CEBU CHERISH SCHOOL, INC.

Waling-Waling St., Capitol Site, Cebu City, Philippines

Weekly Learning Plan in

ARTS
Date: August 7-15 Schedule: 1:25 – 2:05 Teacher: Ms. Kimberly Datchile

The learner demonstrates understanding of lines, texture, and shapes; and balance of
CONTENT STANDARD size and repetition of motifs/patterns through drawing.

The learner practices variety of culture in the community by way of attire, body
PERFORMANCE
accessories, religious practices and lifestyle.
STANDARD

I. SUBJECT MATTER
A. TOPIC : DRAWING
Lesson 1: Drawing the Cultural Communities of Visayas
Lesson 2: Drawing the Cultural Communities of Luzon
Lesson 3: Drawing the Cultural Communities of Mindanao
B. TIME ALLOTMENT : 50 minutes
C. REFERENCES : Enjoying Life through Music, Art, PE, and Health 4 (pages
14-33)
D. INSTRUCTIONAL MATERIALS : PowerPoint Presentation, Textbook, Videos, Pictures

II. LEARNING OBJECTIVES

At the end of the lesson, the class will be able to:
a. Appreciate the rich variety of cultural communities in the Philippines and their uniqueness,
such as the Ati of Visayas
b. Identify specific clothing, objects, and designs of the cultural communities and apply it to a
drawing of the Ati
c. Create a drawing after close study and observation of one of the cultural communities’ way
of dressing and accessories.
d. Produce a crayon resist on any of the topics, the unique design of the houses, household
objects, practices, or rituals of the Ati

III. LESSON PROPER

Stimulating Activity
Day 1. The teacher will wear a body accessories or jewelry made by Philippine cultural communities.
Using the What Is It? Strategy, teacher show them what she brought or wearing. The students will
guess in which cultural community it was made. Follow up questions will be given to introduce the
topic.

Actual Activity
Day 2. The teacher will show photos of how current artists are inspired by the art and crafts of the
indigenous Filipinos. Show samples of the Ati’s handicrafts. Let the student hold it, observe the
details, then pass it around. Follow up questions will be given. Afterwards, let the students define and
give examples of organic lines, inorganized lines, and stylized shapes.
 Day 3. The teacher will lead the students to Let’s Get Ready on page 12 of the worktext. Use a photo
collage of tattoos of indigenous communities by the used of PowerPoint presentation. Follow up
questions will be given.
Follow-up Activity
Day 4-5. The teacher will tell the class to sketch their drawings of Let’s Apply A on page 34 and Let’s
Apply B on page 35 of the worktext. Stress the importance of observing the details closely so that they
can easily draw these. At the back of their paper, have them think of a title for their artwork.

IV. ASSESSMENT
A. Diagnostic
1. What are the examples of cultural communities in the Philippines?
2. What are organic lines, inorganic lines, stylized shapes?
3. What are the primary colors and secondary colors?
4. What is crayon resist and crayon etching?
5. What are the materials do the Ati use for their handicrafts? Why?
6. Why is it important to learn about the cultural communities?
7. What is an ukkil? What does it look like?
8. Which type of craft are the Samals and Badjaos known for?

B. Formative (Evaluation)
Answer Let’s Practice on page 20-21 on your MAPEH workbook
Answer Summative Test on page 37 on your MAPEH workbook

C. Performance Task
A. Drawing the attire of a cultural community of Luzon
Create a drawing of the cultural community assigned to you. After close study and
observations, show their way of dressing and accessories using lines, shapes, and colors.
Use an oslo paper for your drawing. Follow the rubric below.

CRITERIA FOR GRADING

B. Adapting indigenous cultural motif into a contemporary design through crayon etching.
Choose one cultural motif that interests you. Adapt it into a contemporary design through
crayon etching. Do this on an oslo paper. Follow the rubric below.
 CRITERIA FOR GRADING

V. ASSIGNMENT