of the course objectives which are to develop personal entrepreneurial skills and perform origami, paper mache, fashion accessory creation and production.
- The module is divided into 4 quarters covering different handicraft skills like origami, paper mache, and fashion accessories. Each quarter includes lessons, activities, and assessments.
- Details are provided on how to use the learning material including completing diagnostic assessments, lessons, enhancement activities and post tests for each competency.
- The appendices include a glossary, references and answer key for assessments.
The document provides a comprehensive learning
Here are the key steps I took to complete the Music Video Process Log:
- Planned out the production schedule and assigned roles for my team
- Shot footage across multiple locations on different days, logging camera settings, lighting and audio equipment used
- Captured B-roll and additional footage to complement the song
- Backed up footage daily to an external hard drive for safety
- In Premiere Pro, edited together the shots to tell the story and match the rhythm of the song
- Added color correction, titles and credits to polish the final product
- Rendered and exported the final video, then uploaded it to YouTube for distribution
By carefully planning, consistently backing up work, and seeing the project through
03. unit 1 student guidebook and checklistmillienelmes1
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
This document provides instructions for a coursework task analyzing two print advertisements aimed at different target audiences. Students are asked to choose two magazine ads for specific products and provide a detailed deconstruction of each. The deconstruction should include a description of visual and presentational elements, any messages conveyed by images or text, the type of audience targeted and how the student knows, and where the ad would typically be placed. Key terms are provided to include such as target audience, representation, decoding, and language. The goal is for students to write approximately 500 words analyzing the ads and handing in the print ads.
This document provides instructions for students to complete Task 1 of an assignment on identifying audiences for media products. It outlines the learning objectives, which are to explain how media industries categorize audiences and devise an audience profile for an existing TV show. Students must work in pairs to create a 10-20 minute presentation explaining how industries categorize audiences, with examples, and profiling one of several listed TV shows. Guidance is provided on grading criteria, research methods, and tips for completing each part of the presentation.
The document provides steps for students to design a poster using MS Publisher:
1. It outlines the learning objectives which are for students to define what a poster is, list its uses, and design one using MS Publisher.
2. The steps involve opening Publisher, changing the background, inserting and formatting text and images, and saving/publishing the poster.
3. Students are provided a textbook and video tutorial to follow the steps for designing their poster on any instructional topic.
This document provides an overview of a lesson on social media and globalization. The lesson introduces the unit's key topics and objectives, which are to understand common misconceptions about censorship and globalization and how different social media platforms are used by producers and consumers. It outlines the unit's assessment as a timed exam with short answer and long answer questions. It advises students on how to answer questions by focusing on social media platforms' core uses and how producers and audiences utilize social media. The lesson models answering exam questions and provides feedback to help students retain knowledge and prepare for the assessment.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The document proposes starting an animation business in Japan. The business would produce animations and character goods to fascinate people worldwide. Goals are to become famous globally and adapt to trends by developing new animation types like 3D. Key strengths are being sensitive to trends, providing inspiration, and leveraging the team's life experiences to develop storylines. The founder requests guidance to address concerns about keeping up with changing times.
Arts6_q1_mod3_concepts on the use of computer software_v2.pdfrochellelittaua
This document discusses computer software and its importance in digital painting. It defines computer software as a collection of instructions that enables interaction with computers. There are three main types: systems software, programming software, and application software. Popular applications for digital painting mentioned include GIMP, Photo Editor, Photoshop, Paint, and Inkscape. These provide tools for editing, coloring, cropping images, and more. Computer software plays a key role in transforming hand-drawn paintings into digital works through various editing features.
The document discusses break-even analysis and problem solving involving buying and selling products. It defines key terms like fixed cost, variable cost, total cost, and selling price. The main topic is break-even point, which is the number of units that must be sold for a business to neither earn a profit nor suffer a loss by balancing total revenue and total cost.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review to demonstrate their learning and growth. Key tasks include creating an illustrated sector guide, conducting research on a practitioner in their field of interest, developing a five-year career plan, maintaining a process log for a music video project, and a final self-evaluation.
This document provides instructions for students to fully plan their answers to evaluation questions for their media project on A3 paper. It lists the evaluation questions and signs they should consider for each, such as conventions, representation of social groups, intended audience and distribution channel. Students are advised to use their journal notes and conduct additional research. They are also instructed on various formats for presenting their answers, such as text, flowcharts, or multimedia formats. Students must post their response to the first question on their blog by the next Monday. The document emphasizes organization and preparation for the upcoming exam.
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
The document provides a daily lesson log for a Grade 6 class that focuses on sewing household linens.
The objectives are for students to demonstrate understanding of sewing skills, sew household linens using appropriate tools and materials, and learn competencies related to drafting patterns, sewing creative items, marketing finished products, and keeping records.
The lesson involves reviewing concepts, presenting new information on pillowcases and table runners through videos and demonstrations, discussing considerations for making and selling items, having students practice skills like sewing and creating packaging/labels, and evaluating their work.
1. The document discusses local materials that can be used for creating art in the Philippines, including materials sourced from the sea shore, rice fields, tropical forests, and mangrove forests.
2. It provides examples of local materials like shells, driftwood, leaves, vines, and fibers that can be acquired from these environments.
3. Choosing appropriate local materials suited for the artwork is important for realizing the artist's concept and bringing out their creativity.
This document provides information about hand tools and equipment used in illustration. It identifies two main categories: manual/hand tools and digital tools. Manual tools discussed include pencils, erasers, rulers, paper, compass, masking tape, drawing boards, coloring materials, sharpeners, triangular scales, dividers, and protractors. Digital tools mentioned are drawing tablets and scanners. The purpose and use of each tool is described. The document aims to teach learners about the various tools needed to complete illustration works.
Arts6_Q3_Mod1_Elements and Principles of Art Applied in New Design.pdfYattsDeLaCuesta
This module discusses applying elements and principles of art to new designs. It explains that the same concepts apply whether creating artwork manually or digitally. Learners will practice applying elements like color, shape, and blending through activities creating colored drawings and connecting shapes to form objects. The module emphasizes that elements and principles are fundamental to art and transcend the medium used.
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
Curses, Foiled Again in FranceA U.S. manufacturer of kiosk photo.docxfaithxdunce63732
Curses, Foiled Again in France
A U.S. manufacturer of kiosk photo printers with an affiliate in Dijon, France, decided to create the position in “international liaison.” This person would spend about five days per month in Dijon in the role of home-office representative. The liaison would offer some advice to European operations and function as the intermediary between the home office and Dijon.
Erin Barker, a product development manager, was a logical choice for the new position. In addition to being technically competent, Baker had good interpersonal skills and spoke French. She had studied French in high school and college and had spent one semester in France as part of her college program. In recent years, she had taken two vacations in France. Erin still retained her position as product development manager. She planned to work at her new position about half time. Some of her responsibilities as product development manager were delegated to two specialists in the product development department. Erin was somewhat skeptical about occupying a liaison position, because it was by nature nebulous. The Dijon group would have to respect her authority because she represented company headquarters. However, the Dijon group really reported to the company CEO, not to her.
Erin prepared herself mentally for her first trip to Dijon. She gathered relevant facts and figures about the company’s European business headquartered in Dijon, and listened to French language-learning CD’s for two weeks. With a dry throat and determination in her heart, Erin walked into the Dijon conference room one Monday morning for her first meeting with the French group.
Barker greeted the management team at the plant in French: “Bonjour. Je suis enchance` de faire votre connaissance. Mon se`jour sera pour plusieurs jours. Je voudrais apprendre votre ope`ration. Aussi, je voudrais expliquer les ope`rations du sie`ge et re`ponder a` vos questions.” [Hello, It’s a pleasure to meet you. My stay will be several days. I would like to learn about your operation. Also, I would like to explain the operations of headquarters and answer you questions.]
“Oh, how nice, you speak a little French,” said plant manager Gilles Naulleau, in English. Erin was taken aback that Naulleau and the other French managers seemed intent on speaking English. She interpreted it as a sign of their not taking her interest in them seriously. Erin also thought that her first few days in Dijon were strictly ceremonial. She felt more like a visitor on a plant tour than an executive conducting business. When Erin touched on business topics such as sales and production forecasts, the Dijon representative would typically shrug and change the subject.
The following month, Erin revisited Dijon and again met with Naulleau and Pierre Chevalier, the sale manager for France. She opened the meeting with these words: “Ma dernie`re visite chez vous `etait tre`s agre`able. J’ai appre`cie I’opportunite` a connaitre les cadres.
This document is a learning module for handicrafts for 10th grade students. It includes:
- An introduction and overview of the course objectives which are to develop personal entrepreneurial skills and perform origami, paper mache, fashion accessory creation and production.
- The module is divided into 4 quarters covering different handicraft skills like origami, paper mache, and fashion accessories. Each quarter includes lessons, activities, and assessments.
- Details are provided on how to use the learning material including completing diagnostic assessments, lessons, enhancement activities and post tests for each competency.
- The appendices include a glossary, references and answer key for assessments.
The document provides a comprehensive learning
Here are the key steps I took to complete the Music Video Process Log:
- Planned out the production schedule and assigned roles for my team
- Shot footage across multiple locations on different days, logging camera settings, lighting and audio equipment used
- Captured B-roll and additional footage to complement the song
- Backed up footage daily to an external hard drive for safety
- In Premiere Pro, edited together the shots to tell the story and match the rhythm of the song
- Added color correction, titles and credits to polish the final product
- Rendered and exported the final video, then uploaded it to YouTube for distribution
By carefully planning, consistently backing up work, and seeing the project through
03. unit 1 student guidebook and checklistmillienelmes1
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
This document provides instructions for a coursework task analyzing two print advertisements aimed at different target audiences. Students are asked to choose two magazine ads for specific products and provide a detailed deconstruction of each. The deconstruction should include a description of visual and presentational elements, any messages conveyed by images or text, the type of audience targeted and how the student knows, and where the ad would typically be placed. Key terms are provided to include such as target audience, representation, decoding, and language. The goal is for students to write approximately 500 words analyzing the ads and handing in the print ads.
This document provides instructions for students to complete Task 1 of an assignment on identifying audiences for media products. It outlines the learning objectives, which are to explain how media industries categorize audiences and devise an audience profile for an existing TV show. Students must work in pairs to create a 10-20 minute presentation explaining how industries categorize audiences, with examples, and profiling one of several listed TV shows. Guidance is provided on grading criteria, research methods, and tips for completing each part of the presentation.
The document provides steps for students to design a poster using MS Publisher:
1. It outlines the learning objectives which are for students to define what a poster is, list its uses, and design one using MS Publisher.
2. The steps involve opening Publisher, changing the background, inserting and formatting text and images, and saving/publishing the poster.
3. Students are provided a textbook and video tutorial to follow the steps for designing their poster on any instructional topic.
This document provides an overview of a lesson on social media and globalization. The lesson introduces the unit's key topics and objectives, which are to understand common misconceptions about censorship and globalization and how different social media platforms are used by producers and consumers. It outlines the unit's assessment as a timed exam with short answer and long answer questions. It advises students on how to answer questions by focusing on social media platforms' core uses and how producers and audiences utilize social media. The lesson models answering exam questions and provides feedback to help students retain knowledge and prepare for the assessment.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The document proposes starting an animation business in Japan. The business would produce animations and character goods to fascinate people worldwide. Goals are to become famous globally and adapt to trends by developing new animation types like 3D. Key strengths are being sensitive to trends, providing inspiration, and leveraging the team's life experiences to develop storylines. The founder requests guidance to address concerns about keeping up with changing times.
Similar to Arts6_q1_mod2_elements and principles applied in commercial art_v2.pdf (20)
Arts6_q1_mod3_concepts on the use of computer software_v2.pdfrochellelittaua
This document discusses computer software and its importance in digital painting. It defines computer software as a collection of instructions that enables interaction with computers. There are three main types: systems software, programming software, and application software. Popular applications for digital painting mentioned include GIMP, Photo Editor, Photoshop, Paint, and Inkscape. These provide tools for editing, coloring, cropping images, and more. Computer software plays a key role in transforming hand-drawn paintings into digital works through various editing features.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Arts6_q1_mod2_elements and principles applied in commercial art_v2.pdf
1. MAPEH - Arts
Quarter 1 – Module 2:
Elements and Principles Applied
in Commercial Art
6
CO_Q1_Arts6_Module2
2. MAPEH - Arts
Alternative Delivery Mode
Quarter 1 – Module 2: Elements and Principles Applied in Commercial Art
First Edition, 2020
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 module 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: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region VI - Western Visayas
Office Address: Duran St., Iloilo City
Telefax: (033) 336-2816, (033) 509 7653
E-mail Address: region6@deped.gov.ph
Development Team of the Module
Author: Roselyn T. Navida
Editor: Gerry D. Almanon
Reviewers: Rebecca Y. Ibarreta, Mahnnie Q. Tolentino, Hajji S. Tropa
Illustrator: Roselyn T. Navida
Layout Artist: Roselyn T. Navida
Management Team: Ramir B. Uytico, Pedro T. Escobarte
Miguel Mac D. Aposin, Jerson B. Labos
Elena P. Gonzaga, Donald T. Genine, Celestino S. Dalumpines IV
Dobie Parohinog, Mahnnie Q. Tolentino
Rebecca Y. Ibarreta, Hajji S. Tropa
Ana Maria D. Arboleda, Annalyn N. Bebita
Jeannen C. Borreros
4. ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in
each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.
Thank you.
5. 1
CO_Q1_Arts6_Module2
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Elements and Principles Applied in Commercial Art. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of pupils. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the module you are now using.
The module aims that a learner can appreciates the elements and principles
applied in commercial art (A6PL – Ia) and is divided into three lessons, namely:
• Lesson 1 – What is Commercial Art
• Lesson 2 – Elements Applied in Commercial Art
• Lesson 3 – Principles Applied in Commercial Art
After going through this module, you are expected to:
1. know what is commercial art;
2. identify what are the elements used in a particular commercial art
presented; and
3. visualize and applies principles in making a commercial art.
What I Know
Choose the letter of the correct answer. Write the chosen letter on a separate
sheet of paper.
1. What is commercial art?
A. is an art used in advertising and selling
B. created for commercial purposes, primarily advertising
C. it uses a variety of platforms like magazines, websites, apps, and
television
D. all of the above
2. A person who does commercial art?
A. seller
B. consumer
C. commercial artist
D. manager
6. 2
CO_Q1_Arts6_Module2
3. What is the primary purpose of commercial art?
A. advertising
B. communication
C. education
D. games
4. What is the basic gadget that we can use in advertising?
A. computer
B. cellphone
C. billboard
D. tarpaulin
5. It is a kind of commercial art used to promote and advertise products.
A. entertainment
B. Publishing and Web Design
C. Promotion and Advertising
D. fashion design
6. Commercial art used to decorate products and interiors
A. Ornamental
B. Packaging
C. Architecture
D. Decorative Arts
7. The design of characters and environment for game
A. Fashion Design
B. Entertainment
C. Communication
D. Game Arts
8. Commercial art used in commercial environment that resemble installation
art such as a display window.
A. Environment
B. Packaging
C. Architecture
D. Decorative Arts
9. It is used for visual branding such as logos or a brand mascot.
A. Environment
B. Visual Branding
C. Architecture
D. Decorative Arts
10. It is used to fit requirements such as to meet demand for a current trend.
A. Fashion Design C. Communication
B. Entertainment D. Game Arts
7. 3
CO_Q1_Arts6_Module2
Lesson
1 Commercial Arts
This kind of art is very interesting to study for it is the common most used
relative to our daily lives. It is seen on television, pops on social media sites,
magazines, malls, and even on sidewalks and billboards.
What’s In
Read the statements carefully. Write YES if the idea is correct and NO if it is
wrong.
1. Good designs can only be done by the use of software.
2. It is nice to use proper materials to produce good artworks.
3. Materials should be stored in a place where it can be easily found.
4. Artworks can be a source of income.
5. Using smartphones in designing an artwork is impossible.
Notes to the Teacher
The teacher will provide pictures as examples so that the
learner can easily understand what is being discussed in this
module. He/she should also monitor closely the progress of the
child. It is strongly advised that there will be once a week
interaction with the teacher and learner.
8. 4
CO_Q1_Arts6_Module2
What’s New
Look at the commercial picture below.
✓ What is being advertised in the picture?
✓ How it captures the attention of the viewers?
✓ What can you see in the picture?
9. 5
CO_Q1_Arts6_Module2
What is It
Commercial Art
Commercial Art is the art of creative services, referring to art created for
commercial purposes, primarily advertising. Commercial art uses a variety of
platforms (magazines, websites, apps, television, social media, etc.) for viewers with
the intent of promoting sale and interest of products, services, and ideas.
A person who does commercial arts preferably commercial drawing is called
commercial artist.
Here are some types of commercial art:
➢ Promotion and advertising, paintings, illustrations, photographs –
created for promotions and advertising
➢ Visual Branding is used for visual branding such as logos or a
brand mascot.
➢ Publishing and web design covers, illustrations and graphic
elements for magazines, books and websites
➢ Decorative arts is used to decorate products and interiors.
➢ Ornamental art is used in architecture.
➢ Packaging design is used in the packaging of products.
➢ Environments is used in commercial environments that resemble
installation art such as a display window.
➢ Communication serves as graphic designs that communication
information such as signs.
➢ Fashion Design is used to fit requirements such as to meet demand
for a current trend.
➢ Entertainment is used in movie advertisements.
➢ Game art creates the design of characters and environments for
games.
10. 6
CO_Q1_Arts6_Module2
What’s More
Match the following pictures to the type of commercial Art. Write the letter of
the correct answer on a separate sheet of paper.
1. A. Fashion Design
2.
3.
4.
5.
B. Environment
C. Packaging Design
D. Publishing
E. Entertainment
https://unsplash.com/photos.restaurants
11. 7
CO_Q1_Arts6_Module2
What I Have Learned
Commercial Art is the art of creative services, referring to art created for
commercial purposes, primarily advertising.
Types of commercial arts:
✓ Promotion and advertising, paintings, illustrations, photographs
✓ Visual Branding
✓ Publishing and web design
✓ Decorative arts
✓ Ornamental art
✓ Packaging design
✓ Environments
✓ Communication
✓ Fashion Design
✓ Entertainment
✓ Game art
What I Can Do
Give examples of the following commercial arts:
1. Entertainment
2. Communication
3. Game art
4. Promotions and Advertising
5. Packaging design
12. 8
CO_Q1_Arts6_Module2
Assessment
Write TRUE if the statement is true. If not, write FALSE. Use a separate sheet
of paper for your answer.
_____ 1. Pictures posted on Facebook are all for commercial purposes.
_____ 2. Fashion Design is a design used to communicate information such as signs.
_____ 3. A person who do commercial art is called an architect.
_____ 4. Commercial Art is intended for commercial purposes.
_____ 5. Packaging Design is used for wrapping products.
Additional Activities
Do this activity:
1. Cut five (5) kinds of commercial art in magazines or newspapers.
2. Paste them in a short coupon bond.
3. Write below the picture what kind of commercial art it is.
4. Hand over to your teacher as you finish this module.
What I Know
Read the sentences intently. Write the letter of the correct answer on a
separate sheet of paper.
1. These are the elements of art except one.
A. colors C. texture
B. shapes D. computer
2. It is an element of art which is defined as the area between and around objects.
A. shape C. space
B. texture D. line
13. 9
CO_Q1_Arts6_Module2
3. The mark with greater length than width. It maybe horizontal, vertical
or diagonal, straight or curve, thick or thin.
A. line C. form
B. shape D. space
4. The surface quality that can be seen or felt. It can also be rough or smooth.
A. space C. texture
B. color D. line
5. The area between and around objects.
A. form C. line
B. space D. color
6. ______ is light reflected by objects. It has three characteristics namely hue,
value, and intensity.
A. Color C. Shape
B. Form D. Line
7. ________ are three dimensional shapes, expressing length, width and depth.
A. Shapes C. Forms
B. Spaces D. Textures
8. The first thing a viewer looks at a commercial art.
A. color C. shape
B. form D. line
9. ________ do not always feel the way they work.
A. Shape C. Form
B. Space D. Texture
10. It is a closed line. It can be geometric.
A. shape C. form
B. space D. texture
14. 10
CO_Q1_Arts6_Module2
Lesson
2
Elements of Art Applied
in Commercial Art
Elements of Arts applied in any kind of art or artworks does not change. The
same elements are considered but the skill of the artist to apply those is what matters
most. It is good to revisit these elements from time to time.
What’s In
Read the following sentences carefully. Write the letter of the correct answer
in a separate sheet of paper.
1. What is the basic gadget that we can use in advertising?
A. computer
B. cellphone
C. billboard
D. tarpaulin
2. What is commercial art?
A. is an art used in advertising and selling
B. created for commercial purposes, primarily advertising
C. it uses a variety of platforms like magazines, websites, apps, and
television.
D. all of the above
3. The design of characters and environments for games
A. game Art
B. environment
C. fashion design
D. packaging design
4. It is a kind of commercial art used to promote and advertise products.
A. entertainment
B. publishing and web design
C. promotion and advertising
D. fashion design
5. Commercial art used to decorate products and interiors.
A. ornamental
B. packaging
C. architecture
D. decorative Arts
15. 11
CO_Q1_Arts6_Module2
What’s New
Look at the commercial picture below.
Photograph by Roselyn Navida
✓ What can you see in the picture?
✓ What are the different colors present?
✓ What is the shape of the picture?
✓ Is there a space between the images?
✓ Is the picture attractive? Why?
Notes to the Teacher
The teacher will provide pictures as examples so that the learner
can easily understand what is being discussed in this module.
He/she should also monitor closely the progress of the child. It is
strongly advised that there will be once a week interaction with
the teacher and learner.
16. 12
CO_Q1_Arts6_Module2
What is It
The Elements of Art
Line is the mark with greater length than width. The line can be horizontal, vertical
or diagonal, straight or curved, thick or thin.
Shape is the closed line. Shapes can be geometric, like squares and circles, or
organic, like free formed shapes or natural shape. Shapes are flat and can
express length and width.
Forms are three-dimensional shapes, expressing length, width, and depth. Balls,
cylinders, boxes and triangles
Space is the area between and around objects. The space around objects is often
called negative space; negative space has shape. Space can also refer to the
feeling of depth. Real space is three-dimensional, in visual art when we can
create the feeling or illusion of depth we call it space.
Color is light reflected off objects. Color has three main characteristics: hue or its
name (red, green, blue, etc.) value (how light or dark it is), and intensity (how
bright or dull it is).
Texture is the surface quality that can be seen and felt. Texture can be rough or
smooth, soft or hand. Texture do not always feel the way they work; for
example, a drawing of a porcupine may look prickly, but you touch the
drawing, the paper is smooth and plain.
What’s More
What to do:
1. Try to look at the picture given.
2. What kind of commercial art is
the picture?
3. Identify what are the elements of
arts present in the picture?
Aquaman poster. traileraddict.com
17. 13
CO_Q1_Arts6_Module2
What I Have Learned
The Elements of Arts
✓ Line
✓ Shape
✓ Forms
✓ Space
✓ Color
✓ Texture
Mastery of these elements will help you become a better artist.
What I Can Do
What are the Elements of Art present in this commercial art? Write your
answer on a separate sheet of paper.
18. 14
CO_Q1_Arts6_Module2
Assessment
Read the statement carefully. Select the letter of the correct answer. Write it
in your paper.
1. The mark with greater length than width. It maybe horizontal, vertical, or
diagonal, straight or curve, thick or thin.
A. line B. shape C. form
2. The surface quality that can be seen or felt. It can also be rough or smooth.
A. space B. color C. texture
3. The area between and around objects.
A. form B. space C. line
4. ________ is light reflected by objects. It has three characteristics namely
hue, value and intensity.
A. Color B. Form C. Shape
5. ________ are three dimensional shapes, expressing length, width and depth.
A. Shapes B. Spaces C. Forms
Additional Activities
Make an album of different commercial arts. (Cut pictures from magazines,
newspapers, and or collect wrappers or packaging and paste in a coupon bond or
your notebook). Submit it on time.
19. 15
CO_Q1_Arts6_Module2
What I Know
Read the questions comprehensively. Write in a separate sheet the letter of
your correct answer.
1. The following are principles of arts except one
A. Balance
B. Emphasis
C. Rhythm
D. Figure
2. Principles and elements of art in hand or computerized are the same.
A. False
B. True
C. Undefined
D. No definite answer
3. It is a principle of art which is the repetition of an object or symbol all over the
artwork.
A. Rhythm
B. Variety
C. Pattern
D. Unity
4. It is a part of the design that catches the viewer’s attention?
A. Movements
B. Repetition
C. Emphasis
D. Variety
5. The distribution of the visual weight of objects, colors, texture and space.
A. Emphasis
B. Balance
C. Repetition
D. Rhythm
6. The path the viewer’s eye takes through the artwork, often to focal areas.
A. Pattern
B. Repetition
C. Variety
D. Movement
20. 16
CO_Q1_Arts6_Module2
7. The use of several elements of design to hold the viewer’s attention and to
guide the viewers eye through the artwork.
A. Unity
B. Rhythm
C. Variety
D. Movement
8. The feeling of harmony among all parts of the artwork creating a sense of
completeness.
A. Unity
B. Balance
C. Emphasis
D. Proportion
9. Works with pattern to make the artwork seem active.
A. Pattern
B. Repetition
C. Proportion
D. Rhythm
10.Created when one or more elements of design are used repeatedly to create a
feeling of organized movement.
A. Variety
B. Rhythm
C. Unity
D. Repetition
21. 17
CO_Q1_Arts6_Module2
Lesson
3
Principles Applied
in Commercial Art
Principles of Art had been discussed in the past module. It is the role of this
lesson to let the learner know if these are still applicable in making or designing
commercial art.
What’s In
Read the statement carefully. Select the letter of the correct answer. Write it
in your paper.
1. The mark with greater length than width. It maybe horizontal, vertical or
diagonal, straight or curve, thick or thin.
A. line B. shape C. form
2. The surface quality that can be seen or felt. It can also be rough or smooth.
A. space B. color C. texture
3. The area between and around objects.
A. form B. space C. line
4. ________ is light reflected by objects. It has three characteristics namely
hue, value and intensity.
A. Color B. Form C. Shape
5. ________ are three dimensional shapes, expressing length, width and depth.
A. Shapes B. Spaces C. Forms
Notes to the Teacher
The teacher will provide pictures as examples so that the
learner can easily understand what is being discussed in this
module. He/she should also monitor closely the progress of the
child. It is strongly advised that there will be once a week
interaction with the teacher and learner.
22. 18
CO_Q1_Arts6_Module2
What’s New
Look at the picture below and try to answer the questions that follow.
Photograph by Roselyn T. Navida
✓ What can you say about the picture?
✓ How many colors can you find in the picture?
✓ What do you think is the message of the picture?
What is It
Principles of Art
Intext: www.theartist.me, 10 Principles of Art
Balance is the distribution of the visual weight of objects, colors, texture, and space.
If the design was a scale these elements should be balanced to make a design,
feel stable.
In symmetrical balance, the elements used on one side of design are
similar to those on the other side; in asymmetrical balance, the other sides
are different but still look balanced. In radial balance, the elements are
arranged around a central point and may be similar.
Emphasis is part of the design that catches the viewer’s attention. Usually the artist
will make one area stand out by contrasting it with other areas. The area will
be different in size, color, texture, shape, etc.
Movement is the path the viewer’s eye takes through the artwork, often to focal
areas. Such movements can be directed along lines edges, shape and color
within the artwork.
Pattern is the repetition of an object or symbol all over the artwork.
23. 19
CO_Q1_Arts6_Module2
https://en.m.wikipedia.com/wiki/mango
Repetition works with pattern to make the artwork seem active. The repetition of
elements of design creates unity within artwork.
Proportion is the feeling of unity created when all parts (sizes, amounts, or number)
relate well with each other. When drawing the human figure, proportion can
refer to the size of the head compared to the rest of the body.
Rhythm is created when one or more elements of design are used repeatedly to create
a feeling of organized movement. Variety is essential to keep rhythm exciting
an active, and moving the viewer around the the artwork. Rhythm creates a
mood like music or dancing.
Variety is the use of several elements of design to hold the viewer’s attention and to
guide the viewer’s eye through the artwork.
Unity is the feeling of harmony between all parts of the artwork creating a sense of
completeness.
What’s More
I am a mango fruit. Can you make a product out of my flesh? What would it
be? Please draw and advertise me. You will be scored by a rubric below.
Criteria
5
Very
Evident
3
Evident
1
Not
Evident
1. All the principles and elements of art are
present in the artwork.
2. Captivates the attention of the consumers.
3. The size of the artwork is just right.
4. Finishes the artwork on time.
5.The artwork is presentable in general.
24. 20
CO_Q1_Arts6_Module2
What I Have Learned
One of the important part in commercial art is to follow or consider the
Principles of Art namely: Balance, Emphasis, Movements, Pattern, Repetition,
Proportion, Rhythm, Variety and Unity.
What I Can Do
Think of a product that you want to sell online. Make a commercial art using
the Principles of Art.
Your output will be rated based on this rubric.
Criteria
5
Very
Evident
3
Evident
1
Not
Evident
1. Follows all the steps correctly.
2. All elements and principles of
arts and design are present.
3. Shows creativeness
4. Finishes the artwork on time.
25. 21
CO_Q1_Arts6_Module2
Assessment
Read the statements conscientiously. Write TRUE if the statement is correct
and FALSE if not.
1. Balance is the roughness or smoothness of an artwork.
2. Emphasis is the part of design that catches the viewer’s attention.
3. Variety is the feeling of harmony among all parts of the artwork.
4. Rhythm is created when one or more elements of design are used
repeatedly to create a feeling of organized movement.
5. Pattern is repetition of an object or symbol all over the artwork.
Additional Activities
Look at the picture below. List down all the principles of art that is present
or used in it. Write it down on your activity notebook.
Photograph by Nen Almanon
26. 22
CO_Q1_Arts6_Module2
Answer Key: Lesson 1
Assessment
1.
FALSE
2.
FALSE
3.
FALSE
4.
TRUE
5.
TRUE
What's
New
Answers
may
vary
What's
More
1.
C
2.
B
3.
D
4.
E
5.
A
What
I
Can
Do
Answers
may
vary
What
I
Know
1.
D
2.
C
3.
A
4.
B
5.
C
6.
D
7.
D
8.
A
9.
B
10.
A
27. 23
CO_Q1_Arts6_Module2
Answer Key: Lesson 2
Assessment
1.
A
2.
C
3.
B
4.
A
5.
C
What's
In
1.
B
2.
D
3.
A
4.
C
5.
D
What's
More
Answers
may
vary
What
I
Can
Do
Answers
may
vary
What
I
Know
1.
D
2.
C
3.
A
4.
C
5.
B
6.
A
7.
C
8.
A
9.
D
10.
A
28. 24
CO_Q1_Arts6_Module2
Answer Key: Lesson 3
Assessment
1.
FALSE
2.
TRUE
3.
FALSE
4.
TRUE
5.
TRUE
What's
In
1.
A
2.
C
3.
B
4.
A
5.
C
What's
More
c/o
rubric
What's
I
Can
Do
c/o
rubric
What
I
Know
1.
D
2.
B
3.
C
4.
C
5.
B
6.
D
7.
C
8.
A
9.
B
10.B
30. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph