Learning Area Macrame and Basketry Grade Level 9/10

W1 Quarter Fourth Date

&2
I. LESSON TITLE Planning a Design of Basketry Product

II. MOST ESSENTIAL LEARNING

 Plan a design for a basketry product.
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Demonstrates understanding of the concepts and principles in basketry.
Objectives:
At the end of the lesson the students are expected to:
1. Create a design for a basketry product.
2. Identify the different kinds of basket design.
3. Consider the different factors in planning a basket design.
4. Cite examples of basket design.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 30 minutes)
For the online learners:
Mute your microphone and camera If you have questions or clarifications raise it in your chat box.
For the modular learners:
The learners will do a walkthrough of the lesson by reading an overview learning.

In this lesson, you will be able to acquire the knowledge and develop the skills needed in basketry.
Learning Task 1
Directions: Complete the table. Identify each picture and tell something about it. Write the answer in your activity notebook.

Source: freepik.com

Source: offset.com

Source:Hobbylobby.com
 D. Development (Time Frame: 40 minutes)

Planning the design of a basketry product depends on the available fibers. Appropriate fibers are needed to be
purchased or be found to produce a particular design. The activity below will serve as a review about your attained learning
in the topic.

Learning Task 2
Directions: Identify the kinds of fibers, basket weaving and basketry techniques in the following pictures. Choose the answer
from the word bank and write your answer in your activity notebook.

Abaca Buri Palm Rattan Core

77

Source: edgedavao.net Source: marketmanila.com Source:wahnanrattan.com

1. 2. 3.

Coiling Plaiting Twinning

Source:motherearthliving.com Source:pinterest.co.uk Source: pinterest.com

4. 5. 6.

Planning the Design of a Basketry Product

Every basket has a character that is largely determined by the kind of fiber used to make it. Designs therefore, may
depend on the available fibers, or conversely, to produce a particular design, appropriate fibers need to be purchased or
be found. Fibers may be round, flexible, or flat. Round rods are usually woven among other round rods. Similarly, flat strips
can be woven together or twisted around stiff rods. Grasses, crushed stems, or other flexible fibers are wrapped around each
other to form and then, the coil is stitched to itself in a rising spiral to form the basket sides. The designer, therefore, has to
determine what fibers are available and plan the basket accordingly.

Designs can be based on existing baskets, photos of history types, a particular purpose or use for the basket, or size
and shape required for practical uses or desired for decorative ones. Another aspect of design is any pattern or coloration that
may be worked into the shape of the basket. Again, materials, their natural color, and their susceptibility to dyeing need
to be considered.

The application of the elements of arts and principles of design in basketry is important. According to Bantang (2013),
“The art principle form follows function is key to good design.” It is also stated by Goldstein and Goldstein (1996) that there are
two kinds of design: structural and decorative. Structural design is the design made by size, form, color, and texture of an
4
object,
IV. LEARNING PHASES AND LEARNING ACTIVITIES
whether it be the object itself, in space, or a drawing of that object worked out in paper. Decorative design is the surface
enrichment of the structural design.

There are four requirements to fulfill for a good structural design (Goldstein and Goldstein 1996):
1. In addition to being beautiful, it is suited to its purpose.
2. It is simple.
3. It is well-proportioned.
4. It is suited to the material of which it is made and to processes which will be followed in making it.

Aside from the four requirements to fulfill for a good structural design, Goldstein and Goldstein (1996) also emphasized that
there are considerations to be fulfilled in adding decorations.
1. Practice moderation in decoration.
2. Place decoration in structural points and aim to strengthen the shape of the object.
3. Allot background space to give an effect of simplicity and dignity to the design.
4. Cover the surface quietly (for surface patterns).
5. Study the background shapes so that it is as beautiful as the pattern to be added.
6. Use decoration that is suitable for the material and the purpose.

E. Engagement (Time Frame: 60 minutes)

Learning Task 3: Basket Fit

Directions: Complete the following statement with the appropriate word. Choose the answer from the box at the bottom. Write
the answer on your activity notebook.
1.Every basket has a character that is largely determined by the kind of used to make it.
2.The designer must determine what fibers are available and the basket accordingly.
3.Another aspect of is any pattern or coloration that may be worked into the shape of the basket.
4.The application of the of arts and principles of design in basketry is important.
5. Proper planning of the design of the project to be done and considering different factors are in making a
handicraft project.

design elements essential fiber plan

Learning Task 4: Basket List

Directions. Give the four requirements needed to fulfill the good structural design in basketry. Write your answer in your activity
notebook.

1.

2.

3.

4.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 60 minutes)
Learning Task 5
Directions: Complete the graphic organizer. Write your answer in your activity notebook.
Factors to Consider in Planning a
Basket Designs
1.
2.
Kinds of Designs in 3.
Basketry
4.
1.
Purpose of Basketry Product
2. 1.
2.
3.
Basketry
4.
Examples of Basket Designs
Basketry Techniques 1.
1.
2. 2.
3. 3.
4. 4.
5. 5.

V. ASSESSMENT (Time Frame: 20 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 6
Directions: Read and analyze the following item below. Choose the letter of the best answer and write it on your activity
notebook.
1. In planning a design of basketry product, a lot of things should be considered. Which of the following is
NOT included?
A. Available fibers to produce a particular design.
B.Particular purpose or use of the basket.
C. Pattern or coloration that may be worked into the shape of the basket.
D. Use decorations that is not suitable for the material.
2. What kind of fiber is used to wrap around each other to form and then, the coil is stitched to itself in a rising
spiral to form the basket sides?
A. Coiled B. Flat C. Flexible D. Round
3. Why is it important to apply the elements of arts and principles of design in basketry?
A. Because materials should be considered in basketry making.
B. Because of the enrichment of the structural design in basketry making.
C. Because of the size and shape required in basketry making.
D. Because there must be balance in the elements of basketry making.
4. What is a design made by the size, form, color, and texture of an object, whether it be the object itself, in space,
or a drawing of that worked out in paper?
A. Cultural design B. Decorative design C. Production design D. Structural design
5. What kind of craft uses weaving?
A. Basketry B. Fashion accessories C. Macrame D. Needle craft

VI.REFLECTION (Time Frame: 30 minutes)

 Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Give your insights in this lesson by continuing the phrase below. Do this on a separate sheet of paper.

After learning this module, I realized that,

IV. LEARNING PHASES AND LEARNING ACTIVITIES
Your reflection will be scored by following the Scoring Rubric below.

Above Expectations Meets Expectations Approaching Expectations Below Expectations

Dimension 4 points 3 points 2 points 1 point
The reflection explains the The reflection explains The reflection attempts to The reflection does
student’s own learning the student’s thinking demonstrate thinking about not address the
Reflective processes, as well as about his/her own learning but is vague and/or student’s thinking
Thinking implications for future learning processes unclear about the personal and/or learning
learning learning process.
The reflection is an in- The reflection is an The reflection attempts to The reflection does
depth analysis of the analysis of the learning analyze the learning not move beyond a
learning experience, the experience and the experience but the value of description of the
value of the derived value of the derived the learning to the student or learning experience.
Analysis learning to self or others, learning to self or others. others is vague and/or
and the enhancement of unclear.
the student’s appreciation
for the discipline.
The reflection articulates The reflection articulates The reflection attempts to The reflection does
multiple connections connection between this articulate connections not articulate any
between this learning and learning experiences, between this learning connection to other
Making experience and content and or future goals. experience and content learning
Connections from other courses, past from other courses, past experiences.
learning, life experiences experiences or personal
and/or future goals. goals, but the connection
is vague and/or unclear.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for
Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Book Reference

Handicraft, Macrame and Basketry, ( 2016 ), Laarni A. Urbiztondo
Online Photo References
 https://www.google.com/imgres?imgurl=https%3A%2F%2Fedgedavao.net%2Fwp-
content%2Fuploads%2F2019%2F01%2FAbaca-
 https://www.google.com/imgres?imgurl=https%3A%2F%2Fbasketweaving.com%2Fwp-
content%2Fuploads%2F2014%2F04%2Fhow-to-weave-a-
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.cchobby.com%2Fcoiled -
basket-weaving-bound-together-with-stitches-
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.wantedonline.co.za%2Fart-
design%2F2017-05-22-indian-designers-stop-africas-basket-weaving-industry-from-
unravelling%2F&psig=AOvVaw0fHAHevKfLM_08eKU-

Prepared by: Mila M. Marqueses Checked by: Lady Diana C. de

Camilla B. Magsino Ocampo - Master
Teacher I