School: Grade Level: 10-

Teacher: Learning Area: MAPEH (ARTS)

Teaching Dates and Wk 3 (4 Sessions)Sept 11 - 15, 2023

DAILY LESSON LOG Quarter: First
Time:
In MAPEH-10

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

The learners…

A. Content ● art elements and processes by synthesizing and applying prior knowledge and skills
Standards:
● the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences and other external phenomenon

The learners…

B. Performance ● perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements
Standards:
● recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and
principles of art)

The learners……
● analyze art elements and principles in the production of work following a specific art style from the various art movements (A10EL-

C. Learning Ib-1)
Competencies/ ● identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
Objectives:
● 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)

II. CONTENT
Impressionism Expressionism Dadaism Surrealism Cubism Abstract
Realism
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages TG pages 96 - 102 TG pages 96 - 106 TG pages 96 - 106 106-110

2. Learner’s
Materials Pages LM pages 196 - 206 207-212 207-212 212-220

3. Textbook Pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing PRINCIPLES OF ART Ask the students: Give a brief definition of the
● In your opinion,
previous lesson modern art movement called
● Is the name of the art
or presenting the As a review, the students will be asked to expressionism. what does an
briefly describe each of the following movement abstract artwork
new lesson ● When and where did it
principles of art which they have learned in “expressionism” look like?
(ELICIT) their Art classes in the earlier grade levels. begin?
familiar to you? If
● Have you heard
∙ Line yes, what do you ● Name the most
know about this of the artistic
∙ Shape prominent Dadaism
movement? style known as
artist and his works.
“cubism”? If yes,
∙ Form ● Have you heard of
why do think it
∙ Space the artistic styles (5 minutes)
was named in
known as this way? (5
∙ Color
“surrealism” or minutes)
∙ Value “dadaism”?

∙ Texture ● If yes, do you know

 (5 MINUTES) 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)

B. Establishing a Conduct the following survey to assess what The teacher will present to ABSTRACT ARTWORK
purpose for the the students know or have experienced the class a colored
lesson concerning modern art and impressionism. reproduction of an The teacher will display
expressionist artwork. an abstract work. Let the
(ENGAGE) ∙ What comes to mind when you hear the
students identify the
term “modern art”? The teacher will give the title image they see in it.
∙ Give some qualities or characteristics that of the work and the name of Instruct the students to
the artist. explain what makes it
make you consider an artwork “modern.” possible for them to still
∙ How is modern art different from earlier Let the students give their identify the image, even
styles of art that you know? comments as to whether this if it has been assembled
artwork fits their ideas about in a mis -aligned way.
∙ Have you heard of the art movement Modern Art.
known as impressionism? If yes, can you (5 minutes)
name one famous impressionist artist that (10 minutes)
you know of?
∙ Can you name or recognize one well -
known artwork in the impressionist style? (5
minutes)
C. Presenting THE NEW COLOR TECHNIQUE Students are called to The students are given
examples/ comment on how the artwork the following questions:
instances of the To help the students to understand the is presented by the teacher
revolutionary technique for applying color to make use of these Do you know the name
new lesson
introduced by the impressionists, experiment principles to exhibit the of any abstract artist—
(EXPLORE) with this simplified process: qualities of expressionism. foreign or Filipino?
1. Rhythm, Movement
∙ Take a set of watercolors (cake type or in
2. Balance Have you heard of Pablo
tubes). Choose one 3. Emphasis Picasso?
∙ secondary color: orange, green, or violet. 4. Harmony, Unity, and
Variety What country did he
∙ Color a shape on a paper using this single 5. Proportion come from? What artistic
secondary color. style is he most famous
(10 minutes) for?
 ∙ Beside it, color a similar shape using
(5 minutes)
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 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 new The teacher will discuss impressionism Teacher will lead discussion The teacher will discuss
concepts and on: Abstract Realism,
● Origins of the Movement.
practicing new Cubism, Cubist
● Expressionism Artworks, Foremost
skills #1 ● A Break from the Past.
Cubist Painter/Sculptor.
● Dadaism
● Works of Monet, Renoir and Monet. The teacher will explain
Cubist Styles & Subjects
Characteristics. trough the Principles of
Arts
● Mood
(15 minutes)
● Idea

● Message

● Principles of Arts (30

minutes)

E. Discussing new The teacher will discuss Post-impressionism Teacher will lead discussion on
concepts and and Principles of Arts. Works of Cezanne &
● Expressionism
practicing new Van Gogh
skills #2 ● Surrealism:
 ● Roles or Functions of
Artwork History of Art
Movement (20
minutes)

F. Developing CREATING YOUR OWN IMPRESSIONIST CREATE A WORK OF CREATE A “PICASSO”

mastery (leads to ARTWORK: “EXPRESSIONISM”
∙ Review the description
formative “IMPASTO” https://www.youtube.com/watch?
v=lzqbB0lVJ6A With your groupmates, choose of Picasso’s cubist style.
assessment) https://www.youtube.com/watch?v=Uc5VIsw5EMI between Dadaism and ∙ Based on this, plan a
(EXPLAIN) Surrealism. Select art materials
cubist artwork for your
that are readily available, such
One of the most distinctive painting group to create
as one whole sheet of cartolina;
techniques used by impressionist artists was acrylic paints, poster paints, or
impasto. Impasto is the very heavy any available paints; markers, ∙ Prepare a magazine,
application of paint to the canvas — often crayons, pastels, or colored
with a spatula or knife instead of a assorted photographs, 1
pencils; #8 brush; scissors; sheet of Oslo paper,
paintbrush, and sometimes even directly glue or paste; and pictures from
squeezed from the tube. magazines, newspapers, or ∙ scissors, and glue or
calendars. paste.
(The teacher will present a sample of an
Impasto to the class) Materials: ¼ illustration Working as a group, plan how ∙ Select a large
board or chipboard Tubes of acrylic paints to use these materials to photograph from the
(can be shared among the class members) express your message about magazine and/or the
Paintbrushes Wooden popsicle sticks Pencil your chosen art movement. other photos, and cut
Rags for clean-up these up into segments
Assign a task to each group of different shapes and
Procedure: member, then create your sizes.
∙ Decide on a simple design for your artwork. artwork together. ∙ Glue or paste the
Keep in mind what colors of paints are segments on the Oslo
(Note: Remember that
available to you. paper in a creative way,
expressionism made use of
∙ Using a pencil, sketch in the general very strong images and colors, but with the image still
and expressed deep emotions.) recognizable.
design on the illustration board or chipboard.
∙ Give your cubist
∙ Apply the paints to your design with the Decide on a title for your group
artwork a title.
brush, then more thickly with artwork. Present your finished
artwork to the rest of the class. ∙ Display it in front of the
∙ the popsicle sticks and, in certain spots,
class, together with the
squeeze the paint directly from the tube. ∙ Join in the discussion about the works of the other
message of each group’s groups. Join your
Allow the paint to dry thoroughly before artwork.
handling or displaying the finished artwork. classmates in giving
(see attached PowerPoint presentation personal reactions to
Comment on how each group
 CREATING YOUR OWN IMPRESSIONIST effectively used the
ARTWORK: “IMPASTO”) (20 minutes) characteristics of
expressionism (through the
elements and principles of art)
to convey message.
each other’s work.
(see attached
PowerPoint presentation
CREATE A “PICASSO”)

(see attached PowerPoint (20 MINUTES)

presentation CREATE A
WORK OF
“EXPRESSIONISM”)

(25 minutes)
G. Finding practical IMPRESSIONISM AND YOU Which among the forms of Which form of
application of expressionism (dadaism, abstractionism do you
concepts and The students are expected to the activity by surrealism) appeals to you the find most striking, and
group. Two minutes will be given for each most? And which does not why?
skills in daily
group to formulate their answers while the appeal to you at all? Explain
living remaining three minutes will be allotted for why. (5 minutes) Do you consider action
the presentation. painting, color field
painting, and
Group 1 pictographic painting
Which among the impressionist masters — true art? Why or why
Manet, Monet, Renior, Cezanne and Van not? (5 minutes)
Gogh 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)
H. Making What qualities make an artwork Explain the difference
generalizations expressionistic? between expressionism
and abstractionism.
 and abstractness Where did Dadaism get its
to the lesson influences? How did the cubists give
(ELABORATE) a sense of dynamism
Why was the child’s term and energy to their
“dada” fitting for the art works?
movement known as dadaism?
Who is considered the
(5 minutes) most famous
abstractionist and cubist
artist? (5 minutes)
I. Evaluating The artwork of the group shall be assessed The artwork of the group shall The artwork of the group
learning through the scoring guide: be assessed through the shall be assessed
(EVALUATION) scoring guide: through the scoring
∙ Creativity and originality of the depicted
guide:
theme ∙ Creativity and originality of the
depicted theme ∙ Creativity and
∙ 20 pts.
originality of the depicted
∙ 20 pts.
∙ Quality of artistic composition and overall theme
design based on the theme 15 pts. ∙ Quality of artistic composition ∙ 20 pts.
and overall design based on
∙Overall impression of the art 15 pts. ∙ Quality of artistic
the theme 15 pts.
composition and overall
∙Overall impression of the art
design based on the
15 pts. theme 15 pts.
∙Overall impression of
the art 15 pts.
J. Additional Bring art materials Bring art materials Bring art materials
activities for
application and
remediation
(EXTEND)

V. REMARKS

VI. REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________
B. Number of learners who
scored below 80% who
needs additional
activities for remediation:
_________

C. Did the remedial lesson

work? No. of learners
who have caught up with
the lesson: __________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies worked
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 other
teachers?
Prepared by: Noted:

Subject Teacher School Head