School WAWA NATIONAL TEN

HIGH SCHOOL Grade Level

Teacher MARK G. RIVERA Learning MAPEH
Area
DAILY LESSON LOG
August 23, 2022
Teaching Date and Quarter FIRST
Time

I. OBJECTIVE:
A. Content Standard  art elements and processes by synthesizing and applying prior knowledge
and skills
 the arts as integral to the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/ occurrences and other
external phenomenon
B. Performance The learners…
Standard  perform/ participate competently in a presentation of a creative
impression (verbal/nonverbal) from the various art movements
 recognize the difference and uniqueness of the art styles of the various art
movements (techniques, process, elements, and principles of art)

C. Learning The learners…

Competencies  describe the influence of iconic artists belonging to the various art
movements (A10PR-Ic-e-2)
 apply different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of the various art
movements (e.g., the use of industrial materials or found objects,
Silkscreen Printing, etc.) (A10PR-Ic-e-3)
 evaluate works of art in terms of artistic concepts and ideas using criteria
from the various art movements (A10PR-If-4)
 show the influences of Modern Art movements on Philippine art forms
(A10PR-I-f-5)
mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)
II. CONTENT 1. Pop Art
2. Op Art
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages TG pages 111 - 115
2. Learner's
Materials LM pages 220 - 226
3. Textbook pages Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006).
ACTIVE MAPEH III. Activity-Based and Intergrative Worktext in Music,
Arts, Physical Education and Health for High School Students. Manila.
Magallanes Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-
CAT IV. Music, Art, Physical Education, and Health-Citizenship
Advancement Training. Quezon City. St. Bernadette Publishing House
Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III.
Music, Art, Physical Education, and Health.Quezon City. St. Bernadette
Publishing House Corporation
 Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004).
MAPEH III. A Worktext in Music, Arts, Physical Education and Health.
Manila. St. Agustine Publications, Inc.

4. Additional
Materials from LR
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing The teacher will conduct a pre-assessment on the idea of the students
previous lesson or with regards to pop art and op art through these questions:
presenting the new
lesson. Have you heard of the terms “pop art” and “op art”?

If yes, briefly describe what you know about each of these styles.

If not, what do you think the names of these styles refer to?

Can you name any well-known artists using these styles?

Can you guess what types of subjects these styles depicted?

(5 minutes)
B. Establishing a The teacher will display art samples of pop art and op art.
purpose for the
lesson
Let the students give their comments as to whether this artwork fits
their ideas about Modern Art.
(5 minutes)
C. Presenting From the art samples displayed, the students will compare pop and op
examples/instances art from cubism and abstract realism.
of the new lesson
How was pop art and op art different from the earlier Cubism and
abstract Realism?

From where did pop art and op art draw its subjects?

Explain how the elements of art were used to create the special
technical effect in pop art and op art.
 (5 minutes)
D. Discussing new The teacher will discuss the subjects, artworks and pop artists using
concepts and the following links:
practicing new skills https://www.youtube.com/watch?v=kZTsbJcr9VI
#1
https://s-media-cache-ak0.pinimg.com/originals/5d/
85/61/5d8561ceb27bad92987514dd10792216.jpg

https://s-media-cache-ak0.pinimg.com/736x/4f/d2/9c/
4fd29c47a87d595b0cf618dc5c6d731e.jpg
(10 minutes)
E. Discussing new The teacher will discuss the following through these links:
concepts and
practicing new skills .Illusion of Movement of Op Art
#2
.U.S Involvement in Modern Art Influencing Philippine Art Forms

https://s-media-cache-ak0.pinimg.com/originals/cf/bf/a8/
cfbfa8930b96a2f481f6c36baea4c6ee.png
 http://more-sky.com/WDF-465959.html

http://public.media.smithsonianmag.com/legacy_blog/Gianni-Sarcone-
Flashing-Star.jpg
(10 minutes)
F. Developing GROUP POP ART TASK
Mastery
Groups A & B:
 Prepare your materials – 1 whole cartolina or 1 whole box
board; old
colored magazines, newspapers, or calendars; scissors; glue or
paste;
watercolors, acrylic paints, poster colors, crayons, or pastels;
#8 paint brushes and/or sponges.

 Select a “popular” subject for your artwork (e.g., a product,

celebrity,
movie or television character, sport, place, brand name, etc.).
Plan
how this will be depicted using your available materials.

 Cut out images, letters, etc. from the magazines, newspapers,

or calendars, and glue or paste them on the cartolina or
board. Color the surrounding background with watercolors,
poster colors, or any available paints. You may add details
with crayons or pastels.

 Decide on a title for your group artwork and display it in the

classroom.

 Be ready to explain the pop art style and techniques that you
used
(e.g., inspired by Andy Warhol, Roy Lichtenstein, etc.) and to
exchange comments with the other groups about their works.

ACTION PAINTING OP ART

Groups B & C:
 Prepare your materials – 1 whole cartolina, box board, or
other recycled
board; acrylic paints; 1-inch paintbrushes, sponges, or popsicle
sticks;
 recycled mixing plates; small rags for cleaning up; newspaper
for covering work surface.

 As a group, discuss the overall composition and technique that

you will use.

 Select desired colors of paint and apply these to the board

using actions
such as brushing, sprinkling, dripping, and flicking. Let the
paint dry.

Decide on a title for your group painting and display it in the

classroom.

 Be ready to explain the “action painting” techniques that you

used and to exchange comments with the other groups about
 their works. In
 what ways are they the same? In what ways are they
different?
(20 minutes)
G. Finding practical What traits /characteristics can be developed in this kind of activity?
applications of
concepts and skills in How would you use these traits to enhance the social dimension of
daily living your life?

(5 minutes)
H. Making Why were action painting and pop art given these names?
generalizations and
abstraction about Who were the artist who became famous for their action painting style
the lesson and pop artworks?
(5 minutes)
I. Evaluating Answer the following questions.
Learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What difficulties
did I
encountered
which my
principal or
supervisor can
helped me
 solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: Noted By:

MARK G. RIVERA REJOY O. PANGANIBAN

MAPEH teacher Officer in Charge