SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/ARTS 3 ___

Date: FEBRUARY 28, 2023

I. OBJECTIVES
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the arts as integral to the development of organizations, spiritual belief, historical
A. Content
Standards events, scientific discoveries, natural disasters/occurrences, and other external
phenomena

1. perform/participate competently in a presentation of a creative

impression (verbal/nonverbal) from the Neoclassic and Romantic periods
B. Performance
Standards 2. recognize the difference and uniqueness of the art styles of the different periods
(techniques, process, elements, and principles of art)
C. Learning
Competencies/  Analyze art elements and principles in the production of work following a specific art style
Objectives from the Neoclassic and Romantic periods. (A9EL-IIIb-1)
(Write the LC o Identify the different elements and principles of art.
code)

II. CONTENT ELEMENTS AND PRINCIPLES OF ART

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Learning Activity Sheets in Arts 9
Resource (LR)
portal
B. Other Learning
Resources
Manila paper, scotch tape, marker
IV. PROCEDURES
1. PRIMING 1. Prayer – The teacher will ask for a volunteer to lead the prayer.
ACTIVITIES 2. Checking of Attendance – To monitor the students, the teacher will check the
attendance through their permanent seating arrangement.
3. Reminding of classroom rules and norms.
 In order to have a conducive and harmonious teaching and learning process,
the teacher and the learners will establish or set their agreed classroom
rules and norms.
4. Review
 Who can still remember our topic yesterday?
 What was our lesson all about?
 What are the 7 elements or Art?
 How are these elements important in making an art?
  The class will be grouped into four.
 The teacher post a picture collage on the in the board, each group will identify, observe
and describe what was in the picture and whether they have observed the elements of
Art present in the picture.

2. ACTIVITY

Process questions:
1. Did you enjoy the activity?
3. ANALYSIS 2. How were you able to identify the pictures?
3. What do you think is the connection of the pictures in the activity with our lesson
today?
4. What do you think is our lesson for today?
Why Are the Elements of Art Important?

The elements of art are important for several reasons. First, and most importantly, a person
can't create art without utilizing at least a few of them. No elements, no art—end of story.
And we wouldn't even be talking about any of this, would we?
      Secondly, knowing what the elements of art are enables us to (1) describe what an artist
has done, (2) analyze what is going on in a particular piece and (3) communicate our
thoughts and findings using a common language.
 
     Musicians can talk about the key of "A," and they all know it means "a pitch relating to
440 oscillations per second of vibration." Mathematicians may use the very basic word
"algorithm" and feel confident that most people know they mean "a step-by-step procedure
for carrying out computation." Botanists world-wide will employ the name "rosa rugosa,"
rather than the much longer "that old-fashioned shrub rose - you know, the one that leaves
4. ABSTRACTION hips in the fall - with the five-petaled flowers that can be yellow, white, red or pink." These
are all specific examples of a common language coming in handy for intelligent (and
shortened) discourse.
 
     So it is with the elements of art. Once you know what the elements are, you can trot
them out, time after time, and never put a wrong foot forward in the art world.

The elements of art are both fun and useful. Remember line, shape, form, space, texture,
value and color. Knowing these elements will allow you to analyze, appreciate, write and
chat about art, as well as being of help should you create art yourself.

The 7 principles of art

 Balance refers to the visual weight of the elements of the composition. It is a sense

that the painting feels stable and "feels right." Imbalance causes a feeling of
 discomfort in the viewer.
      Balance can be achieved in 3 different ways: 
1. Symmetry, in which both sides of a composition have the same elements in the
same position, as in a mirror-image, or the two sides of a face.
2. Asymmetry, in which the composition is balanced due to the contrast of any of the
elements of art. For example, a large circle on one side of a composition might be
balanced by a small square on the other side
3. Radial symmetry, in which elements are equally spaced around a central point, as in
the spokes coming out of the hub of a bicycle tire.
          See the article, Balance, for some visual examples of how the elements of art can be
used to achieve balance.
 
 Contrast is the difference between elements of art in a composition, such that each
element is made stronger in relation to the other. When placed next to each other,
contrasting elements command the viewer's attention. Areas of contrast are among
the first places that a viewer's eye is drawn. Contrast can be achieved by
juxtapositions of any of the elements of art. Negative/Positive space is an example
of contrast. Complementary colors placed side by side is an example of contrast. Not
an is an example of contrast. 
 
 Emphasis is when the artist creates an area of the composition that is visually
dominant and commands the viewer's attention. This is often achieved by contrast.
 
 Movement is the result of using the elements of art such that they move the
viewer's eye around and within the image. A sense of movement can be created by
diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by
repetition, by energetic mark-making. 
 
 Pattern is the uniform repetition of any of the elements of art or any combination
thereof. Anything can be turned into a pattern through repetition. Some classic
patterns are spirals, grids, weaves. For examples of different pattern types
see the Artlandia Glossary of Pattern Design. A popular drawing practice is
Zentangles, in which an abstract or representational outline is divided into different
areas, each of which contains a unique pattern.
 
 Rhythm is created by movement implied through the repetition of elements of art in
a non-uniform but organized way. It is related to rhythm in music. Unlike pattern,
which demands consistency, rhythm relies on variety.
 
 Unity/Variety You want your painting to feel unified such that all the elements fit
together comfortably. Too much unity creates monotony, too much variety creates
chaos. You need both. Ideally, you want areas of interest in your composition along
with places for your eye to rest. 
 Individual Activity
Instructions: To know how much you have learned from the discussion, create or draw
something in the box that shows at least one principle of Art.

5. APPLICATION

IDENTIFICATION.
Directions: Identity what is being asked on the following question. Choose your answers on
the box Write your answer on the space provided.

____________ 1. It is the difference between elements of art in a composition, such that

each element is made stronger in relation to the other. 
____________ 2. Rhythm is created by movement implied through the repetition
of ____________ of art in a non-uniform but organized way.
____________ 3. What is the result of using the elements of art such that they move the
viewer's eye around and within the image?
____________ 4. __________ refers to the visual weight of the elements of
the composition.
____________ 5. Emphasis is when the artist creates an area of the composition that is
6. EVALUATION visually ____________ and commands the viewer's attention.
6 – 10. Identify what principles of art is present or described in the pictures.

____________ 6.

____________ 7.

____________ 8.
 ____________ 9.

____________ 10.

Look/search for 3 artworks from the Neoclassic and Romantic period and analyze the art
7. ASSIGNMENT elements and principles in the production of work following a specific art style from the two
periods.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did 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 wish to share
with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN. COP Head

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I