School: Grade Level: 10-

Teacher: Learning Area: MAPEH (ARTS)

DAILY LESSON LOG Teaching Dates and Wk 4 (4 Sessions) Sept 19 - 23, 2023
In MAPEH-10 Quarter: First
Time:

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……
● describe the influence of iconic artists belonging to the various art movements (A10PR-Ice-2)

● apply different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of
C. Learning
the various art movements (e.g., the use of industrial materials or found objects, Silkscreen Printing, etc.) (A10PR-Ic-e-3)
Competencies/
Objectives: ● evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements (A10PR-If-4)

● show the influences of Modern Art movements on Philippine art forms (A10PR-I-f-5)

● mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)

II. CONTENT
Pop Art, Op Art, Performance Art Culminating
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages TG 111-115 TG pages 116 - 120 TG pages 121 - 122

2. Learner’s
Materials Pages LM pages 220 - 226 LM pages 227 - 232 LM pages 232 - 234

3. Textbook Pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing The teacher will conduct a
previous lesson or pre-assessment on the idea
presenting the of the students with regards
to pop art and op art through
new lesson
these questions:
(ELICIT)
● Have you heard of
the terms “pop art”
and “op art”? If yes,
briefly describe what
you know about each
of these styles. If not,
what do you think the
names of these styles
The teacher will solicit the
students’ prior knowledge to
installation and performance
arts.
● Do you know what
installation art is?
● Have you ever seen an
actual example of this
type of art? If yes, what
was it? Briefly describe
it.
● Describe the distinctive
characteristics of installation
art.
● Describe the distinctive
characteristics of
performance art.
● Explain why both these art
forms reflect the spirit of the
modern era.
(5 minutes)
This last session for the
Quarter will be devoted to
having the students’ stage
“An Exhibit of Modern Art”
presenting the following
categories:
∙ Impressionism
∙ Expressionism
∙ Abstractionism, Pop art, Op
art
∙ Installation art
 refer to?
● Can you name any
well-known artists
using these styles?
● Can you guess what
types of subjects
these styles
depicted?
(5 minutes)
B. Establishing a The teacher will display art
purpose for the samples of pop art and op art.
lesson
Let the students give their
(ENGAGE)
comments as to whether this
artwork fits their ideas about
Modern Art.
(5 minutes)
C. Presenting From the art samples
examples/ displayed, the students will
instances of the compare pop and op art from
cubism and abstract realism.
new lesson
(EXPLORE) How was pop art and op art
different from the earlier
Cubism and abstract
Realism?
From where did pop art and
op art draw its subjects?
Explain how the elements of
art were used to create the
special technical effect in pop
art and op art.
(5 minutes)
● Do you know what ∙ Performance art
performance art is?
(5 minutes)
● Have you ever
witnessed or watched
such a form of art? If
yes, what was your
reaction to it and why?
(10 minutes)
The teacher will play a The students will be
slideshow on installation and assigned to select from
performance arts. among their own works, as
well as source photos,
The students are expected to magazine or calendar
interpret the themes or cutouts, Internet images, etc.
messages being expressed by of at least 2 to 3
these artworks and give their representative artworks each
personal comments and for the above categories.
reactions.
(5 minutes)
(10 minutes)
The students are expected
formulate the characteristics of
installation art and performance
art based on the slideshow.
(10 minutes)
D. Discussing new The teacher will discuss the The teacher will discuss
concepts and subjects, artworks and pop Installation Art as a
practicing new artists using the following Contemporary Art through these
links: links:
skills #1
https://www.youtube.com/ http://1.bp.blogspot.
watch?v=kZTsbJcr9VI com/_c0qFk0lWEKg/
TNGIspkDoPI/AAAAA
AAAAI4/3XwQ6O -
OJKI/s1600/roberto1. JPG
E. Discussing new The teacher will discuss the The teacher will discuss
●
concepts and following through these links: Performance Art as a Modern
practicing new Art and Four Basic Elements
● Illusion of Movement
skills #2 of Op Art 1. Time
● US Involvement in 2. Space
3. The Performer’s Body
Modern Art 4. A Relationship Between
Influencing Philippine Performer and Audience
Art Forms
(15 minutes)

F. Developing GROUP POP ART TASK Divide the class into four groups. CURATING THE EXHIBIT,
mastery (leads to Groups A & B: Groups A and B will create an
formative installation artwork. Groups C and D The learners will be asked to
will present performance art. decorate the room in
assessment) ∙ Prepare your materials – 1
preparation for the exhibit.
(EXPLAIN) whole cartolina or 1 whole Groups A and B: Installation Art Give
box board; old colored the group members the following Each artwork will be
magazines, newspapers, or instructions: accompanied by a card
calendars; scissors; glue or briefly describing the work
paste; watercolors, acrylic ∙ The group members will brainstorm
and the historical and cultural
paints, poster colors, crayons, on the concept of an installation work context of the category it
or pastels; #8 paint brushes to be constructed within the school belongs to:
and/or sponges grounds.
For Student - Made Artworks
∙ Select a “popular” subject for ∙ As a group, gather creative and Title___________ ________
Artist(s)________ ________
your artwork (e.g., a product, innovative materials for the planned Artistic style and medium
celebrity, movie or television installation and bring these to your used__________ _________
character, sport, place, brand chosen work area. Date of creation________ __
name, etc.). Plan how this will
be depicted using your
∙ Together, assemble the materials to For Reproduction or Images
available materials.
construct your installation. of Known Artworks
Title___________ ________

∙ Cut out images, letters, etc.
from the magazines,
newspapers, or calendars,
and glue or paste them on the
cartolina or board. Color the
surrounding background with
watercolors, poster colors, or
any available paints. You may
add details with crayons or
pastels.
∙ Decide on a title for your
group artwork and display it in
the classroom.
∙ Be ready to explain the pop
art style and techniques that
you used (e.g., inspired by
Andy Warhol, Roy
Lichtenstein, etc.) and to
exchange comments with the
other groups about their
works.
ACTION PAINTING OP ART
Groups B & C:
∙ Prepare your materials – 1
whole cartolina, box board, or
other recycled board; acrylic
paints; 1 -inch paintbrushes,
sponges, or popsicle sticks;
∙ recycled mixing plates; small
rags for cleaning up;
newspaper for covering work
surface.
∙ As a group, discuss the
overall composition and
Artist(s)________ ________
∙ Give the work a thought -provoking
Artistic style and medium
title and label it accordingly. used__________
Year or period of creation__
Prevailing historical events at
∙ All the groups will then take a tour
that time ______________
of the installations created by the ___
others.
(50 minutes)
∙ Hold a discussion on how the
finished works made the class
members feel and think; and whether
they consider these good examples
of installation art or not.
Groups C and D: Performance Art
Give the group members the
following instructions:
∙ The group members will brainstorm
on the concept of a performance art
presentation.
∙ As a group, agree on the place,
equipment, costumes, and props (if
any) for your presentation.
∙ Assign roles/tasks to each group
member, as performers, production
crew, etc.
∙ At the assigned time, the two
groups will perform in front of the
class.
∙ Hold a discussion on how the
performance art presentations made
the class members feel and think;
and whether they consider these
good examples of performance art or
not.
 technique that you will use ∙
(35 minutes)
Select desired colors of paint
and apply these to the board
using actions such as
brushing, sprinkling, dripping,
and flicking. Let the paint dry.
Decide on a title for your
group painting and display it
in the classroom.

∙ Be ready to explain the

“action painting” techniques
that you used and to
exchange comments with the
other groups about their
works. In

∙ what ways are they the

same? In what ways are they
different? (20 minutes)
G. Finding practical What traits /characteristics
application of can be developed in this kind
concepts and of activity? How would you
use these traits to enhance
skills in daily
the social dimension of your
living life? (5 minutes)
H. Making Why were action painting and
generalizations pop art given these names?
and abstractness
Who were the artist who
to the lesson
became famous for their
(ELABORATE) action painting style and pop
artwork?
(5 minutes)
I. Evaluating The artwork of the group will
learning be assessed by means of the
(EVALUATION) following citeria: Creativity –
20 pts Style & Color Balance
– 15 pts. Subject Matter – 15
Do you think you would enjoy
installation and performance arts?
Why or why not?
Aside from the artistic aspect, what
other purposes can such art forms be
used for?
Do installation art and performance
art exemplify the qualities of modern
art? If yes, in what ways do they do
so?
Do art forms like these serve a
purpose in today’s world? Explain
your opinion.
(10 minutes)
The artwork of the group will be Have the students invite the
assessed by means of the following school Administration, other
criteria: Innovative & Creative Idea faculty members, and their
_40 pts. Utilization of Time & schoolmates to visit the
Space_30 pts. Visual Structure_30 exhibit. They should be
 pts pts. prepared to explain the
works and how these present
the characteristics of different
movements and styles of
modern art. Critique of the
Exhibit As a form of self -
evaluation, have the students
rate the culminating exhibit
using the format below:

“An Exhibit on Modern Art”

Evaluation Form

CRITERIA Selection of
artworks to exhibit (theme
and message) 20 pts .
Completeness of exhibit 20
pts . Presentation (display,
mounting, and labelling of
works) 15 pts . Assignment
of tasks 15 pts .
Cooperation among students
15 pts. Response of exhibit
visitors 15 pts.
J. Additional Preparation for the Culminating “Exhibit of Modern Art” The teacher will guide the students in preparing
activities for their artworks for the culminating exhibit at the end of the quarter.
application and 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.
remediation
2. Store the finished artworks for inclusion in the exhibit at the end of the quarter.
(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: Reviewed: Noted:

Subject Teacher Master Teacher I Principal I