SCHOOL RAGAY NATIONAL AGRICULTURAL AND FISHERIES GRADE LEVEL 7

SCHOOL

Daily Lesson Log TEACHER RHEA C. PALENZUELA LEARNING AREA ART

in
TEACHING DATE AND WEEK 2 QUARTER 2nd
MAPEH
TIME QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content standard ∙ Art elements and processes by synthesizing and applying prior knowledge and skills ∙ The salient features of the arts of
Luzon (highlands and lowlands) by showing the relationship of the elements of art and processes among culturally diverse
communities in the country ∙ The Philippines as having a rich artistic and cultural tradition from precolonial to present times

B. Performance standard The learners…

∙ create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
∙ exhibit completed artworks for appreciation and critiquing

C. Learning competencies/ Objectives
The learners create crafts that
can be assemble with local
materials, guided by local
traditional
techniques (e.g., habi, lilip,
etc).
(A7PR-IIc-e-1)
The learners…
∙ derive elements from
traditions/history of a
community for one’s
artwork.
(A7PR-IIf-2)
∙ correlate the development
of crafts in specific areas of
the
country, according to
functionality, traditional
specialized expertise, and
availability of
resources (e.g.,
architecture,
The learners show the The learners mount an
relationship of MIMAROPA exhibit using
and VISAYAS arts and crafts to completed
Philippine culture, traditions, MIMAROPAVisayan
and history (Islamic influences, inspired arts and
Spanish heritage, and American crafts in an organized
legacies in manner. (A7PR
education, business, IIg-5)
modernization, and
entertainment, as well as in
indigenous practices, fiestas, and
religious and social practices)
(A7PR-IIh-4)
 weaving, pottery,
accessories, masks, and
culinary arts)
(A7PR-IIf-3)

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II. CONTENTS ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)

Arts and Crafts of Luzon Arts and Crafts of Arts and Crafts of Luzon Arts and Crafts of Luzon
(Highlands and Luzon (Highlands and (Highlands and Lowlands) ∙ (Highlands and
Lowlands) Lowlands) Attire, Fabrics, and Tapestries Lowlands)
∙ Attire, Fabrics, and ∙ Attire, Fabrics, and ∙ Crafts and ∙ Attire, Fabrics, and
Tapestries Tapestries Accessories, and Tapestries
∙ Crafts and ∙ Crafts and Body ∙ Crafts and Accessories,
Accessories, and Accessories, and Body Ornamentation and Body Ornamentatio
Body Ornamentation ∙ Architectures ∙ Architectures
Ornamentation ∙ Everyday objects ∙ Sculptures ∙ Sculptures gods/rituals)
∙ Everyday objects I. Elements of Art ∙ Line (gods/rituals) ∙ Everyday objects
I. Elements of Art ∙ Shape and ∙ Everyday objects I. Process
∙ Line Form I. Elements of Art Drawing and Painting
∙ Shape and Form ∙ Value ∙ Line ∙ Sculpture and
∙ Value ∙ Color ∙ Shape and Form Assemblage
∙ Color ∙ Texture ∙ Value ∙ Mounting an exhibit:
∙ Texture ∙ Space ∙ Color 2.1 Concept
∙ Space II. Principles of Art ∙ ∙ Texture 2.2 Content /
II. Principles of Art Rhythm, ∙ Space labels
∙ Rhythm, Movement II. Principles of Art
Movement ∙ Balance ∙ Rhythm,
∙ Balance ∙ Emphasis Movement
∙ Emphasis ∙ Balance
∙ Harmony, Unity, ∙ Emphasis
Variety
∙ Proportion
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III. Process ∙ Harmony, ∙ Harmony, Unity, 2.3 Physical
Drawing and Painting 1. Unity, Variety Variety layout
Sculpture and ∙ Proportion ∙ Proportion
Assemblage

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material
pages

3. Textbook pages

4. Additional Materials OHSP Arts Module Q1

from Learning MISOSA5-module4
Resource (LR) portal OHSP Arts Module Q1- Lesson 2

B. OTHER LEARNING Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
REFERENCES Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)
MAPEH on the Go 7. Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City.
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)
Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan.
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Ejoy life with Music and Arts. SD Publications, Inc.,
Gregorio Araneta Ave., Quezon City.

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 A. Reviewing Previous
Lesson or Presenting New
Lessons
The teacher will ask the Post different arts and crafts from What are the What are the roles played
students. MIMAROPA and VISAYAS. Ask significance of the by different factors that
What are the examples of students to give the materials used tradition and history to enhanced and
MIMAROPA and to the following objects. the derive elements of influenced the arts and
VISAYAS artworks 5 mins community arts and crafts of MIMAROPA
influenced by internal and crafts MIMAROPA and VISAYAS.
external factor? VISAYAS. 5 mins
5 mins 5 mins

B. Establishing A Purpose For The
Lesson
FOUR IN ONE
The teacher will say aloud four
words that would describe the
given example. Ask the
students to guess the mystery
word.
Ex. Tarsier, Chocolate Hills,
Peanut Kisses, Floating
Restaurant BOHOL
The teacher will briefly
explain the role of the objects
to the different arts and crafts
of
MIMAROPA and VISAYAS
5 min
HULABIRA
The teacher will ask a volunteer
from the class (3 Boys and 3 Girls)
to act out the different words given
by the teachers. Words will be
coming from significant arts
and crafts of MIMAROPA and
VISAYAS.
The first group that reach 3 points
will win the game.
5 min
1 ON 1 The teacher will ask
The teacher will ask the thstudents to identify the
students to give 1 word themes of the following
that they can associate pictures that will be
and will best describe given by the
the given pictures. teacher. See attachment
Ex. for the sample pictures
A picture of the 5 min
Sinulog-Fiesta Mosque-
Islam
5 min

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C. Presenting Examples / Instances of the The teacher will present
New different arts and crafts that
Lesson are assembled using available
materials through traditional
method. See attachment for the
objects Let the students
analyze and observe the
materials used in the different
examples presented.
Ask the students the following
questions:
∙ What are the materials used
in the object?
∙ What do you think is the
process or technique used to
create such work?
5 min
The teacher will present a video LOOKING The teacher will
exhibiting the unique arts and BACK…MOVING show different
crafts of MIMAROPA and FORWARD pictures of the
VISAYAS in relation to history and The teacher will ask previous exhibit in the
tradition of their respective each group to share school.
community. among its member their (Note: If there is no
(Note: The teacher can also post researched. available photos.
arts and crafts instead.) The group will answer Teachers can simply cut
Ask the students the the following or print different
following questions: questions: exhibits.)
∙ What are the ∙ What are other Ask the students the
communities or places shown in the examples of following questions: ∙
video. MIMAROPA and What are the
∙ What art/craft highlighted in the VISAYAS arts and characteristics
video clip? crafts? of an exhibit?
∙ What elements and principles can ∙ How significant ∙ What makes an exhibit
be derived from the given the art/craft to the good or
art/craft? history or tradition of appealing?
∙ Do you think that the tradition and our country? ∙ How important the
history of the community somehow ∙ What are the factors themes or the subject of
reflected in their arts and crafts? contributing to the the exhibit?
∙ What are the developments enhancement of them 5 mins
happened to their respective arts/crafts?
communities in different fields of 10 min
arts?
10 min

D. Discussing New Concepts and The teacher will discuss the
Practicing New Skills different techniques and
#1 traditional method in creating
different arts and crafts of
MIMAROPA and VISAYAS.
The teacher will discuss elements
and principles derive from
traditions/history of a community.
Including the development of their
crafts in specific areas and
community.
15 min
The teacher will discuss The teacher will discuss
the relationship of the procedure of the
MIMAROPA and exhibit and the criteria
VISAYAS arts and for their task.
crafts to Philippine 5 min
culture, traditions, and
history (Islamic
influences, Spanish
heritage, and American
legacies in education,

E. Discussing New Concepts and
Practicing New Skills
#2
F. Developing Mastery
(Leads To Formative
Assessment 3)
The students will create
available local materials.
The teacher will present and
demonstrate the process of the
activity.
The teacher will explain the
criteria for the activity.
30 min
business,
modernization, and
entertainment, as well
as in indigenous
practices, fiestas, and
religious and social
practices) 10 min
The teacher will distribute a piece Write down the The students will have 25
of paper with a picture of a Basket. different factors that minutes to put up their
Ask the students to design their contribute to the exhibit.
baskets using different elements development of the The students will go
and principles derived from its following art forms. around to take a
origin. See attachment for the ∙ Carving look of others
sample deisgn. ∙ Pottery work/exhibit.
15 min ∙ Metal Work and 20 min
Jewelry
∙ Weaving
5 min
 G. Finding Practical The teacher will ask the
Applications of the following questions:
Concepts And Skills In ∙ What values you have learned
Daily Living from the
activity?
∙ How can you apply this in to
your day-to-day activity?
5 mins
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The teacher will ask the following The teacher will post a The teacher will ask the
questions: quotation on the board. following questions:
∙ How important tradition and Ask volunteers to share ∙ What particular
history is? his/her side about the haracteristic of yours
∙ As a student, what tradition do quote. was develop through
you think must be THE AIM OF ART IS the activity?
carry on by every individual? Why? TO REPRESENT NOT ∙ What is your
∙ How important the arts and crafts THE OUTWARD participation/contribution
of highlands and lowlands to the APPEARANCEOF in order to put up your
culture, tradition and history of our THINGS BUT THEIR group exhibit?
country? INWARD ∙ As a student, where you
The teacher will sum-up all the SIGNIFICANCE. able to appreciate the
answers drawn from the students. 5 The teacher will value and the message of
mins summarize the the works you have
answers given by the witnessed?
students. 5 mins
5 mins
H. Making Generalizations and
Abstractions About
the Lesson
The teacher will ask The teacher will post the following Big Group Sharing ∙ What are the
volunteers to the class to questions on the board. Ask each group to relevance of the
present his/her work. What are the elements and answer the following tradition and
Let the students discuss the principles do you use for your questions: history to the
materials, process, and work? What are the different development of
technique he/she used in order If you have a chance to develop factors influenced the their crafts?
to organize his/her work. your artwork, what would it be and art forms of 10 min
The teacher will why? MIMAROPA and
summarize the answers drawn The teacher will ask a VISAYAS?
out from the class. volunteer to share his/her work to How the indigenous
5 mins the class. communities able to
5 mins preserve the design of
their folk arts?
5 mins

I. Evaluating Learning
The teacher will evaluate the
output of the students. The
teacher will recognize the best
output submitted by the
students.
5 mins.
Identify the elements derived from
different artworks of MIMAROPA
and VISAYAS.
∙ The feel, real or implied; of an
object or its surface
∙ Shows an object in space, the
mass or positive space it
occupies.
∙ Area enclosed when both sides of
a line meet.
∙ The lightness or darkness of an
object or color.
∙ Proper distribution between
objects
5 mins
List down 5 The teacher will give
arts/crafts and the his/her feedback to the
factors that made an exhibit presented by each
impact to the group. The teacher will
development of their announce the best group.
works. (Note: The teacher can
Example also give simple awards
Moriones Mask like Most Creative
Spanish Influence 5 presentation, Most
mins Organize presentation,
Best Artwork etc.)
5 mins
 J. Additional Activities for Application Name 5 local materials and Define the following elements. SPIDER WEB
and products made of it. ∙ Proportion See attachment
Remediation Example: ∙ Lines
Luwad/Clar-Pot, Vase etc. ∙ Form
∙ Rhythm
∙ Unity

K. Assignment Research on other arts and crafts Bring different

from MIMAROPA and VISAYAS decorative materials for
influenced by the

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different factors. (Islamic
influences, Spanish heritage, and
American legacies in education,
business, modernization, and
entertainment, as well as in
indigenous practices, fiestas, and
religious and social practices)
final performance task
tomorrow. The teacher
will also remind the
students to bring their
previous outputs/ best
works for the
exhibit.

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: Noted: Verified:

RHEA C. PALENZUELA EMILIA C. RAMIREZ ANA G. PALENZUELA
Teacher I Head Teacher III Principal II