1. Valdez, Elissa Ann E.
BEED - IV
DEVELOPING AN ACTIVITY PLAN
Learning Outcomes
1.Explain the significance of each component in facilitating student learning.
2. Create a lesson plan based on the DepEd curriculum.
3. Discuss the realities of implementing a lesson plan in an actual class.
Components of an Activity Plan
A lesson plan is a detailed guide of how the teacher will conduct the flow of his or her
lesson that provides structure for teaching, assessment and even classroom management. The
term ACTIVITY PLAN is commonly used since art classes focus more on hands-on activity
than lecture or discussions.
Depending on the school, teacher, or program, an activity plan can be as simple as a
written outline or a complex scripted instruction. The basic components of an activity plan are
the following.
Components of an Activity Plan for Visual Art
I. OBJECTIVES This is clear statement that includes the learning of the activity and
what teacher is trying to achieve. The assessment will be based on
the objectives set by the teacher. See K to 12 Curriculum Guide
Appendix.
Content Standard This statement includes how students will demonstrate
understanding of concepts in the cognitive domain, the elements of
art and principles of design. (Knowledge)
Performance Standard This statement includes how the students will demonstrate a skill
by creating an artwork. It describes the technical skills required to
produce the artwork. (Skill)
Learning
Competencies
This statement includes the specific tasks and activities that the
students are expected to accomplish in class. The LC code is
indicated in the K to 12 Curriculum Guide.
II. CONTENT This includes key concepts, theories, and principles that are taught
and learned in specific academic courses. It may also indicate
themes or subject content areas in art class.
Learning Resources Teacher’s guide pages, learner’s materials pages, textbook pages,
additional learning resources
III. PREPARATION Preparing the requirements needed by the teacher before
conducting the class
Student Materials This is a list of materials that will be used. Indicate if there are
preparations needed before bringing the works
Students bring the materials:
-Individually
-By pair
-By group
If the school will provide, indicate the distribution plan
-Per group (assign a team leader)
-Materials station (materials are organized on a table)
-System for distributing and returning materials
Logistics This describes the classroom setup. Teachers with their own art
rooms can skip this part as the setup is fixed. However, are teachers
who use homeroom classroom that other teachers also use will need
2. more planning, especially for complex activities, such as painting
and printmaking. Take note that some activities are not suited for
armchairs which are commonly used in regular classrooms.
-Workspace (armchair, long tables, on the floor)
-Groupings for sharing materials
-Classroom layout (rows, U-Shape, work stations)
-Wash area (placement of buckets, trash disposal)
-assigned drying area (for wet and messy works like paint and clay)
Class Management This describes the Art management system to be implemented in
the classroom. The teacher should decide and prepare these before
conducting the class.
- Safety precautions, preventive measures, warnings,
dangers, reminders in using tools and materials (very
important for little kids.)
- System to monitor materials (usage and returning of tools).
- Time breakdown (preparation, activity proper, discussion,
cleanup).
- Placement of finished works or drying area;
- Water supply (if there is no sink)
- Cleanup system;
- Roles (name manager, table captain, water helper,
materials monitor, work collector, posting team, etc); and
- Adaptations and modifications for children with special
needs.
IV. PROCEDURE The detailed process of teaching and learning in the class
Pre-activity Review
The teacher helps students recall previous concepts, techniques, or
past experiences and insights. Works from the previous activity can
also be showcased. This is important if the current lesson requires
prerequisite skills learned from the previous lesson, especially if it
involves technical skills.
-Ask questions about previous lesson.
-Showcase previous artworks.
-Student demonstrating the technique from previous lesson
-Student realization and insights
Engagement
The teacher engages the student’s senses by making them curios
about the activity through asking questions, telling stories, or
showing the inspirational work for the day.
-Doodles and fun games
-Songs and video clips
-Poems and storytelling
-Content area discussion (Math, Science, History, etc.)
-Pose a problem (cliff-hanger experiments, what if questions,
showing an interesting video clip, presenting materials, etc.)
-Site exploration (Going outdoors, leaf-picking, hide-and-seek
games)
-Understand the arts community
Lesson Proper Introduction
The teacher discusses the prerequisite knowledge, skills, and
expectations before proceeding with the lesson proper. Some
students tend to get excited during demonstrations, or proceed with
the activity without recognizing the proper usage and discipline
needed before creating art.
3. -Present the materials, usage, origins, and purpose.
-Discuss safety precautions. What to do and what not,
consequences.
-Discuss expected behaviors (Act and behave like an artist)
-Demonstrate how to clean up and discuss standards for
cleanliness. It is important to specify the guidelines in cleaning up
before the start of the lesson.
-Observe of the art process.
Guided Practice Exploration
This is the initial phase of art creation. Students are allowed to
explore and make mistakes. The teacher can observe, roam around,
and give individualized feedback and encouragement.
-Envision a plan by sketching on a sheet of paper.
-Experiment with the materials.
-Make mistakes and learn from it.
Explore possibilities.
Find inspiration by narrating their own stories to a friend or
classmate.
-Choose a theme, color, concept, or idea.
-Troubleshoot problems.
-Envisions a concept or message to convey visually for the final
artwork
.
Independent Practice Creation
This is a part where students will apply what they have learned by
creating an artwork based on the learning competencies. Students
work independently as this will be the basis for assessment.
-Apply the concept and skills.
-Create the artwork.
-Demonstrate authentic skill and creativity.
-Develop craft by using techniques.
-Engage and persist.
Post-activity Assignment
Follow up tasks or preparation for the next activity.
-Provide a title or artist statement (short description of the artwork).
-Take home work for unfinished tasks
-Assignments
-Materials to prepare for next session
-Reminders for next class
V.ART
APPRECIATION
Opportunity for students to express themselves, reflect, discuss and
appreciate each other’s work
Self- Expression Expression and Reflection
This is a crucial part of an art class that is often skipped in the
Philippine Art Education system because it is not the priority. In
teaching in the early grades. It is important that students
demonstrate art appreciation by talking about their artwork in class.
This gives them a sense of achievement and respect for other
people’s work. Talking about works of people who they do not
personally know with themes that they are not familiar with. This
is the part where students realize the SIGNIFICANCE OF ART in
their life.
-Express oneself through show-and-tell. It can be done by a group
so all students will have the chance to share. For big classes, taking
4. turns can also be done by calling two to three students at a time per
class.
This is the part where young children will understand that art is not
about having perfect and clean lines, but about how they are able
to communicate their thoughts, feelings, experiences, and wishes
visually. This is done so that once they reach upper elementary
grades, they will have more appreciation of the historical
masterpieces which they know are also the artists’ meaningful
expression.
-Select some works and ask the students questions about them
while letting their, peer answer. Since students are young, some
might not be able to effectively draw what’s on their minds so it is
important to ask them explicitly.
-Why did you choose these colors?
-What is this? Who is this? Where is this?
-What is your favorite part?
-What part is the most difficult part for you?
-What is the title of your work?
-Who made an amazing discovery today?
Reflect on their own work and plan for the next activity.
Appreciation Showcase ALL works in the wall or in the school hallway to be
appreciated by all. This can be done per session or per quarter.
Make sure ALL students have at least one work displayed.
Conclusion Synthesize the lesson by reviewing the concepts learned.
-Can you point to the primary colors?
-Can you tell which is foreground, middle ground, and
background?
-Please describe how you are able to achieve this technique.
Review the process.
VI. ASSSESSMENT This part describes the methods and tools the teacher will use to
measure student learning.
-Documentation, portfolio building, art exhibition
-Rubrics for evaluating student performance and output
-Written tests to measure knowledge and concepts
