ART ACQUISITION AND ENHANCEMENT AND ART INTEGRATION

Name: Q4 Week 7-8

Section: Date :

LET US KNOW

creates the intended final product using appropriate materials for the best possible output
CAR11/12AP-0f -h-17 Week 15-16

Skills enhancement refers to strengthening of acquired artistic skills as these are applied in
the production of artworks or integrated in other fields of specialization. A musical play
production involves the writing of a script (language and literature), the creation of
costumes, props, and set design (painting, sculpture, and architecture), singing (music),
dancing (dance), acting and directing (drama), and a host of other talents and skills. This
activity is a good vehicle for skills enhancement especially that it requires consistent
rehearsal. Indeed, skills are enhanced with regular practice.
The creation of an artwork is either a simple or complex process. The more skills involved,
the more complex the process. Take the case of making a lantern to be used as a home decor
during Christmastime and another to be used as an entry in the lantern-making contest in
Pampanga.

LET US
FEEL… ACTIVITY NO. 1

Good Job! Now you were able to really understand the concept discussion in the previews
lesson. Lets us now try to see how much you have valued such concepts. Work on this!
Direction: Secure the following materials and proceed with the steps
1 white, clean sheet of bond paper
1 set of coloring materials (Crayons, Markers etc.)
1 pencil
Step 1 Using pencil illustrate / sketch how you feel at this moment.
Step 2 Color
Step 3 Present your brief explanation of the art work, write down on the provided space
.

LET US STUDY

An individual artist may work toward comprehensive competence from the very
beginning, preparing from the simple initial stage of the art towards a deeper and more
rigorous work at each succeeding level. As a result, the joy of experiencing the arts is
enriched and has attained maturity by the discipline of learning and the pride of
accomplishment Specifically, the standards of artistic acquisition demand that individual
should know and be able to do any of the following

• To be able to communicate at a basic level in any of the artistic disciplines dance, music,
theatre, or the visual arts. This includes knowledge and skills in the use of the basic
vocabularies, materials, tools, techniques, and intellectual methods of that art discipline.
• To be able to communicate proficiently in at least one art form, including the ability to
define and solve artistic problems with insight, reason, and technical proficiency
• To be able to develop and present basic analyses of the work of art from structural,
historical, and cultural perspectives, and from combinations of those perspectives. This
includes the ability to understand and evaluate work in the various art disciplines.
• To have an informed acquaintance with exemplary works of art from a variety of cultures,
historical periods, and a basic understanding of historical development in the arts
disciplines, across the arts as a whole, and within cultures.
• To be able to relate various types of arts knowledge and skills within and across the arts
disciplines. This includes mixing and matching competencies and understandings in
artmaking, history and culture, and analysis in any arts-related project.
ON SKILLS ENHANCEMENT
How does one become a good artist and have people look at his artwork in amazement and
wonder? To answer this: becoming a good artist is always a work in progress. There is just
no end to the learning, the growing and the evolving. In addition, what defines a good artist
is his concentration to developing the following characteristics in himself:
Artistic Ability. A good artist continuously develops this ability to further his natural,
creative skills. This he may achieve through "openness" to new trends and techniques in
artistic expressions. He is never satisfied with what he had already learned but is
continuously learning to hone his artistic skills.
Creativity. A good artist knows how to make the most use out of his imagination. He should
come up with original ideas and have the courage to be different in his artistic expressions.
Manual Dexterity. A good artist always allots time for practicing his skills. Artists
techniques differ in the manner in which he makes coordinated hand and finger movements
like in how he makes brush strokes, executes sketches or molds a pliable medium.
Computer Editing. A good artist keeps up with technology and exerts effort to gain
computer literacy. He should equip himself with the ability to handle computer graphics and
other multimedia files.
Communication Skills. A good artist should be able to convey information to people clearly
and simply. The ability to transmit and receive messages clearly aids him in being able to
read and understand his audience.
Self-promotion/ Marketing Skills. A good artist should learn how to publicly relate oneself
to people for the purpose of selling his products and services. For at the end of the day, being
an artist is a career that sustains one's lifestyle.

LET US EXPRESS…

ACTIVITY NO. 2
How are you? Still good? Now we come up with your own artwork by following
the instruction below

Step 1. Get a kilo of clay (color should be gray or brown only)

Step 2. Make a Sculpture of any object that represent your personality.
Step 3. Present your brief explanation below.
 LET US PRACTICE MORE

ACTIVITY NO. 3
Bravo! You came a long way! Nice Job! Now follow the direction for the last task.
Direction: follow the procedure for your last activity
Step 1 Watch a YouTube Video for guidelines and procedure for creating an Art Work
using local materials:
a. Thread, Yarn or Crochet Thread (for String Art)
b. Leaves (for Leaf Carving, Leaf Printing)
c. Wire (Wire Sculpture)
d. Wood Stick / Popsicle stick (for scale model, stick sculpture)
e. Stone (carving, Abstract design)
f. Paper (paper quilling, paper cutting)
Step 2 Choose one of the local materials
Step 3 Make Craftwork
Step 4 Write a brief explanation for the final out that you produce
Step 5 Submit the output product

REFLECTION;

Write a narrative of how you enhanced your artistic skills (specify) while working on
your final project.
 References:
• Ethel Magalona M.A., Ma. Ann Zoleta M.A., Aisa P. Arlos M.A. Ed : Contemporary
Philippine Art Form the Region SHS : Intramuros Manila : MindShapers Co., Inc. 2017
• Wilson K. Panisan, Leslie B. Gazzingan, Gregorio L. Samar, Corie Chuza G.
Boongaling : “Philippine Contemporary Arts Art Form the Region SHS”: Malabon City
: Mutya Publishing House, Inc.: 2016
• Jesus Z. Menoy, Ph. D.: “Contemporary Philippine Arts From the Regions”: Mandaluyong
: Books Atbp. Publishing Corp.: 2016
• University of Edinburgh 2020:
https://www.ed.ac.uk/reflection/facilitatorstoolkit/assessment/rubrics
• https://www.rcampus.com/rubricshowc.cfm?sp=true&code=DXW38XB

Project
Final Activity
Advanced Proficient Moderate Below Basic
25 20 15 10
Understanding The artwork is The art work is The artwork The artwork
planned planned shows little shows no
carefully; adequately; evidence of understanding
Demonstration understanding of understanding of understanding of the
that instructions most concepts some concepts the concepts and concepts and
and concepts are and instructions and instructions instructions. instructions.
understood. is shown. shown.
Craftsmanship/ The artwork The artwork The artwork The artwork
shows good shows average shows below shows poor
Skill craftmanship, craftmanship average craftmanship
with some and attention to craftmanship and no
attention to detail. and little attention to
Neatness, detail. attention to detail.
precision, care. detail.
Creativity/ The artwork The artwork The artwork The artwork
Originality demonstrate s demonstrate s an demonstrate s lacks
some personal average amount little evidence of
expression and of personal personal personal
Inventiveness,
logical problem expression. expression and expression.
expression of
solving skills. problem solving
ideas and
skills.
imagination.

skills. skills.

Effort The student put The student put The student put The student
forth the effort forth the effort forth the effort put forth no
What it takes required to required to required to effort or the
to finish the complete the finish the finish the project was
project as project well; project; used project; used not
well as used time well. time time completed ;
possible, time adequately. adequately. time was
dedicated to not used
the project well.
inside and/or
out of class.

Self-Reflection Rubrics

Criterion\Level Unacceptable Reflectiv Aware Reflective

2 e novice practitioner practitioner
4 5
3
Clarity Language is There are Minor, The language is
unclear and frequent lapses infrequent lapses clear and
confusing in clarity and in clarity and expressive. The
throughout. accuracy accuracy. reader can
Concepts are create a mental
either not picture of the
discussed or situation being
are presented described.
inaccurately. Abstract
concepts are
explained
 accurately.
Explanation of
concepts makes
sense to an
uninformed
reader.

Relevance Most of the Student makes The learning The learning

reflection is attempts to experience being experience being
irrelevant to demonstrate reflected upon is reflected upon is
student and/or relevance, but relevant and relevant and
course learning the relevance is meaningful to meaningful to
goals. unclear to the student and student and
reader. course learning course learning
goals. goals.
Analysis Reflection Student makes The reflection The reflection
does not move attempts at demonstrates moves beyond
beyond applying the student simple
description of learning attempts to description of
the learning experience to analyse the the experience
experience(s). understanding of experience but to an analysis of
self, others, analysis lacks how the
and/or course depth. experience
concepts but contributed to
fails to student
demonstrate understanding
depth of of self, others,
analysis. and/or course
concepts.

Interconnections No attempt to There is little to The reflection The reflection

demonstrate no demonstrates demonstrates
connections to attempt to connections connections
previous demonstrate between the between the
learning or connections experience and experience and
experience. between the material from material from
learning other courses; other courses;
experience and past experience; past experience;
previous other and/or personal and/or personal
personal and/or goals. goals.
 learning
experiences.
Self-criticism Not attempt at There is some The reflection The reflection
self-criticism. attempt at demonstrates demonstrates
selfcriticism, ability of the ability of the
but the self- student to student to
reflection fails question their question their
to demonstrate own biases, own biases,
a new stereotypes, stereotypes,
awareness of preconceptions. preconceptions,
personal biases, and/or
etc. assumptions
and define new
modes of
thinking as a
result.

Answer’s Key

Students’ answers may vary. There are no correct or wrong answers. The activities are
designed for the students to do self-exploration and eventually know themselves better.

Prepared by:

Ramil Rodriguez