Detailed Lesson Plan in MAPEH 8

Canumay East National High

School Grade Level Grade 8
School
Teacher Mrs. Ira Lael Jingco Learning Area MAPEH (Arts)
Teaching Dates & Time Week 3 Day 3 Quarter First

I. OBJECTIVES:
A. Content Standard: Art elements and processes by synthesizing and applying prior
knowledge and skills
1. the salient features of the arts of Southeast Asia by showing the relationship of the
elements of art and processes among culturally diverse communities in the region
2. Southeast Asian countries as having a rich artistic and cultural tradition from
prehistoric to present times
B. Performance Standard: create artworks showing the characteristic elements of the arts of
Southeast Asia
1. exhibits completed artworks for appreciation and critiquing
C. Learning Competencies/Objectives:
1. Analyze elements and principles of art in the production of arts and crafts inspired by
the cultures of Southeast Asia (A8EL-Ib-1)
2. Identify characteristics of arts and crafts in specific countries in Southeast Asia:
Indonesia (batik, Wayang puppetry); Malaysia (modern batik, wau, and objects made
from pewter); Thailand (silk fabrics and Loi Kratong Lantern Festival);

II. SUBJECT MATTER

A. Main Topic: South East Asian Arts (Relate how Batik is incorporated in the Philippine
Barong)
B. Reference: Art 8 Learner’s Materials
C. Other Learning Resources: Barong Batik
https://www.youtube.com/watch?v=aBlALo_y1-o and
https://ph.news.yahoo.com/barong-batik-000000001.html?
guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig
=AQAAAJdUY0WK2pt0HybStD0JRjdAxtNDVknIm6fI_z_sjvX3i21j4PVUiY5eKPvfwpHSSE9v
H9y78Fnb9_eegWi8sBOWWS6yXZcHDMRKG5wOfj7LstKYmkE3_ufFSAbZzdqfyh1IpSA_Det
Fuilotk4LrArjc2YwH-fJp0ED3lHCACy5
D. Materials: PowerPoint presentation, blackboard, chalk

III. PROCEDURE
Teacher’s Activity Student’s Activity
Preliminaries
a. Greetings
- Good morning, class! - Good morning, ma’am Jingco!
- How are you? -We’re doing good, ma’am.

b. Classroom Management
Remind class of the use of the hand signs
(SALAMe and One finger hand signal) and make
sure they follow them correctly.
Teach the student of the “teacher’s check
conversation” and practice.
Teacher: Get it?
Class: Got it?
Teacher: Good.

c. Attendance Check - Students will state the name of

- Is anyone absent today? the absent students of the day.

Motivation:
- Have you ever tried doing Batik in the past? - Students may say yes or no,
- Inform the students that there are different ways to do depending on the activities they
Batik and if they are also interested to do in using old white may have done in past grade levels
shirts that they have, they can do it. or schools.

Lesson Proper

a. Analysis
- Did you know that Filipinos not only appreciate
Batik as an art form but that we also work in
partnership with other Southeast Asian countries
to make Batik that we can wear here in the
Philippines?
- What is the national dress of the Philippines?
-Barong (Barong tagalog).
- There is a company, called Barong Batik here in
the Philippines and they are recognized as a
practice of fusion in Art Fashion.
- From the Philippines, we provide the fabric, jusi
fabric, a delicate yet strong silk organza fiber,
then it is shipped to Jakarta nd then sent to the
villages of Pekalongan in the island of Java in
Indonesia where Batik motifs passed on from
one generation to the next are hand-drawn using
the cjanting (a pen-like implement that uses
melted wax as its ''ink'') to create intricate
patterns that make this Barong Batik
- One piece of Barong in Jusi material can take
weeks or even months to create. Indonesian
tailors then fashion these Batik printed Jusi into
Barongs, which take about a week per shirt. Each
Barong Batik shirt takes almost a month to
create and is a unique hand-made work of art.
The idea for Barong Batik came to Jakarta-based
Filipino entrepreneur and artist Freddy Mercado
and his partner, Thelma Victorio when they
witnessed the painstaking process of creating
batik in a mall. ''I was amazed when I witnessed
how Batik was made.'' said Freddy.
''Immediately, it gave me the idea to blend our
jusi [material blend of raw silk and pineapple
fibers] from the Philippines and the art of batik
into one.''

b. Abstraction
- In the same way, we can also find different ways
in which we can incorporate these art forms in
the thing that we do.
- If you look at your books, you can find that many
of the artforms that we talked about can be done
in a simpler manner, including puppetry,
sculpting, kite making, or even lantern making.

c. Application
- For today, we will be doing Batik on paper and
instead of using traditional wax materials, we
will only be using our crayons and oil pastels.
- Please bring out your materials.
- Show a video about how to make the paper batik
(if possible).
- If not, make a simple example on how it is done
 in front of the students.
- First, on a piece of paper, draw different
designs/patterns that you like. Like Batik
patterns they can be geometric or done in free-
hand depending on your personal choice. It
would be great to utilize different colors and
patters and to draw in thick lines to make sure
the colors will pop at the end of the activity.
- After drawing on the entire paper, crumple the
paper, as this texture will help create a design.
- Straighten out the papers afterwards and start
painting with a choice of one color (unless you
really want to use more), preferably a dark one
to allow the drawn patters to become more
visible on the paper.
- Paint the entire paper’s surface and leave the
paper to dry.

Generalization

- Even paper batik can be done in different ways but this is - Students can share whether they
one of the easiest ways to do it. enjoyed the activity and how they
- Ask some students about how they feel about their own appreciate their work or how they
work. want to improve on it.

IV. Evaluation
After submitting their work, teacher will use a rubric to check how the students
applied the instructions and their creativity on their activity.

V. Assignment
If the students are not done in time, they may continue their work at home and submit
their finished activity the day after.

Prepared By: Checked By: Noted By:

Ira Lael B. Jingco Maricris Alonzo Maria Patricia S. De Vera

MAPEH 8 Teacher MAPEH Coordinator Principal II, CENHS