Daily Lesson SCHOOL NEW CABALAN NATIONAL HIGH SCHOOL GRADE LEVEL 10

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ARTS
MAPEH
TEACHER MELODY ANNE D. EVANGELISTA LEARNING AREA

TEACHING DATE AND WEEK 1 (4 Sessions) QUARTER FIRST

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
B. Performance Standard The learners…
1. Learning Competencies/ The learners…
Objectives
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical
events, scientific discoveries, natural disasters/ occurrences and other external
phenomenon
 perform/ participate competently in a presentation of a creative impression
(verbal/nonverbal) from the various art movements
 recognize the difference and uniqueness of the art styles of the various art
movements (techniques, process, elements, and principles of art)
 analyze art elements and principles in the production of work following a specific art style
from the various art movements (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
o (A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of
art elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-
4)
 creates artworks guided by techniques and styles of the various art movements (e.g.,
Impasto, Encaustic, etc.) (A10PR-Ic-e-1)

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 MODERN ART

a. Impressionism b. Expressionism
d. Dadaism c. Cubism
e. Surrealism f. Absttract
Realism

II. CONTENT
I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

II. Process:
6. Painting and/ or Drawing

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House

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

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation

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 Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous PRICIPLES OF ART
Lesson or Presenting New As a review, the students
Lessons will be asked to briefly
describe each of the
following principles of art
which they have learned in
their Art classes in the
earlier grade levels.
 Line
 Shape
 Form
 Space
 Color
 Value
 Texture
(5 MINUTES)
Ask the students: Give a brief definition of In your opinion, what does
the modern art an abstract artwork look
Is the name of the movement called like?
art movement expressionism.
“expressionism” Have you heard of the
familiar to you? If When and where did it artistic style known as
yes, what do you begin? “cubism”? If yes, why do
know about this think it was named in this
movement? Name the most way?
prominent Dadaism artist (5 minutes)
Have you heard of and his works.
the artistic styles (5 minutes)
known as
“surrealism” or
“dadaism”?
If yes, do you know
of any famous artist
who painted in these
styles?
Would you like to
own an artwork in an
expressionist style?
Why or why
not?
(10 minutes)
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B. Establishing A Purpose for
the Lesson
Conduct the following The teacher will ABSTRACT ARTWORK
survey to assess what the present to the class a The teacher will display an
students know or have colored reproduction abstract work.
experienced concerning of an expressionist
modern art and artwork. Let the students identify the
impressionism. image they see in it.
The teacher will give
 What comes to the title of the work Instruct the students to
mind when you and the name of the explain what makes it
hear the term artist. possible for them to still
“modern art”? identify the image, even if it
 Give some qualities Let the students has been assembled in a
or characteristics give their mis-aligned way.
that make you comments as to (5 minutes)
consider an artwork whether this
“modern.” artwork fits their
 How is modern art ideas about
different from Modern Art.
earlier styles of art (10 minutes)
that you know?
 Have you heard of
the art movement
known as
impressionism? If
yes, can you name
one famous
impressionist artist
that you know of?
 Can you name or
recognize one well-
known artwork in
the impressionist
style?
(5 minutes)
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C. Presenting Examples / THE NEW COLOR Students are called to The students are given the
Instances of the New TECHNIQUE comment on how the following questions:
Lesson To help the students to artworks presented
understand the by the teacher Do you know the name of
revolutionary technique for make use of these any abstract artist—foreign
applying color introduced principles to exhibit or Filipino?
by the impressionists, the qualities of
experiment with this expressionism. Have you heard of Pablo
simplified process: Picasso? What country did
1. Rhythm, he come from? What artistic
 Take a set of Movement style is he most famous for?
watercolors (cake 2. Balance (5 minutes)
type or in tubes). 3. Emphasis
Choose one 4. Harmony,
 secondary color: Unity, and Variety
orange, green, or 5. Proportion
violet. (10 minutes)
 Color a shape on a
paper using this
single secondary
color.
 Beside it, color a
similar shape using
strokes of the two
primary colors
 that are
combined in that
particular
secondary color
(ex: red + yellow
 = orange; blue +
yellow = green;
red
+ blue = violet).
 Hold the paper
some distance
away and ask
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your classmates to

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  comment on the
“impression” of the
secondary color
you have created
 and the actual color
itself.
(see attached powerpoint
presentation “THE NEW
COLOR TECHNIQUE”)
(5 minutes)
D. Discussing New Concepts The teacher will discuss
and Practicing New Skills impressionism using the
#1 links below:
. Origins of the Movement
. A Break from the Past
. Works of Monet, Renoir
and Monet.
http://www.artquotes.net/
masters/monet/la-
prominade-75.jpg
http://www.jackygallery.co
m/images/Red%20Boats%
20at%20Argenteuil%20by
%20Claude%20Monet%20
OSA067.jpg
https://www.wikiart.org/en
/pierre-auguste-renoir/the-
dancer- 1874?
utm_source=returne
Teacher will lead The teacher will discuss
discussion on Abstract Realism, Cubism,
Expressionism- Cubist Artworks, Foremost
Dadaism: Cubist Painter/Sculptor.
https://www.google.c The teacher will explain
om.ph/url?sa=i&rct=j Cubist Styles & Subjects
&q=&esrc=s&source trough the Principles of Arts
=images&cd=&ved=
0ahUKEwj2sI6RjerRA https://www.google.com.ph/
hWMTbwKHRu9Dpw url?sa=i&rct=j&q=&esrc=s&
QjBwIBA&url=http% source=images&cd=&ved=0
3A%2F%2Fwww.gall ahUKEwiPo5Djj-
eryintell.com%2Fwp- rRAhUHp5QKHdl0DXYQjBwI
content%2Fuploads BA&url=http%3A%2F%2Fw
%2F2014%2F03%2F ww.pablopicasso.org%2Fima
Chirico- ges%2Fpaintings%2Fthree-
MelancholyandMyster musicians.jpg&bvm=bv.1458
yofaStre1.jpg&bvm= 22982,d.dGc&psig=AFQjCNE
bv.145822982,d.dGc 3goqTMs7eP0vBuwkTU9gYvz
&psig=AFQjCNEHx0t ZFFg&ust=14858744307261
Gy9WoI5oSdDau6nK 74
(15 minutes)
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 d&utm_medium=referral& bMK0cNw&ust=1485
utm_campaign=referral 874137845471

http://www.renoir.net/ima .Characteristics
ges/paintings/a-girl-with-a- .Mood
watering-can.jpg .Idea
.Message
https://lh5.googleusercont
ent.com/- .Principles of Arts
q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJ- (30 minutes)
zsc/s1600/Edouard_Manet
_Argenteuil_1874.jpg

https://upload.wikimedia.o
rg/wikipedia/commons/thu
mb/e/e3/%C3%89douard_
Manet,_The_Rue_Mosnier_
with_Flags,_1878.jpg/1267
px-
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Flag
s,_1878.jpg
(10 minutes)

E. Discussing New Concepts The teacher will discuss Teacher will lead
and Practicing New Skills Post-impressionismn and discussion on
#2 Principles of Arts. Expressionism-
Surrealism:
Works of Cezanne & Van
Gogh
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 https://www.google.com.
http://www.oilpaintings- ph/url?sa=i&rct=j&q=&e
sales.com/paintings- src=s&source=images&c
image/paul-cezanne/paul- d=&ved=0ahUKEwiD-
cezanne-hortense-fiquet- 8Kdj-
in-a-striped-skirt.jpg rRAhXJkZQKHW_DCp8Qj
BwIBA&url=http%3A%2
https://www.ibiblio.org/w F%2Fwww.dalipaintings.
m/paint/auth/cezanne/sl/c com%2Fimages%2Fpaint
ompotier/cezanne.compoti ings%2Fthe-persistence-
er.jpg of-
memory.jpg&bvm=bv.14
http://www.vangoghgaller 5822982,d.dGc&psig=AF
y.com/catalog/image/0193 QjCNHB4ZLY-Jwnruy-
/Sheaves-of-Wheat-in-a- gsNFdox4tKZecA&ust=14
Field.jpg 85874238006980

https://www.wikiart.org/en Roles or Functions of

/vincent-van-gogh/the- Artwork
sower-sower-with-setting-
sun- 1888? History of Art Movement
utm_source=returne (20 minutes)
d&utm_medium=referral&
utm_campaign=referral

http://www.vggallery.com/p
ainting/f_0455.jpg
(10 MINUTES)
F. DEVELOPING MASTERY CREATING YOUR OWN CREATE A WORK OF
(LEADS TO FORMATIVE IMPRESSIONIST “EXPRESSIONISM” CREATE A “PICASSO”
ASSESSMENT 3) ARTWORK : “IMPASTO”
With your groupmates,  Review the
One of the most choose between Dadaism description of
distinctive painting and Surrealism. Picasso’s cubist style.
techniques used by Select art materials that  Based on this, plan a
impressionist artists was are readily available, cubist artwork for
impasto. Impasto is such as one whole sheet your group to create.
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the very heavy application

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of paint to the canvas—
often with a
spatula or knife instead of
a paintbrush, and
sometimes even directly
squeezed from the
tube.
(The teacher will present a
sample of an Impasto to
the class.)
Materials: ¼ illustration
board or chipboard
Tubes of acrylic paints
(can be shared among
the class members)
Paintbrushes
Wooden popsicle sticks
Pencil
Rags for clean up
Procedure:
 Decide on a simple
design for your
artwork. Keep in
mind what colors of
paints are available
to you.
 Using a pencil,
sketch in the
general design on
the illustration
board or
chipboard.
 Apply the paints
to your design
with the brush,
of cartolina; acrylic
paints, poster paints, or
any available paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and pictures
from magazines,
newspapers, or
calendars.
Working as a group, plan
how to use these
materials to express your
message about your
chosen art movement.
Assign a task to each
group member, then
create your artwork
together. (Note:
Remember that
expressionism made use
of very strong images
and colors, and
expressed deep
emotions.)
Decide on a title for your Join your classmates in
group artwork. giving personal reactions to
Present your finished each other’s work.
artwork to the rest of
the class.
Join in the discussion
about the message of
each group’s
artwork.
 Prepare a magazine,
assorted
photographs, 1 sheet
of oslo paper,
 scissors, and glue or
paste.
 Select a large
photograph from
the magazine and/or
the other photos,
and cut these up into
segments of different
shapes and sizes.
 Glue or paste the
segments on the oslo
paper in a creative
way, but withthe
image still
recognizable.
 Give your cubist
artwork a title.
 Display it in front of
the class, together
with the works of the
other groups.
(see attached
powerpoint presentation
CREATE A “PICASSO”)
(20 MINUTES)
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then
more thickly with

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  the popsicle sticks Comment on how each
and, in certain group effectively used
spots, squeeze the the characteristics
paint directly from of expressionism
the tube. (through the elements
 Allow the paint to and principles of art) to
dry thoroughly convey message.
before handling or
displaying the
finished artwork. (see attached powerpoint
presentation CREATE A
WORK OF
(see attached “EXPRESSIONISM”)
powerpoint presentation (25 minutes)
CREATING YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the forms Which form of
Applications of The AND YOU of expressionism abstractionism do you find
Concepts And Skills In The students are expected (dadaism, surrealism) most striking, and why?
Daily Living to the activity by group. appeals to you the most?
And which does not Do you consider action
Two minutes will be given appeal to you at all? painting, color field painting,
for each group to Explain why. and pictographic painting
formulate their answers (5 minutes) true art? Why or why not?
while the remaining three (5 minutes)
minutes will be allotted for
the presentation.

Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.
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 Group 2
Is there a value in learning
about art movements like
impressionism that
arose over a century
ago, halfway around the
world from us? Why or
why not?

Group 3
On a personal level, what
struck you most about the
impressionist style
of art?

Group 4
Would you want to
experiment further with
painting in this style?
Explain briefly.

Group 5
Would you want to own an
artwork in the
impressionist style? Why
or why not?
(5 minutes)
H. Making Generalizations IMPRESSIONISM AND THE
And Abstractions About RISE OF MODERN ART
The Lesson
 Was the term
“impressionism”
fitting for this art
movement? Why
do you say so?
What qualities make an Explain the difference
artwork expressionistic? between expressionism and
abstractionism.
Where did Dadaism get
its influences? How did the cubists give a
sense of dynamism and
Why was the child’s term energy to their works?
“dada” fitting for the art
Who is considered the most
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  From your movement known as famous abstractionist and
knowledge of world dadaism? cubist artist?
history during the
late 19th century, (5 minutes) (5 minutes)
do you see a
relation between
the impressionist
styles and the
major events
of that period?
 Do you agree that
impressionism set
the stage for the
succeeding
movements of
modern art? If so,
in what ways?
 Do you see this
style reflected
even in the works
of today’s artists?
 Explain briefly. Do
you know of any
Filipino artists who
also used the
impressionist style?

If yes, explain how they

applied this style in their
works.
(5 minutes)

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I. Evaluating Learning The artwork of the group The artwork of the group The artwork of the group
shall be assessed through shall be assessed shall be assessed through
the scoring guide: through the scoring the scoring guide:
Creativity and originality of guide: Creativity and originality of
the depicted theme Creativity and originality the depicted theme
20 pts. of the depicted theme 20 pts.
20 pts.
Quality of artistic Quality of artistic
composition and overall Quality of artistic composition and overall
design based on the theme composition and overall design based on the theme
15 pts. design based on the 15 pts.
theme
15 pts.
Overall impression of the Overall impression of the art
art 15 pts.
15 pts. Overall impression of the
art
15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

J. Additional Activities For Preparation for the Culminating “Exhibit of Modern Art”
Application And The teacher will guide the students in preparing their artworks for the culminating exhibit
Remediation at the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique
used.
2. Store the finished artworks for inclusion in the exhibit at the end of
the quarter.

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 Having learned about and Expressionism in
understood the concept Philippine Art – Research
and techniques of online for works by
impressionism, you Filipino artists who used
can now prepare your variations of this style
impasto artworks for the (e.g., Cesar Legaspi).
culminating exhibit at the Give your personal
end of the reaction to these.
quarter.

 Properly label your

artwork with an
original title, your
name, the date,
and the technique
used (impasto)

 Your Arts teacher

will store the
finished artworks
for inclusion in
the
exhibit at the end
of the quarter.
K. ASSIGNMENT Bring art materials
that are readily
available, such as
one whole sheet of
cartolina; acrylic
paints, poster paints,
or any available
paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and
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pictures from

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 magazines,
newspapers, or
calendars.

V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional 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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by: Checked: Noted:

MELODY ANNE D. EVANGELISTA ANALIZA U. LACUATA SANDY T. CABARLE Ed.D.

Teacher I Head Teacher I Principal III
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