National Capital Region

DIVISION OF CITY SCHOOLS

Subjec MAPEH(Arts)
t
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Instructional Objectives
BAGONG SILANG HIGH SCHOOL
DAILY LESSON LOG
S.Y.2021-2022
Grade Level: 8 Grading period: 2nd Date: Week 6
The learner…
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of East Asia by showing the relationship of the elements of art
and processes among culturally diverse communities in the region
3. East Asian countries as having a rich artistic and cultural tradition from prehistoric to
present times
The learner…
1. create artworks showing the characteristic elements of the arts of East Asia
2. exhibit completed artworks for appreciation and critiquing
 creates crafts that can be locally assembled with local materials guided by local traditional
techniques (e.g., Gong-bi, Ikat, etc.) (A8PR-IIc-e-1)
 devices elements from traditions/history of a community for one’s artwork (A8PR-IIf-2)
 shows the relationship of the development of crafts in specific countries in East Asia
according to functionality, traditional specialized expertise, and availability of resources
(e.g., pottery, weaving, jewelry, and basketry) (A8PR-IIf-3)
 shows the commonalities and differences of the cultures of the East Asian countries in
relation to Philippine culture (A8PR-IIh-4)
 mounts an exhibit using completed East Asian inspired crafts in an organized manner
(A8PR-IIg-5)
At the end of the 1 - hour period, at least 75% of the students with at least 60% accuracy are
expected to:

1.Knowledge discuss and describe the characteristics of selected arts and crafts in East Asia;
2. skills create an origami using available materials at home;
3. Attitude appreciate the unique characteristics of art form and style through creating similar artworks.
II. CONTENT / TOPIC Arts and Crafts of East Asia

Sub-topic Paper Arts and Knot Tying

III. LEARNING
RESOURCES
A. Week 6 MAPEH 8 Module (arts)
References1.Textbook/pag
es
2.Learning Video Lesson, video clip
Resources
B. Other Learning https://www.tour-beijing.com/blog/beijing-travel/10-fascinating-facts-about-china
Resources https://www.topchinatravel.com/china-guide/famous-landmarks-in-china.htm
https://www.jluggage.com/japan-trivia/interesting-facts-1.html
https://www.britannica.com/place/Mount-Fuji
https://www.jrailpass.com/blog/japan-cherry-blossom-forecast
https://www.veterans.gc.ca/eng/remembrance/information-for/educators/learning-
modules/korean-war/handout-land-of-the-morning-calm
https://www.planetware.com/south-korea/top-rated-tourist-attractions-in-south-korea-
kor-1-4.htm
https://www.youtube.com/watch?v=6rj2MK2hXPQ&ab_channel=CraftKidsArt
https://www.travelchinaguide.com/intro/arts/
https://www.thesprucecrafts.com/an-introduction-to-kirigami-paper-cutting-2540656

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
REVIEW
Directions: Identify the following statements if it is a FACT or BLUFF.
1. Woodblock printing is a technique for printing text, images, or patterns.
2. Calligraphy is the highest form of Chinese painting.
3. Human figures, flowers and birds are some of the painting subjects/themes of
Japan.
4. Minhwa is the traditional folk painting of Korea.
5. Painting is one of the oldest forms of visual art.

ANSWER:

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skill #1
1. FACT
2. BLUFF
3. BLUFF
4. FACT
5. FACT
“Let’s Travel to East Asia”
Let the learners guess which East Asian country is being described using the presented images. The
teacher will also give trivia about the country.
1. CHINA
2. JAPAN
3. KOREA
After presenting the images of Paper Arts and Knot Tying of China, Japan and Korea, let the learners
answer the guide questions.
Guide Questions:
 Are you familiar with those presented artworks? Can you name some of it?
 What have you noticed about the materials used in the artworks?
 What do you think is the purpose of these arts and crafts?
The teacher will discuss and describe the characteristics of each East Asian arts and crafts and the
Influences of East Asian Arts on Philippine Art Culture
East Asian arts have been noted for their numerous similarities and commonalities in the art
production, artistic traditions and principles of arts, as influenced by their history, beliefs, religion,
culture, and rulers.
PAPER FOLDING
1. Zhezhi is the art of paper folding that originated in China. It is used for ceremonial practices.
It was believed that these paper nuggets would accompany the deceased on their journey.
The common design of this paper folding is inanimate objects like hats and boats. 
2. Origami, the term ORIGAMI came from “ori” meaning “folding” and “kami” meaning “paper”.
It is the traditional Japanese art of paper folding. It became a significant aspect of Japanese
ceremonies. Flowers, animals, birds, fish, geometric shapes and dolls are the common
models used in Japanese origami. 
Activity: Tap the information, drag and release it around the art that matches it.
ZHEZHI ORIGAMI
How can you describe the  art of paper folding  “ori” – folding, “kami
two paper folding? in China – paper
 accompany the  Traditional Japanese
deceased on their art of paper folding
journey
What is the purpose of  used for ceremonial  used for ceremonial
these paper folding? practices practices
Where it is originated?   China  Japan
 What is the common
design/motif of this
artwork?
 hats   flowers
 boats   animals (birds and
fish)
 geometric shapes 
 dolls

PAPER CUTTINGS
Decorative Chinese paper cuttings are usually symmetrical in design when unfolded and adapt the 12
animals of the Chinese Zodiac as themes and motifs.

1. JIANZHI is the first type of paper cutting design since paper was invented by the Chinese.
The cutouts are also used to decorate doors and windows. They are sometimes referred to
as chuang hua, meaning “window flower”.
2. KIRIE - It comes from the Japanese words “kiru” (to cut) and “kami” (paper). It is used in
religious ceremonies and decorations. Most kirigami patterns have solid lines to indicate
where to cut and shaded areas to show what portion of the paper will be removed when you
are done. Designs are inspired by fantasy and nature.
3. HANJI PAPER CUTTING, is the Korean art of paper cutting and is mostly used for decorative
purposes. It uses Hanji paper to form patterns. Flowers and animals are the common
patterns of this artwork.
JIANZHI KIRIE HANJI

How can you  usually  Japanese art of  Korean art of

describe the two symmetrical in paper cutting paper cutting
paper cuttings? design  “kiru” (to cut),  uses Hanji
“kami” (paper) paper to form
patterns

What is the  used to  used in religious  mostly used

purpose of each decorate doors ceremonies and for decorative
paper cutting? and windows decorations purposes
 attracts good
luck

Where it is  China  Japan  Korea

originated? 

What is the  Zodiac  fantasy   flowers

common  Flower  nature  animals
design/motif of  pagodas
this artwork?

KNOT TYING

In Korea, decorative knot work is known as Maedeup or called Dorae knot, often called Korean Knot
work or Korean knots. It is made of threads. It is used as decorations on clothes, swords and
accessories and to signify dignity and prestige.

Zhongguo is the Chinese decorative handicraft art that began as a form of Chinese folk art. It is made
from a satin cord made of nylon. It symbolizes good luck and prosperity, good luck charms in
marriages and it also wards off evil spirits. It is used for recording and ruling method, totem and
belief motif and decoration.

In Japan, knot tying is called Hanamusubi. It emphasizes braids and focuses on individual knots. It is
made from mizuhiki, a type of decorative cord, which symbolizes the desire to have good fortune. It
is used on auspicious occasions such as anniversaries.

ZHONGGUO HANAMUSUBI MAEDEUP or DORAE

How can you  Chinese decorative  emphasizes  Korean knots

describe the two handicraft art  on braids  made of threads
paper cuttings?  made from the satin  made from
cord made of nylon mizuhiki

What is the  used for recording  used on  used as

purpose of each and ruling method, auspicious decorations on
paper cutting? totem and belief occasions clothes, swords
motif and and accessories
decoration

Where it is  China  Japan  Korea

originated? 

E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
leads to formative test
What is the  Symmetrical  flowers  dragonfly
common designs  plum blossom
design/motif of
this artwork?
Culture of East Asian Arts and Its Influence on Philippine Art Culture
1. The start of the development of book printing was brought by the Chinese to many parts of
the world including the Philippines.
2. Chinese pottery, ceramics and metal vessels for domestic purposes are proof of the presence
of the Chinese in Filipino art and culture.
3. Lacquerware, jade, porcelain and Chinese furniture are also found in many Filipinos homes.
4. They have contributed to the Philippines the use of fans, lanterns and kites. In addition, over
1,500 Chinese words can be found in the Filipino language.
5. The Japanese art of paper folding, Origami, has inspired our paper decorations. Ikebana, the
art of living flower arrangement, has found its way to Philippine celebrations.
4. Landscaping, likewise, is an influence of Japan. In Luneta Park, there is a Chinese Park and a
Japanese park, each one designed with cultural elements.
Activity 1: JAPANESE ORIGAMI
DIRECTIONS: Make a Japanese Origami (Traditional Butterfly Origami) by using local materials. After this, paint
it with any colors you like. Follow the given instructions below.
Procedures:
1. Bend square papers as follows to get cross lines.
2. Overturn the paper and bend as follow until getting these lines.
3. Bend the square sides to the inside as follows to get a triangle shape.
4. Bend the both down corners align with the centerline to the top.
5. Flip to the other side as follows.
6. Bend the bottom corner upwards while exceeding the upper limit of the triangle.
7. Flip it again and bend it as follow
8. Finally you get your butterfly.
9. Paint it with any colors you like.
Activity 2: Let’s Analyze!
Direction: Complete the table below and write information about the paper arts and knot tying of
East Asia
Paper Arts and COUNTRY DESIGN/MOTIFS PURPOSE/
Knot Tying ORIGINATED USED IN THE DESCRIPTION
ARTWORK
1. Kirie
2. Jianzhi
3. Hanji Paper
Cutting
 4. Zhezhi

5. Origami

6. Zhongguo

7. Hanamusubi

8. Maedeup

G. Finding practical Let the learners answer the Guide Questions:

applications of concepts &
skills in daily living
H. Making generalizations
& abstractions about the
lesson
1. How did East Asian arts and crafts influence Philippine Art?
2. What arts and crafts in the Philippines would you incorporate to East Asia’s arts?
3. Can you compare its characteristics?
Learners will complete the sentence.
“My Diary”
Dear Diary,
I observed that the arts of Japan, China, and Korea are ____________.
I learned that ________________________________________________________________.
Aside from the things I learned, I also developed my skills in __________.
While doing the activities, I felt ____________________________________________.

Sincerely yours,
________________

I. Evaluating Learning 5-item Quiz: Choose the letter of the correct answer.

1. It is one of the greatest contributions of ancient China in the development of arts.

a. Calligraphy c. Paper
b. Knot d. Yuanbao
2. It is the art of paper folding that originated in China used for ceremonial practices.
a. kites c. yuanbao
b. origami d. zhezhi
3. It is the best known Japanese origami.
a. Paper boat c. Paper crane
b. Paper doll d. Paper plane
4. It is Japan’s knot tying which emphasizes braids and focuses on individual knots.
a. Dorae c. Maedeup
b. Hanamusubi d. Zhongguo
5. A double connection knot, often called Korean knot work.
a. Hanamusubi c. Sycee
b. Maedeup d. Zhongguo

J. Additional activities for

application or remediation
k. Assignment/Agreement Submit your artwork to your MAPEH teacher.

V. REMARKS
VI. REFLECTION
VII. RESULTS OF ASSESSMENT
A. No. of learners who earned 6O% in RM.
TIME M T W TH F
the evaluation NO
B. No. of learners who require
additional activities for remediation
who scored below 60%
C. Did the remedial lesson work? No.
of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation
Prepared Cecilio L. Jabon Checked by: Ernesto Soriano Noted by: Amalia B. Nuguid
by: Teacher II Master Teacher I Head Teacher VI