K TO 12 School Grade Level Grade 7

DAILY LESSON LOG Teacher Learning Area ARTS

Teaching Dates and Time Quarter First Week 2

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards  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

The learners…

  Create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
B. Performance Standard
  Exhibit completed artworks for appreciation and critiquing

C. Learning
Competencies / Write the
LC code for each The learners create The learners derive The learners are able to The learners are able to
objectives:
crafts that can be elements from shows the relationship Mount an exhibit using

assemble with local traditions/history of of the development of completed Luzon (highlands

materials, guided by a community for crafts in specific areas and lowlands)- inspired arts

local traditional one’s artwork. of the country, and crafts in an organized

techniques (e.g., habi, (A7PR-If-2) according to manner (A7PR-Ig-5)

1|Page lilip, etc). functionality, traditional

 (A7PR-Ic-e-1) specialized expertise,

and availability of

resources (e.g. pottery,

weaving, jewelry,

baskets) (A7PR-If-3)

The learners are able to

show the relationship of

Luzon (highlands and

lowlands) arts and

crafts to Philippine

culture, traditions, and

history (Islamic

influences, Spanish

heritage, and American

legacies in education,

business,

modernization, and

entertainment, as well

as in indigenous

practices, fiestas, and

religious and social

2|Page
 practices) (A7PR-Ih-4)

ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)

II. CONTENT
Arts and Crafts of Luzon Arts and Crafts of Arts and Crafts of Arts and Crafts of Luzon
Luzon (Highlands and
(Highlands and Luzon (Highlands and Lowlands) (Highlands and Lowlands)
 Attire, Fabrics, and
Lowlands) Lowlands) Tapestries  Attire, Fabrics, and
 Crafts and Accessories,
 Attire, Fabrics, and  Attire, Fabrics, and Tapestries and Body Ornamentation Tapestries
Tapestries  Everyday objects
 Crafts and Accessories, and  Crafts and Accessories, and  Crafts and Accessories,
Body Ornamentation Body Ornamentation I. Elements of Art
 Everyday objects  Line and Body Ornamentation
 Everyday objects  Shape and
 Form
I. Elements of Art  Value
 Architectures
 Color
  Line I. Elements of Art  Texture
  Shape and Form  Sculpture (gods/rituals)
 Space
  Value  Line II. Principles of Art
  Color  Shape and   Everyday objects
 Rhythm,
  Texture  Form  Movement
  Space  Value I. Process
 Balance
 Color  Emphasis
 Texture Drawing and Painting
 Harmony, Unity, Variety
II. Principles of Art  Space  Proportion  Sculpture and
 Rhythm, Movement II. Principles of Art
 Assemblage
 Balance  Rhythm,
 Mounting an exhibit:
 Emphasis  Movement

 Harmony, Unity, Variety  Balance

Concept
 Proportion  Emphasis
Content / labels
 Harmony, Unity, Variety
Physical layout
3|Page
 III. Process  Proportion

Drawing and Painting

Sculpture and

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
Resource (LR) portal MISOSA5-module4

OHSP Arts Module Q1- Lesson 2

\
B. Other Learning Copiaco, H.P.; Lugue, V. P.;
Resources Ramirez, V. E.; et. Al. (2013).

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.
4|Page 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 II4

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.

IV. PROCEDURES
A. Reviewing previous The teacher will ask the Arrange the Metacards into What are the significance What are the roles
lesson or presenting the played by different
new lesson students. correct order/sequence of of the tradition and factors that enhanced
and influenced the arts
What are the examples making a Habi. history to the derived and crafts of Luzon.
5 mins
of highlands and 5 mins elements of community

5|Page
 lowlands artworks arts and crafts.

influenced by internal 5 mins

and external factor?

5 mins

B. Establishing a purpose I got it Right! Knock1 Knock! Who is there? The teacher will give a Picture Frame
for the lesson
The teacher will ask the The teacher will ask two piece of clay for each The teacher will give a

students to feel the object volunteers, 1 Girl and 1 Boy. group. Ask them to form theme or subject where

inside the box. Give each The two students will pick objects out of it. One each group will present

student 5 seconds and let one word and they will be volunteer will discuss the through actions in a

him/her guess the given 2 minutes to think of a output of the group. static position.

mystery object. Knock! Knock! The teacher will ask the Based on the situations

Example objects: 1 st word is Tradition following questions: given, what do you think

Clay, coconut leaf, 2 nd word is History  Were the group is the core substance of

magazine etc. 3 rd word is Elements able to discuss the activity?

The teacher will briefly the object to be

explain the role of the presented? 5 mins

5 mins
objects to the different  Did all the

arts and crafts of Luzon. members of the

group agree with

the object
5 mins
presented?
6|Page
  What are the

different factors

that contribute to

the success of the

group output?

5 mins

C. Presenting The teacher will present
examples/instances for the
new lesson different arts and crafts that are
assembled using available
materials through traditional
method. 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?
7|Page
The teacher will present a
video exhibiting the unique
arts and crafts of Luzon in
relation to history and tradition of
their respective community.
(Note: The teacher can also
post arts and crafts instead.)
Ask the students the
following questions:
 What are the communities or
places shown in the video?
 What particular art/craft
highlighted in the video clip?
The teacher will present
different arts and crafts from
highlands and lowlands of
Luzon through a simple video
presentation.
The teacher will ask the
following questions:
 What arts and crafts were
presented in the
video?
 Where are these products
coming from?
 How significant are the
objects to their
community?
The teacher will show different
pictures of Mini
Exhibit conducted in the
school.
(Note: If there are no
available photos.
Teachers can simply cut
or print different
exhibits.)
Ask the students the
following questions:
 What are the characteristics
of an exhibit?
  What do you think is the
process or technique used to
create such work?
5 minutes
 What elements and principles
can be derived from the given
art/craft?
 Do you think that the tradition
and history of the community
somehow reflected in their
arts and crafts?
10 minutes
 What are the factors that
contribute to the
development of their arts and
crafts?
 What do you think is the
relevance of their works
to the culture and
tradition we have?
 What makes an exhibit good
or appealing?
 How important are the
themes or the subject of the
exhibit?
5 minutes

10 minutes

D. Discussing new The teacher will discuss the
concepts and practicing different techniques and
new skills #1 traditional method in creating
different arts and crafts of
Luzon.
.
The teacher will discuss elements
and principles derived from
traditions/history of a
community.
The teacher will discuss
the relationship of the
development of crafts in
specific areas of the
country, according to
The teacher will discuss
the procedure of the
exhibit and the criteria
for their task.

15 minutes functionality, traditional

specialized expertise, and 5 minutes

availability of resources

(e.g. pottery, weaving,

jewelry, baskets)

8|Page
 10 minutes

E. Discussing new The teacher will discuss

concepts and practicing
new skills # 2 the relationship of Luzon

(highlands and lowlands)

arts and crafts to Philippine

culture, traditions, and history
(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)

10 mins

F. Developing mastery The students will create Picture analysis (Group Write down the different The students will have
(Leads to Formative
Assessment 3) a Habi or Lilip using Activity) factors that contribute to 25 minutes to put up
9|Page
available local materials. the development of the their exhibit.

The teacher will present
and demonstrate the
process of the activity.
The teacher will explain
the criteria for the
activity.
30 minutes
G. Finding practical The teacher will ask the
applications of concepts
and skills in daily living following questions:
10 | P a g e  What particular values you
following art forms. The students will go
The teacher will distribute
around to take a look of
reading materials for each  Carving
others work/exhibit.
group.  Pottery
Let the students read,  Metal Work and
20 minutes
understand and analyze the  Jewelry
artwork assigned in their  Weaving
group.
Ask the students to describe
the object presented.
What are the elements and
principles observed in the 5 mins
assigned object?
Identify and discuss some
factors that contribute to the
features of the object.
(Tradition and History).
15 minutes
The teacher will ask the The teacher will The teacher will ask the
following questions: distribute a small piece following questions:
 How important is tradition  What particular
 have learned from the and history?
activity?
 As a student, what particular
tradition do you think must be
carried on by every
 How can you apply this in individual? Why?
to your day-to-day
 How important are
activity?
the arts and crafts of highlands and
lowlands to the culture, tradition
and history of our
of paper with a picture of
Jar. The students will be
given 5 minutes to
design their own jar. Ask
volunteers to say something
about their work.
The teacher will ask the
characteristic of yours was
developed through the
activity?

 What is your
participation/contribution in
order to put up your group
exhibit?

country? questions:  As a student, were you able

5 minutes
to appreciate the value and
the message of the works
you have witnessed?
The teacher will sum-up all  What particular character
of yours do you think is
the answers drawn from the
reflected in your work?
students
 Do you think that there
are also factors that
hinder you to able to work
out you design?
5 minutes
5 minutes  If you have a chance to
enhance/ develop an
artwork of Luzon, what
would it be and why?

5 minutes

H. Making The teacher will ask volunteers The teacher will ask a Big Group Sharing The teacher will post
generalizations
11 | P a gand
e from the class to present his/her
abstractions about the work. Let the students discuss
lesson the materials, process and
technique he/she used in order to
organize his/her work. The
teacher will summarize the
answers
drawn out from the class.
5 minutes
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volunteer to connect the
word from the board to its
corresponding origin. After
which, the teacher will ask
the student to discuss how
tradition/history of the
community brought into
piece of work derived from
different elements.
5 minutes
Ask each group to elements and principles
answer the following on the board. Let the
questions: students arrange words
What are the different and identify which is an
factors that influenced element and a principle.
the art forms of Luzon? The teacher will ask the
How were the indigenous students the following
communities able to questions;
preserve the design of  How do these elements and
principles work in arts and
their folk arts? crafts of Luzon?
5 minutes  Give/Name examples of arts
and crafts coming from
places in Luzon. Discuss
their function and
significance to its origin.
 What are the relevance of
the tradition and history to
the development of their
crafts?
10 minutes
I. Evaluating Learning List Down the 5 steps on Identify the elements Table completion. The teacher will give

how to make a Habi derived from different Factors that influenced his/her feedback to the

artwork. artworks of Luzon. the arts and crafts of exhibit presented by

 The feel, real or implied; of an Luzon. each group. The teacher

object or its surface
See attachment will announce the best
 Shows an object in space, the
mass or positive space it group.
occupies. (Note: The teacher can
5 minutes
 Area enclosed when both
5 minutes also give simple awards
sides of a line meet.
like Most Creative
 The lightness or darkness of
an object or color. presentation, Most

 Proper distribution between Organize presentation,

objects
Best Artwork etc.)

5 minutes

5 minutes

K. ASSIGNMENTS Research on other arts and Bring different decorative

crafts from Luzon influenced materials for the final

by different factors. (Islamic performance task

influences, Spanish tomorrow.

heritage, and American The teacher will also

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 legacies in education, remind the students to

business, modernization, bring their previous

and entertainment, as well outputs/ best works for

as in indigenous practices, the exhibit.

fiestas, and religious and

social practices)

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities 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 teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help14me| Psolve?
age
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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