MAPEH (Arts) G8: Quarter 2

QUARTER 2
MAPEH (Arts) G8
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This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors
PIVOT 4A CALABARZON Arts G8

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020
MAPEH (Arts)
Grade 8
Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Mary Jane Preciosa V. Perez

Content Creator & Writer
Jhonathan S. Cadavido
Internal Reviewer & Editor
Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
External Reviewer & Language Editor
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
Guide in Using PIVOT 4A Learner’s Material
For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH (Arts) as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.
For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process
This part presents the MELC/s and the desired

Introduction
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development
him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.
In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement
doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation
information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

The Elements and Principles of Art in the
WEEK Production of Arts and Crafts Inspired by the
Cultures of East Asia
1
I Lesson
This lesson was designed to help you learn about East Asian countries
specifically, China, Japan, and Korea. These countries have been noted for their
numerous similarities and commonalities in terms of their production, artistic
traditions, elements and principles of arts as influenced by their history, beliefs,
religion, location, culture, and dynasty.
At the end of this lesson you will analyze elements and principles of art in
the production of arts and crafts inspired by the cultures of East Asia. You will
also describe and compare the elements and principles used in the paintings of
the three countries. You are expected also to show appreciation by employing the
elements and principles of arts learned from East Asia in ones’ work.
Observe the objects or elements on the following paintings. What can you
say about the paintings? Do they have different ideas and elements used?
1 2 3 4
The ideas and objects used in the paintings are called subjects, themes
or motif . These may be about animals, people, landscapes, or anything about
the environment and these are commonly used in East Asian Arts and Crafts.
D
Learning Task 1: From the paintings above, answer the following questions.
Write your answers in your answer sheet.
1. What makes them attractive or beautiful?
2. Identify the elements and principles applied in the paintings?

Paintings or other art forms become more attractive or beautiful because
of the elements of arts and principles of design used. It helps in giving a clearer
image, ideas, or message to the ones who looks at it.
Did you know that painting started from pre-historic era? They used red ochre
and black pigment in their paintings. Early paintings
often showed hunting scenes of man chasing various
animals, such as: horses, rhinoceros, lions, buffaloes,
mammoths. These prehistoric paintings were drawn on
the walls of caves, blocks of stone, etc. They can be found
all over the world, particularly in China.
Lascaux Painting
PIVOT 4A CALABARZON Arts G8 6
The history of Eastern painting is as
old as China’s civilization. Historically, it is
comparable to Western history of paintings.
Countries in East Asia continued to influence
each other’s production of arts over the
centuries.
Country Painting Subjects or Themes

1. Flowers and birds 4. Human Figures
CHINA 2. Landscapes 5. Animals
3. Palaces and Temples 6. Bamboos and Stones
JAPAN 1. Scenes from everyday life
2. Narrative scenes crowded with figures and details
SOUTH KOREA Subjects are divided into five categories:
AND 1. landscape paintings
NORTH KOREA 2. Minhwa (the traditional folk painting)
3. Four Gracious Plants (plum blossoms, orchids or
wild orchids, chrysanthemums)
4. bamboo
5. portraits
Here are some examples of East Asian Paintings
China Japan Korea
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Now, let us find out if you have learned something on what you have
read.
Learning Task 2: In your answer sheet, answer the following questions.
1. What can you say about the three paintings?
2. What were the subjects or themes used?
3. What do they have in common? Explain
4. Can you identify the elements and principles applied in the three paintings.
Enumerate them.
7 PIVOT 4A CALABARZON Arts G8

Learning Task 3: In your answer sheet, answer the table below. Describe the
elements and principles of arts applied in the three examples of East Asian
Paintings in page 7.
Elements or Chinese Japanese Korean

Principles Paintings Paintings Paintings
Ex. Lines Varied straight lines were used, it
can be seen as an outline of the
mountains.
Learning Task 4: From your answers in Learning Task 3, write the similarities
and differences of the elements or principles of the 3 East Asian Paintings
using the T-table. Do the table in your answer sheet/
SIMILARITIES Paintings DIFFERENCES
CHINA
JAPAN
KOREA
You already know how the elements and principles of arts are being
applied in the East Asian Painting. Now, its your turn to paint with an East
Asian resemblance.
Learning Task 5: In a writing pad paper, bond paper, oslo or illustration board
or any available material at home, paint a subject, theme or motif with an East
Asian resemblance using coffee as your medium.
Procedure:
1. For the 1st container: Mix two spoons of coffee powder with 3 spoons of
water. Mix it well to get a medium color.
2. For the 2nd container: Mix two spoons of coffee powder with 2 spoons of
water. Mix it well to get a dark coffee color.
3. Trace a design on the illustration board or canvas
4. Apply medium color paint to be the base of any picture.
5. Apply the dark color paint to do the darker shadings and outlines. Darker
shade gives out a glossy effect for the picture. If you want a lighter shade, just
mix few more drops of water.
A
In your journal notebook, answer the following questions.
1. If you were asked to make a painting, what would you paint?

2. Why would you choose that?
3. How will you use the elements and principles of arts learned from East Asia.

The Characteristics of Arts and Crafts In
WEEK
Specific Countries in East Asia
Lesson
2
I
The East Asian countries have distinct art forms. They have developed
them to certain heights of excellence. Their arts have acquired distinct
characteristics which would tell at a glance where they originated.
At the end of this lesson, you will identify the characteristics of the arts
and crafts of China, Japan, and Korea, explain their similarities and differences,
and manifest the East Asian Art characteristics in one’s artwork.
Observe the pictures below. Try to identify the East Asian country that the
picture depicts. Do they portray the characteristics of the arts and crafts of the
three East Asian countries?
1. 2. 3.
D
Learning Task 1: Make a concept map and write three words that will
describe each picture above. Then, answer the questions below. Do this in
your answer sheet.
Picture Picture
1 2
Picture
3
How did you come up with your answers? What were your basis?

Characteristics. According to Google’s dictionary, it is a feature or quality
belonging typically to a person, place, or thing and serving to identify it.
It is also true for the arts and crafts in East Asia. You can easily identify their
artworks by their distinct characteristics.
Important Aspects in East Asian Painting.

1. Landscape Painting. It was regarded as the highest form of Chinese painting.
 They also consider the three concepts of their arts: Earth,
Heaven and Humankind (Yin-Yang). Chinese society is
basically agricultural. It has always laid great stress on
understanding the pattern of nature and living in accordance
with it.
 Oriental artists often created landscapes rather than

paintings with the human figure as subjects
2. Silk. It was often used as the medium to paint upon, but it was quite
expensive.
 When the Han court eunuch, Cai Lun, invented the paper in the 1st Century
AD, it provided not only a cheap and widespread medium for writing, but
painting also became more economical.
3. Ideologies. The ideologies of Confucianism, Daoism, and Buddhism played
important roles in East Asian art.
 Chinese art expresses the human understanding of the relationship between
nature and human. It is evident in the form of painting of landscapes,
bamboo, birds, and flowers, etc. This is called the metaphysical– the Daoist
aspect of Chinese painting.
Xie He who was a writer, art historian and critic in 5th century China
established the Six Principles of Chinese Painting.
1. Observe rhythm and movements .
2. Leave spaces for the eyes to rest
3. Use brush in calligraphy
4. Use colors correctly
5. Live up to tradition by copying the master’s artwork.
6. Copy the correct proportion of the objects and nature.
Korean Paintings’ History. It dates to 108 C.E. It has first appeared as an

independent form. It is said that until the Joseon dynasty, the primary influence
of Korean paintings were Chinese paintings. However, Korean paintings have
subjects such as landscapes, facial features, Buddhist topics. Also, it has an
emphasis on celestial observation in keeping with the rapid development of
Korean astronomy.

 Mountain and Water are important features in Korean landscape painting. It is
a site for building temples and buildings.
 Landscape painting represents both a portrayal of nature itself and a codified
illustration of the human view of nature and the world.
Among the Chinese people, painting is closely related to

calligraphy. What is Calligraphy?
Calligraphy. It is the art of beautiful

handwriting. The following are its characteristics.
1. It involves the same techniques as in traditional
painting.
2. It is done with a brush dipped in black or colored ink.
3. It does not use oils.
4. It has a strong linear focus which the features are
conveyed primarily with thin, sharply-defined lines.
5. Paper and silk are its popular materials which
paintings are also made of.
6. Poets write their calligraphy on their paintings.
Paintings can be mounted on scrolls, such as hanging

scrolls or hand scrolls, album sheets, walls, lacquerware,
folding screens, and other media
Logographs. These (ancient writing symbols) are engraved on the shoulder
bones of large animals and on tortoise shells.
Jiaguwen. It (Chinese: “bone-and-shell script”) is pictographic script found on
oracle bones.
Cangjie. He is the legendary inventor of Chinese writing. He got his ideas from
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observing animals’ footprints and birds’ claw marks on the sand as well as other
natural phenomena. He then started to work out simple images from what he
conceived as representation of different objects such as:
Woodblock Printing.
 It is a technique for printing text, images or patterns
used widely throughout East Asia.
 It originated in China as a method of printing on
textiles but eventually became a method for printing on
paper.
 It was a method adapted in Japan during the Edo
period (1603-1867) and became one of their oldest and
most highly developed visual arts.
 It is most common theme in Japan for printmaking
which describes scenes from everyday life.
 It narrates the scene and is often packed with figures
and detail.
Japanese Ukiyo-e.
 It means "pictures of the floating world”.
 It is best known and a most popular style of
Japanese art, which also It is related to the style of
woodblock print making that shows scenes of
harmony and carefree everyday living.
 It was produced in a diversity of different media,
including painting.
 It became an art domain of the upper classes and
royalty but later was also produced by the
common people.
E
Learning Task 2: In your answer sheet, identify the characteristics of each
artwork using the table below.
Arts and Crafts Characteristics

Chinese Calligraphy
Japanese Woodcarving
Korean Painting
Learning Task 3: Explain the similarities and differences of the Chinese

calligraphy, Japanese woodblock printing and Korea painting using the format
below. Do this activity in your answer sheet.

Learning Task 4: In a short bond paper (or any available materials at home),
write your favorite saying or “hugot lines” in a calligraphy form of writing. Add
some designs and place your name at the bottom using a paint brush. (Use the
criteria in the below as your guide.)
Criteria:
Elements & Principles -5 pts.
Creativity/Originality -5 pts.
Effort/Perseverance -5 pts.
Craftmanship/Skill -5 pts.
East Asian Motif -5 pts.
Learning Task 7: In your answer sheet, answer the following in your answer
sheet.
1. What are the three concepts in landscape paintings?
2. It is an artform that involves the same technique as in traditional painting.
3. Which of the following is the most important feature in Korean Painting?
A. mountains and water C. facial features and landscape
B. people and animals D. figures and details
4. Your teacher told you to make a greeting card using calligraphy. Which of
the following characteristics will you apply?
A. use of oil
B. use of heavy brush stroke
C. use of bright and brilliant colors
D. use with a brush dipped in black or colored ink
5. Which of the following characteristics best describe Korean painting?
A. use of decorative and bright colors
B. Images frequently depicted a narrative
C. Most common theme describes the scenes from everyday life.
D. Subjects such as landscapes, facial features, Buddhist topics.
A
In your journal notebook, complete the following statements.

WEEK The Mood, Idea or Message from Selected
3 Artifacts and Art Objects
I Lesson
In this lesson, you will discover how East Asian countries used the arts
and crafts to let you reflect on and derive the mood, idea or message.
At the end of the lesson, you will be able to reflect on and derive the
mood, idea or message from selected artifacts and art objects.
Art is a means of expression or communication. It helps the artists show
their thoughts, points, and feelings to the viewers through their crafts.
Try to recall your lesson in Arts in Grade 7. Observe the picture below.
What artform does the picture belong? What are they celebrating? In what
country and place it is celebrated? What are they wearing? What does this art
depicts or reflects?
Every country or place has its way of celebrating different events or

occasions. They used makeups, costumes and props to help the viewers know
and understand the message that they want to convey.
Now, let’s find out how East Asian people used their arts and crafts in
expressing their moods, ideas, or messages.
D
Learning Task 1: Match the pictures in Column A to the theater found in
Column B. Write the letter of the correct answer in your answer sheet.
COLUMN A COLUMN B
A. Peking Opera

COLUMN A COLUMN B
B. Kabuki
C. Shamanistic Rites
Paintings in East Asia are not only done on paper, silk and wood.
Performers of Kabuki in Japan and Peking Opera in China use their faces as
the canvas for painting while Mask Painting is done in Korea.
In this lesson, you will find-out the meaning of colors for face and mask
painting.
The Peking Opera of China and Kabuki of Japan are the known
theatrical forms in East Asian countries. The performers usually paint their
faces depending on the character or personification they are portraying. On
the one hand, Koreans paint masks for theatrical and festival performance.
Jingju Lianpu.
Peking opera face painting or Jingju Lianpu was
originally called “the false mask”. It is done with
different colors in accordance with the performing
characters’ personality and historical assessment.
The hero type characters are normally painted in
relatively simple colors, whereas enemies’ bandits,
rebels, and other have more complicated designs
on their faces.
MEANING OF COLORS FOR FACE PAINTING:
1. Guan Ju (Red). It means courage, devotion, uprightness, bravery, and

loyalty.
2. Huang Pang (Yellow). It indicates ambition, cool-headedness, and fierceness.
3. Zhu Wen (Green). It signifies that the character is impulsive, violent, and
lacks self-restraint.

4. Zhang Fei (Black). It symbolizes fierceness and roughness. Black face
indicates either a rough and bold character or an impartial and selfless
personality
5. Lian Po (Purple and Reddish-Purple). It signifies uprightness and cool
headedness while the latter indicates a just and noble character.
6. Cao Cao (White). It suggests craftiness treachery and suspiciousness. They
are common to the powerful villain on stage.
7. Jiang Gan - It is the Chinese Opera’s clown or chou.
8. Xiaohualian. It is (the petty painted face) a special makeup pattern around
the nose. Sometimes a small patch of chalk is painted to show a secretive
and mean character.At times, it is also painted on a young page or jesting to
enliven up the performance.
9. Gold and silver colors. It is used for gods and spirits.
Kabuki Make- up of Japan

Kabuki Makeup or Kesho is already in itself
an interpretation of the actor’s own role
through the medium of the facial features.
Mukimi-Guma or Suji-Guma is an example
of face painting. Lines are painted into an
actor’s face. These lines are then smudged to
soften them.
Two Types of Kabuki Makeup

1. Standard Makeup. It is applied to most
actors.
2. Kumadori Makeup. It is applied to villains
and heroes. It is composed of very dramatic
lines and shapes using colors that
represent certain qualities.
 dark red - passion or anger
 dark blue - depression or sadness
 pink - youth
 light green - calm
 black - fear
 purple - nobility
Nihon Guma.
It is used for characters with strength
beneath their outward calmness. Lines are
drawn upwards from the corners of the eyes
and the two ends of the eyebrows.

Suji Guma. It expresses the power and strength of the
hero. A red triangle is painted at the chin. Then, a red
line is painted which follows the line of the chin. Also,
the eyebrows are drawn with black lines as highlight,
in order to balance the two red lines on the forehead.
Mukimi Guma. It is used for young, handsome and

virtuous characters. It has red lines drawn upwards
from the two ends of the eyes and the face is painted
with white.
KOREAN MASK
Tal or T'al. It is the Korean masks. It
originated with religious meaning and has
a rich history. It is used in funeral services
to help banish evil spirits and theatre
plays. It is also used for shamanistic rites
and were kept within temples where they
were honored with offerings.
In the 12th century, masks became part
of elaborate dances and dramas. Some
masks have moving parts like winking or shifting eyes and moving mouths.
Black fabric is draped from the top of the mask over the wearer's head to
simulate hair. This is to further add to the lifelike features of the masks.
The Roles of Colors in Korean Masks.
1. Black, Red and White Mask. Bright and vibrant colors help establish
the age and race of the figure.
2. Half Red and Half White Mask. It symbolizes the idea that the wearer
has two fathers, Mr. Red and Mr. White.
E
1. What are the two known theaters in East Asia?
2. What country uses face mask instead of face painting?
3. What are the two types of face make-up of Japan?
4. How do the Chinese face paintings express the mood or message of their
art?
5. How do the Japanese make-ups express the mood or message of their art?

Learning Task 3: Fill-up the missing information in the table below by
identifying the face painting/ mask/makeups or describing the mood or ideas.
Write your answers in your answer sheets.
MASK/MAKEUPS MOOD OR IDEAS
1. signifies uprightness and cool headedness, while the latter
indicates a just and noble character.
2. Nihon Guma
3. young and handsome with virtuous characters
4. Tal
5. indicates ambition, cool-headedness, and fierceness,
Learning Task 6: In a bond paper or any available materials, make a collage

of pictures (you may cut or draw them) that reflects the different moods of
East Asian masks/makeups. Put a title to your work and be guided by the
following criteria.
Creativity 5 pt
Criteria Points
Originality 5 p
Creativity 5 pts
Effort/Perseverance 5 pts
Relevance to the theme 5 pts
Craftmanship/Skill 5 pts 5 pts
Originality 5 pts
Learning Task 4. From any recyclable or indigenous materials at home, make

a simple mask reflecting the mood and ideas of the East Asia. Put a title to
your work and be guided by the abovementioned criteria.
Complete the statement below in your journal notebook.
I learned that __________________________________________________________.
I understand that ______________________________________________________.
I realized that _________________________________________________________.

The Artifacts and Art Objects in Terms of WEEK
Their Utilization and their Distinct Use of 4
Art Elements and Principles

I Lesson
This lesson was designed to give you an opportunity to investigate on the
East Asian artifacts and art objects in terms of their utilization. It will also equip
you with the basic knowledge on how the elements and principles were applied in
their artwork and how they express it artistically.
At the end of the lesson, you will identify and describe the elements and
principles used, create a craft, and show appreciation by promoting the artifacts
and art objects in terms of its utilization and its distinct use of art elements and
principles.
D
Learning Task 1: Observe the artwork
carefully and describe it in one sentence
following the given indicators. Write your
answer in your answer sheet.
1. Materials used in the artwork
2. Motif of the artifact
Temples are the usual subjects in

East Asian painting. Observe the roofs of
the temples and buildings in China,
Japan and Korea. Do you notice their
sweeping roofs? Why do they have this
unique type of roof?
Sweeping Roofs. This is the usual roofs of East Asian

temples and houses.
 They believe that it will protect them from the
elements of water, wind and fire.
 Buddhists believed that it helped ward off evil
spirits which were deemed to be straight lines.
There are three main types of roofs in traditional Chinese architecture

that influenced other Asian architecture:.
1. Straight Inclined. It is more economical for common Chinese architecture.
2. Multi-inclined. This is usually the roofs with two or more sections of incline.
These roofs are used for residences of wealthy Chinese.

3. Sweeping. It has curves that rise at the corners of the roof. This is usually
reserved for temples and palaces although it can be found in the homes of the
wealthy. Originally, the ridges of the roofs are highly decorated with ceramic
figurines.
E
Learning Task 2: In your answer sheet, identify and describe the elements and
principles used on the abovementioned three types of roofs in their
architecture.
Learning Task 3: In a bond paper or any available materials, draw and design
your dream house or building applying the elements and principles of design
used in East Asia. Put a title to your work and be guided by the following
criteria.
Criteria Points
Creativity 5 pts
Originality 5 pts
Learning Task 4: In a bond paper or any available materials, make a photo

essay about promoting the artifacts and art objects in East Asia in terms of its
utilization and its distinct use of art elements and principles. Put a title to
A
Reflect and answer the following questions in your journal notebook.
1. What can you say about your output?

2. How did you use the arts elements and principles to make your work
unique?
3. How will you promote the Architecture of East Asian countries in terms of
their utilization and distinct use of art elements and principles?

The Design, Form, and Spirit of East Asian WEEK
Artifacts and Art Objects to One’s Creation 5-6
I Lesson
This lesson was designed to help increase your knowledge, skills and
appreciation on the arts and crafts of East Asia. You will be exposed to the art
motifs from China, Japan, and Korea. These motifs and design will be helpful to
you in making your artwork.
At the end of the lesson, you will identify and discuss the elements and
principles used in their motif, and incorporate the design, form and spirit of East
Asia in one’s craft.
D
Learning Task 1: In your answer sheet, draw one common design or motif that
you have remembered or learned among the East Asian countries. Then, explain
why did you choose this design.
This time, you will read and discover the designs, forms and spirit used
in China, Japan and Korea’s artifacts and art object.
Paper Arts.
What are the paper arts of China, Japan and Korea? Who invented the
paper?
Paper has a great function in the development of arts not only in East
Asia but all over the world.
Paper was first invented by Cai Lun of the Eastern Han Dynasty in China. This
was one of the greatest contributions of ancient China in the development of
arts.
Art of Paper Cutting.

1. Decorative Chinese Paper Cuttings
The design is usually symmetrical when unfolded.
 It adapted the 12 animals in Chinese Zodiac as
themes or motifs.
 It mostly uses the red color.
 Its earliest use of paper was made as a pattern for
lacquers, decoration on windows, doors, and walls.
 Chinese Buddhist believe that decorative paper
cuttings will attract good luck and drive away evil
spirits

Jianzhi.
 It is the first type of paper cutting design since paper was invented by the
Chinese.
 It is sometimes referred to "chuāng huā", meaning
Window Flower.
 Its vas has an intricate designs and creative use of
negative space.
 It is mostly for decorative purposes used to adorn walls ,
columns, lamps, windows and doors.
 It is commonly used red color which represents good
luck and prosperity
 Its cut-out patterns are often formed by Chinese characters
Kirie.
 It is the Japanese art of paper cutting.
 It comes from the Japanese words "kiru" (to cut) and "kami" (paper).
 It is used in religious ceremonies and decoration.
 Its symmetry is a very important part.
 Its most patterns have solid lines.
 It has formed patterned laces.
 Its dashed lines normally indicates mountain folds
or valley folds.
 It is usually contrasted against a black
background to reveal a rendering.
 It uses Japanese Sekishu washi paper, and craft
Hanji Paper Cutting

 It is the Korean art of paper
cutting.
 It is mostly used for decorative
purposes
 It uses hanji paper to form
patterns.
E
Learning Task 2: In your answer sheet, identify the elements and principles
used and explain how were they used as a design. Follow the format below.

22
Learning Task 3: In a bond paper or any available materials, make your own
T-shirt design integrating the designs you learned from the three countries.
Put a title to your work and be guided by the following criteria.
Criteria Points
Originality (innovative/creative designs) 30 %
Balance and Composition (artistic arrangement of the design elements) 20 %
Craftmanship (mastery of skills, clean and organize) 20 %
Relevance Message Conveyed (designs, form, spirit) 20 %
Visual Impact 10 %
To assess your skills in paper cutting, you will now create one. You must
employ the designs learned in the lesson. You can use any kind of paper that is
available at home. When you cut your designs be sure you will do it with
extreme precautions to avoid injuries. Have fun while doing your task.
Learning Task 4: Using the available materials at home and with the help of
your guardian or companion at home, make a paper cutting artwork design. Put
a title to your work and be guided by the abovementioned criteria. Put a title to
Learning Task 6: Reflect and answer the questions below based from your
output in Learning Task 4. Write your answers in your answer sheet.
1. What are the elements and principles found in your artwork?
2. How did you use those elements and principles as your basis for your
design?
3. What are the motif you used that comes from China, Japan and Korea?
4. Why did you come up with that kind of design in your artwork?
5. What kind of art spirit does your artwork implies?
A
In your journal notebook, complete the paragraph by writing your views
about the lessons and activities.
What’s unique about East Asian arts and crafts design and my design
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

WEEK The External (Foreign) and Internal
7 (Indigenous) Influences
I Lesson 6
China has been the dominant and referential culture in East Asia during
the ancient times. Most of the East Asian countries arts and crafts were based
from them.
In this lesson, you will discover how Chinese arts contributed in the
development of Japanese and Korean’s arts and crafts.
At the end of the lesson, you will be able to trace the foreign influences
reflected in the design of the artifacts and its craft, compare the features and
designs in the artifacts, and appreciate East Asian Art by employing the designs
traced from the foreign influences in one’s creation..
Try to recall your lesson when you were in Grade 7. Can you identify the
pictures and tell whether the artwork shows a foreign or indigenous influences?
1. Ambahan 2. Miag-ao Church 3. Tingkop
D
Learning Task 1: In your answer sheet, identify what country do phrases
depicts.
1. Stone Forest 3. Forbidden City
2. Great Wall 4. Mandarin
During Tang Dynasty, China’s cultural influences on Korea and Japan

reached its height. Japan’s culture is significantly derived from China’s Tang
Dynasty. Korea was strongly influenced in terms of art and religion.
1. Paintings
Important aspects in East Asian Painting:
Landscape painting was regarded as the highest form of

Chinese painting.

The three concepts of Yin-Yang has greatly influenced
their arts - Earth, Heaven and Humankind.
Silk was often used as the medium to paint upon the
ideologies of Confucianism, Daoism, and Buddhism.
The ideologies played important roles in East Asian art.
Painting Subjects or Themes

China
1. Flowers and birds 4. Human Figures
2. Landscapes 5. Animals
3. Palaces and Temples 6. Bamboos and Stones
Japan
1. Scenes from everyday life
2. Narrative scenes crowded with figures and details
Korea
Subjects are divided into five categories:
1. landscape paintings
2. Minhwa (the traditional folk painting)
3. Four Gracious Plants (plum blossoms, orchids or
wild orchids, chrysanthemums)
4. bamboo
5. portraits
2. Calligraphy
 It is the art of beautiful handwriting.
 It involves the same techniques as in traditional
painting
 It is done with a brush dipped in black or colored ink
 It does not use oils.
 It has a strong linear focus which the features are
conveyed primarily with thin, sharply-defined lines.
 Paper and silk are the popular materials in their paintings.
 Poets write their calligraphy on their paintings.
E
Learning Task 2: In your answer sheet, identify and write the Chinese
influences in the artwork below.

Learning Task 3: In your answer sheet, compare the Japanese painting and
Korean Calligraphy found on page 25 using the Venn diagram in terms of the
influences from Chinese arts.
Japanese painting Korean

Ifluences Caligrapgy
Learning Task 4: In a bond paper or any available materials, cut or draw an

example of artwork from our country that has traces of influence from East
Asian countries. Put a title to your work and be guided by the following criteria.
Criteria Points
Visual Impact 10 %
Learning Task 5: In a bond paper or any available materials, make a painting

with calligraphy with the influence from East Asian countries. Put a title to your
work and be guided by the abovementioned criteria.
A
Reflect and answer the following in your journal notebook.
1. Give four things you learned in our lesson today.

2. Name three qualities that you develop in doing the tasked.
3. List two things you want to learn more.
4. Ask one question about today’s lesson

The Craft that can be Locally Assembled with WEEK
Local Materials, Guided by Local Traditional 6
Techniques
I Lesson
East Asian folk art is created with materials that are naturally found
within locality. Thus, East Asian people are naturally nature lovers.
In this lesson, you will be acquainted with the local materials and
traditional techniques employed in their crafts. These will be helpful to you in
making your craft and in appreciating the diversity of their culture.
After going through the lesson, you are expected to identify the local
materials used in China, Japan and Korea, describe the different traditional
techniques applied, and develop creativity and resourcefulness in making one’s
handicraft.
Can you remember and identify in your previous lesson the localize
material used in these artifacts or art objects?
D
Learning Task 1: In your answer sheet, identify and describe the technique
applied in the artworks below.
1. 2. 3.
Can you still remember in your previous art lessons the artwork below?
What material is this made of? Do you still know the technique applied on it?

Paper Folding.
Every folk artist has been inspired by the values of simplicity, the ideology
of their community and the emotional and psychological characteristics of their
nation throughout major periods in history.
Picture of a Small Paper Boat.

The earliest document showing paper folding can be found in an
edition of Tractatus de Sphaera Mundi from 1490 by Johannes
de Sacrobosco.
Yuan Bao /Zhezhi.

It is a folded paper that look like gold nuggets or ingots called Sycee. It is
also used for other ceremonial practices.
Traditional Funerals includes burning of “Yuan Bao”. It is commonly done at

the ancestors’ graves during the Ghost Festival.
Sycee.
It is a type of silver or gold Ingot currency used in
China until the 20th century. It is derived from the
Cantonese words meaning "fine silk.” It used as a symbol
of prosperity by Chinese at present times. It is frequently
displayed during the Chinese New Year. It is focused on
making inanimate objects such as boats, small dishes.
Origami.
The term came from “ori” which means "folding", and “kami” means
"paper". The traditional Japanese art of paper folding
started in the 17th century AD and was popularized
internationally in the mid-1900s. It eventually evolved
into a modern art form. The goal of this art is to
transform a flat sheet of paper into a finished
sculpture through folding and sculpting techniques
without cutting as much as possible. It become a
significant aspect of Japanese ceremonies by the
Heian period (794–1185) in Japanese history. Flowers,
animals, birds, fish, geometric shapes, and dools are
the common models used in Japanese Origami.
Origami Butterflies.
It is used during the celebration of Shinto weddings to represent the
bride and groom.
Paper Crane . It is best known as the Japanese Origami.

E
Learning Task 2: In your answer sheet, determine and write the localized
materials used, the technique applied, the purpose, and the object formed in the
figures below.
Learning Task 6: In a bond paper or any available materials, create your own
paper folding. You may add some materials to make it more creative and artistic.
Put a title to your work and be guided by the following criteria.
Criteria Points
Visual Impact 10 %
To further develop your skills and resourcefulness, try to make another

artwork that is made from any localized material found at home. You can choose
any art form ( painting, sculpture, architecture, etc) and technique.
Example: Painting - okra (medium/material) woodblock printing - old egg tray
Sculpture - paper/wire architecture - old board
Origami - recycled paper
Learning Task 7: In a bond paper or any available materials, make a painting
using any localized material found at home. Put a title to your work and be
guided by the abovementioned criteria.
A
1. Does my work shows development?
2. What challenges came up for me during the process and what strategies did
I use in addressing them?

WEEK The Elements From Traditions or History of a
7
Community for One’s Work
I Lesson 8
This lesson is intended for you to derive elements from traditions/ history
of a community for one’s artwork. You will analyze how traditions/ history of a
community affect the creation of an art.
After going through the lesson, you are expected to identify the elements
used in an artwork from the traditions/ history of the country where it was
created from, describe and illustrate the connection/ relationship of the artwork
to the lives of the people, tradition, history, culture, beliefs and practices in
China, Japan, and Korea, and recognize the vital role of tradition and history in
the creation of the arts and crafts of East Asia.
D
Learning Task 1: In your answer sheet, enumerate the different artforms of East
Asia and the elements of Arts applied. Follow the format below. Write your
answers in your notebook.
Elements of Art Forms

Arts Applied
Art elements are very important in creating an object or craft in each

form of art. It helps in giving a clearer image or message to the ones who see it.
Learning Task 2: Show the connection of history and traditions to Arts . You
can give an example and relate them to art. Write your answers in your answer
sheet.
The history, traditions, or culture of a certain community or country can

be seen in the different art forms.
Arts can be a means of recording the events that happened before. It can
also reflect the traditions or culture through the elements and principles that
constituted the artifact’s designs or motifs.
Now, you will learn how the elements derive the history or tradition of
China, Japan, and Korea.

Paintings.
1. Lascaux Painting.
Painting started from pre-historic man. They
used red ochre and black pigment. Early paintings
often showed hunting scenes of man chasing
various animals, such as: horses, rhinoceros, lions,
buffaloes, mammoths. These prehistoric paintings
were drawn on the walls of caves, blocks of stone,
etc. and found all over the world especially in
China.
2. Elegant Gathering in the Apricot Garden.

A Hand Scroll Painting.
 The colored robes depict the role and
emphasize the power, prestige, and cultivation
of the officials.
 The formal poses underscore the dignity of
their position.
 Political ranks are distinguished by their
placement in the composition
 Greatest status is at the center of the
composition; guests of lower rank are closer to
the periphery of the scroll.
 Antiques and scholarly paraphernalia
surrounding the men suggest their literary
accomplishments and aesthetic discernment.
Calligraphy.
It is the art of beautiful handwriting. It
involves the same techniques as in traditional
painting. It is done with a brush dipped in black or
colored ink. It does not use oils. It has a
strong linear focus which the features are conveyed
primarily with thin, sharply-defined lines. It
integrates aspects of art, communication and
symbology and serve as communication for script to
decorate articles of everyday use.
There are three main types of roofs in

traditional Chinese architecture that influenced
other Asian architecture:.
1. Straight Inclined. It is more economical for
common Chinese architecture.
2. Multi-inclined. This is usually the roofs with
two or more sections of incline. These roofs are
used for residences of wealthy Chinese.

3. Sweeping. It has curves that rise at the corners of the roof. This is usually
reserved for temples and palaces although it can be found in the homes of the
wealthy. Originally, the ridges of the roofs are highly decorated with ceramic
figurines.
MASK/MAKEUPS The Peking Opera of China and Kabuki

of Japan are the known theatrical forms in East
Asian countries. The performers usually paint
their faces depending on the character or
personification they are portraying while
Koreans paint masks for theatrical and festival
performance.
E
Learning Task 3: Choose two artifacts from the lesson. Complete the table by
supplying the needed information. Do this task in your answer sheet.
PLACE
OF PEOPLE SIGNIFICANCE PROMINENT ELEMENTS OF ARTS USED
ORIGIN
Line Shapes Color Form Value Space Texture
1.
2.
Learning Task 4: In a bond paper or any available materials, make a poster

about the vital role of tradition and history in the creation of the arts and crafts
of East Asia. Put a title to your work and be guided by criteria on page 29.
Learning Task 5: Using a concept map, show the relationship of the arts and
crafts to the East Asian countries. Describe the connection or relationship of the
elements of the artwork in their tradition, history, and culture. Do this task in
your answer sheet.
A
Reflect and answer the following question in your journal notebook.
What you have learned and realized from lesson?

The Relationship of the Development of
WEEK
Crafts in the Specific Countries of East 8
Lesson 9
I
This lesson is intended for you to show the relationship of the
development of crafts in specific countries in East Asia, according to
functionality, traditional specialized expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)
After going through the lesson, you are expected to identify the function,
materials used/resources, form and expertise presented in a specific artwork in
the country where it was created, describe and illustrate the connection/
relationship of the development of crafts in specific country, according to
functionality, expertise, and availability of resources through concept map and
artworks and appreciate the importance of the arts and crafts in East Asia and
recognize its productive development.
D
Learning Task 1: Provide the word and information being describe. Write your
answers in your activity sheet.
1. _ _ _ _ _ _ _ _ _ - Plant Fibers, Wood, Paper

2. _ _ _ _ _ _ _ _ - Communication, Expression, Decoration
3. _ _ _ _ _ _ _ _ _ - Weaving, Painting, Carving
Do you know what this is? What this thing is

made of and its purpose?
Let’s read and find out this art object.
Knot Craft. It is a splendid decorative art that employs various methods to

create a multitude of patterns using string.
Chinese Knotting.
Zhongguo.
 It is the C h in ese
decorative handicraft art
during Tang and Song
Dynastic
 It is made from the satin
cord made of nylon.
 It symbolizes good luck
and prosperity, good luck
charm for marriages.
 It also ward off evil spirits.
 It is used for recording and ruling method, totem and belief motif and
decoration.
Japanese Knotting.
Hanamusubi.
 It is Japan’s knot tying.
 It emphasize on braids and focuses on
individual knots.
 It is made from mizuhiki, a type of
decorative cord.
 It is easy to untie, and can be retied over
and over again, which symbolizes the desire
to have the good fortune return, or repeat
in the future.
Functions
 It is used on auspicious occasions such as anniversaries.
 It is used in sending greetings, messages and gifts of thanks.
Korean Knotting
Maedeup or Dorae
 It is the well known Korean knot tying .
 It is a double connection knot, often called as
Korean knot work or Korean knots.
 It is made of threads.
Functions
 It is used primarily to hold hunting tools
around the waist.
 It is used as decorations on clothes, swords,
accessories.
 It is used to decorate traditional instruments and women’s garments and
jewelry.
 It is used to signify dignity and prestige.
 The knots are use to decorate Buddhist ornaments.
E
1. What is a Knot Craft?
2. What are the different knots in China, Japan and Korea?
3. Why is knot tying important in the culture of the three countries?

Learning Task 3: Complete the table by supplying the needed information.
Do this task in your answer sheet.
Arts and Country Art Form Functions/ Materials/

Craft Purpose Resources
Dorae
Zhongguo
Hanamusubi
Learning Task 4: In a bond paper or any available materials, make a poster

that shows the correlation of the development of crafts in China, Japan and
Korea according to functional, tradition, specialize expertise and availability
of resources. Put a title to your work and be guided by the following criteria.
Criteria Points
Visual Impact 10 %
A
Complete the statement below in your journal notebook.
1. In this lesson I learn that ____________________________________.

2. I understand that ____________________________________________.
3. I realized that ________________________________________________.

The Commonalities and Differences of the Cultures
of the East Asian Countries in Relation to
Philippine Culture
I Lesson 10
This lesson is intended for you to know the commonalities and differences
of the cultures of East Asian countries in relation to Philippine culture.
After going through the lesson, you are expected to show and explain the
similarities and differences of the cultures in China, Japan and Korea from
Philippine culture, and recognize their contribution to the development of
Philippine culture.
Observe closely the details of the two currencies. Can you identify from
which country the currency from? Can you identify also the similarities and
differences of the two currencies?
The picture shows a currency from the Philippines and Vietnam. Both
served as a medium of exchange , as a store of value, and facilitates
transactions. The elements and principles applied to the designs made them
different from each other.
D
Philippines and Chinese paintings have the same themes or motifs. They
differ on how the elements of art and principles of design are being applied.
Learning Task 1: Examine the two paintings and answer the questions below.
Do this activity in activity sheet.
1. What do these paintings share in common?

2. How differently did Amorsolo treat the subject?
3. What makes the Palay Maiden truly Filipino?
4. What do the two pictures depict?
Philippines and Korea both have a system of

handwriting which is called as Seoye in Korea, and
Baybayin or Ambahan in the Philippines.
You can see and observe the similarities and

differences of the two writing system in the two
images.

E
Learning Task 2: Using a graphic organizer, show and explain the similarities
and differences of Japanese culture to Philippine culture in terms of
architecture. Do this task in your answer sheet.
Learning Task 3: Give one specific example of how the Philippines differ from
and similar to China, Japan and Korea in terms of customs and traditions.
Explain your answer your answer. Do this task in your answer sheet.
Learning Task 4: In a bond paper or any available materials, make a collage

of pictures (you may cut or draw them) that shows the commonalities and
differences of the cultures of China, Japan, and Korea in relation to Philippine
Culture. Put a title to your work and be guided by the following criteria.
Criteria Points
Creativity 5 pts
Originality 5 pts
Learning Task 5: In a simple video, slide presentation or poster (depending on

the available materials you have at home), make an advocacy material that will
show the contribution made by the East Asian countries in the development of
Philippine arts and culture. Put a title to your work and be guided by the
following criteria.
Criteria Points
Visual Impact 10 %
A
1. Does my work shows development?
2. What challenges came up for me during the process and what strategies did
I used in addressing them?

Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1


Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Note: If the lesson is designed for two or more weeks as shown in the ear tag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

References
Department of Education. (2020). K to 12 Most Essential Learning Competencies

with Corresponding CG Codes. Pasig City: Department of Education Curric-
ulum and Instruction Strand.
Department of Education Region 4A CALABARZON. (2020). PIVOT 4A Budget of

Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal: De-
partment of Education Region 4A CALABARZON.
Department of Education. Grade 8 Music and Arts Learner’s Module . Pasig City:
Department of Education.
Department of Education. Grade 7 Music and Arts Learner’s Module . Pasig City:
Department of Education.

For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

MAPEH (Arts) G8: Quarter 2

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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON Arts G8

Job S. Zape, Jr.

Mary Jane Preciosa V. Perez

Lhovie A. Cauilan & Jael Faith T. Ledesma

Jhucel A. del Rosario & Melanie Mae N. Moreno

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

For the Parents/Guardians

For the Learners

PIVOT 4A CALABARZON Arts G8

This part presents the MELC/s and the desired

This part presents activities, tasks and contents

him/her on what he/she knew, what he/she does

In this part, the learner engages in various tasks

doing the tasks in the D part. This also exposes

information that will form part of his/her

PIVOT 4A CALABARZON Arts G8

1. What makes them attractive or beautiful?

2. Identify the elements and principles applied in the paintings?

Country Painting Subjects or Themes

Here are some examples of East Asian Paintings

China Japan Korea

Learning Task 2: In your answer sheet, answer the following questions.

1. What can you say about the three paintings?

2. What were the subjects or themes used?

3. What do they have in common? Explain

7 PIVOT 4A CALABARZON Arts G8

Elements or Chinese Japanese Korean

SIMILARITIES Paintings DIFFERENCES

1. If you were asked to make a painting, what would you paint?

PIVOT 4A CALABARZON Arts G8 8

9 PIVOT 4A CALABARZON Arts G8

Important Aspects in East Asian Painting.

 Oriental artists often created landscapes rather than

Korean Paintings’ History. It dates to 108 C.E. It has first appeared as an

PIVOT 4A CALABARZON Arts G8 10

Among the Chinese people, painting is closely related to

Calligraphy. It is the art of beautiful

Paintings can be mounted on scrolls, such as hanging

Arts and Crafts Characteristics

Learning Task 3: Explain the similarities and differences of the Chinese

PIVOT 4A CALABARZON Arts G8 12

13 PIVOT 4A CALABARZON Arts G8

Every country or place has its way of celebrating different events or

PIVOT 4A CALABARZON Arts G8 14

MEANING OF COLORS FOR FACE PAINTING:

1. Guan Ju (Red). It means courage, devotion, uprightness, bravery, and

15 PIVOT 4A CALABARZON Arts G8

Kabuki Make- up of Japan

Two Types of Kabuki Makeup

PIVOT 4A CALABARZON Arts G8 16

Mukimi Guma. It is used for young, handsome and

1. What are the two known theaters in East Asia?

2. What country uses face mask instead of face painting?

3. What are the two types of face make-up of Japan?

17 PIVOT 4A CALABARZON Arts G8

Learning Task 6: In a bond paper or any available materials, make a collage

Learning Task 4. From any recyclable or indigenous materials at home, make

Complete the statement below in your journal notebook.

I learned that __________________________________________________________.