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GRADE 1 to 12 School Grade Level 8

DAILY LESSON Teacher Learning MAPEH (ARTS)


Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 1 SEESION 2 SESSION 3 SESSION 4


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard
art elements and art elements and art elements and the salient features of
processes by synthesizing processes by synthesizing processes by synthesizing the arts of South, West,
and applying prior and applying prior and applying prior and Central Asia by
knowledge and skills knowledge and skills knowledge and skills showing the relationship
of the elements of art
and processes among
culturally diverse
communities in the
region

Performance Standard create artworks showing create artworks showing create artworks showing create artworks showing
the characteristic the characteristic the characteristic the characteristic
elements of the arts of elements of the arts of elements of the arts of elements of the arts of
South, West, and Central South, West, and Central South, West, and Central East Asia
Asia Asia Asia

Learning
Competency/Objectives analyze elements and identify characteristics of reflect on and derive the appreciate the artifacts
Write the LC code for each. principles of art in the arts and crafts in specific mood, idea or message and art objects in terms
production of arts and countries in South, West, from selected artifacts of their utilization and
crafts inspired by the and Central Asia: India and art objects their distinct use of art
cultures of South Asia, (rangoli, katak, mendhi, elements and principles
West Asia, and Central diwali); Saudi Arabia
Asia (carpet design); Pakistan
(truck art); and Tibet

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(mandala), etc

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts ofSouth Asia India, Arts of South Asia India, Arts of South Asia India, Arts of South Asia India,
II. CONTENT West Asia Iran, Saudi West Asia Iran, Saudi West Asia Iran, Saudi West Asia Iran, Saudi
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia Pakistan, Central Asia Pakistan, Central Asia Pakistan, Central Asia Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING RESOURCES
A. References
Music and Arts 8 Music and Arts 8 Music and Arts 8 Music and Arts 8
Learners Module and Learners Module and Learners Module and Learners Module and
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teachers Guide p.63 A8EL-IIIb-1 A8EL-IIIa-2 A8PL-IIIh-1 A8PL-IIIh-2


pages

Learners Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
Reviewing previous lesson Let the student recall Yesterday, we learned Today we will learn
or presenting the new some of their remarkable about the arts of the about the We had discussed the
lesson childhood memories. Ask South Asia India, West derived the mood, idea unique arts and crafts of
them to fill up the circles Asia Iran, Saudi Arabia, or message from South Asia India, West
by drawing or sketching and Turkey selected artifacts and Asia Iran, Saudi Arabia,
the places that have Central Asia Pakistan, art objects and Turkey
been a part of their lives. Tibetnations that Central Asia Pakistan,
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adherently reflects to Tibet, now we will give
their rich cultures, now appreciation on the
we shall identify their artifacts and art objects
different arts and crafts in terms of their utilization
of each country. and their distinct use of
art elements and
principles

Establishing a purpose for Ask them to make use of How important is the Why is it important to How important is the
the lesson the different types of idea of understanding acknowledge the mood, application of elements
lines and curves to the arts and crafts of the idea or message of the and principles of arts in
connect the places that South Asia India, West artifacts and arts objects the production of art
have been of interest to Asia Iran, Saudi Arabia, of South Asia India, and crafts in the South
their family. Ask the and Turkey West Asia Iran, Saudi Asia India, West Asia
students to answer the Central Asia Pakistan, Arabia, and Turkey Iran, Saudi Arabia, and
guide questions and Tibet? Central Asia Pakistan, Turkey
present their work. Tibet? Central Asia Pakistan,
(activity 2 in their Tibet?
module)
Presenting Show some examples of Analyze how the If we do not give Let the students realize
examples/Instances of Indian art, focusing on historical and cultural importance to the the importance of
the new lesson the designs, shapes, phenomena in the world traditional arts and crafts enhancing their skills in
elements and principles. of art influenced by the of the South Asia India, creating new designs
artworks of the South West Asia Iran, Saudi showing the elements of
Asia India, West Asia Arabia, and Turkey arts aside from shapes
Iran, Saudi Arabia, and Central Asia Pakistan, and designs.
Turkey Tibet, what will happen?
Central Asia Pakistan,
Tibet South Asia India,
West Asia Iran, Saudi
Arabia, and Turkey
Central Asia Pakistan,
Tibet
Discussing new concepts Let us visit and enjoy the Ask the students to Discuss the derived Discuss the different
and practicing new skills beauty of the different report on the different mood, idea or message elements of arts in South
#1 countries of periods of Indian art from selected artifacts Asia India, West Asia
South Asia India, West featuring its contributions and art objects of the Iran, Saudi Arabia, and
Asia Iran, Saudi Arabia, to World art and festivals. South Asia India, West Turkey
and Turkey Asia Iran, Saudi Arabia, Central Asia Pakistan,
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Central Asia Pakistan, and Turkey Tibet.
Tibetand experience Central Asia Pakistan, .
their exquisite and Tibet.
fascinating art works by
engaging in different
activities
Discussing new concepts Discuss the elements and Discuss how mood Discuss the applied
and practicing new skills principles used of art in Ask few students to share transferred into arts and elements in the
#2 the production of arts their ideas/opinion to the crafts of the South Asia production of the arts
and crafts inspired by class. India, West Asia Iran, and crafts of South Asia
the cultures of South Saudi Arabia, and Turkey India, West Asia Iran,
Asia India, West Asia Central Asia Pakistan, Saudi Arabia, and Turkey
Iran, Saudi Arabia, and Tibet. Central Asia Pakistan,
Turkey Tibet
Central Asia Pakistan,
Tibet

Developing mastery What are the South Asia Determine and evaluate How the artifacts and art
(leads to Formative India, West Asia Iran, Compare the similarities the effectiveness of objects do utilized the
Assessment 3) Saudi Arabia, and Turkey and differences of the mood, idea, or message elements and principles
, Central Asia Pakistan, South Asia India, West as shown by the visual of arts in terms of their
Tibet countries? Asia Iran, Saudi Arabia, image in the arts and distinct culture and
and Turkey crafts of South Asia tradition?
What are the elements Central Asia Pakistan, India, West Asia Iran,
of arts usually used in the Tibetartworks. Saudi Arabia, and Turkey
South Asia India, West Central Asia Pakistan,
Asia Iran, Saudi Arabia, Tibet.
and Turkey
Central Asia Pakistan,
Tibet?
Finding practical Group the students into 4 How the visual art were Ask your students to
application of concepts groups. Let the group produced and can be imagine that they are Create an artwork
and skills in daily living choose the topics to be classified into specific from India and are applying the
reported/presented in periods, each reflecting about to take part in the characteristics elements
the class showcasing the particular religious, Diwali celebration. The and principles of East
arts, culture and the political and cultural place of celebration is Asian arts.
contribution made to developments fully lighted with diya.
world art. Everyone is asked to This activity may be use
1. Pakistan hold a diya to make the to improve the skills of
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2. Uzbekistan, place look festive and the students in designing
Kazakhstan and brighter. and showcasing the art
Tajikistan of Tajikistan.
3. Turkmenistan and Set the students mood in Ask the students to
Kyrgyzstan preparation for their prepare the materials
4. Arts and crafts of the activity on Diwali Mobile. needed in making the
Middle East candle sculpture.

Making generalizations In your opinion, how Explain the importance What did you observe
and abstractions about could the arts of the What make the arts of following the about the arts of South
the lesson South Asia India, West South Asia India, West directions/ instructions Asia India, West Asia
Asia Iran, Saudi Arabia, Asia Iran, Saudi Arabia, correctly. Display their Iran, Saudi Arabia, and
and Turkey and Turkey artwork. Turkey
Central Asia Pakistan, Central Asia Pakistan, Central Asia Pakistan,
Tibetbe unique from one Tibet unique? Tibet?
another?
Evaluating learning Was I able to employ Analyze the art elements
Based on the discussion Ask your students to different art elements and principles in the
about Rangoli art, let the share their reflections to and principles in making production of art and
students enumerate the class about the this project? crafts in South Asia
examples of designs important aspects about India, West Asia Iran,
usually seen in this form South Asia India, West Saudi Arabia, and Turkey
of art. Asia Iran, Saudi Arabia, Central Asia Pakistan,
and Turkey Tibet
Central Asia Pakistan,
Tibet arts.
Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works?

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What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
No. of learners who
earned 80% in the
evaluation

No. of learners who


require additional
activities for remediation
who scored below 80%

Did the remedial lessons


work? No. of learners who
have caught up with the
lesson

No. of learners who


continue to require
remediation

Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I


encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I

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use/discover which I wish
to share with other
teachers?

GRADE 1 to 12 School Grade Level 8


DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 5 SESSION 6 SESSION 7 SESSION 8


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard
the salient features of the salient features of the salient features of that the South, West,
the arts of South, West, the arts of South, West, the arts of South, West, and Central Asian
and Central Asia by and Central Asia by and Central Asia by countries have a rich,
showing the relationship showing the relationship showing the relationship artistic and cultural
of the elements of art of the elements of art of the elements of art tradition from prehistoric
and processes among and processes among and processes among to

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culturally diverse culturally diverse culturally diverse present times
communities in the communities in the communities in the
region region region

Performance Standard create artworks showing create artworks showing create artworks showing create artworks showing
the characteristic the characteristic the characteristic the characteristic
elements of the arts of elements of the arts of elements of the arts of elements of the arts of
East Asia East Asia East Asia East Asia

Learning incorporate the design, trace the external Create arts and crafts derive elements from
Competency/Objectives form, and spirit of South, (foreign) and internal that can be locally traditions/history of a
Write the LC code for each. West, and Central Asian (indigenous) influences assembled with local community for ones
artifacts and objects to that are reflected in the materials, guided by artwork
ones creation design of an artwork and local traditional
in the making of a craft techniques (e.g.,
Ghonghdis, Marbling
Technique, etc.)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts of South Asia India, Arts of South Asia India, Arts of South Asia India, Arts of South Asia India,
II. CONTENT West Asia Iran, Saudi West Asia Iran, Saudi West Asia Iran, Saudi West Asia Iran, Saudi
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia Pakistan, Central Asia Pakistan, Central Asia Pakistan, Central Asia Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Music and Arts 8 Music and Arts 8
Learners Module and Learners Module and Learners Module and Learners Module and
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teachers Guide p.62 A8PL-IIIh-3 A8PL-IIIh-4 A8PR-IIIc-e-1 A8PR-IIIf-2


pages

Learners Materials
pages

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Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
Reviewing previous lesson Let the learners read the Yesterday, we learned Present some pictures of We had discussed the
or presenting the new lesson about the art of about the art of artworks contributed by unique arts and crafts of
lesson Pakistan Pakistan, lets now visit Tajiks like inscriptions with South Asia India, West
the neighbouring images of people, Asia Iran, Saudi Arabia,
countries of Uzbekistan, architectural and Turkey Central Asia
Kazakhstan, and monuments, household Pakistan, Tibet. Now,
Tajikistan. structure and souvenirs. we will talk about the
elements from
traditions/history of a
community for ones
artwork
Establishing a purpose for learn the importance of Explain the importance Explain the importance How important is the
the lesson appreciating a work of of following the direction of following the direction elements from
art correctly to clearly see correctly to clearly see traditions/history of a
the visual details on the the visual details on the community for ones
said project. said project. artwork in the South
Asia India, West Asia
Iran, Saudi Arabia, and
Turkey Central Asia
Pakistan, Tibet?
Presenting Let us tour the Pakistan Present some pictures of Ask the students to How it intertwines with
examples/Instances of and incorporate the artworks contributed by prepare the workplace the enriching history,
the new lesson design, form, and spirit of Tajiks like inscriptions with for smooth application religions and
artifacts and objects to images of people, of procedures on clay philosophies of the
ones creation architectural pot designing subcontinent
monuments, household
structure and souvenirs.

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Discussing new concepts Describe the unique Ask the students to Plan the design you How strong sense of
and practicing new skills lines, color, forms and prepare the workplace want to be painted on design can be observed
#1 shapes found in for smooth application your pot. Keep in their modern as well as
Pakistans truck art. of procedures on clay in mind the elements in their traditional forms
pot designing. and principles of design
in Indian art
Discussing new concepts Use the different motifs Let students compare Use the different motifs Show the picture of the
and practicing new skills and designs as this art work with the and designs as doll. Ask the students to
#2 manifested in artworks of the manifested in choose the right dress to
representative folk arts Philippines. representative folk arts signify the country where
it came from in Central
Asia
Developing mastery Identify contributions Why do you think that Compare the
(leads to Formative Give your impressions on made by the named most common theme in development of crafts in
Assessment 3) how Pakistanis use the countries in the field of Japan for printmaking specific areas of a
elements of arts in their arts like architecture, describes scenes from country, according to
artwork painting and folk arts everyday life? traditional specialized
expertise, functionality,
and availability of
resources
Finding practical Show video presentation Now, let the learners Tell the learners to follow SUMMATIVE EVALUATION
application of concepts about the truck art of process the things that the instruction in clay pot DRESS ME UP!!!
and skills in daily living Pakistan to further they have learned about designing and border Dress me up according
understand how lines, Central Asia Pakistan, design in their to the country I came
colors, shapes, balance Tibet art. Through art Module on page from in Central Asia.
and repetition can give work in their module. __. Describe the designs,
more meaning and forms, colors and style to
significance to the art of signify the country I
Central Asia came from. Part III-
Activity 1.
Making generalizations How strong sense of How do you feel while How do you apply the What did you observe
and abstractions about design can be observed doing the activity? usual theme of South about the arts of South
the lesson in their modern as well as Asia India, West Asia Asia India, West Asia
in their traditional forms Iran, Saudi Arabia, and Iran, Saudi Arabia, and
Turkey Central Asia Turkey Central Asia
Pakistan, Tibet and the Pakistan, Tibet
use of indigenous
materials available in the
locality?
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Evaluating learning Compare our Pinoy jeep Which part of the Did I enjoy working on Analyze the elements
with their truck art with procedure did you find this praise-worthy from traditions/history of
regards to the color, difficult to do? project? a community for ones
design, forms and artwork
shapes.
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works?
VI. REFLECTION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation

No. of learners who require


additional activities for
remediation who scored
below 80%

Did the remedial lessons


work? No. of learners who
have caught up with the
lesson

No. of learners who continue


to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I


encounter which my
principal or supervisor can
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help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

GRADE 1 to 12 School Grade Level 8


DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 9 SESSION 10
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard That the South, West, That the South, West, and Central
and Central Asian Asian countries have a rich,
countries have a rich, artistic and cultural tradition from
artistic and cultural prehistoric to
tradition from present times
prehistoric to
present times

Performance Standard exhibit completed exhibit completed artworks for


artworks for appreciation and critiquing
appreciation and
critiquing

Learning show the relationship of

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Competency/Objectives the development of show the commonalities
Write the LC code for each. crafts in specific and differences of the
countries in South Asia, cultures of the South Asian,
West Asia, and Central West Asian, and Central
Asia, according to Asian countries in relation
functionality, traditional to Philippine culture
specialized expertise,
and availability of mount an exhibit using
resources completed South-West-
Central Asian-inspired
crafts in an organized
manner

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts of South Asia Arts of South Asia India, West
II. CONTENT India, West Asia Iran, Asia Iran, Saudi Arabia, and
Saudi Arabia, and Turkey, Central Asia Pakistan,
Turkey, Central Asia Tibet
Pakistan, Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Learners
Learners Module and Module and Curriculum Guide
Curriculum Guide

Teachers Guide p.64A8PR-IIIf-3 P. 65A8PR-IIIh-4 /A8PR-IIIg-5


pages

Learners Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning
Resources

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These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
Reviewing previous Show some examples Summary of the arts of South,
lesson or presenting the of border designs to West, and Central Asia.
new lesson class.
Establishing a purpose for Ask the students why Appreciate the ethnic and
the lesson created designs are unique characteristics of art form
usually with repeated, and style through creating and
radial, alternative viewing similar artworks
motifs or border design.
Presenting Let the students Appreciate the use of art to
examples/Instances of prepare the work place discover the glorious past of their
the new lesson and the materials. people
Explain to the class the
importance of following
the
directions/instructions
correctly.
Discussing new concepts Compare the Discuss how they exhibit ornate,
and practicing new skills development of crafts very intricate and colorful motifs
#1 in specific areas of a where a voluptuous feeling is
country, according to given unusually free expression.
traditional specialized
expertise, functionality,
and availability of
resources
Discussing new concepts What Philippine designs Discuss the commonalities and
and practicing new skills look similar to the differences of the cultures of the
#2 designs of India? South Asian, West Asian, and
Central Asian countries in relation
to Philippine culture

Developing mastery Is my work worth Compare the work of arts of the


(leads to Formative emulating? How was I Philippines with the work of arts in
Assessment 3) able to come up with terms of forms, motifs, shapes and
this emulous project? designs.
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Finding practical Ask students to give Create an art exhibit focusing on
application of concepts any suggestion on how the arts of central and West Asia
and skills in daily living to improve the design using your own artworks.
as border for picture
frame, bulletin board,
notebooks and others.
Making generalizations Did I enjoy working on What did you learn about South,
and abstractions about my border design and West, and Central Asian Arts?
the lesson soap sculpture art? What did you feel while doing the
activities?

Evaluating learning Encourage students to Each student will compile all their
display their work for outputs about the arts of South,
assessment. West, and Central Asia. Show
creativity in presenting their
output about the lesson
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation

No. of learners who require


additional activities for
remediation who scored
below 80%

Did the remedial lessons


work? No. of learners who
have caught up with the
lesson

No. of learners who continue

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to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I


encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

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