Analyze Elements of South Asian Art

DAILY
LESSON PLAN
IN ARTS 8
(Third Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
Division: Masbate Province Division EPS: MARMA L. CAPELLAN

Division: Masbate City Division EPS: PERLA VICENTA O. REYES
Grade level: Grade 8 Subject Area: Arts (Third Quarter)
Team Member Role in the DLP Development

GRACE M. JAZUL
MICHAEL S. BOBIS
IRENE A. RIANO
CAPITOLINA B. ALMONTE Writers
AIRA JANE F. MARCAIDA
JERIC V. REY
DEAN LYLE CHRISTIAN R. LIAO
AIRA JANE F. MARCAIDA
JERIC V. REY Demo Teachers
DEAN LYLE CHRISTIAN R. LIAO
CYNTHIA A. TREVIL Validators
MARMA L. CAPELLAN
Consultant
PERLA VICENTA O. REYES
ISIDORE K. ALMIÑE Layout Artist
ii
Region V/Daily Lesson Plan/2019-2020
TABLE OF CONTENTS
Grade 8 - Arts
(Third Quarter)
Week No Learning Competency Page

Week 1 Analyze elements and principles of art in the
production of arts and crafts inspired by the cultures
of South Asia, West Asia, and Central Asia
ABEL-IIIb-1 1
Week 2 Identify characteristics of arts and crafts in specific
countries in South, West and Central Asia.Inda
(Rangoli, Katak, Mendhi, Diwali); Saudi Arabia
(Carpet design); Pakistan (Truck Art); and Tibet
(Mandala) and etc.
A8EL-IIIa-2 8
Week 3 Reflect on and derive the mood, idea or message
from selected artifacts and art objects
A8PL-IIIh-1 16
Week 4 Appreciate the artifacts and art objects in terms of
their utilization and their distinct use of art elements
and principles
A8PL-IIIh-2 24
Week 5 incorporate the design, form and spirit of South,
West, and Central Asian artifacts and objects to
one’s creation
A8PL-IIIh-3 29
Week 6 Trace the external (foreign) and internal (indigenous)
influences that are reflected in the design of an
artwork and in the making of a craft. A8PL-IIIh-4 35
Week 7 trace the external (foreign) and internal (indigenous)
influences that are reflected in the design of an
artwork and in the making of a craft.
A8PL-IIIh-4
1. Analyze the principles of arts used in each
period of Indian art;
2. Identify contributions made by Indian art in the
field of world art 40
Week 8 Create arts and crafts that can be locally assembled
with local materials, guided by local traditional
techniques (e.g., Ghonghdis, Marbling Technique,
etc.)
A8PR-IIIc-e-1
1. Appreciate the ethnic and unique
characteristics of art form and style through
creating and viewing similar artworks 47
iii
2. Use the different motifs and designs as
manifested in representative folk arts
Week 9 Create arts and crafts that can be locally assembled
with local materials, guided by local traditional
techniques (e.g., Ghonghdis, Marbling
Technique, etc.)
1. Appreciate the ethnic and unique
characteristics of art form and style through
creating and viewing similar artworks
2. Use the different motifs and designs as
manifested in representative folk arts 50
Week 10 Derive elements from traditions/history of a
community for one’s artwork.
A8PR-IIIf-2
1. understand the processes in art;
2. determine its impact to you as an individual
3. learn the importance of appreciating a work of
art; as well as
4. understand its relationship to other countries
around you. 53
Week 11 Derive elements from traditions/history of a
community for one’s artwork.
A8PR-IIIf-2 56
Week 12 Show the commonalities and differences of the
cultures of the South Asian, West Asian, and Central
Asian countries in relation to Philippine culture
A8PR-IIIh-4 60
Week 13 Mount an exhibit using completed South, West and
Central Asian-inspired arts and crafts in an organized
manner
A8PR-IIIg-5
1. Mount an exhibit with the crafts and arts they
have made in this quarter particularly the Arts
and Crafts of South, West and Central Asia 65
iv
Daily Lesson Plan in Arts
Grade 8
Quarter Three Week 1
I.OBJECTIVES
A. Content The learners demonstrate art elements and processes by
Standard synthesizing and applying prior knowledge and skills
B. Performa The learners create artworks showing the characteristic
nce elements of the arts of South, West, and Central Asia
Standard
C. Learning The learners analyze elements and principles of art in the
Compete production of arts and crafts inspired by the cultures of South
ncy/Obje Asia, West Asia, and Central Asia
ctives (LC: ABEL-IIIb-1)
II.CONTENT Topic:
 UNIT III ARTS OF SOUTH, WEST AND CENTRAL
ASIA
Lesson 1: Periods of Indian Art
III.LEARNING
PROCESS
A. Referenc
es
B. Teachers G8 MUSIC & ARTS OF ASIA Teacher’s Module, pages
Guide
C. Learner’s G8 MUSIC & ARTS OF ASIA Learner’s Module, pages 301 -
Material 306
D. Other  https://www.google.com/
Learning  https://www.slideshare.net › iamcarloluna › mapeh-8-
Resource arts-3rd-quarter-peri...
s
IV.PROCEDURE A and B Learners
A. Review
PRELIMINARY ACTIVITY
Activity
Lines and Curves – Map of Life
Materials (To be provided by the teacher)

 Oslo paper
 Pen, pencil or colored pencils
Procedure
1. Recall some of your remarkable childhood memories
2. Using the following diagram, sketch or draw the places
that have been a part of your life and are of interest to
the members of your family.
Examples: your house, church, malls, parks, and
school
Guide Questions:
1
 Why are these places important to you and your
family? How were you able to reach these places?
 What features made these places memorable to you
and your family?
 How did these places affect you and other members of
your family?
 What type of lines can you see on your sketch?
B. Presentat Show pictures of Ajanta caves of Maharashtra, Shiva, Taj
ion of the Mahal, Diwali
lesson
Ancient Period 3900 BCE – 1200 CE
Ajanta Caves of Maharashtra
Islamic Ascendancy or Transitional Period
Mahabharata and Ramayana
Classical Period
Shiva
2
Diwali
https://www.google.com/
Guide Questions:
1. Which Color used in Ajanta caves?

 The colors and shades utilized also vary from red and yellow
ochre, terra verte, to lime, kaolin, gypsum, lamp black and
lapis lazuli. The chief binding material used here was glue
2. What is Mahabharata and Ramayana?
 Mahabharata. A Sanskrit epic principally concerning the
dynastic struggle and civil war between the Pandavas and the
Kauravas in the kingdom of Kurukshetra about the 9th
century BC, and containing the text of the Bhagavad-Gita,
numerous subplots, and interpolations on theology, morals,
and statecraft.
Ramayana A Sanskrit epic, traditionally attributed to Valmiki,
that concerns the banishment of Rama from his kingdom, the
abduction of his wife Sita by a demon and her rescue, and
Rama's eventual restoration to the throne. Origin
of Ramayana
3. Who is Shiva?
 Shiva (or Siva) is one of the most important gods in the Hindu
pantheon and, along with Brahma and Vishnu, is considered
a member of the holy trinity (trimurti) of Hinduism. ... He is the
most important Hindu god for the Shaivism sect, the patron
of Yogis and Brahmins, and also the protector of the Vedas,
the sacred texts
4. What are the special features of Taj Mahal?
 It is made of pure white marble with its special lustre and
fine texture. ...
 The main structure is surrounded by gardens, fountains and
pools.
 The Mausoleum is built on a 6.6 meter high plinth. ...
 The interior octagonal chambers are connected to one
another by diagonal passages.
5. What is a Diwali? What is a Diya used for?
 One of the most popular festivals of
Hinduism, Diwali symbolizes the spiritual "victory
of light over darkness, good over evil and knowledge over
ignorance." Light is a metaphor for knowledge and
consciousness. During the celebration, temples, homes,
shops and office buildings are brightly illuminated
3
 A Diwali Diya is a small lamp that is lit especially at Diwali
(New Year's in India). Diyas are typically made of clay with
Ghee or oil used as the fuel and cotton wool as the wick.
https://www.google.com/.i
C. Develop  Group the learners into four.
ment of  Scoring rubric will be used in assessing the outputs of
the the students. (See attached Rubric, Appendix A)
Lesson  Set activity norms.
 Listen
 Participate
 Work silently
 Submit on time
Activity 1:
Diwali Mobile (Group Work)
Learning Target:
- At the end of the activity the learners can analyze the

elements and principles in the Period of Indian art
Materials: (To be provided by the teacher)

 Yellow textured paper or pages of magazine
 Textured paper in a bright color
 Gold cord
 Gold glitter glue
 String
 Scissor
 Puncher
Procedure:
1. Cut out a flame shape from yellow paper and a diya
shape from the other paper.
2. Make a hole at the bottom of the flame and another in
the middle of the diya
3. Tie them together with the gold cord.
4. Make a hole at the top of the flame and tie some gold
cord for hanging.
5. With glitter glue or a gold pen, write “Happy” on the
flame and “Diwali” on the diya.
Guide Questions:
1. Did you enjoy working on this project?
2. Were you able to follow the directions carefully?
3. How did you use recycled materials on this project?
4. Were you able to employ different art elements and
principles in making this project?
 Presentation of group outputs.

 Group presentation will be rated using the scoring
rubric. ( Please see Appendix B)
4
 Process the learners’ answers and analyze the
elements and principles of arts and crafts inspired by
the cultures of Indian Art
D. Evaluatio Based on the pictures below analyze art elements and
n principles in the production of arts and crafts:
Ajanta Caves of Maharashtra
Mahabharata and Ramayana
Shiva
5
Taj Mahal
Diwali
E. Assignm
ent 1. What is a Rangoli?
2. What is the traditional form, design and motifs used in
Rangoli?
Reference: Music and Arts of Asia Learner’s Module,
pages 306 – 307
V. REMARKS
A. No. of
learners
who
earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
6
n who
scored
below
80%
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue
to require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve
G. What
innovation
or
localized
materials
did I
use/discov
er which I
want to
share with
other
teachers
7
Grade 8
I.OBJECTIVE
A. Content The learners demonstrates understanding of art element
Standard and processes by synthesizing and applying prior
knowledge and skills.
B. Performance The learners should be able to create an artwork showing
Standard the characteristic elements of the arts of South, West and
Central Asia.
C. Learning Identify characteristics of arts and crafts in specific

Competency countries in South, West and Central Asia.Inda (Rangoli,
Katak, Mendhi, Diwali); Saudi Arabia (Carpet design);
Pakistan (Truck Art); and Tibet (Mandala) and etc.
LC: (.A8EL-IIIa-2)
II-CONTENT Topic:
 South, West and Central Arts
III-LEARNING
RESOURCES
A. References
B. Teacher’s G8 MUSIC & ARTS OF ASIA Learner’s Module, pages
Guide
C. Learner’s G8 MUSIC & ARTS OF ASIA Learner’s Module, pages
Materials 297-314
pages
D. Other Learning Web:
Resources  https://en.wikipedia.org/wiki/South_Asia#/media/
File:South_Asia_UN.png
 https://en.wikipedia.org/wiki/Western_Asia
 https://en.wikipedia.org/wiki/Central_Asia#/media
/File:Map_of_Central_Asia.png
 https://en.wikipedia.org/wiki/Rangoli#/media/File:
Diya_deepak_Diwali_rangoli_in_goa.JPG
 https://en.wikipedia.org/wiki/Rangoli
 https://en.wikipedia.org/wiki/Mehndi
 https://en.wikipedia.org/wiki/Arab_carpet
 https://en.wikipedia.org/wiki/Truck_art_in_South_
Asia
IV.PROCEDURES
A. Review
PRELIMINARY ACTIVITY
Activity
Describe the Picture
 Show pictures of the arts of specific countries in

South, West and Central Asia.
Ask the question:
 Describe and guess the names of the arts
depicted in the pictures below.
8
https://en.wikipedia.org/wiki/Rangoli#/media/File:Diya_d
eepak_Diwali_rangoli_in_goa.JPG
https://en.wikipedia.org/wiki/Arab_carpethttps://en.wikip
edia.org/wiki/Truck_art_in_South_Asia
https://en.wikipedia.org/wiki/Rangoli
9
https://en.wikipedia.org/wiki/Mehndi
B. Presentation of Ask the following questions:

the lesson 1. How do you describe the pictures? (Pictures
used in motivation phase of the lesson). What
can you say about the characteristics of arts and
crafts of the different countries in South, West
and Central Asia?
2. What are the major elements used in the
pictures?
C. Development  Group the learners into four.
of the lesson  Scoring rubric will be used in assessing the
outputs of the students. (See attached Rubric,
Appendix A)
 Set activity norms.
 Listen
 Participate
 Work silently
 Submit on time
Activity 1
Travel and Explore
Learning Target:
At the end of the activity the learners can identify

characteristics of arts and crafts in specific countries in
South, West and Central Asia.
Materials: (to be provided by the teacher)

 Bond paper
 Pictures of arts and crafts
Procedure
 Using the pictures below identify the
characteristics of arts and crafts depicted.
10
https://en.wikipedia.org/wiki/Rangoli#/media/File:Diya_d
eepak_Diwali_rangoli_in_goa.JPG
https://en.wikipedia.org/wiki/Arab_carpethttps://en.wikip
edia.org/wiki/Truck_art_in_South_Asia
11
Guide Questions:
1. Based from the pictures given identify the
characteristics of arts and crafts depicted.
2. Descibe how Diwali was being celebrated in
India.
3. What is Rangoli? What is the purpose of
Rangoli?
4. Why is it that they vary in terms of design on how
it is depicted in each area?
5. What is the most important element in Rangoli?
6. What are the major symbols used in Rangoli?
7. How do you characterize the truck of Pakistan in
terms of arts and crafts?
8. How do you characterize the arts and crafts of
Central Asia and West Asia?
Presentation of group outputs.

 Group presentation will be rated using the
scoring rubric. (Please see Appendix B)
 Process the learners answers and identify the
characteristics of arts and crafts in specific
countries in South, West and Central Asia.
D. Evaluation: Identify the characteristics of arts and crafts of the
following countries.
1. South Asia
2. West Asia
3. Central Asia
E. Assignment  Identify contributions made by the named
countries in the field of arts like architecture,
painting, and folk arts.
V-Remarks
12
APPENDIX A
Activity 1
Travel and Explore!
Learning Target:
-At the end of the activity the learners can identify characteristics of arts and crafts in
specific countries in South, West and Central Asia.
Materials: (to be provided by the teacher)

 Bond paper
 Pictures of arts and crafts
Procedure
1. Using the pictures below identify the characteristics of arts and crafts
depicted.
https://en.wikipedia.org/wiki/Rangoli#/media/File:Diya_deepak_Diwali_rangoli_in_goa
.JPG
https://en.wikipedia.org/wiki/Arab_carpethttps://en.wikipedia.org/wiki/Truck_art_in_So
uth_Asia
13
Guide Questions:
1. 1.Based from the pictures given identify the characteristics of arts and crafts
2. depicted.
3. 2.Descibe how Diwali was being celebrated in India.
4. 3.What is Rangoli? What is the purpose of Rangoli?
5. 4.Why is it that they vary in terms of design on how it is depicted in each
area?
6. 5.What is the most important element in Rangoli?
7. 6.What are the major symbols used in Rangoli?
8. 7.How do you characterize the truck of Pakistan in terms of arts and crafts?
9. 8.How do you characterize the arts and crafts of Central Asia and West Asia?
14
Appendix B
Rubrics
CRITERIA (3) (2) (1)
Perform the
Perform the activity activity but keep
Perform the activity
with minimal on asking to the
by following the
Performance questions to the teacher on the
given procedures
teacher on the procedures all
on their own.
given procedures. throughout the
activity.
Finish the activity

Finish the activity Finish the activity
within 3-5 minutes
Promptness within the given within 1-2 minutes
after the given
time. after the given time.
time.
At least one (1) Two (2) or more

Team All members of the
member of the members of the
Work/Collaborat group cooperated
group did not group did not
ion in the activity.
cooperate. cooperate.
With at least two

Correctness of All answers are At least one (1) (2) or more
answer correct answer in incorrect. answers are
incorrect
The materials are The materials are

The working area
organized and the organized but the
is messy all
Workmanship working area is working area is
throughout the
clean during and clean after the
activity.
after the activity. activity.
15
Grade 8
I.OBJECTIVES
A. Content The learners demonstrate the salient features of the arts
Standard of South, West, and Central Asia by showing the
relationship of the elements of art and processes among
culturally diverse communities in the region
B. Performance The learners create artworks showing the characteristic
Standard elements of the arts of South, West, and Central Asia
C. Learning The learners reflect on and derive the mood, idea or
Competency/Obj message from selected artifacts and art objects
ectives (LC: A8PL-IIIh-1)
II.CONTENT Topic:
Lesson 3: Pakistan
III.LEARNING
PROCESS
A. References
B. Teachers Guide G8 MUSIC & ARTS OF ASIA Teacher’s Module, pages
C. Learner’s G8 MUSIC & ARTS OF ASIA Learner’s Module, pages,
Material 308 – 309
D. Other Learning  https://www.google.com/
Resources  https://www.slideshare.net
A. Review
Ask the following questions:
 What is a Rangoli?
 What are the design used in Rangoli?
B. Presentation of Show pictures of the Pakistan architecture

the Lesson
16
https://www.slideshare.net
Guide Questions:
1. What are the four recognized periods in
Pakistan?
 Pre-Islamic
 Islamic
 Colonial
 Post-Colonial
2. What is a Mohenjo Daro famous for?
 The name Mohenjo-daro is
reputed to signify “the mound of
the dead.” The archaeological
importance of the site was first
recognized in 1922, one year after
the discovery of Harappa.
Subsequent excavations revealed
that the mounds contain the
remains of what was once the
largest city of the Indus
civilization.
3. What was the objects in Harappan made
of?
 Harappan objects were made of stone,
Shell, and metal. Copper and bronze were
used to make tools, weapons, ornaments,
and vessels. Gold and silver were used to
make ornament and vessels. Harappans
also made for of stone seals. They made
pots with beautiful black designs. Bricks
were so well made that they had seemed to
have lasted for thousands of years and
were laid in an interlocking pattern which
made the walls strong. About a hundred
and fifty years ago, many of these bricks
were taken away by engineers.
4. What are the artifacts included in Kot Diji?
 Pottery
C. Development of  Group the learners into four.

the Lesson
17
 Scoring rubric will be used in assessing the
outputs of the students. (See attached Rubric,
Appendix A)
 Set activity norms.
 Listen
 Participate
 Work silently
 Submit on time
Activity 1
Tell Me!
Learning Target:
- At the end of the activity the learners can reflect
on and the derive the mood, idea or message
from selected artifacts and art object in Mohenjo
Daro, Harappa and Kot Diji Period
Materials:
 Pen and paper
Procedure
1. Choose your group leader
2. Every member of the group must have to share
your ideas
3. Write your reflection on the mood, idea or
message from the following selected artifacts and
art object in a one whole sheet of paper (10
minutes)
4. After 10 minutes review your output, then submit
it
5. One representative from the group will read their
output in front of the class
Harappa Crafts and Industry
Kot Diji Port
18
Ancient Dancing Girl of Mohenjo Daro
https://www.google.com
Guide Questions:
1. Did you enjoy working with your group mate?
2. What Philippine designs look similar to the
designs of Pakistan?
3. Were you able to express your ideas and moods
from the selected artifacts and art objects
displayed in Mahenjo Daro, Harappa, and Kot
Diji?
 Presentation of group outputs.

 Group presentation will be rated using the
scoring rubric. ( Please see Appendix B)
 Process the learners’ answers and reflect the
selected artifacts and art object displayed
D. Evaluation Based from the pictures below reflect on and derive the
mood, idea or message from selected artifacts and art
objects in Pakistan
Truck Art of Pakistan
Artifacts in Pakistan
19
National Museum of Pakistan
E. Assignment 1. What are the Arts and Crafts of Uzbekistan,

Kasakhstan, and Tajikistan?
2. What are the patterns and design used by
Uzbekistan, Kasakhstan, and Tajikistan?
F. Remarks
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve
G. What innovation or
localized materials did I
use/discover which I want
to share with other
teachers
20
Appendix A
Rubric for the Diwali Mobile
Indicator 5 4 3 2 1
Excellent Above Average Below Unsatis
Average Average factory
1.Elements of Planned Applied Used Used few Did not
Arts & Principles carefully, the some elements use any
of Design showed principle of principle of arts and element
effective use design of design did not s of arts
of the using one but with apply the and
elements of or more few principle of principle
arts and elements elements design in s of
applied of arts in of arts in creating design
principles of creating their their in
design to products artwork artwork creating
produce end or artwork their
product that that artworks
illustrate the illustrate
characteristi the
cs of the arts characteris
of a given tics of the
place arts of a
given
place
2.Creativity/Origi Illustrates/sh Show The Does not The
nality ows original original student try new student
ideas and ideas and tries an idea nor shows
interpretatio interpretati idea, but innovate no
ns of the ons but it lacks on the evidenc
given does not originality, materials e of
activities nor innovate does not used original
artworks and on the innovate thought
innovates on materials on the
materials used materials
used used
3.Effort The activity The The The The

Perseverance is beautifully activity is activity is artwork artwork
and neatly finished finished was is
finished and and and passed on unfinish
passed on passed on passed time but ed and
time time but on time unfinished was not
but shows but needs passed
lack of many on time
effort improvem
ents
21
4.Craftsmanship/ The work With a little The The The
Skill Consistency was more student student student
beautifully effort, the showed showed showed
and patiently work could average below poor
done have been craftsman average craftsma
outstandin ship; craftsmans nship;
g, lacks adequate, hip; lack of evidenc
finishing but not as pride in e of
touches good as it finished laziness
could work or lack
have of
been; a underst
bit anding
careless
22
Appendix A
Rubric for the Written Work
Category 5 Points 4 Points 3 Points 2 Points

Description Makes a Makes a Makes a Descriptions are
complete and detailed detailed not detailed or
detailed description of description of complete
description of most of the some of the
the subject subject matter subject matter
matter and/or and/or and/or
elements seen elements seen elements seen
in a work in a work in a work
Interpretation Forms a Student Student can Student finds it
somewhat analyzes the relate how the difficult to
reasonable literal meaning work makes interpret the
hypothesis of the work him/her feel meaning of the
about the personally work?
symbolic or
metaphorical
meaning and is
able to support
this with
evidence from
the work
Analysis Accurately Accurately Describes Has trouble
describes describes a some picking out the
several couple of dominant dominant
dominant dominant elements and elements
elements and elements and principles used
principles used principles used by the artist,
by the artist and by the artist but has
accurately and accurately difficulty
relates how they relates how describing how
are used by the these are used these relate to
artist to by the artist to the meaning or
reinforce the reinforce the feeling of the
theme, the theme, artwork
meaning, mood, meaning,
or feeling of the mood, or
artwork feeling of the
artwork
23
Grade 8
I-OBJECTIVES
A. Content Standard The learner demonstrates understanding of:
 art elements and process by synthesizing and
applying prior knowledge and skills
 Demonstrate understanding of salient feature of the
arts of central, south by correlating the art elements
and process among culturally ,diverse ,central,
south and near east asian countries
B. Performance Standard The learners should be able to:

 create artworks showing the characteristic elements
of the arts of central, south and near east asia
countries
C. Learning Competency  appreciate the artifacts and art objects in terms of
their utilization and their distinct use of art elements
and principlesA8PL-IIIh-2
II. CONTENT Central,south and near east asian countries
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Music and Arts in Asia 8, pages 297 to 332
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=eHEg29iJr10
Learning Resources (LR)
portal
B. Other Learning Resources
A. Review Show pictures of period of Indian art.
Guide question:
1. Identify the pictures and determine from which
period they started.
24
B. Presentation of the Slide show on the different artifacts.
Lesson Guide Questions:
1. Can you name the artifacts that shown in the slide
clip?
2. Why do you think they are important to them?
C. Development of the  Group the learners into three (3)
Lesson  Scoring rubric will be used in assessing the outputs
of the learners. (See attached Rubric, Appendix A)
 Set activity norms
 Listen
 Participate
 Work silently
 Submit on time
ACTIVITY:
SHOW ME!
 Based from the pictures below, appreciate the
utilization of each artifacts and the distinct use of
elements and principles of art.
Group 1. The learners will present their ideas in an Auction

Setting
 The group will start the initial price and they can
invite the class to join in the selling
Group 2. The learners will present their ideas through a task

Reporting
 Any member of the group will present and explain
the significant of the artifact and how they
appreciate the element and principles art.
Group 3. The learners will present their ideas by giving

impression on how Pakistan truck and pinoy jeep use the
element and principle and thier artwork
D. Evaluation  Using the picture above, how will you appreciate

the value and the importance of this artifact.
(Scoring rubric will be used in assessing the
answers of the learners. See attached Rubric,
Appendix B)
E. Agreement/Assignment Let the learners made their answers on their journal.
25
V. REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
encounter which my
principal or supervisor
can help me solve?
26
APPENDIX A
Rubric for a Group Report
Criteria 4 3 2 1
Cooperation All members Most members Members Members do not
contributed contributed. occasionally help work well and
equally. Worked Usually helps to to complete show no interest
together to complete group’s group’s goal. to complete
complete goals. Performed Finished individual team’s goals.
group’s goal. nearly of task but did not Did not perform
Perform all assigned team assist other duties of
duties of role. members. assigned team
assigned team Performed some role
role duties of assigned
team role.
Presentation Report was Report was Report was Report was
presented in presented in an presented in a presented in
orderly manner almost orderly somewhat orderly disorderly
manner manner manner
Explanation The group The group The group missed The group did
explained the explained the to explain some not explain the
topics topics well topics topic
thoroughly
Behavior The students The students The students The students
did not display rarely display occasionally displayed
disruptive disruptive displayed disruptive
behavior during behavior during disruptive behavior during
group activities group activities behavior during group activities
group activities
27
APPENDIX B
Rubric for the Written Work
Category 5 4 3 2
Interpretation Forms a Learners Learners can Learners find it
somewhat analyzes the relate how the difficult to
reasonable literal meaning artifact makes interpret the
appreciation of the artifact him/her feel meaning of the
about the personally artifact
symbolic
meaning of the
artifact
Analysis Accurately Accurately Describes some Has trouble
describes describes a dominants picking out the
several couple of elements and dominant
dominant dominant principles used elements
elements and elements and by the artist, but
principles used principles used has difficulty
by the artist by the artist and describing how
and accurately accurately these relate to
relates how relates how the meaning or
they are used these are used feeling of the
by the artist to by the artist to artifact
reinforce the reinforce the
theme, the theme, the
meaning, meaning, mood,
mood, or or feeling of the
feeling of the artifact
artifact
28
Grade 8
I. OBJECTIVES
A. Content The learners demonstrate the South, West, and Central
Standard Asian countries have a rich cultural tradition from pre-
historic to present time
B. Performance The learners create artworks showing the characteristics
Standard elements of the arts of South, West and Central Asia
C. Learning The learners incorporate the design, form and spirit of
Competency/ South, West, and Central Asian artifacts and objects to
Objectives one’s creation
(LC: A8PL-IIIh-3)
II. CONTENT
Topic:
Turkmenistan and Kyrgystan
III. LEARNING PROCESS
A. References
1. Learner’s G8 Music and Arts Music and Arts Learner’s Material
Guide Pages 297-326
2. Other learning styleatlife.com/articles/best
Resources farehanizam.wordexpress.com
activityvillage.co.uk/diya
IV. PROCEDURE
A. Review  Imagine that you are traveling to India, Pakistan,
Turkmenistan, Kyrgyztan and West Asia
Ask the following questions:

1. What are the arts and crafts made these places
popular?
2. How did the different design, form and spirit and
artifacts incorporated in their artworks?
B. Presentation  Show pictures of the different artworks
of the
Lesson
Diya Lamp
Rangoli Design
29
Truck Art of Pakistan
Uzbekistan Arts & Crafts
Kazakhstan Crafts & Decorative Art
Tajikistan Arts
30
Turkmenistan Carpet Weaving
Kyrgyzstan Textile
https://www.google.com
Answer the following questions:

1. Describe the unique lines, color, forms and shapes
found in each picture.
2. Give your impressions on how South, West and
Central Asia use the elements of arts in their
artwork.
C. Development
of the  Group the learners into four.
Lesson  Assign each group with the activity they are going to
perform.
 Scoring rubric will be used in assessing the outputs

of the students. (See attached Rubric, Appendix A)
 Set activity norms
 Listen
 Participate
 Work silently
 Submit on time
Activity
Border Design It.
Learning Target:
31
- At the end of the activity the learners can incorporate the
design, form and spirit of South, West, and Central Asian
artifacts and objects.
Materials: (To be provided by the teacher)

 Black cartolina
 Pair of scissors
 Stapler
 Long bond paper
 Glue
 Emulsion
 Paintbrush
Procedure:
1. Cut out two 5” by 7” rectangles of black cartolina.
Set aside one rectangle
2. On one of the cartolina rectangles, draw an inside
rectangle, measuring 0.5 inches from the outside
edges. Cut out and discard. You will now have a
frame.
3. Place the frame on top of the other rectangle. Staple
three of the outer edges together so that a 4” by 6”
photo can fit inside.
4. Cut the bond paper into eight lengthwise strips
5. From the sample design above, create your design
by cutting the strips of bond paper.
6. Paste the strips of paper on the frame-shaped
cartolina as a border. Trim as needed.
7. Apply emulsion with a brush and let it dry.
8. Put in your photo after finishing your work.
9. Display your work for critiquing.
D. Evaluation
The learners performance in incorporating the design,
form and spirit of South, west and central Asian artifacts and
objects to the activity will be the evaluation tool to be rated
using the scoring Rubric.
E. Agreement
Be ready for a short quiz tomorrow
V.REMARKS
VI.REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
required
additional
activities for
remediation
32
who scored
below 80%
C. Did the
remedial
lessons work?
No. of
learners who
have cope
with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve
G. What
innovation or
localized
materials did I
used/discover
which I wish
to share with
other
teachers?
33
Appendix A
Rubric
Category Excellent Good Fair Poor Score

(5 pts) (4 pts) (3 pts) (2 pts)
Following Followed Followed Followed Did not
Directions the most of the some of the follow
Directions directions directions directions
correctly
Creativity and Students Students Students Students
Workmanship output is output is output is fair output is
very good and and has few dull with
creative tidy errors lots of
and tidy errors
Pattern Pattern of Pattern of Pattern of There is no
South, south, south, visible
central and central and central and pattern of
West Asian west Asian West Asian south,
culture is culture is culture is central and
well- visible but somewhat west Asian
defined not clearly but not culture
and used defined continuous
from
beginning
to end
Total
Points
34
Grade 8
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding…
That the South, West, and Central Asian countries have a
rich, artistic and cultural tradition from prehistoric to present
times.
B. Performance The learner exhibits completed artworks for appreciation
Standards and critiquing.
C. Learning 1. Trace the external (foreign) and internal (indigenous)
Competencies/Objectiv influences that are reflected in the design of an artwork and in
es the making of a craft. (A8PL-IIIh-4)
Write for the LC code
for each
ARTS OF SOUTH, WEST AND CENTRAL ASIA
Examples:
II. CONTENT South Asia– India
West Asia – Iran, Saudi Arabia, and Turkey
Central Asia – Pakistan, Tibet
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Arts 8, p.
pages
2. Learner’s Materials Music and Arts 8, p. 298-314
pages
B. Other Learning Activity sheets, videos, tarp papel/pictures, charts, projector,
Resources laptop, worksheets
OHSP Module Arts 8
http://www.activityvillage.co.uk/rangoli-with-diya.jpg
http://en.wikipedia.org/wiki/India
http://en.wikipedia.org/wiki/Central_Asia
http://www.google.com.ph/imgres?q=visual+art+from+india
http://en.wikipedia.org/wiki/Ajanta_Caves
http://en.wikipedia.org/wiki/Central_Asia
http://www.central-asia.info/kazakhstan/culture
http://www.google.com.ph/search?um=1&hl=en&biw=1137&bih=491&tbm=isch&
sa=
1&q=turkmenistan+SILK&oq=turkmenistan+SILK
http://www.ehow.com/list_6703312_india-art-activities.html
IV. PROCEDURES
A. Review previous  Let the students identify/name the following pictures
lesson or presenting below.
the new lesson
35
36
 Ask what country the picture/painting/craft represent?
 The Ajanta Caves of Maharashtra, India are 30 rock-cut
cave monuments that date back from the 2nd century
BCE to the 600 CE, including paintings and sculptures
considered to be masterpieces of Buddhist religious art.
 The image of Shiva, the destroyer, develops into Shiva
the cosmic-dancer represented by four-armed figure.
 The most splendid architecture is the Taj Mahal built in
1632 by Shah Jahan in memory of his wife.
 The Mohenjo Daro, an advanced urban culture
developed for the first time in the region in Pakistan.
 Clothing, utility tools, yurts, and horses saddles were
decorated using nomadic patterns and designs.
 The Tajik’s carving changed to Arabian inscriptions
using images of people and animals.
 Ketene cloth is an object of one of the wonderful
traditions of the Turkmen people.
 A metalwork craftsman and a Lebanese sculpting soap
blocks are evident in the variety and quality of rich
cultural heritage of West Asia.
B. Establishing a  The teacher may say, what do you think influenced most
purpose for the lesson of these artworks and crafts by the South, Central, and
West Asian countries?
C. Presenting  The South, Central, and West Asian countries

examples/instances of specifically India, Pakistan, Tibet, Iran, Saudi Arabia and
the new lesson Turkey, respectively have been noted for their numerous
similarities and commonalities in their art production,
artistic traditions, and principles of arts as influenced by
their history, beliefs, religion, location, culture, and
political developments.
 It intertwines with the enriching history, religions, and

philosophies of the subcontinent and how a strong
sense of design can be observed in their modern as well
as in their traditional forms.
 Do you know the similarities and differences of these
artworks/crafts to trace external (foreign) and internal
(indigenous) influences?
 The teacher may refer to pages, LM p. 298-314.
D. Discussing new Group Activity:

concepts and practicing Show again at least five (5) pictures of artworks India,
new skills #1 Central Asia, and West Asia. Let the group leader pick one
picture to answer the question.
 Divide the class into 5 groups.

 Orient them about the rules in doing the activity.
37
 Compare the artworks of the Philippines with the artwork
that they have picked in terms of (A) Forms, (B) Motifs,
(C) Shapes, and (D) Designs
 Let them identify similarities and differences in features

of the picture.
 Let them discuss the external (foreign) and internal
(indigenous) influences that are reflected in the
artwork/craft from South, Central, and West Asian
Countries.
 Distribute the activity sheets.
F. Developing mastery
Let the learners identify the following external and internal
influences reflected by answering the following questions:
ACTIVITY SHEET:
What is the name of the artwork/craft and country it represents?
_______________________________________________________
Distinguishing features of the artwork/craft in the Philippines in terms

of:
A. Forms: _________________________________________
B. Motifs: _________________________________________
C. Shapes: ________________________________________
D. Designs: ________________________________________
External (Foreign) Influences Internal (Indigenous) Influences

South Asia: __________________ South Asia: _________________
____________________________ ___________________________
_ Central Asia: ________________
Central Asia: _______________ ___________________________
_________________________ West Asia: __________________
West Asia: ________________ ___________________________
_________________________
 Group presentation of their answer in front of the class.

 The teacher will give additional ideas if the students
lacks in their answers.
G. Finding practical 1. Why is culture and tradition important in the creation of an
applications of artwork/craft in a particular country?
concepts and skills in 2. Where can you see cultural influences in arts of our country?
daily living
H. Making 1. What have you learned from today’s lesson?
generalizations and 2. How can we trace the external (foreign) and internal
abstractions about the (indigenous) influences that are reflected in the artworks and
lesson crafts of South, Central, and West Asian Arts?
I. Evaluating learning Worksheet: (Individual or Group Evaluation)
Using the pictures, see the similarities and differences to
trace the external (foreign) and internal (indigenous) influences
in artworks and crafts of the South, Central and West Asian
countries.
They can answer by groups of five (5) or individual.
Artworks/Craf Similarities and Differences

ts
1. Carvings
38
2. Architectur
e
3. Cloth
Note: The teacher may choose all or one (1) of the above
artworks.
Artworks/Craf External and Internal Influences

ts
1. Carvings
2. Architectur
e
3. Cloth
J. Additional activities Research and choose one (1) among the artworks/crafts of
for application or the South, Central, and West Asian countries and narrate the
remediation origin and cultural background:
1. Painting 5. Truck
2. Carving 6. Architecture
3. Pottery 7. Embroidery
4. Cloth 8. Inlaid Wood designs
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?
39
Grade 8
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1. art elements and processes by synthesizing and
applying prior knowledge and skills;
2. the salient features of the arts of South, West, and
Central Asia by showing the relationship of the
elements of art and processes among culturally diverse
communities in the region; and
3. South, West, and Central Asian countries as having
rich, artistic and cultural tradition from prehistoric to
present times.
B. Performance The learners shall be able to:
Standards 1. create artworks showing the characteristic elements of
the arts of South, West, and Central Asia; and
2. exhibit completed artworks for appreciation and
critiquing.
C. Learning At the end of the lesson, the learners are able to
Competencies - trace the external (foreign) and internal (indigenous)
/Objectives influences that are reflected in the design of an artwork and in
the making of a craft. A8PL-IIIh-4
Objectives:
1. Analyze the principles of arts used in each period of Indian
art;
2. Identify contributions made by Indian art in the field of
world art
II. CONTENT South, Central, and West Asian Arts
Periods of Indian Art
III.LEARNING
RESOURCES
A. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art_teache
Guide rs_guide_1.pdf
pages
2. Learner’s
Material p. 299- p.305
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other https://www.britannica.com/art/East-Asian-arts/The-visual-arts
Learning
Resources pictures, projector, slidetech presentation, manila paper/cartolina,
markers, Visual Aids, flags of East Asian countries
IV. PROCEDURES Averaged Advanced
A. Reviewing Activity 1: 1, 2, 3, GO! Activity 1: Speak for the

previous -Questions about the different Picture
lesson arts of South, West, and Central -The teacher will divide the
Asia will be asked by the teacher. class into 4 to 6 groups. Each
The teacher will provide three group will be given a strip
40
options for each question that will containing the arts of South,
be posted on the board. There Central, and West Asian Arts
will be 10 players for each round. that they have to describe.
The students will fall in line in the - Each group will brainstorm
option that they think to be the and think of 3 characteristics
correct answer after the 1,2 3, Go which best describe the art.
signal of the teacher. The goal is to let the other
groups guess what East Asian
Question 1: It is the art of making art they are describing
designs or patterns on the walls -If the art is guessed correctly
or floor of the house using finely in the first statement, the
ground white powder along with group gets 5 points. They will
different colors. What it is? receive 4 points in the second
Options: Diwali, Rangoli, Truck statement, and 2 points in the
Art third when guessed correctly.
Group 1: RANGOLI
Question 2: It was built in 1632 by Group 2: DIWALI
Shah Jahan in memory of his Group 3: KETENI
wife. Group 4:TRUCK ART
Options: Ajanta Caves, Mohenjo
Daro, Taj Mahal
Question 3: It is a homespun silk

that is used for the beautiful
dresses worn by Turkmen
women on special occasions.
Options: Keteni, Shirdaks, Tush
Kyiz
B. Establishing a - Let the students recall some of their remarkable childhood

purpose for memories. Ask them to fill up the circles by drawing or
the lesson sketching the places that have been a part of their lives. Ask
them to make use of the different types of lines and curves to
connect the places that have been of interest to their family.
Ask the students to answer the guide questions and present
their work.
C. Presenting ACTIVITY 1: LINES AND CURVES – MAP OF LIFE
examples/inst
ances of the Materials Needed: Oslo paper Pen, pencil or colored pencils
new lesson
Direction:
1. Recall some of your remarkable childhood memories.
2. Using the diagram below sketch or draw the places that have
been a part of your life and are of interest to the members of your
family. Example: From your house, church, malls, parks and
school.
41
After the activity, ask the students of the following questions:
1. Why are those places important to you and your family? How
did you reach those places?
2. What features made those places memorable to you and your
family?
3. How have these places affected you and the other members
of your family?
4. What type of lines can you see on your sketch?
D. Discussing Note: Prior to the delivery of this lesson, the students must have
new concepts been grouped into 4 already. A research about the periods of
and practicing Indian art should have been done by the students before the
new skills #1 lesson.
Group 1: Ancient Period
Group 2: Classical period
Group 3: Transitional Period
Group 4: Mogul Period
-Each group will present their discoveries about the periods of

Indian art featuring its major contributions to art and festivals in the
world.
E. Discussing The teacher will validate the students’ reports and/or clarify
new concepts misconceptions.
and practicing Say:
new skills #2 - Ancient Period (3900 BCE-1200 CE)
Some evidences of the early civilization are bronze and copper
statuettes and steatite seals, which show vigor and concern
for surface texture as constantly characterized in Indian art.
The Ajanta Caves of Maharashtra, India are 30 rock-cut cave
monuments that date back from the 2nd century BCE to the
600 CE, including paintings and sculptures considered to be
masterpieces of Buddhist religious art, as well as frescos that
are reminiscent of the Sigiriya paintings in Sri Lanka.
Image from viator

https://www.lonelyplanet.com/india/activities/unescos-ajanta-and-
ellora-caves-a-two-night-heritage-immersion-from-aurangabad-
with-private-transfers/a/pa-act/v-50182P77/356195#
- Classical Period (5th to 6th centuries)

The image of Shiva, the destroyer develop into Shiva the
Cosmic- dance the four arm figure, where one hand holds the
fire with which he destroys, another holds a drum, which is the
first sound heard in the world at birth, the third arm points up
in a reassuring gesture and a fourth points down to the dwarf
in which he dances.
42
Image by Kenneth Lu
https://www.monstersandcritics.com/smallscreen/ancient-aliens-
was-shiva-the-destroyer-an-alien-leader/
- Islamic Ascendancy (1192-1757) or Transitional Period

This was the period of evolution from Vedism into Hinduism or
Brahmanism. The two great Indian epics: the Mahabharata
and the Ramayana emerged in this period.
It is a very exciting and colorful holiday, where homes are

cleaned to welcome the New Year and windows are opened
so that the Hindu goddess of wealth, Lakshmi, can enter.
is the visual art produced on the Indian subcontinent from
about the 3rd millennium BCE to modern times. Voluptuous
feeling is given unusually free expression in Indian culture. A
strong sense of design is also characteristic of Indian art and
can be observed in its modern as well as in its traditional forms.
(Reading from Indian arts by Angel Pulmano)
Image from barnesandnoble.com

https://www.google.com/search?biw=676&bih=493&tbm=isch&sa
=1&ei=emqLXYzpLs_n-
QaZirXICg&q=mahabharata+and+ramayana&oq=mahabharata+
&gs_l=img.1.0.0l10.482321.490212..492779...3.0..0.163.1390.5j
8....3..0....1..gws-wiz-
img.......0i67j0i10.OR3gm_yMfac#imgdii=JkhilyDndckQ8M:&imgr
c=DLqmiIhEioip_M:
- Mogul period (16th Century)

Moguls contributed to the enrichment of Indian culture, in
painting and in architecture. The most splendid example is the
Taj Majal built in 1632 by Shah Jahan in memory of his wife.
Another great Buddhist monument is the Borobudur in Java
built in the 8th century after the decline of Buddhism in India.
43
Image from National Geographic
https://www.google.com/url?sa=i&source=images&cd=&cad=
rja&uact=8&ved=2ahUKEwi0je2OjezkAhVB7WEKHZyAC8Q
QjB16BAgBEAM&url=https%3A%2F%2Fwww.nationalgeogr
aphic.com%2Ftravel%2Fworld-heritage%2Ftaj-
mahal%2F&psig=AOvVaw1O8BVmF3jC4JIvbWgSNzou&ust
=1569505306216915
Diwali is celebrated by Hindus in India and all around the

world in October or November. It is the Hindu New Year and
is either a 3-day or 5- day holiday depending on where you
come from. It is a very exciting and colorful holiday, where
homes are cleaned to welcome the New Year and windows
are opened so that the Hindu goddess of wealth, Lakshmi, can
enter. Hindus believed that she cannot enter a house which is
not lit up, so every household burns special Diwali clay lamps
(diyas) to light the way for the goddess, which is why the
holiday is also known as the 'Festival of Lights'.
Image from India Today

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&
uact=8&ved=2ahUKEwiFt4fqjezkAhWGHHAKHT33BhsQjB16BA
gBEAM&url=https%3A%2F%2Fwww.indiatoday.in%2Finformatio
n%2Fstory%2Fdiwali-2019-quotes-greeting-whatsapp-and-
facebook-messages-1600048-2019-09-
17&psig=AOvVaw37pA7h2vVkags2lRvxkjRY&ust=15695055023
64119
F. Developing Activity4: Working Together
mastery (leads Note: Recall to the students the principles of arts. see attachments.
to Formative
Assessment) -The class will be divided into 4 groups. A leader, recorder, and
reporter will be selected.
-Each group will pick a number containing the Indian art period to
be presented.
-The groups will fill out the table and present their report.
-The teacher will say, “share your ideas, wrap it up and the reporter
will share your group’s answer in the class.”
44
Period of Indian Art
Principles of Arts used Internal and external influence
G. Finding How will you incorporate the How will you integrate in your
practical principles of arts used in the 4 life and in production of your
applications of periods of Indian art to your own artwork the values and
concepts and artwork? principles reflected in the 4
skills in daily periods of Indian art?
living
H. Making The teacher will ask the following:
generalization - What makes Indian art distinct from other Asian arts that you
s and have learned?
abstractions
about the
lesson
I. Evaluating Each group will summarize the lesson highlighting the principles of
learning arts used and internal and external influences in major artworks in
each period of Indian art through a:
Group 1- Song
Group 2- Poem
Group 3- News Reporting
Group 4- Video Presentation
Criteria Percentage Score

Quality of
5%
craftsmanship
Relevance of the
5%
artwork
Personal
expression and 5%
creativity
Work with required
5%
time frame
Neatness 5%
Total 25%
45
Descriptive
Score/Points Equivalent
Rating
Excellent 24- 25 94%-95%
Very Good 21- 23 91%-93%
Good 17- 20 87%-90%
Fair 13- 16 83%-86%
Poor 9 - 12 79%-82%
Needs
5 -8 75%-78%
Improvement
J.
Additional
activities for
application or
remediation
V. REMARKS
46
Grade 8
I. OBJECTIVES
Standards 1.art elements and processes by synthesizing and
2.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; and
3.Southeast Asian countries as having a rich artistic and
cultural tradition from prehistoric to present times.
the arts of Southeast Asia; and
critiquing.
Competencies/ - create arts and crafts that can be locally assembled
Objectives with local materials, guided by local traditional techniques
(e.g., Ghonghdis, Marbling Technique, etc.) A8PR-IIIc-e-1
Objectives:
- Appreciate the ethnic and unique characteristics of art
form and style through creating and viewing similar
artworks
- Use the different motifs and designs as manifested in
representative folk arts
II. CONTENT SOUTH, CENTRAL, AND WEST ASIAN ARTS
Making a Rangoli Art
III. LEARNING
RESOURCES
A. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art_teacher
Guide s_guide_1.pdf
pages
2. Learner’s
Material 315-316
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning PowerPoint presentation, Projector, Speaker, pattern or template,
Resources old cardstock, watercolor, cutter, single hole punch, paper
fasteners, wooden sticks, string or nylon, clear gloss, gold or silver
doilies
IV. PROCEDURES
A. Reviewing Activity 1: Pinoy Henyo
previous lesson -Say: “Are you familiar with the game pinoy henyo?”
or presenting -To identify the players, let’s play ball relay. You are going to sing
the new lesson Leron-Leron Sinta (or any local songs) while passing this ball.
Whoever holds this ball when the song ends will be the player.
The player will be the one who will choose his/her “taga-sagot”.
47
-You only have 1 minute to guess the word. If you guess it, you get
the points.
(These are the terms to be guessed: Ancient Period, Classical

Period, Transitional Period and Mogul Period.)
B. Establishing a Activity 2: Rangoli design viewing
purpose for the -Say: “We already walked through the 4 periods of Indian art.
lesson Today, we are going to encounter one of the most beautiful and
pleasing art forms of India. To give you an idea, let us watch this
video.”
https://www.youtube.com/watch?v=8R2LgZXvx48
C. Presenting Activity 3: 1 minute essay
examples/insta - The students will write everything that they have observed
nces of the new (e.g. elements and principles of arts used) in making the
lesson Rangoli design in just 1 minute.
- Call students to read what they have written about Rangoli
design.
D. Discussing new -
concepts and
practicing new
skills #1
E. Discussing new Activity 4: Recalling Rangoli
concepts and - This activity aims to condition the students of their next
practicing new activity.
skills #2 - Identify specifically the significant roles it played in their
community, the guiding elements and principles of arts
used, and its history.
- Group the students into 4.
- Each group will present a creative representation or report
of Rangoli’s history, significant role to the people,
elements and principles of arts, and traditional and
modern designs.
- The groups shall be given 10 minutes to prepare.
- Group presentations will be graded through rubric.
Indicators 5 4 3 2
1. The group presented
an in-depth
understanding and
knowledge about
Rangoli
2. The group manifested
creativity in their
presentation
F. Developing Guided Practice
mastery (leads Activity : Rangoli Art Making
to Formative (The teacher will introduce the activity. (Note: Prior to the conduct
Assessment 3) of this activity, the students must have been told to bring the
materials that they will use.)
DIRECTION:
1. Sketch your design lightly in pencil or chalk.
2. When you are happy with your design, finalize the outline with
heavier lines.
3. Use glue to outline your design.
4. Roll the paper plate into a cone and snip a small hole in the
narrow end.
48
5. Fill the larger opening with colored sand. Use your finger as a
stopper on the small hole you made. This is how you will control the
flow of the sand.
6. Fill in your design with sand according to your choice and color
combination. This is the most interesting step, and usually the most
fun.
7. Apply different design patterns:
https://www.youtube.com/watch?v=PlUwGooZNuY
8. Students will display their outputs.
G. Finding
-If you are going to make a Philippine-themed Rangoli art, what
practical
will be your subject and why?
applications of
concepts and
-How will you incorporate the tradition/history of our community in
skills in daily
your Philippine-themed Wayang Kulit puppet?
living
H. Making SELF ASSESSMENT:
generalizations 1. What elements and principles of Rangoli art was used in my
and artwork?
abstractions 2. Were the colors and designs applied properly?
about the 3. Did I enjoy working on my Rangoli art?
lesson
I. Evaluating Rating of students’ outputs using the rubric.
learning
Criteria for the
Individual Percentage Score
Artworks
Quality of
5%
craftsmanship
Relevance of the
5%
artwork
Personal
expression and 5%
creativity
Work with required
5%
time frame
Neatness 5%
Total 25%
Descriptive
Rating
Excellent 24- 25 94%-95%
Very Good 21- 23 91%-93%
Good 17- 20 87%-90%
Fair 13- 16 83%-86%
Poor 9 - 12 79%-82%
Needs
5 -8 75%-78%
Improvement
J.
Additional
activities for
Browse in the internet for other Rangoli art designs.
application or
remediation
V. REMARKS
49
Grade 8
I. OBJECTIVES
region; and
critiquing.
Competencies/ - create arts and crafts that can be locally assembled
Objectives with local materials, guided by local traditional techniques
(e.g., Ghonghdis, Marbling
Technique, etc.)
Objectives:
- Appreciate the ethnic and unique characteristics of art form
and style through creating and viewing similar artworks
- Use the different motifs and designs as manifested in
representative folk arts
Making a Diwali Mobile
III. LEARNING
RESOURCES
A. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art_teachers_
Guide guide_1.pdf
pages
2. Learner’s
Material 317-318
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
Resources old cardstock, watercolor, cutter, single hole punch, paper fasteners,
wooden sticks, string or nylon, clear gloss, gold or silver doilies
IV. PROCEDURES
A. Reviewing Activity 1: Pass the box challenge
previous lesson Say:
or presenting - Let us play ball relay. You are going to sing Leron-Leron Sinta
the new lesson (or any local songs) while passing this box.
- Whoever holds this box when the song stop will get a picture
inside.
50
- He/she will identify the Rangoli design pattern/s used in the
picture.
The different Rangoli design patterns are repeated, alternating,

radial pattern, and border pattern.
B. Establishing a Activity 2: 1 minute essay
purpose for the - The students will write everything they have learned about Indian
lesson art in just 1 minute.
- Call students to read what they have written about Indian art.
C. Presenting Word Unlock
examples/insta - Diya also known as Diwali lamps. Diya is the Sanskrit word for
nces of the new lamp.
lesson - All believers desire to be blessed by Lakshmi, the goddess of
wealth. As Lakshmi will not enter a dark house, the Diwali lamps
are most important.
- Diwali comes from the Sanskrit word “Deepavali” meaning a “row
of lamps”. This is in remembrance of Rama and Sita
(reincarnations of Vishnu and Lakshmi) who after fourteen years
of exile returned to their kingdom.
Resources: goodlucksymbols.com
D. Discussing new - Ask your students to imagine that they are from India and are
concepts and about to take part in the Diwali celebration.
practicing new - The place of celebration is fully lighted with diya. Everyone is
skills #1 asked to hold a diya to make the place look festive and brighter.
- Set the students mood in preparation for their activity on Diwali
Mobile.
- Let them prepare their materials.
- Explain the importance of following the directions/
instructions correctly.
E. Discussing new - Diwali lamps are often used in worship, but are widely
concepts and recognized during the Diwali festival, the festival of lights, in
practicing new Hinduism.
skills #2 - The goddess Lakshmi is central during the festival of lights.
F. Developing Guided Practice

mastery (leads Activity : Diwali Mobile
to Formative (The teacher will introduce the activity. (Note: Prior to the conduct of
Assessment 3) this activity, the students must have been told to bring the materials
that they will use.)
Materials:
- Yellow textured paper or pages of magazines
- Textured paper in bright color
- Gold cord, Gold glitter glue, string, scissors, puncher
Instructions:
1. Cut out a flame shape from yellow paper and a diya shape from
your other paper.
2. Make a hole at the bottom of the flame and another in the middle
of the diya.
3. Tie them together with the gold cord.
4. Make a hole at the top of the flame and tie on some gold cord for
hanging.
5. With glitter glue or a gold pen, write “Happy‟ on the flame and
“Diwali‟ on the diya.
Suggested Reference For Diwali Pictures

http://www.google.com.ph/search?num=10&hl=fil&newwindow=1&site=img
hp&tbm=isch
51
&source=hp&biw=1137&bih=538&q=diwali&oq=diwali&gs_l=img.3..0i3j0i24l
9.1610.2
846.0.3642.6.6.0.0.0.0.208.964.0j5j1.6.0...0.0...1ac.1.h10ocRUbrRw 18
G. Finding
practical -In what specific occasion in the Philippines you can use diya?
applications of
concepts and -How will you incorporate the elements and principles of making
skills in daily diya in a certain Philippine artwork?
living
H. Making 1. How does beliefs and culture influence the emergence of diya?
generalizations 2. What values are believed to be symbolized by diya?
and 3. How this belief influences people’s way of life?
abstractions
about the
lesson
I. Evaluating Rating of students’ outputs using the rubric.
learning
Criteria for the
Artworks
Quality of
5%
craftsmanship
Relevance of the
5%
artwork
Personal
expression and 5%
creativity
Work with required
5%
time frame
Neatness 5%
Total 25%
Descriptive
Rating
Excellent 24- 25 94%-95%
Very Good 21- 23 91%-93%
Good 17- 20 87%-90%
Fair 13- 16 83%-86%
Poor 9 - 12 79%-82%
Needs
5 -8 75%-78%
Improvement
J.
Additional
activities for
Read or watch videos about Diwali festival.
application or
remediation
V. REMARKS
52
Grade 8
I. OBJECTIVES
region; and
critiquing.
Competencies/ - derive elements from traditions/history of a community for
Objectives one’s artwork. A8PR-IIIf-2
Objectives:
- understand the processes in art;
- determine its impact to you as an individual
- learn the importance of appreciating a work of art; as well as
- understand its relationship to other countries around you.
Truck Art (Candle Sculpture)
III. LEARNING
RESOURCES
A. References
Guide guide_1.pdf
pages
6. Learner’s
Material 319-320
pages
7. Textbook
N/A
pages
8. Additional
Materials
from
Learning
Resource
(LR) portal
IV. PROCEDURES
A. Reviewing Ask:
previous lesson - What are the four recognized periods of Pakistani architecture?
or presenting
the new lesson - Show a picture of truck art of Pakistan.
- Let the students identify what Pakistan art is being shown in the
picture.
53
B. Establishing a Say:
purpose for the - I want you to view a video about the Truck Art of Pakistan.
lesson Enjoy!
C. Presenting Activity 1: Video Presentation- Truck Art
examples/insta - The students will watch a video presentation on Truck Art
nces of the new uploaded by journey man pictures.
lesson http://www.youtube.com/watch?v=4EhNAib0b6Q
Guide questions:
1. Describe the unique lines, color, forms and shapes found in
Pakistan’s truck art.
2. Give your impressions on how Pakistanis use the elements of
arts in their artwork.
3. Compare our Pinoy jeep with their truck art with regards to the
color, design, forms and shapes.
D. Discussing new - Group the students into 4. The group will pick the topic to be
concepts and presented.
practicing new Topics:
skills #1 o lines, color, forms and shapes found in Pakistan’s truck
art.
o impression on the process of utilizing art elements in
Pakistan’s Truck art
o Comparison on our Pinoy jeep with their truck art with
regards to the color, design, forms and shapes.
o internal and external influence of Pakistan’s Truck Art
- The students will be given 10 minutes to prepare.
E. Discussing new - The groups will present their report.
concepts and
practicing new Teacher’s reference: One of the most known arts of Pakistan is
skills #2 called as the “Truck Art”.
Trucks are not only used for the objects delivery purposes but in
South Asian Region Which include Afghanistan and Pakistan, trucks
are being decorated with bright paints, mirrors, bells, chains, motifs
of (birds, flowers, famous personalities, animals, fish), glittery sheets,
stickers, battery-operated lights, small bells, jangling chains,
beadwork and woodwork.
Truck art is a folk art which represents the dreams, inspirations,

hobbies, the imagination of the Pakistanis and the painters. It also
shows the close bond of the truck owner with his vehicle and how
much he values it through decorating it.
The truck is decorated mainly with paintings on the various topics

which are placed in a pattern of squares ranging in size from less than
a square foot to more than six feet. The decoration pieces are often
the glitziest part of a fully Pakistani truck. The decoration piece is an
important part of the truck also the most eye-catching part of the
vehicle.
Truck art is popular because of the hard work and artistry of the
painters.
F. Developing Activity 2: My Truck Art
mastery (leads -The students will first make a truck toy using empty bottles. They will then
to Formative design it reflecting the culture of their locality.
Assessment 3)
G. Finding - How will you incorporate the processes in Truck art making in
practical making your own artwork?
applications of
54
concepts and - How are you going to show appreciation to Pakistani’s art such
skills in daily as truck art?
living
H. Making The students will fill out the table below in their notebook.
generalizations Truck art elements Truck art making processes
and
abstractions
about the
lesson
I. Evaluating Rating of group reports using rubric.
learning
Criteria for the

Artworks
Quality of
5%
craftsmanship
Relevance of the
5%
artwork
Personal
expression and 5%
creativity
Work with required
5%
time frame
Neatness 5%
Total 25%
Descriptive
Rating
Excellent 24- 25 94%-95%
Very Good 21- 23 91%-93%
Good 17- 20 87%-90%
Fair 13- 16 83%-86%
Poor 9 - 12 79%-82%
Needs
5 -8 75%-78%
Improvement
J. Additional Suggested Reference For Truck Art Of Pakistan:
activities for http://www.google.com.ph/imgres?q=TRUCK+ART+VIDEO+OF+pAKISTAN
application or &hl=fil&newwindow=1&tb
remediation m=isch&tbnid=_fbCkd80J0_GHM:&imgrefurl=http://www.bashaoorpakist
an.com/interactive/pictur es/beautiful-pakistani-decorated-vehicles-part-
4-
truckart/&docid=q2EdBiVwCa6buM&imgurl=http://thewondrous.com/wp
content/uploads/2009/05/truck-painting
V. REMARKS
55
Grade 8
I. OBJECTIVES
region; and
critiquing.
Competencies/ - derive elements from traditions/history of a community for
Objectives one’s artwork. A8PR-IIIf-2
Candle Sculpture
III. LEARNING
RESOURCES
A. References
Guide guide_1.pdf
pages
10. Learner’s
Material 319-320
pages
11. Textbook
N/A
pages
12. Additional
Materials
from
Learning
Resource
(LR) portal
IV. PROCEDURES
A. Reviewing Activity 1: Raise Your Flag!
previous lesson Divide the class into 4 to 6 groups. Provide each group with the
or presenting flags of the East Asian countries.
the new lesson -Statements referring to a certain country will be flashed on the
projector screen or will be read by the teacher. The groups will raise
the flag of the country being referred to.
- People of this region are known for making printed cloth?

(UZBEKISTAN)
- People have been making fabrics, utensils, musical instruments,
and decorative carving art. (TAJIKISTAN)
- In architecture, ornaments in the form of lotus, tulips, and other
flowers are more common. (TAJIKISTAN)
- Nomads used to draw on rocks. (KAZAKHSTAN)
56
- Ceramics hold a prominent place among the numerous forms of
popular applied art. (CHINA)
B. Establishing a Activity 2: Raise Your Flag! part 2
purpose for the -The teacher will show images of paintings in East Asia. The
lesson students will identify the country where it comes from based on the
subject by raising its flag.
UZBEKISTAN
Image from people-travels.com
TAJIKISTAN Image from Boulder-Dushnbe Sister Cities
UZBEKISTAN
Image from Tours to Uzbekistan
57
KAZAKHSTAN
Image from Sitara travel
C. Presenting - View the pictures again to the class.
examples/insta - Examine each picture and let the students identify the elements
nces of the new of arts present in the different artworks.
lesson
D. Discussing new Say:
concepts and - We just recall the artworks of Uzbekistan, Kazakhstan, and
practicing new Tajikistan.
skills #1 - Today we are going to make an art inspired by Tajikistan arts.
E. Discussing new - The teacher will introduce the activity.
concepts and (Note: Prior to the conduct of this activity, the students must
practicing new have been told to bring the materials that they will use.)
skills #2
F. Developing GUIDED PRACTICE:
mastery (leads Activity 3:Candle sculpture
to Formative
Assessment 3) Directions:
1. Spread out the old newspaper to protect your work area.
2. Sketch your chosen design on the candle using your pencil. Use
geometric shapes and patterns like scrollwork and curved lines.
3. With the nail pusher, carve the design on the candle. Use the
subtractive technique to cut away the unwanted part.
4. Highlight the design with the use of a black permanent marker.
G. Finding Ask:
practical - What elements, principles and processes of South, Central, and
applications of West Asian art were incorporated in your artwork?
concepts and
skills in daily - What context in the Philippine culture, you can apply the
living knowledge and skills you have learned in South, Central, and
West Asian art?
H. Making Ask:
generalizations - What shall be remembered and considered in doing this artwork?
and
abstractions -How important is deriving the tradition or the history of a community
about the in making an artwork?
lesson
I. Evaluating Students’ artwork will be evaluated using rubric.
learning
Criteria for the

Artworks
Quality of
5%
craftsmanship
Relevance of the
5%
artwork
58
Personal
expression and 5%
creativity
Work with required
5%
time frame
Neatness 5%
Total 25%
Descriptive
Rating
Excellent 24- 25 94%-95%
Very Good 21- 23 91%-93%
Good 17- 20 87%-90%
Fair 13- 16 83%-86%
Poor 9 - 12 79%-82%
Needs
5 -8 75%-78%
Improvement
J.
Additional
activities for
application or
remediation
V. REMARKS
59
Grade 8
I. OBJECTIVES
Standards 1.Art elements and processes by synthesizing and applying prior
knowledge and skills;
2.The salient features of the arts of South, West and Central
Asia by showing the relationship of the elements of art and
processes among culturally diverse communities in the region; and
3.That the South, West, and Central Asian countries as having a
rich artistic and cultural tradition from prehistoric to
present times.
Standards 1.Create artworks showing the characteristic elements of the arts
of South, West and Central Asia; and
2. Exhibit completed artworks for appreciation and critiquing.
C. Learning Show the commonalities and differences of the cultures of the
Competencies/ South Asian, West Asian, and Central Asian countries in relation to
Objectives Philippine culture A8PR-IIIh-4
II. CONTENT Arts of South, West and Central Asia
III. LEARNING
RESOURCES
A. References
13. Teachers’
Guide
pages
14. Learners’
Grade 7 Music and Arts, pages 148, 149 and 191
Material
Grade 8 Music and Arts pages 305 and 312
pages
15. Textbook
N/A
pages
16. Additional
Materials
from
Learning
Resource
(LR)
portal/Web
sites/Links
B. Other Learning Pictures, Projector, PowerPoint presentation, and Speaker.
Resources
IV. PROCEDURES Teacher’s Activity
60
A. Reviewing Activity 1: Guess What! Activity 1: Guess What!
previous (AVERAGED) (ADVANCED)
lesson /
presenting the -“Do you still remember the different -“Do you still remember the
new lesson art forms from different countries in different art forms from
South, West and Central Asia? different countries in South,
Let’s test your memories through a West and Central Asia?
game. The mechanics is simple, I Let’s test your memories
will show pictures of the art and you through a game. The
will raise your right hand and if mechanics is simple, I will
called you will tell me what it is. The show a picture of the art
first student who can answer and you will raise your right
correctly will have an additional hand and if called you will
point in recitation. Okay? tell me what it is, from what
country it is, and other
(Show at least three pictures of any relevant information about
South, West and Central Asian arts it. The first student who can
that you like, you can use printed answer correctly will have
picture or powerpoint.) an additional point in
recitation. Okay?
(Show at least five pictures

of any South, West and
Central Asian arts that you
like, you can use printed
picture or powerpoint.)
B. Establishing a After admiring the beauty of the art forms from other places, let us
purpose for the also appreciate what we have in our very own country.
lesson
- “Is there any art here in the Philippine as beautiful as those? How
about here in Masbate or Bicol alone?”
-“Now we are going to find out if there are art forms here in the
Philippines similar to those you have mentioned.”
-“Philippines is just as rich as our neighboring countries if not the

richest, culturally speaking. There find out if there are art forms
here in our country that can be compared to those you have
mentioned earlier. Even in our City, there are so are many art
forms that we should be proud of and treasure. Now let us many
art forms that we could be proud. These art forms helped to
establish our identity.”
C. Presenting (The teacher can either show printed images or thru a powerpoint
examples/insta presentation.)
nces of the
new lesson If Turkmenistan is the source of Keteni, a homespun silk that is
used for the beautiful dresses worn by Turkmen women, here in
the Philippines we have the “kain and saya” in Kalinga and
“patadyong”
in Iloilo. (Refer to Grade 7 Music and Arts for the images, page
148 and page 191)
The natives of Kalinga are skilled weavers. One of their finest

products is their textile, which is characterized by red stripes and
white, yellow, and black geometrical patterns. The southern
Kalinga women wear the wrap-around skirt or tapis called “kain”,
which reaches below the knee. It is worn below the abdomen, and
when they walk one of the thighs is exposed. The northern Kalinga
wears “saya”, an ordinary woman’s skirt covering the body from
61
waist to feet. The colors used in their textile have cultural
meanings: red signifies bravery; black is for soil or land; white is for
the flowers of the coffee trees; yellow for the sand; and green for
the mountains.
And then, we have the “patadyong”, a wrap-around piece of cloth

worn by women as a skirt and is usually paired with a kimona. It is
often colorful and features linear and geometric designs. The raw
materials used for patadyong weaving is cotton and abaca. Later
in the 80’s they used polyester. For a hundred years, the time
consuming hand weaving of patadyong is still practiced in Iloilo,
particularly in Miag-ao.
In India, they have the image of Shiva, the destroyer, develops into
Shiva the Cosmic-dancer represented by a four-armed figure. We
also have the “bul’ul” in Ifugao.(Refer to Grade 7 Music and Arts,
page 149) It is a wooden sculptue that represents the rice granary
spirits. It is used in rituals that are perfomed to call the ancestors to
protect their rice rice fields from pestilence and to ask for an
abundant harvest. It is a carved-wooden human figure with
simplified forms. These are dipped in the blood of pigs during a
ritual called tunod., which means “ planting the seedlings in the
soil”. It is usually made of narra, which signifies wealth, happines
and well-being of the Ifugao.
D. Discussing Activity 2: Ikumpa-Arts Mo!

new concepts
and practicing
new skills #1
ART
SIMILARITIES DIFFERENCES
FORMS
Group the students into 2 groups. Using the diagram let each
group discuss the similarities and differences of South, West and
Central Asian Arts Philippine Art Forms. One representative will
discuss their ourput.
Group 1-What are the similarities and differences of the keteni to
kain, saya and patadyong?
Group 2-How would you compare the image of Shiva to the bu’ul
of Ifugao.
E. Discussing
new concepts
and practicing
new skills #2
F. Developing
mastery (leads
to Formative
Assessment)
62
G. Finding Advance
Average
practical
applications of - Is there significance in knowing - Is there significance in
concepts and
skills in daily
the similarities of our culture to the knowing the similarities of
living culture of our neighbouring our culture to the culture
countries? of our neighbouring
countries?
(Yes, by comparing their culture
with ours we learned that we share(Yes, by comparing their
a lot of similarities thus making culture with ours we
connection with them would be learned that we share a lot
easier in the future because we of similarities thus making
understand them now a little bit. connection with them
We also learned and understand would be easier in the
our culture a lot deeper now. future because we
understand them now a
little bit. We also learned
and understand our
culture a lot deeper now.
- How can you make use
of the things you have
learned today?
(We can incorporate their
culture to our arts. We
also understood them a
little bit and we learned a
little deeper about our
culture.)
H. Making -What are the commonalities of their culture to ours?

generalizations
and -What elements and principles of art are common to our culture
abstractions and theirs?
about the
lesson
I. Evaluating Buuhin Mo ang Pira-piraso Kong Parte!
learning Divide the class into 3 groups each group will be given some
puzzle pieces. They will solve it and compare it to an art in the
Philipines similar to it every correct comparison will recieve a point,
maximum of 5 points. The first group to finish the puzzle will
receive 10 points, second will have 6 point, 3rd and 4th will have 4
points.
(Teacher will cut out the pictures with the same number of pieces.)
J. Additional Prepare all the artworks that you’ve made in this quarter next
activities for meeting. We will put-up an art exhibit focusing on the South, West
application or and Central Asian arts. Each section will have their place/corner
remediation that they will prepare and decorate. You should also be able to
answer questions from your audience regarding your artwork. And
lastly the exhibit should be documented.
You will be graded using this rubric:
63
Criteria Very Good (8 Average Needs Score
Good points) (6 Improve
(10 points) ment (4
points) points)
Order Exhibit Some Several Exhibit
was parts of exhibited was not
arranged the artwork arranged
properly Exhibit were out properly
were out of place
of Place
Cooper All group Most of Some Only one
ation member the group member
exhibited group member exhibited
their member exhibited his/her
artwork exhibited their artwork
their artwork
artworks
Resourc All Most of Some of Only one
efulnes member the the member
s used member member used
recycled used used recycled
material recycled recycled material.
material material
Total Points
64
Grade 8
I. OBJECTIVES
Standards 1.Art elements and processes by synthesizing and applying
prior knowledge and skills;
2. The salient features of the arts of South, West and Central
Asia by showing the relationship of the elements
of art and processes among culturally diverse communities in
the region; and
3. South, West and Central Asian countries as having a rich
artistic and cultural tradition from prehistoric to
present times.

Standards 1. Create artworks showing the characteristic elements of the
arts of South, West and Central Asia; and
2. Exhibit completed artworks for appreciation and critiquing.
C. Learning Mount an exhibit using completed South, West and Central

Competencies/ Asian-inspired arts and crafts in an organized manner A8PR-
Objectives IIIg-5
Objectives:
1) Mount an exhibit with the crafts and arts they have made
in this quarter particularly the Arts and Crafts of South,
West and Central Asia
II. CONTENT South, West and Central Asian Arts
III. LEARNING
RESOURCES
A. References
1. Teachers’
Guide
pages
2. Learners’
Material p. 328
pages
3. Textbook
N/A
pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal/Web
sites/Links
B. Other Learning Speaker, Table, previous artworks and things that will be used
Resources as decoration (recycled materials)
IV. PROCEDURES Teacher’s Activity
65
A. Reviewing Average: Advanced:
previous lesson
or presenting “As we have agreed yesterday “As we have agreed
the new lesson
you will put-up an exhibit today yesterday you will put-up
with your previous artworks in an exhibit today with
this quarter. You will have 25 your previous artworks
minutes to decorate your in this quarter. You will
corner/place. After the allotted have 15 minutes to
time we will officially open the decorate your
exhibit to all the students as corner/place. After the
well as the faculty members allotted time we will
who want to see your work. Be officially open the exhibit
ready to answer the questions to all the students as
from your audience regarding well as the faculty
your artwork. Is all clear?” members who want to
see your work. Be ready
to answer the questions
from your audience
regarding your artwork.
Is all clear?”
B. Establishing a
- What is this exhibit - What is this exhibit
purpose for the
lesson for? Can anybody tell for? Can anybody tell
me? me?”
- Let’s review the - Let’s review the
rubrics and establish rubrics and establish
our norms before we our norms before we
start. start.
- Everyone will help in - (Students will make
the activity. the norms and will be
The cleanliness of the guided by the
area should be teacher: Everyone
maintained during will help in the
and after,etc.) activity.
The cleanliness of
the area should be
Each Section will be rated using this rubric:
maintained during
and after,etc.)
Criteria Very Good Averag Needs Score

Good (6 e (4 Improv
(10 points) points) ement
points) (2
points)
66
was parts of exhibite was not
arrange the d arrange
d Exhibit artwork d
properly were were properly
out of out of
Place place
Cooper All Most of Some Only
ation group the group one
member group member member
exhibite member exhibite exhibite
d their exhibite d their d
artwork d their artwork his/her
artwork artwork
s
Resour All Most of Some of Only
cefulne member the the one
ss used member member member
recycled used used used
material recycled recycled recycled
material material material
.
Total Points
-
- “Good! Your 15 minutes starts now.”
- (Each group/section will prepare its respective
corners/places)
C. Presenting
examples/insta
nces of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to Formative
Assessment)
G. Finding
practical
applications of
concepts and
skills in daily
living
67
H. Making Average: Advanced:
generalizations
and - What can you say about - Write an essay about
abstractions
our exhibit? your exhibit. You may
about the
lesson - (It felt good to share our pass it next meeting.
knowledge as well as
our talents to other
people. Indeed learning
is not limited to the four
corners of the classroom
and is not necessarily
comes from the teacher
alone.)
I. Evaluating - The teacher will now rate the students using the rubrics
learning presented earlier.
Criteria Very Good (6 Average Needs Score

Good points) (4 Improve
(10 points) ment (2
points) points)
was parts of exhibited was not
arranged the artwork arranged
properly Exhibit were out properly
were out of place
of Place
Cooper All group Most of Some Only one
ation member the group member
exhibited group member exhibited
their member exhibited his/her
artwork exhibited their artwork
their artwork
artworks
Resourc All Most of Some of Only one
efulnes member the the member
s used member member used
recycled used used recycled
material recycled recycled material.
material material
Total Points
-
-
J. Additional
activities for
application or
remediation
68

Analyze Elements of South Asian Art

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Analyze Elements of South Asian Art

Uploaded by

Copyright:

Available Formats

DAILY

Division: Masbate Province Division EPS: MARMA L. CAPELLAN

Team Member Role in the DLP Development

Week No Learning Competency Page

Materials (To be provided by the teacher)

Ajanta Caves of Maharashtra

Islamic Ascendancy or Transitional Period

Mahabharata and Ramayana

1. Which Color used in Ajanta caves?

- At the end of the activity the learners can analyze the

Materials: (To be provided by the teacher)

 Presentation of group outputs.

Ajanta Caves of Maharashtra

Mahabharata and Ramayana

C. Learning Identify characteristics of arts and crafts in specific

 Show pictures of the arts of specific countries in

B. Presentation of Ask the following questions:

At the end of the activity the learners can identify

Materials: (to be provided by the teacher)

Presentation of group outputs.

Materials: (to be provided by the teacher)

CRITERIA (3) (2) (1)

Finish the activity

At least one (1) Two (2) or more

With at least two

The materials are The materials are

B. Presentation of Show pictures of the Pakistan architecture

C. Development of  Group the learners into four.

Harappa Crafts and Industry

Kot Diji Port

 Presentation of group outputs.

Truck Art of Pakistan

E. Assignment 1. What are the Arts and Crafts of Uzbekistan,

3.Effort The activity The The The The

Category 5 Points 4 Points 3 Points 2 Points

B. Performance Standard The learners should be able to:

Group 1. The learners will present their ideas in an Auction

Group 2. The learners will present their ideas through a task

Group 3. The learners will present their ideas by giving

D. Evaluation  Using the picture above, how will you appreciate

Ask the following questions:

Uzbekistan Arts & Crafts

Kazakhstan Crafts & Decorative Art

Answer the following questions:

 Scoring rubric will be used in assessing the outputs

Materials: (To be provided by the teacher)

Category Excellent Good Fair Poor Score

C. Presenting  The South, Central, and West Asian countries

 It intertwines with the enriching history, religions, and

D. Discussing new Group Activity:

 Divide the class into 5 groups.

 Let them identify similarities and differences in features

Distinguishing features of the artwork/craft in the Philippines in terms

External (Foreign) Influences Internal (Indigenous) Influences

 Group presentation of their answer in front of the class.

Artworks/Craf Similarities and Differences

Artworks/Craf External and Internal Influences

A. Reviewing Activity 1: 1, 2, 3, GO! Activity 1: Speak for the

Question 3: It is a homespun silk

B. Establishing a - Let the students recall some of their remarkable childhood

-Each group will present their discoveries about the periods of

Image from viator

- Classical Period (5th to 6th centuries)