This document contains a daily lesson plan for a MAPEH class in Grade 9. The lesson plan covers art elements and principles from the Renaissance and Baroque periods. [The lesson plan outlines objectives, content, learning resources, procedures, and a reflection. It includes activities for students to analyze artworks, identify pictures, draw depictions of Alexander the Great and create their own mosaic.] The lesson aims to teach students about different art periods and styles and have them apply principles through creative works.

1. DAILY MAPEH 9 LESSON PLAN
GRADE LEVEL
9
LEARNING AREA/ QUARTER / DOMAIN
MAPEH/QUARTER 1/ARTS
DATE
NOVEMBER 8-10,
2023
SECTION
SALVACION
I. OBJECTIVES
A. Content Standards
Analyze art elements and principles in the production of work following the
style of Renaissance and Baroque arts (A9EL-llb-1)
B. Performance
Standards
Make a Mosaic using the empty glass bottle with your own materials
C. Learning
Competencies/
Objectives
(Write the LC
code)
At the end of the lesson, the learners should be able to:
1. discuss and analyze the elements and principles of arts during the
different period/ era;
2. show appreciation in the elements and principles of arts during the
different period/ era; and
3. create their own artwork incorporating the Baroque design.
II. CONTENT Western and Classical Period
III. LEARNING
RESOURCES
SLM
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages Mapeh Learner’s Material pages 1-6
3. Textbook pages
4. Additional Materials
from LR portal
B. Other Learning
Resources
IV. PROCEDURES
A. Preliminary
Activities
1. Prayer
To be led by the learner scheduled for the day.
2. Greeting
The teacher and the learners will exchange greetings.
3. Checking of Attendance
The teacher will check the attendance of the class.
B. Reviewing
Previous Lesson
or Presenting the
new Lesson
Activity 1: “Reviewing about Medieval,Renaissance,Baroque”
The teacher will review the past lesson.
 What are the different characteristics of medieval?
 How will you identify the different periods of music?
 Can you give examples of the composers of different period?
C. Establishing a
purpose for the
lesson
Activity 2: Know Me!
The students will be given an activity. The teacher give pictures and they
will identify it.
InstructionI will present a picture and you will identify it.

2. Guide Questions:
1. What did you observe in the picture?
2. What do you think is our lesson for today?
3. What do you think is the meaning of that picture?
D. Discussing the new
concepts
“ART” is derived from the Latin word “ARS”, which means “skill”. It is also known
as the totality of human activities.
Important of Arts to humans:
• Express feelings of love.
• Gives satisfaction to talented people.
• Develops character, proper attitudes and values.

3. Ancient paintings
(pre-historic era and Egyptian)
1,500,000 BC 2,000 BC
Pre-Historic Era
-includes all human existence before the emergence of writing. A type of
art that dominated in this era is the Cave Paintings served as the people’s way
of communication.
Egyptian art
-The purpose of Egyptian paintings is to make the deceased after life place
pleasant.
-It emphasizes the importance of life after death and the preservation of the
knowledge of the past.
-Another characteristic of Egyptian Arts is it based on perfect balance because
it reflects the ideal world of the gods.
ARTWORKS from the Egyptian and Pre-Historic Era
“Sarcophagus of Tutankhamen”
(Egyptian)
“Cave of Lascaux” (pre-historic)
It was discovered on 12 September 1940 and given statutory historic monument
protection.
“Hall of bulls” (from the cave of Lascaux)
• This one is the hall of bulls; this is a beautiful painting on cave walls.
“Maat and Isis” (Egyptian)

4. The painting shows the two Goddesses Maat and Isis. Maat the Goddess of
truth and justice, is the wing Goddess kneeling on the floor. Isis is the Goddess
seated on the throne.
Lesson 2:
Classical and paintings
(Greek era and romantic)
Greek Era
Paintings during the classical era were commonly found in vases,
panels and tomb. It depicts natural figures with dynamic compositions, most of
the subjects were battle scenes, mythological figures, and every day.
Romantic Era
Most of the paintings in this era were copied or imitated from Hellenic Greek
paintings. Fresco technique was used in brightly colored backgrounds; division
of the wall into multiple rectangular areas (tic-tac-toe design); and multipoint
perspective.
Most Common Methods of Greek Painting and Romantic Art
Fresco
Method of painting water-based pigments on a freshly plaster usually a wall
surface. Colors are made with grind powder pigments in pure water, dry and
set with a plaster to become a permanent part of the wall. Ideal for murals,
durable and has a mate style.
Fresco from the Villa of Mysteries
Pompeii, 80 BC
This fresco painting was believed to depict ceremonial rites, either marriage or
an initiation of a women in a mystery cult.

5. Encaustic
Develops to use by Greek ship builders, who used the hot wax to fill the cracks
of ship. It is paint consists of pigment mixed with beeswax and fixed with heat
after its application.
Panel painting
These are paintings of flat panels of wood. It can be either a small, single piece
or several panels joined together. Most of the panel paintings no longer exist
because of its organic composition.
Kerch painting
Kerch Style also referred to as Kerch Vases are red-figured pottery named
after the place where it was found.
Shapes commonly found are:
 Pelike (wine container)
 Lekanis (a low bowl with two horizontal handles and a low broad foot)
Mosaic
It is an art process where an image is created using an assemblage of small
pieces of colored glass, stones, or other materials. This technique uses for
decorative art or interior decorations.

6. ALEXANDER THE GRAET
ALEXANDER THE GRAET
Medieval paintings
(byzantine, Romanesque, and gothic)
400 BC to 1,400 AD
Byzantine Paintings
The lively style of paintings which had been invented in Greek and Roman
lived on in Byzantium, but this time for Christian subjects. By the 11th
century,
the Greek and Oriental styles seem to blend in magnificent, imposing images,
which adorned the churches in large and small forms.
Romanesque paintings
This style first evolved in the first third of the 12th
century. It is a complete realization
of religious and social functions. These are largely placed mosaics on the walls of the
churches that follows a strict frontal pose.

7. 3 Main Functions of Romanesque Paintings:
 Entertaining
 Moralising and
 Educational
Gothic paintings
Gothic Style originated in Northern, France. The basic characteristics of the
Gothic art styles reinforce symbolic meanings. The church symbolizes the
transcendence of the soul, and the underlying philosophy is to create building
of height and light.
“The Shepherd, David”
“Lady and the unicorn tapestry”

8.  Lebes gamikos (with high handles and lid use to carry bridal bath)
E. Developing
Mastery
Instruction: In your 1 whole sheet of paper Identify the pictures that I will
show.
1.
2.
3.
4.

9. 5.
F. Making
Generalizations
and Abstractions
about the Lesson
The teacher will ask the students.
 What have you learned in this Period?
 What are the different paintings of the Western and Classica Period?
 How important to learn the characteristics and history of the Western
and Classical Period?
G. Finding Practical
Applications of
concepts and
skills in daily living
The class will be given group activity. The students will be group into 3
groups.
Direction: Draw a picture OF Alexander the Great.
Rubrics:
Originality 50 points
Content 20 points
Creativity 15 points
Over-all impact 15 points
100 points
H. Evaluating
Learning
Draw your own Kerch Style Vase. Make a Mosaic using the empty glass
bottle with your own materials.
Rubrics:
Originality 50 points
Creativity 20 points
Neatness 20 points
Over-all impact 10 points
100 points

10. I. Assignment
Direction: Sketch the image of your love once.
RUBRICS:
Originality 15 points
Creativity 10 points__
25 points
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
KAREN FAE S, PONCARDAS
Checked by:
MAREBELLE TUMULAK
Teacher I
Noted by:
MARILYN R. DEL PILAR, HT-III
JHS Department Head