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2010 Secondary Education Curriculum 
Music and Arts 
First Year Art 
General Standard: The learner demonstrates understanding of basic concepts and 
principles of folk songs and arts of the Philippines and the world, 
through active participation in artistic and cultural performances for 
self development, promotion of cultural identity, and expansion of 
one’s world vision
2010 Secondary Education Curriculum 
Music and Arts 
Quarter 3 : Folk Songs and Arts of 
Australia, Europe and America 
Topic: Indigenous Arts of 
Europe, Australia and 
America 
Time Frame: 8 hours 
Stage 1 
Content Standard: 
· The learner demonstrates understanding of media 
techniques and processes and the elements and principles 
of arts used in American, Australian and European folk arts 
as influenced by history and culture 
Performance Standard: 
· The learner creates an example of European, Australian and 
American folk art applying knowledge of media techniques 
and processes, elements and principles of art to communicate 
ideas, experiences and stories 
Essential Understanding(s): 
· European, Australian and American folk arts reflect nature 
and the life of the common folk through various media 
techniques and processes based on the factors of time, 
climate, resources, ideas and historical and cultural context. 
· Because of the large number of cultural groups in Europe 
and Australia, a variety of styles are found in their folk arts. 
· The enormous ethnic diversity caused by migrations of 
people from all over the world resulted in a mixture of 
several types of American folk arts. 
Essential Question(s): 
· How do European, Australian and American folk art reflect 
nature and the life of the common folk? 
· Why is it impossible to describe a typical American, European 
and Australian folk art? 
Learners will know: 
· Indigenous Arts of Europe, Australian and America 
o Carving 
o Weaving 
o Pottery 
o Physical Ornaments 
· Elements of Art 
• Point 
• Line 
• Shape and Form 
Learners will be able to: 
 View of examples of American, Australian and European 
indigenous arts 
 Discuss the message or the meaning of American, Australian 
and European indigenous design. 
 Apply different media techniques and processes to 
communicate ideas, experiences and stories showing the 
characteristics of American and European indigenous arts 
 Create an example of American, Australian and European 
indigenous arts showing understanding of the elements of art
2010 Secondary Education Curriculum 
Music and Arts 
• Value 
• Color 
• Texture 
• Space 
· Principles of Art 
• Unity and Variety 
• Balance 
• Emphasis/Focal Point 
• Rhythm/Pattern 
• Proportion/Scale 
• Movement 
and principles of design. 
 Use subjects, themes and symbols in their artworks that 
demonstrate knowledge of contexts, values and aesthetics in 
European, Australian and American indigenous arts. 
 Analyze the works of art using knowledge of the elements of 
art and principles of design. 
 Assess and evaluate created work 
 Share lessons learned, realizations and individual thoughts 
 Analyze and describe how factors of time and place (such as 
climate, resources, ideas and historical and cultural contexts) 
influence visual characteristics in American, Australian and 
European folk arts 
 Compare indigenous arts of the Philippines to the other 
continents 
Stage 2 
Product or Performance Task: 
 Examples of European, Australian and 
American Indigenous art 
Evidence at the level of understanding 
Explanation 
Explain how nature and folk life are 
reflected in European, Australian and 
American indigenous arts through various 
media techniques and processes. 
Criteria: 
·Clear 
·Accurate description of the different 
elements used 
·Use of appropriate terminology 
Interpretation 
Illustrate through a media technique of 
your choice how factors of time, climate, 
resources, ideas and historical and 
Evidence at the level of performance 
Evaluation of a created art work based on 
the following criteria: 
·Authenticity 
·Clear Message 
·Creativity
2010 Secondary Education Curriculum 
Music and Arts 
cultural context influence a specific folk 
art. 
Criteria 
·Meaningful 
·Revealing 
·illustrative 
Application 
Apply knowledge of media techniques in 
creating an example of European, 
Australian and American indigenous art 
Criteria 
·Appropriate use of: materials 
·Appropriate media techniques 
·Creativity 
Perspective 
 Compare and contrast the different 
styles of Australian, American and 
European indigenous arts 
Criteria 
·critical 
·insightful 
·revealing 
Empathy 
 Assume the role of a folk artist from a 
specific cultural group Europe, 
Australia and America in creating a 
sample folk art 
Criteria 
·Sensitive
2010 Secondary Education Curriculum 
Music and Arts 
·Open 
·Responsive 
·Receptive 
Self Knowledge 
Write your realization after learning the 
indigenous arts of Europe, Australia and 
United States. 
Criteria 
·Insightful 
·Reflective 
·Self-adjusting 
Stage 3 
Explore 
In this phase engage the learners in viewing examples of European, 
Australian and American indigenous arts and assess their background knowledge on 
the topic. Hook and engage learners on the topic and as a guide, give them the 
essential question. 
 Ask the student to list the forms and characteristics of folk arts in the Philippines (recall 1st quarter lessons) and in Asia and 
Africa (recall 2nd quarter lessons). 
 Ask the student to list the groups of people who migrated to Australia. 
 Ask the student to list the groups of people (e.g., English, Dutch, German, Swiss, Moravian, Norwegian, Swedish, Spanish 
and African) who migrated to the United States or list of countries in United States. 
 Ask the student to identify different cultural groups and countries in Europe (e.g., Russia, Norway, Sweden, Finland, Denmark, 
France, Netherlands, Germany, and Britain). 
 Ask students the indigenous objects, visual designs (motifs & symbols) common in Europe, Australia and the Americas. 
Emphasis:
2010 Secondary Education Curriculum 
Music and Arts 
o In discussing the indigenous objects, focus on the design and subject matter. 
o Link the objects with the cultural backgrounds and traditions of the people. 
 Ask the essential question. 
How do European, Australian and American folk art reflect nature and the life of the common folk? 
Why is it impossible to describe a typical American, European and Australian folk art? 
Firm Up: 
At this stage, provide activities and process students meaning. Let them 
reflect, revise, rethink their understanding. 
 Focus the discussion on the objects/clothing worn by the folk. 
 Discuss the purpose and history of the clothing designs. 
 Present indigenous art forms through visual aids focusing on carving, pottery, weaving and physical ornaments 
 Analyze the designs of the indigenous forms by discussing the use of the elements of art and principles of design. 
 Relate the indigenous art forms to the context of the country. 
o In discussing the indigenous art forms, teacher must apply or focus on the basic visual elements and principles of 
design used by the artists. 
o Stress on the lines, colors and shapes etc. and the principles of designs; repetition, rhythm and contrast, 
movement etc. 
o Relate the subject used and the similarities and differences of the designs. 
o State the similarities and differences of clothing in relation to the visual elements. 
o American Indigenous and folk art 
 Native American clothing, “iroqouis” mask, “sea monster masks”, “Haida” masks, Inuit clothing, “Yupik” 
mask, “Tlignit” clothing, “Kabotie” clothing, Kwakuiti clothing and totems, Navajo blanket, Anasazi 
pottery etc. (Arts of the plains and Arts of the Northwest), Rangoli folk designs 
o European Indigenous and folk art
2010 Secondary Education Curriculum 
Music and Arts 
 Scandinavian designs, Russian Folk Motifs, Celtic and Old Norse designs, Welsh patch work, Lithuanian 
folk dress, European festivals, “Pysanky” motifs, 
 European indigenous art forms are linked to its ancient to medieval arts. See ancient and medieval 
period. 
o Australian Indigenous art is similar with Native Americans and totally different to European folk arts. 
 Australian: Aboriginal body painting “the dreaming” 
Check for understanding. 
Deepen: 
In this phase, students will be given hands on activities in creating examples 
of indigenous arts in order to have a thorough understanding of the different genres. 
Ask them to reflect, revise and rethink their understanding. 
 Teacher may choose from activity 1 or 2 or C depending on the available time/sessions left. 
Activity 1/Option A: European Australian and American Mask Making - Carving 
 Group the students into three (3). The three groups will be American, Australian and European. All the members of each group 
must have folder/paper board, adhesive and coloring markers. These are their basic materials. Instruct each group to use 
alternative decorative materials (any recyclable and common objects in their area) 
 Each group must think of a country to represent. 
 Individually, each member of the group must produce a mask based on the country. The mask must use symbols or motifs 
present in the chosen country. 
Activity 2/Option B: European, Australian and American Costumes – Weaving and Ornaments 
 Each group must conceptualize and create a design for their costume. 
 The materials and colors for their costume must be common to the province. Encourage the materials to use recycled materials. 
Activity 3: Reporting and Presentation 
Each group will present to the class the design used by the group, information about the indigenous art and culture of their chosen 
country.
2010 Secondary Education Curriculum 
Music and Arts 
Activity 4/Option C: Class Exhibit 
 Mount the masks and costumes along the hallway of the school or inside the classrooms. 
 Reflection: Every activity, students must compare their artworks (mask/costume/presentation) with the other groups and other 
individuals with in the group. 
 Self-evaluation and assessment must use the following rubrics: 
o Use of the basic elements. (ex. Colors used, lines used, textures used) 
o Use of the principles of design. (ex. Repetition of designs used, harmony of the colors used, variety of designs, 
movement of the choreography) 
o Creativity 
o Resourcefulness 
o Appropriate use of symbols 
 Synthesis: Let students realize through questioning that all indigenous forms in Europe, Australian and in America have their 
own history and purpose. And details of the design are based on the experience of the individual in his/her 
community/environment. 
o Indigenous art forms in Europe are linked to ancient to medieval art. 
o American indigenous art are linked to its Native Americans and related to Australian Indigenous forms 
o American folk arts are greatly influenced by the migrations of people. 
o Asian, Australian and African indigenous and folk arts execution/approach, materials and subject matter are different 
from the European and American folk art 
o The similarities of the European, American Asian, Australian, African indigenous and folk arts are the use of the basic 
visual elements and principles of design. 
o The interpretation of their experience to visual forms varies from one individual, tribe, country etc. 
 Summary: Students must realize that Philippine indigenous art and folk art reflect nature and the life of the common folk 
through various media techniques and processes based on the factors of time, climate, resources, ideas and historical and 
cultural context same as with European, American Asian, Australian, African indigenous folk arts. 
o American, Australian and European folk arts are influenced by political, social, cultural, and economic as well as 
intellectual developments. 
o The enormous ethnic diversity caused by migrations of people from all over the world resulted in a mixture of several 
types of American folk arts and changes in the Australian aboriginal indigenous forms. 
o Because of the large number of cultural groups in Europe, a variety of styles are found in their folk arts.
2010 Secondary Education Curriculum 
Music and Arts 
After the whole activity: 
 Ask each student to answer the following questions. 
 Which group is more resourceful and creative? Why? 
 Which group did represent the culture of the country properly? Why? 
 Which group gave a substantial report? 
 Compare the culture and arts of the Philippines to the indigenous art forms of the three regions (Europe, Australia and United 
States)? Are there similarities and differences? Why? 
 Why should we show openness to the unfamiliar styles of other countries? 
 Why are there similarities in the concepts of the designs? 
Self-knowledge: 
 Let the students reflect on their experiences, attitudes and biases regarding American, Australian and European indigenous arts. 
Let them note how these changed their way of thinking about art. or 
 Let the students create a log about their perception of the varied European culture depicted in their folk arts and indigenous arts. 
Transfer 
In this phase students will create an art work applying knowledge of various media techniques 
and processes based on the present time, climate, resources in the school environment, historical and 
cultural context of Asia and Africa. 
The student will create an example of European, Australian and American indigenous art. Let them choose the medium and apply 
the skills learned. 
Evaluate created art work based on the following criteria: 
·Authenticity 
·Clear Message 
·Creativity
2010 Secondary Education Curriculum 
Music and Arts 
Resources (Web sites, Software, etc.) 
· www.ncca.gov.ph 
· www.culturalcenter.gov.ph 
· http://www.history.com/encyclopedia.do?articleId=209484 
· Encyclopædia Britannica from Encyclopædia Britannica 2007 Ultimate Reference Suite . ( 2009). 
· Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. 
· Ostrowitz, Judith. "Native American Art." Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 
2008. 
· http://www.history.com/encyclopedia.do?articleId=209487 
· Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved. 
· http://www.nga.gov/collection/gallery/iadpenn/iadpenn-main1.htm l 
· http://crafts.suite101.com/article.cfm/discover_the_indian_folk_art_of_rangoli_making 
· http://www.folkartmuseum.org/ 
· http://wwar.com/categories/Museums/Type/Folk_Art/ 
Materials/Equipment Needed: 
· Paper and notebook 
· Folder 
· Paper Board 
· Adhesive 
· Coloring Markers 
· Textiles 
· Recyclable, organic materials and Common Objects in the area
2010 Secondary Education Curriculum 
Music and Arts

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Teaching guide art 3rd grading

  • 1. 2010 Secondary Education Curriculum Music and Arts First Year Art General Standard: The learner demonstrates understanding of basic concepts and principles of folk songs and arts of the Philippines and the world, through active participation in artistic and cultural performances for self development, promotion of cultural identity, and expansion of one’s world vision
  • 2. 2010 Secondary Education Curriculum Music and Arts Quarter 3 : Folk Songs and Arts of Australia, Europe and America Topic: Indigenous Arts of Europe, Australia and America Time Frame: 8 hours Stage 1 Content Standard: · The learner demonstrates understanding of media techniques and processes and the elements and principles of arts used in American, Australian and European folk arts as influenced by history and culture Performance Standard: · The learner creates an example of European, Australian and American folk art applying knowledge of media techniques and processes, elements and principles of art to communicate ideas, experiences and stories Essential Understanding(s): · European, Australian and American folk arts reflect nature and the life of the common folk through various media techniques and processes based on the factors of time, climate, resources, ideas and historical and cultural context. · Because of the large number of cultural groups in Europe and Australia, a variety of styles are found in their folk arts. · The enormous ethnic diversity caused by migrations of people from all over the world resulted in a mixture of several types of American folk arts. Essential Question(s): · How do European, Australian and American folk art reflect nature and the life of the common folk? · Why is it impossible to describe a typical American, European and Australian folk art? Learners will know: · Indigenous Arts of Europe, Australian and America o Carving o Weaving o Pottery o Physical Ornaments · Elements of Art • Point • Line • Shape and Form Learners will be able to:  View of examples of American, Australian and European indigenous arts  Discuss the message or the meaning of American, Australian and European indigenous design.  Apply different media techniques and processes to communicate ideas, experiences and stories showing the characteristics of American and European indigenous arts  Create an example of American, Australian and European indigenous arts showing understanding of the elements of art
  • 3. 2010 Secondary Education Curriculum Music and Arts • Value • Color • Texture • Space · Principles of Art • Unity and Variety • Balance • Emphasis/Focal Point • Rhythm/Pattern • Proportion/Scale • Movement and principles of design.  Use subjects, themes and symbols in their artworks that demonstrate knowledge of contexts, values and aesthetics in European, Australian and American indigenous arts.  Analyze the works of art using knowledge of the elements of art and principles of design.  Assess and evaluate created work  Share lessons learned, realizations and individual thoughts  Analyze and describe how factors of time and place (such as climate, resources, ideas and historical and cultural contexts) influence visual characteristics in American, Australian and European folk arts  Compare indigenous arts of the Philippines to the other continents Stage 2 Product or Performance Task:  Examples of European, Australian and American Indigenous art Evidence at the level of understanding Explanation Explain how nature and folk life are reflected in European, Australian and American indigenous arts through various media techniques and processes. Criteria: ·Clear ·Accurate description of the different elements used ·Use of appropriate terminology Interpretation Illustrate through a media technique of your choice how factors of time, climate, resources, ideas and historical and Evidence at the level of performance Evaluation of a created art work based on the following criteria: ·Authenticity ·Clear Message ·Creativity
  • 4. 2010 Secondary Education Curriculum Music and Arts cultural context influence a specific folk art. Criteria ·Meaningful ·Revealing ·illustrative Application Apply knowledge of media techniques in creating an example of European, Australian and American indigenous art Criteria ·Appropriate use of: materials ·Appropriate media techniques ·Creativity Perspective  Compare and contrast the different styles of Australian, American and European indigenous arts Criteria ·critical ·insightful ·revealing Empathy  Assume the role of a folk artist from a specific cultural group Europe, Australia and America in creating a sample folk art Criteria ·Sensitive
  • 5. 2010 Secondary Education Curriculum Music and Arts ·Open ·Responsive ·Receptive Self Knowledge Write your realization after learning the indigenous arts of Europe, Australia and United States. Criteria ·Insightful ·Reflective ·Self-adjusting Stage 3 Explore In this phase engage the learners in viewing examples of European, Australian and American indigenous arts and assess their background knowledge on the topic. Hook and engage learners on the topic and as a guide, give them the essential question.  Ask the student to list the forms and characteristics of folk arts in the Philippines (recall 1st quarter lessons) and in Asia and Africa (recall 2nd quarter lessons).  Ask the student to list the groups of people who migrated to Australia.  Ask the student to list the groups of people (e.g., English, Dutch, German, Swiss, Moravian, Norwegian, Swedish, Spanish and African) who migrated to the United States or list of countries in United States.  Ask the student to identify different cultural groups and countries in Europe (e.g., Russia, Norway, Sweden, Finland, Denmark, France, Netherlands, Germany, and Britain).  Ask students the indigenous objects, visual designs (motifs & symbols) common in Europe, Australia and the Americas. Emphasis:
  • 6. 2010 Secondary Education Curriculum Music and Arts o In discussing the indigenous objects, focus on the design and subject matter. o Link the objects with the cultural backgrounds and traditions of the people.  Ask the essential question. How do European, Australian and American folk art reflect nature and the life of the common folk? Why is it impossible to describe a typical American, European and Australian folk art? Firm Up: At this stage, provide activities and process students meaning. Let them reflect, revise, rethink their understanding.  Focus the discussion on the objects/clothing worn by the folk.  Discuss the purpose and history of the clothing designs.  Present indigenous art forms through visual aids focusing on carving, pottery, weaving and physical ornaments  Analyze the designs of the indigenous forms by discussing the use of the elements of art and principles of design.  Relate the indigenous art forms to the context of the country. o In discussing the indigenous art forms, teacher must apply or focus on the basic visual elements and principles of design used by the artists. o Stress on the lines, colors and shapes etc. and the principles of designs; repetition, rhythm and contrast, movement etc. o Relate the subject used and the similarities and differences of the designs. o State the similarities and differences of clothing in relation to the visual elements. o American Indigenous and folk art  Native American clothing, “iroqouis” mask, “sea monster masks”, “Haida” masks, Inuit clothing, “Yupik” mask, “Tlignit” clothing, “Kabotie” clothing, Kwakuiti clothing and totems, Navajo blanket, Anasazi pottery etc. (Arts of the plains and Arts of the Northwest), Rangoli folk designs o European Indigenous and folk art
  • 7. 2010 Secondary Education Curriculum Music and Arts  Scandinavian designs, Russian Folk Motifs, Celtic and Old Norse designs, Welsh patch work, Lithuanian folk dress, European festivals, “Pysanky” motifs,  European indigenous art forms are linked to its ancient to medieval arts. See ancient and medieval period. o Australian Indigenous art is similar with Native Americans and totally different to European folk arts.  Australian: Aboriginal body painting “the dreaming” Check for understanding. Deepen: In this phase, students will be given hands on activities in creating examples of indigenous arts in order to have a thorough understanding of the different genres. Ask them to reflect, revise and rethink their understanding.  Teacher may choose from activity 1 or 2 or C depending on the available time/sessions left. Activity 1/Option A: European Australian and American Mask Making - Carving  Group the students into three (3). The three groups will be American, Australian and European. All the members of each group must have folder/paper board, adhesive and coloring markers. These are their basic materials. Instruct each group to use alternative decorative materials (any recyclable and common objects in their area)  Each group must think of a country to represent.  Individually, each member of the group must produce a mask based on the country. The mask must use symbols or motifs present in the chosen country. Activity 2/Option B: European, Australian and American Costumes – Weaving and Ornaments  Each group must conceptualize and create a design for their costume.  The materials and colors for their costume must be common to the province. Encourage the materials to use recycled materials. Activity 3: Reporting and Presentation Each group will present to the class the design used by the group, information about the indigenous art and culture of their chosen country.
  • 8. 2010 Secondary Education Curriculum Music and Arts Activity 4/Option C: Class Exhibit  Mount the masks and costumes along the hallway of the school or inside the classrooms.  Reflection: Every activity, students must compare their artworks (mask/costume/presentation) with the other groups and other individuals with in the group.  Self-evaluation and assessment must use the following rubrics: o Use of the basic elements. (ex. Colors used, lines used, textures used) o Use of the principles of design. (ex. Repetition of designs used, harmony of the colors used, variety of designs, movement of the choreography) o Creativity o Resourcefulness o Appropriate use of symbols  Synthesis: Let students realize through questioning that all indigenous forms in Europe, Australian and in America have their own history and purpose. And details of the design are based on the experience of the individual in his/her community/environment. o Indigenous art forms in Europe are linked to ancient to medieval art. o American indigenous art are linked to its Native Americans and related to Australian Indigenous forms o American folk arts are greatly influenced by the migrations of people. o Asian, Australian and African indigenous and folk arts execution/approach, materials and subject matter are different from the European and American folk art o The similarities of the European, American Asian, Australian, African indigenous and folk arts are the use of the basic visual elements and principles of design. o The interpretation of their experience to visual forms varies from one individual, tribe, country etc.  Summary: Students must realize that Philippine indigenous art and folk art reflect nature and the life of the common folk through various media techniques and processes based on the factors of time, climate, resources, ideas and historical and cultural context same as with European, American Asian, Australian, African indigenous folk arts. o American, Australian and European folk arts are influenced by political, social, cultural, and economic as well as intellectual developments. o The enormous ethnic diversity caused by migrations of people from all over the world resulted in a mixture of several types of American folk arts and changes in the Australian aboriginal indigenous forms. o Because of the large number of cultural groups in Europe, a variety of styles are found in their folk arts.
  • 9. 2010 Secondary Education Curriculum Music and Arts After the whole activity:  Ask each student to answer the following questions.  Which group is more resourceful and creative? Why?  Which group did represent the culture of the country properly? Why?  Which group gave a substantial report?  Compare the culture and arts of the Philippines to the indigenous art forms of the three regions (Europe, Australia and United States)? Are there similarities and differences? Why?  Why should we show openness to the unfamiliar styles of other countries?  Why are there similarities in the concepts of the designs? Self-knowledge:  Let the students reflect on their experiences, attitudes and biases regarding American, Australian and European indigenous arts. Let them note how these changed their way of thinking about art. or  Let the students create a log about their perception of the varied European culture depicted in their folk arts and indigenous arts. Transfer In this phase students will create an art work applying knowledge of various media techniques and processes based on the present time, climate, resources in the school environment, historical and cultural context of Asia and Africa. The student will create an example of European, Australian and American indigenous art. Let them choose the medium and apply the skills learned. Evaluate created art work based on the following criteria: ·Authenticity ·Clear Message ·Creativity
  • 10. 2010 Secondary Education Curriculum Music and Arts Resources (Web sites, Software, etc.) · www.ncca.gov.ph · www.culturalcenter.gov.ph · http://www.history.com/encyclopedia.do?articleId=209484 · Encyclopædia Britannica from Encyclopædia Britannica 2007 Ultimate Reference Suite . ( 2009). · Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. · Ostrowitz, Judith. "Native American Art." Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. · http://www.history.com/encyclopedia.do?articleId=209487 · Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved. · http://www.nga.gov/collection/gallery/iadpenn/iadpenn-main1.htm l · http://crafts.suite101.com/article.cfm/discover_the_indian_folk_art_of_rangoli_making · http://www.folkartmuseum.org/ · http://wwar.com/categories/Museums/Type/Folk_Art/ Materials/Equipment Needed: · Paper and notebook · Folder · Paper Board · Adhesive · Coloring Markers · Textiles · Recyclable, organic materials and Common Objects in the area
  • 11. 2010 Secondary Education Curriculum Music and Arts