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Apprenticeship and
Exploration in Arts
Production
FIRST QUARTER

LEARNING ACTIVITY SHEET

PREPARED BY:

MARIBETH B. TURARAY
Teacher III
Cagayan National High School – Senior High

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 APPRENTICESHIP AND EXPLORATION IN ARTS PRODUCTION (THEATER)

Name of Learner: ____________________Grade Level: _____________________

Section: ____________________________Date: ___________________________

LEARNING ACTIVITY SHEET

Elements of Theater

Background Information for Learners

Performers - People onstage presenting characters in dramatic action. The audience

is coming to see a performer portrays a certain character. When performers are on
stage, they must carry successfully the character they are portraying. If they are not,
then the audience will be less interested in the total performance.

Audience: The essence of theater is the interaction between the performer and
audience. Theater needs to be experienced live. There is a "call and response"
atmosphere that cannot be witnessed in a movie theater. In a live theater experience,
when the audience laughs out loud, or cries, then the actors respond to that energy.
In a movie, there is no connection between the actors and audience, only reactions
from the audience.

Director: The director makes certain that the performers understand the text and
deliver the script excitingly and appropriately. The director also makes sure the
blocking, costume designs, set designs and other aspects of the show blend together
to make the production a success. All of the aspects of theater should complement
each other, and the director oversees all these things.

Theater Space: Another necessary element of theater is the space where performers
or audience come together. It is essential to have a stage, or some equivalent area,
where actors and actresses can perform. It is also essential to have a place for
audience to sit or stand.

Design Aspects:
1. Visual Aspects - costumes, lighting, and some form of scenic background
2. Nonvisual Aspect - sound.

Learning Competency with Code

AD_AEPTH12-Ib-2 identifies basic elements of theater and describe their use in a

variety of theatrical performances.
AD_AEPTH12-Ib-3 integrate the different theories and elements of theater in an
improvised performance

Activity 1: PICTURE ME
Directions: Identify the pictures below and answer the processing questions. Write
your answer in a separate sheet of paper.
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 1. ______________________ 2. _______________________

3. ______________________ 4. _______________________

Processing Questions:

1. What are three types of stages?

2. What are the technical elements?
3. What is the difference between scenery, props, and costumes?
4. Why do you need different types of stages?
5. How are technical elements used to help establish the setting and a specific
mood?

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Activity 2: FACT OR BLUFF
Directions: Write FACT if the statement is correct, otherwise write BLUFF and give the
correct word in the given statement.

1. PLOT is the main idea or lesson to be learned from the play. In some cases,
the theme of a play is obvious; other times, it is quite subtle.
2. Spectacle is everything that the audience sees as they watch the play.
3. Director is responsible for leading rehearsals, hiring, actors, and the overall
vision of a production.
4. Falling action is a series of events following the initial incident and leading up
to the dramatic climax.
5. Code is the line spoken just before your line, or the signal to enter or perform
another action.
6. Conflict is the turning point in the action of a play.
7. The Choreographer is in charge of creating routines for dance and movement
during a production, most often during a musical.
8. Set Designer Builds and designs sets for a production. Works closely with
director to get a sense of where the action is taking place.
9. Producer is responsible for announcing "cues" during a production for lights,
sound, sets, props, and actors during a show.
10. The producer gives funds or pays for the costs during a production and hires a
director for a show.

References for Learners

Roche Website. Elements of Theater. Retrieved from

https://sites.google.com/a/penncharter.com/roche-website/7th-grade-drama/aspects-
of-theater

Britannica. Elements of Theater. Retrieved from

https://www.britannica.com/art/theatre-art/Elements-of-theatre

Answer Key:

Activity 1: PICTURE ME
Answers may vary

Activity 2: FACT OR BLUFF

Answers may vary

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 LEARNING ACTIVITY SHEET
Theories of Theater

Background Information for Learners

Theatre or theater[a] is a collaborative form of performing art that uses live performers,
usually actors or actresses, to present the experience of a real or imagined event
before a live audience in a specific place, often a stage. The performers may
communicate this experience to the audience through combinations of gesture,
speech, song, music, and dance. Elements of art, such as painted scenery and
stagecraft such as lighting are used to enhance the physicality, presence, and
immediacy of the experience.

Modern Western theatre comes, in large measure, from the theatre of ancient
Greece, from which it borrows technical terminology, classification into genres, and
many of its themes, stock characters, and plot elements. Theatre artist Patrice Pavis
defines theatricality, theatrical language, stage writing and the specificity of theatre
as synonymous expressions that differentiate theatre from the other performing arts,
literature, and the arts in general.

Modern theatre includes performances of plays and musical theatre. The art forms of
ballet and opera are also theatre and use many conventions such as acting, costumes
and staging. They were influential to the development of musical theatre; see those
articles for more information.

Learning Competency with Code

AD_AEPTH12-Ib-3 integrate the different theories and elements of theater in an

improvised performance

Activity 1: ACT MO TO!

Directions: Perform and record your performance on the famous lines of the movies
below and upload your video in the google classroom.

Movie Famous Lines

Starting Over Again
Four Sisters and a Wedding
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"I deserve an explanation! I need an acceptable
reason!"
"Pero bakit parang galit ka? Pero bakit kasalanan
ko? Eh… sa totoo lang eh ako yung inggit na inggit
sa inyong lahat. Kasi meron kayong mga bagay
na sana meron din ako. Sana meron ako nung
maternal instincts mo. I wish I had your charm and
innocence. Sana naging adventurous din ako
kagaya ni Alex. Sana nagkaroon din ako ng sense
of humor mo kasi bentang-benta iyon sa akin eh.
Bentang-benta din kay mama. Kaya siguro lahat
ng attention niya na sa’yo."
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 One More Chance "She loved me at my worst. You had me at my
best. At binalewala mo lahat yun."

"Popoy, iyon ba ang talaga tingin mo? I just made

a choice."

"And you chose to break my heart."

The Hows of Us "George, I’m sorry."

"And what makes that sorry different from all of

your other sorries before? Halos pitong taon ng
buhay ko, binigay ko sa’yo Primo. At sa pitong
taon na iyon, isang beses lang ako nagsabing
pagod na ako."
My Ex and Whys Am I not enough? May kulang ba sa akin? May
mali ba sa akin? Pangit ba ako? Pangit ba ang
katawan ko? Kapalit-palit ba ako?"

Rubrics for ACT MO TO Performance

Criteria 4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Character *Character's *Character's *Character's *Student is doing
Development motivation is well- motivation is motivation is little more than
defined. somewhat lacking. reading from the
*Depth and range defined. *There is little book.
of emotion is *Depth and range depth or range
expansive. of emotion is of emotion.
*Life and world of adequate. *Life and world
character is *Life and world of of character is
illuminated character is not illuminated
brilliantly through superficial, but by actor's
actor's adequately performance.
performance. displayed through
actor's
performance.
Voice *Student *Student *Student strives *Student exhibits
consistently uses enunciates to enunciate poor vocal
their voice clearly. and add enunciation and no
expressively, *Student varies variations, but variations in volume
safely, and voice pitch and overall effect is and/or pitch.
articulately. tone, and reflects flimsy - due to
*Student projects some level of either too much
their voice clearly. expressiveness. or too little
*Student utilizes expression.
their voice to
include variations
of pitch, rate,
volume, and tone
consistent to their
character.

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 Movement *Student employs *Student employs *Student strives *Student employs
phenomenal use appropriate use to employ little to no
of physicality to of physicality to appropriate use physicality in scene.
enhance enhance of physicality, *Student's moves
character with character with but overall are without purpose.
body movements body movement affect is flimsy -
and facial and facial due to either too
expressions. expression. much or too little
*Student uses a *Student uses an expression.
variety of blocking appropriate *Student's
to add interest to amount of movements
the piece. blocking to add rarely reflect
*Student's interest to the purpose.
movements piece.
always reflect *Student's
purpose. movements
usually reflect
purpose.
Focus *Student stays *Student weaves *Student never *Student makes
completely in and out of truly immerses little to no attempt at
immersed in their character slightly enough into staying in any type
character throughout their character of character.
throughout the performance. to produce any *Student lacks focus
entire *Student subtly kind of and seems
performance. breaks focus believability. unprepared.
*Student never when thinking of *Student's focus
breaks focus, next line/cue or is easily broken;
even during out of obvious attention
missed nervousness. wavers often.
lines/cues.

Activity 2: EMOJI
Directions: Demonstrate the given emotion in the box below and take pictures of your
activity and create a collage using the pictures that you have taken. Upload your
collage in the google classroom.

Happy Sad Angry Confuse

Crying Shock Worried Loved

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References for Learners

Roche Website. Elements of Theater. Retrieved from

https://sites.google.com/a/penncharter.com/roche-website/7th-grade-drama/aspects-
of-theater

Britannica. Elements of Theater. Retrieved from

https://www.britannica.com/art/theatre-art/Elements-of-theatre

Answer Key:

Activity 1: ACT MO TO!

It will be evaluated with the use of rubrics.

Activity 2: EMOJI
Answers may vary

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APPRENTICESHIP AND EXPLORATION IN ARTS PRODUCTION (VISUAL ART)

Name of Learner: ____________________Grade Level: _____________________

Section: ____________________________Date: ___________________________

LEARNING ACTIVITY SHEET

Visual Arts, Media Arts and Applied Arts

Background Information for Learners

Visual arts are art forms such as painting, drawing, printmaking, sculpture, ceramics,
photography, video, filmmaking, design, crafts and architecture. Many artistic
disciplines such as performing arts, conceptual art, and textile arts also involve
aspects of visual arts as well as arts of other types. Also included within the visual arts
are the applied arts such as industrial design, graphic design, fashion design, interior
design, and decorative art.

Media art refers to artworks created with new media technologies, including digital art,
computer graphics, computer animation, virtual art, Internet art, interactive art, sound
art, video games, computer robotics, 3D printing, cyborg art and art as biotechnology.
The term differentiates itself by its resulting cultural objects and social events, which
can be seen in opposition to those deriving from old visual arts (i.e. traditional painting,
sculpture, etc.)

Applied arts are all the arts that apply design and decoration to everyday and
essentially practical objects in order to make them aesthetically pleasing. The term is
used in distinction to the fine arts, which are those that produce objects with no
practical use, whose only purpose is to be beautiful or stimulate the intellect in some
way. In practice, the two often overlap. Applied arts largely overlaps with decorative
arts, and the modern making of applied art is usually called design.

Learning Competency with Code

AD_ AEAP 12-I-IIc- exhibits a level of proficiency through application of the correct
j-5 principles and techniques in the production of projects under
apprenticeship

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Activity 1: SOAP SCULPTURE
Directions: Create an innovative soap sculpture procedure and materials needed are
provided below.

Material Needed:
• Soap • Nail • Old News
• Knife Pusher Paper
• Pencil

Procedure:
1. Choose a bar or perla soap. Any soap
will work; however, a larger bar is easier
to hold and gives more material to work
with. Make sure you have a well-covered
area to do your soap carving on.

2. Choose a knife to use. Soap is fairly soft,

so a sharp knife is not absolutely
necessary. Plastic knives, spoons, or
Popsicle sticks, and nail pusher would
also work. This is especially important to
note if you are doing this project, to
prevent any accidents from using sharp
knives.

3. Using a knife. Scrape off one surface of

the soap to remove the groove of the
soap. Make sure that the surface of the
soap is plain.

4. Draw an outline of your carving on one

side of the soap. You can either draw the
outline first using a pencil or marker or
you may directly use a knife, wood stick,
or toothpick to scrape the outline into the
soap.

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 5. Remove the soap outside the outline
using small slivers or chips. Make sure to
scrape away only small portions at a time,
as it would be easier to remove than to
put back an over scraped portion. Cutting
off too much would cause the soap to
break off into chunks.

6. Add detail to the inside of your outline to

refine the design further. When the carving
is finished, wet your finger and rub the
surface of the soap to create a smooth
finish. Allow it to dry and harden for a day.

7. Finish product

Activity 2: POTTERY DESIGN

Directions: Design any available pot in your garden and make it as creative as you
can. Document that procedure of designing the pot and upload it in the google
classroom.

Materials Needed:
• New pot or any available pot at home
• Colorful Paints
• White paint
• News paper
• Paint brushes

Procedure:
1. Prepare the materials needed in this activity. (pot, colorful paint, white paint,
newspaper and paint brushes)
2. Remove necessary dust on the pot to make it clean.
3. Apply white paint base coat to the pot and let it dry
4. Sketch your design on the pot. Make it as creative as you can.
5. Apply colorful paints to make it attractive and let it dry.
6. Take picture of your finish product and submit it to your teacher.

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 Rubrics for Soap Sculpture and Pottery Design
Criteria Excellent 5 Good 4 Fair 3 Poor 2
Following Student followed Student followed Student followed The student did
Directions the directions most of the some of the not follow
correctly directions. directions. instructions.

Creativity and Student output is Student output is Student output is Student output is
Workmanship very creative and good and tidy. fair and has few dull with lots of
tidy. errors. errors
Pattern Pattern of Pattern of Pattern of There is no
Southeast Asian Southeast Asian Southeast Asian visible pattern of
culture is well- culture is visible culture is Southeast Asian
defined and used but not clearly somewhat visible culture.
from beginning to defined. but not
end. continuous.

Activity 3: MOBILE PHOTOGRAPHY

Directions: Using your mobile phones, capture a photo with a subject “FACING THE
COVID 19 PANDEMIC” The caption must indicate the place where the image was
taken, and must have an accurate description of what the photo is about. Put a
watermark in your photo for ownership policy and upload your output in the google
classroom. Your output will be graded using a rubric.

Note: Violation of Copyright (use of non-original images or graphic elements) will result in failure for
the project. All photography and image processing must be your work. This rule does not apply to the
Photomontage project or other projects designated by Mrs. Turaray

Rubrics for Mobile Photography

Area of Focus Excellent Average Below Average

Assignment Strong choice of subject Images meet the Subject matter does
matter. Images are minimum level of not satisfy assignment.
Specifications/ edited, enhanced to quality and subject Images are missing.
Requirements achieve the most striking matter to satisfy the
photograph/image. assignment. Subject Shows minimal to no
(Subject matter, Proper sizing, resolution, matter could be evidence of
number of images, etc. Photos/Project fully improved; some requirements or no
meets or exceeds images seem to be work submitted.
resolution, etc.)
requirements. filler material. Shows
evidence of some
requirements.

Concept/Content Strong and effective Ideas are not fully Weak connection to
/Theme concept. Idea is communicated. the theme/topic.
communicated well. Images somewhat Unclear – photos seem
Images thoroughly address the random. Little to no
address the theme/topic theme/topic. Some evidence of thought,

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 or subject. Thorough evidence of creativity. Further
evidence of imagination, thoughtfulness. brainstorming ideas is
creativity and recommended.
thoughtfulness.

Image Quality Correct exposure for the Photo taken at Some or most images
setting. Use of color appropriate are too dark or too light
(Exposure, focus, (and/or grayscale) exposure. Use of distracting form the
color, depth of coincides with the color (and/or subject or mood of the
field) subject and the mood of grayscale) adequate. photo. Use Photoshop
the image. Focus and exposure tools to
depth of field effectively Focus and depth of correct this.
contribute to a powerful field somewhat
image. adequate. Focus and depth of
field do not follow
project guidelines,
image out of focus,
poor depth of field.

Creativity/Origin Amazing Good approach Photo shows little to no

ality photograph/project. Well showing some creativity. Dull, lacks
organized, unified creativity but could impact.
meaning. Interesting, have been planned,
different, effective, executed and
unique approach to enhanced to achieve
assignment. Excellent a more powerful
photo editing, image.
enhancement.

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References for Learners

Pottery Design Videos: https://www.youtube.com/watch?v=5aCEv_bxqucSoap

Sculpture Video: https://www.youtube.com/watch?v=lbDFIofeOdA

Aryfactory. The Visual Elements 2021. Retrieved from

https://www.artyfactory.com/art_appreciation/visual-elements/visual-
elements.html#:~:text=The%20Visual%20Elements%20are%20Line,blocks%20of%2
0composition%20in%20art.

Wikipedia. Visual Arts Elements 2021. Retrieved from

https://en.wikipedia.org/wiki/Visual_arts

Wikipedia. Media Arts 2021. Retrieved from

https://en.wikipedia.org/wiki/New_media_art

Wikipedia. Applied Arts 2021. Retrieved from

https://en.wikipedia.org/wiki/Applied_arts

Answer Key:

Activity 1: SOAP SCULPTURE

It will be evaluated with the use of rubrics.

Activity 2: POTTERY DESIGN

It will be evaluated with the use of rubrics.

Activity 3: MOBILE PHOTOGRAPHY

It will be evaluated with the use of rubrics.

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