School Felimon M. Salcedo Sr.

MNHS Grade Level 7

DAILY LESSON LOG Teacher Ederlyn N. Leuterio Learning Area MAPEH - Arts
Teaching Dates and Time February 19-23, 2024/ 10:50am-11:50am/1:00pm-
Quarter Third
2:00pm

I. OBJECTIVES
A. CONTENT STANDARDS Demonstrates understanding of the musical characteristics of representative music from Mindanao.
B. PERFOMANCE Performs music of Mindanao with appropriate expression and style.
STANDARD
1. Analyzes elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao.
2. Identifies characteristics of arts and crafts in specific areas in Mindanao (e.g., maritime vessel [balanghay] from Butuan, vinta from Zamboanga; Maranao’s malong, brasswares, okir, panolong, torogan,
C. MOST ESSENTIAL and sarimanok; Yakan’s fabric and face makeup and body ornamentation; T’boli’s tinalak and accessories; Tawi-tawi’s Pangalaydance, etc.
LEARNING COMPETENCY

SESSION 1 SESSION 2 SESSION 4

D. OBJECTIVES 1. Describe the traditional clothing of B’laan, Bagobo, and T’boli. 1. Describe the cultural significance of Sarimanok, Okir, Face 1. Describe the different architecture, sculptures, and
2. Draw t’nalak patterns. Makeup and Body Ornaments, T'boli Accessories, and Brass functional arts of Mindanao.
3. Value the importance of cultural significance of traditional Making – Kulintang. 2. Draw a functional art of Mindanao.
clothing among the B'laan, Bagobo, and T'boli ethnic groups 2. Demonstrate respect for the cultural heritage and practices of
different ethnic groups by actively participating in discussions and
activities.
II. CONTENT Arts and Crafts of the
Arts and Crafts of the
Ethno-Linguistic Groups of Mindanao Architecture, Sculptures, and
Ethno-Linguistic Groups of Mindanao
(CRAFTS, ACCESSORIES, AND BODY ORNAMENTS) Functional Arts of Mindanao
(The Traditional Clothing of B’laan, Bagobo, Tboli, and Maranao)
A. References
1. Teacher’s Guide pages MELCS page 390 MELCS page 390 MELCS page 390

2. Learner’s Materials CO Self-Learning Modules CO Self-Learning Modules CO Self-Learning Modules

3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources

A. Reviewing previous lesson 1. What are some examples of Lumad folk songs, and for what Compare and contrast the traditional clothing of the B'laan,
or presenting the new lesson purposes are they used in everyday life? Bagobo, and T'boli. The teacher will show two pictures, the students will
2. Describe the characteristics of the instruments used by Lumads, give the similarities and differences of the pictures.
emphasizing their handmade nature and materials.
B. ACTIVITY The teacher will show images or actual samples of traditional The teacher will show an image or a short video clip of Sarimanok What’s New Self-Learning Modules
B'laan, Bagobo, and T'boli clothing and ask students what they and Okir designs and ask students what they observe and if they
notice about the clothing – colors, patterns, materials. can identify any cultural symbols.

C. ANALYSIS 1. What is the significance of the name "B'laan," and how does it 1. How do traditional Filipino crafts and body ornaments,
reflect their identity? such as Sarimanok, Okir, and T'boli accessories? 1. What are the different architecture, sculptures, and
2. What is the ikat process, and how is it used in the production of 2. Reflect the cultural identity and historical heritage of functional arts of Mindanao?
B'laan textiles? different ethnic groups in the Philippines. 2.Describe the different architecture, sculptures, and
3. What do the blood-red clothes worn by the Bagani represent, 3. How have these traditions evolved over time? functional arts of Mindanao
and how does it relate to their cultural identity as heroes or
warriors?
4. Compare and contrast the traditional clothing of the B'laan,
Bagobo, and T'boli. What similarities and differences do you
observe in terms of materials, designs, and cultural meanings?
D. ABSTRACTION Facilitate a class discussion on the common themes and The teacher will discuss the architecture, sculptures, and
 Discuss the cultural significance of the traditional differences across the various cultural practices. Emphasize the functional arts of Mindanao.
clothing for each ethnic group. importance of preserving cultural heritage.
 Highlight the use of symbols, colors, and materials.
 Emphasize the role of clothing in ceremonies, rituals,
and daily life.
E. APPLICATION T'nalak Design Activity:  Divide students into small groups and provide them
The students will design their own t'nalak patterns on paper or with printed materials or access to digital resources The students will draw their vinta pattern.
fabric. about Sarimanok, Okir, Face Makeup and Body The teacher will give them instructions on the steps to do after
Ornaments, T'boli Accessories, and Brass Making – drawing the vinta.
Kulintang.
 In their groups, students should explore the provided
materials, taking note of key details, cultural
significance, and artistic elements.
 Have each group present their findings to the class,
focusing on the historical and cultural context of the
crafts and ornaments they researched.
ASSESSMENT Assessment Assessment Assessment
Self-Learning Modules Self-Learning Modules Self-Learning Modules

V. REMARKS
VI. REFLECTIONS
Prepared by: Checked by: Noted by:

EDERLYN N. LEUTERIO JERRYME P. ACLAN RENE G. BENEDICTO

T-III HT-III Principal