Annex 1B to DepEd Order No. 42, s.

2016
School Quintin Quijano Sr. Agricultural School Grade Level GRADE 8- Malunggay, Upo,
Sitaw, Okra, Pechay &
Patola (SET B)
GRADE 1 TO 12
DAILY LESSON
LOG
Teacher Charmie A. Alegro Learning Area MAPEH 8 (ART)
Teaching Dates October 17-19, 2022 Quarter FIRST
and Time (7:30- 11:45)

DAY: MONDAY-WEDNESDAY
I. OBJECTIVES
A. Content Standard  Arts elements and process by synthesizing and applying prior
knowledge and skills
 The salient features of the arts of Southeast Asia by showing the
relationship of the elements of art and processes among culturally
diverse communities in the region
 Southeast Asian countries as having a rich artistic and cultural
tradition from prehistoric to present times
B. Performance Standards The learners…
 creates artworks showing the characteristics elements of the arts of
Southeast Asia
 exhibits completed artworks for appreciation and critiquing

C. Learning a. analyzes elements and principles of art in the production of arts and crafts
Competencies/Objectives/ inspired by the cultures of Southeast Asia (ABEL-Ib-1)
Write the LC Code each b. identifies characteristics of arts and crafts in specific country in Southeast
Asia (ABEL- Ia-2)
c. aeflect on and derive the mood, idea, or message from selected artifact sand
art objects (A8PL-Ih-1)
d. appreciates the artifacts and art objects in terms of their utilization and distinct
use of arts, elements and principles (A8PL-Ih-2)
II. CONTENT Southeast Asian Art
Lesson 1: Fabric Design: Thailand, Cambodia, Laos, Vietnam, Indonesia,
Malaysia, Brunei and Singapore

III. LEARNING ADM Module in ART 8, Q1- Module 1

RESOURCES
A. References
1. Teacher’s Guide Pages none
2. Learner’s Material Pages pp. 2-8
3. Textbook Pages None
4. Additional Materials from None
(LR) Portal
B. Other Learning Resources None

IV. PROCEDURES
A. Reviewing previous lesson or Looking at the world map pictured on the module, the student will identify the
presenting a new lesson different countries located in Southeast Asia.
Ask the students what type of arts and craft they know on a certain country.
B. Establishing a purpose for the Showing pictures of Arts and Crafts of Southeast Asian countries.
lesson

C. Presenting examples/instances Let the students come to the board and name the arts and craft that can be found
of the new lesson in a specific country.
D. Discussing new concept and LESSON 1: FABRIC/FABRIC DESIGN
practicing new skills #1
Thailand
Thai silk is produced from the cocoons of Thai
silkworms. It is mainly produced in Khorat which is
the center of the silk industry in Thailand. Thai
weavers from this region raise the caterpillars on a
steady diet of mulberry leaves.
Today, Thai silk making is considered to be one of the finest arts in the world, a
product of a unique manufacturing process and bearing unique patterns and
colors.

Cambodia
Silk weaving in Cambodia dates to as early as the first century since textiles
were used for trading. Modern textiles have traces of motifs imitating clothing
details on ancient stone sculptures.
There are two main types of Cambodian weaving:
1. ikat technique (Khmer term: chongkiet) - To create patterns, weavers tie and
dye portions of weft yarn before weaving begins. Patterns are diverse and vary
by region; common motifs include lattice, stars, and spots.
2. uneven twill - It yields single or two-color fabrics, which are produced by
weaving three threads so that the "color of one thread dominates on one side of
the fabric, while the two others determine the color on the reverse side."
Traditionally, Cambodian textiles have employed natural dyes coming from:
a. insect nests - Red dye
b. indigo - Blue dye
c. prohut bark- Yellow and Green dye
d. ebony bark- Black dye

Laos
According to Lao tradition, stories of their history were not
passed on orally nor was it written, they were woven. Strand
by strand, Lao stories were weaved in the intricate dense
patterns and motifs of textiles. Unfortunately, some are
elaborately fantastic, and the motifs so cryptic, that in many
cases only the weaver can accurately interpret the story.
Most diverse of these stories are the ones woven into a sihn—the Lao women’s
ankle-long skirt whose form is undeniable but whose patterns are unique to each
skirt.

Vietnam
Vietnam Golden Thread Silks were born in Vietnam.
Many of our Vietnamese fabrics originated from
Ha Dong, the center of weaving and sericulture
(silk worm production) for centuries. Old jacquard
looms are still used, weaving patterns containing
centuries-old symbols and characters.
Golden Thread Silks were born in Vietnam. Many of our Vietnamese fabrics
originated from Ha Dong, the center of weaving and sericulture (silk worm
production) for centuries. Old jacquard looms are still used, weaving patterns
containing centuries-old symbols and characters.
Some popular Vietnamese fabric ranges are:
1. Shantung taffeta
2. Bengaline weave
3. Ebony satin - an all-natural lustrous silk hand-woven in southern Vietnam and
E. Discussing new concept and
practicing new skills #2
F. Developing mastery (Leads to
formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making Generalization about
the lesson
I. Evaluating Learning
Brunei
Brunei's traditional textile is also called batik but it is uniquely
different from Indonesia, Malaysia, and Singapore. Its designs
have their national flower simpur, sumboi-sumboi (pitcher plant),
and Brunei's traditional design of air muleh. Different
techniques are used in Brunei’s batik like airbrushing, cracking,
bubble, rainbow, sprinkle, geometry, and marble. These
techniques are applied on the fabrics like cotton, chiffon, linen, and brocade.
Hand-made batik designs are created through the art of layering and mixing of
colors injected with creativity. Hand-made batik designs are created through the
art of layering and mixing of colors injected with creativity.
Batik can be done in four different ways:
1. hand-drawn
2. using metal blocks
3. screen printing
4. digital printing
Using the elements and principles of design, the student will create a specific art
work such as Laos women’s Sihn using indigenous materials such as paper,
magazines and etc.
The student’s output will be graded based on the rubric provided
As a student, how can you help preserved these arts and crafts?
Cite example of design that has similarities to Philippine fabric?
What is the significance of fabric design in Philippine arts today?
Directions: Written below are descriptions of the arts of Indonesia, Malaysia,
Thailand, Cambodia, Singapore. A WORD POOL is given on the box below
which contains the arts and crafts that match the descriptions. Write your
answers in the boxes before each number.
J. Additional activities for the Activity: ‘Batik Making’
application or remediation Rubrics provided.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of students who require

additional activities for
remediation who scored below
80%
 C. Did the remedial lesson work?
No. of learners who had
caught up with the lesson.

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies work well? Why did
these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve

G. What innovation or localized

materials did I use/discover
which I wish to share with the
other teachers?

Prepared by: Checked and Reviewed by: Noted:

CHARMIE A. ALEGRO RODELIO DELES LOIDA R. VOCES

Subject Teacher Department Head Secondary School Principal II

ANNOTATION:
Learners output should be aligned with learning objectives. In making CO plan, evaluation must jived to learning objectives.