Daily Lesson Log SCHOOL PURo NATIONAL HIGH SCHOOL GRADE LEVEL 10

in
TEACHER Rey G. Carino LEARNING AREA ARTS

School Head Christian A. Giron Ed.D.

MAPEH
TEACHING DATE AND WEEK 1 (4 Sessions) QUARTER FIRST
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
• 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

B. Performance Standard The learners…

• 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)

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 1. Learning Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
The learners…
• 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-Ih4)
• creates artworks guided by techniques and styles of the various art movements (e.g., Impasto,
Encaustic, etc.) (A10PR-Ic-e-1)
MODERN ART
a. Impressionism b. Expressionism c. Cubism
d. Dadaism f. Absttract Realism
e. Surrealism
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
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 A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material pages LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220

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

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

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A. Reviewing Previous Lesson PRICIPLES OF ART As
or Presenting New a review, the students will
Lessons 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 art movement called like?
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 hear and the name of the explain what makes it
the term “modern artist. possible for them to still
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 Modern
different from 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
wellknown artwork
in the impressionist
style?
(5 minutes)
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C. Presenting Examples / THE NEW COLOR Students are called The students are given the
Instances of the New TECHNIQUE to comment on how following questions:
Lesson To help the students to the artworks
understand the presented by the Do you know the name of
revolutionary technique for teacher make use of any abstract artist—foreign or
applying color introduced these principles to Filipino?
by the impressionists, exhibit the qualities
experiment with this of 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 5.
orange, green, or 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 your
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 classmates to

• 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 The teacher will discuss Teacher will lead discussion on The teacher will discuss
New impressionism using the Expressionism- Dadaism: Abstract Realism, Cubism, Cubist Artworks,
Concepts links below: Foremost Cubist Painter/Sculptor.
and . Origins of the Movement https://www.google.c om.ph/url?
Practicing . A Break from the Past . sa=i&rct=j &q=&esrc=s&source The teacher will explain Cubist Styles & Subjects
New Skills Works of Monet, Renoir =images&cd=&ved= trough the Principles of Arts
#1 and Monet. 0ahUKEwj2sI6RjerRA
hWMTbwKHRu9Dpw QjBwIBA&url=http https://www.google.com.ph/ url?
http://www.artquotes.net/ % 3A%2F%2Fwww.gall eryintell.com sa=i&rct=j&q=&esrc=s& source=images&cd=&ved=0
masters/monet/laprominade %2Fwpcontent%2Fuploads ahUKEwiPo5DjjrRAhUHp5QKHdl0DXYQjBwI
-75.jpg %2F2014%2F03%2F BA&url=http%3A%2F%2Fw ww.pablopicasso.org
Chirico- %2Fima ges%2Fpaintings
http://www.jackygallery.co MelancholyandMyster %2Fthreemusicians.jpg&bvm=bv.1458
m/images/Red%20Boats% yofaStre1.jpg&bvm= 22982,d.dGc&psig=AFQjCNE
20at%20Argenteuil%20by bv.145822982,d.dGc 3goqTMs7eP0vBuwkTU9gYvz
%20Claude%20Monet%20 &psig=AFQjCNEHx0t ZFFg&ust=14858744307261
OSA067.jpg Gy9WoI5oSdDau6nK 74
(15 minutes)

7
https://www.wikiart.org/en
/pierre-auguste-renoir/theda
ncer-
1874?utm_source=returne

d&utm_medium=referral& bMK0cNw&ust=1485
utm_campaign=referral 874137845471

http://www.renoir.net/ima ges/paintings/a-girl- .Characteristics

with-awatering-can.jpg .Mood
.Idea
https://lh5.googleusercont .Message
ent.com/q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJzsc/s1600/Edouard_Mane .Principles of Arts
t
_Argenteuil_1874.jpg (30 minutes)

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)

8
E. Discussing New The teacher will discuss Post-impressionismn and Teacher will lead
Concepts and Principles of Arts. discussion on
Practicing New ExpressionismSurrealism:
Skills Works of Cezanne & Van
#2 Gogh

https://www.google.com.
http://www.oilpaintingssales.com/paintingsimage/ ph/url?sa=i&rct=j&q=&e
paul-cezanne/paulcezanne-hortense-fiquetin-a-striped- src=s&source=images&c
skirt.jpg d=&ved=0ahUKEwiD-
8Kdj-
https://www.ibiblio.org/w m/paint/auth/cezanne/sl/c rRAhXJkZQKHW_DCp8Qj
ompotier/cezanne.compoti er.jpg BwIBA&url=http%3A%2 F
%2Fwww.dalipaintings. com
http://www.vangoghgaller %2Fimages%2Fpaint ings
y.com/catalog/image/0193 %2Fthe-persistenceof-
/Sheaves-of-Wheat-in-aField.jpg memory.jpg&bvm=bv.14
5822982,d.dGc&psig=AF
https://www.wikiart.org/en /vincent- QjCNHB4ZLY-
van-gogh/thesower-sower-with-settingsun- JwnruygsNFdox4tKZecA&ust=14
1888?utm_source=returne d&utm_medium=referral& 85874238006980
utm_campaign=referral
Roles or Functions of
http://www.vggallery.com/p ainting/f_0455.jpg Artwork
(10 MINUTES)
History of Art Movement (20
minutes)

9
F. DEVELOPING CREATING YOUR OWN CREATE A WORK OF CREATE A
MASTERY (LEADS IMPRESSIONIST “EXPRESSIONISM” “PICASSO”
TO FORMATIVE ARTWORK : “IMPASTO”
ASSESSMENT 3) With your groupmates, choose • Review the
One of the most distinctive painting techniques used between Dadaism and description of
by impressionist artists was impasto. Impasto is the Surrealism. Picasso’s cubist
very heavy application Select art materials that are style.
readily available, such as one • Based on
whole sheet this, plan a
cubist
artwork for
your group
to create.

10
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, then more
thickly with
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.) Join your classmates in giving
Decide on a title for your
personal reactions to each
group artwork. Present other’s work.
your finished 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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 • the popsicle sticks Comment on how each
and, in certain group effectively used
spots, squeeze the the characteristics of
paint directly from expressionism (through
the tube. the elements and
• Allow the paint to 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 powerpoint “EXPRESSIONISM”)
presentation CREATING (25 minutes)
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the forms Which form of abstractionism
Applications of The AND YOU of expressionism do you find most striking,
Concepts And Skills In The students are expected (dadaism, surrealism) 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
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most relates you. Explain
briefly.

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)

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H. Making Generalizations And
Abstractions About
The Lesson
IMPRESSIONISM AND THE What qualities make an Explain the difference
RISE OF MODERN ART artwork expressionistic? between expressionism and
abstractionism.
 Was the term Where did Dadaism get
“impressionism” its influences? How did the cubists give a
fitting for this art sense of dynamism and
movement? Why do Why was the child’s term energy to their works?
you say so? “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)

15
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 through shall be assessed through the
the scoring guide: the scoring guide: scoring guide:
Creativity and originality Creativity and originality Creativity and originality
of the depicted theme 20 of the depicted theme of the depicted theme 20
pts. 20 pts. pts.

Quality of artistic Quality of artistic Quality of artistic composition

composition and overall composition and overall and overall design based on
design based on the theme design based on the the theme 15 pts.
15 pts. theme
15 pts. Overall impression of the art
Overall impression of the 15 pts.
art Overall impression of the
15 pts. 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 at
Remediation 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.

16
 Having learned about and Expressionism in
understood the concept Philippine Art – Research
and techniques of online for works by
impressionism, you can Filipino artists who used
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 quarter. reaction to these.

• 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
pictures from

17
 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?

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