Curriculum Map G7 Arts

SACRED HEART OF JESUS MONTESSORI SCHOOL
J.R. Borja Extension, Gusa, Cagayan de Oro City
Curriculum Map for GRADE-7

Arts
UNIT STANDARDS, LEARNING GOALS, COMPETENCIES AND TARGETS
SUBJECT AREA: Arts GRADE/LEVEL: GRADE 7 QUARTER: FIRST

QUARTER
UNIT TOPIC: Arts and Crafts of Luzon Highlands and Lowlands WRITER: Mercy Sweet S. Suarin
Standards Learning Learning Competences Learning Targets/Objectives ASSESSMENTS STRATEGIES

Goal
Content: A At the end of the lessons,100% of the

 analyze elements and principles of learners will be able to:
The learner art in the production of one’s arts and
demonstrates crafts inspired by the arts of Luzon  identify and ask significant  Pre-Assessment  Pre-Assessment/
understanding of (highlands and lowlands) questions that clarify various Idetification (NG)
arts elements and  identify characteristics of arts and points of view and lead to better  Matching Type (NG)
processes by crafts in specific areas in Luzon (e.g., solutions (Critical thinking and
papier mâché [taka] from Paete, problem solving)
synthesizing and
Ifugao wood sculptures [bul’ul],  articulate thoughts and ideas
applying prior Cordillera jewelry and pottery, tattoo, clearly and effectively through
knowledge and and Ilocos weaving and pottery speaking and writing
skills. [burnay], etc.) (Communication)  Graphic organizers
 reflect on and derive the mood, idea,  exercise flexibility and  Formative Assessment (NG)
or message emanating from selected willingness to be helpful in  Art hands on activity
artifacts and art objects making necessary compromises to (G)
 appreciate the artifacts and art objects accomplish a common goal  Pair work (G)
in terms of their uses and their (Collaboration)
distinct use of art elements and  be open and responsive to new
principles and diverse perspectives
 incorporate the design, form, and (Creativity)
spirit of the highland/lowland artifact  act on creative ideas to make a  Learning log (NG)
and object in one’s creation tangible contribution to the  Checklist (NG)
 trace the external (foreign) and domain in which innovations  Summative Assessment  Agree-Disagree activity
internal (indigenous) influences occurs (Innovation) (NG)
reflected in the design of an artwork  go beyond mastery of skills to  Pre – Quarter Exam (G)
and in the making of a craft or explore and expand one’s own  Quarter Exam (G)
artifact learning and opportunities to gain
 create crafts that can be locally expertise (Initiative and self-
assembled with local materials, direction)
guided by local traditional techniques  work appropriately and
(e.g., habi, lilip, etc). productively with others (Social
 derive elements from and cross-cultural skills)
traditions/history of a community for  use interpersonal and problem-
one’s artwork solving skills to influence and
 shows the relationship of the guide others toward a goal
development of crafts in specific (Leadership)
areas of the country, according to
functionality, traditional specialized
expertise, and availability of
resources (e.g. pottery, weaving,
jewelry, baskets)
 show the relationship of Luzon
(highlands and lowlands) arts and
crafts to Philippine culture, traditions,
and history (Islamic influences,
Spanish heritage, and American
legacies in education, business,
modernization, and entertainment, as
well as in indigenous practices,
fiestas, and religious and social
practices)
mount an exhibit using completed Luzon
(highlands and lowlands)- inspired arts and
crafts in an organized manner
 Performance Task (G)
 Self –Assessment
 Reflection Writing (NG
 Self-Assessment
M EU: Learners will understand that through Target Goal: Guided Generalization for
art, cultural beliefs and practices of the people Understanding
affect their visual expression and explain the cultural beliefs and practices of
communication and can gain insight into the the people affect their visual expression EQ:
cultures and the human experience in general. and communication and can gain insight
into the cultures and the human experience 1. Why study elements and
in general. principles of art?
2. How do the cultural
beliefs and practices of
the people affect their
visual expression and
communication?
Performance T Transfer Goal: I can … Performance Task: SCAFOLD #1 Directed

Standard: Prompt
The learner on their own mount an exhibit mount an exhibit using completed Luzon
The learner creates using completed Luzon (highlands and (highlands and lowlands)- inspired arts and Task: 21st century literacy in
lowlands)- inspired arts and crafts in an crafts in an organized manner You will interpret, design, Art
artworks that show
organized manner and construct a three-
the characteristic
dimensional artwork Creativity and Innovation
elements of the arts
inspired by art from different
of Luzon
times and cultures.
(Highlands and
Examples are included but
Lowlands
are not limited to pottery,
The learner exhibits jewelry, a sculpture in clay,
completed artworks papier Mache.
for appreciation and
critiquing.
Goal: perform a culminating SCAFOLD # 2 Open Prompt
activity showcasing the arts
of Luzon and upload it in Task: : A Historian
social media.
Role: You are an artist

SCAFOLD # 3 Guided
Transferred
Audience: teachers, Task: A Writer or an Artist

classmates and netizens
Situation: Acting in the role

of an archeologist, the
students will interpret,
design, and construct an
original three-dimensional
artwork inspired by the art
from different times and
cultural groups in Luzon.
Examples are included but
not limited to pottery,
jewelry, a sculpture in clay
papier Mache, or mixed
media. The student,
individually or as a team
member, will use technology
to research functional art
used in daily lives, rituals,
and celebrations of ancient
cultures.
Product: An original three-

dimensional artwork
inspired by art and upload it
in social media.
Standard:
Content Standards:
The learner…
 Demonstrates
understanding of art
element and processes
by synthesizing and
applying prior
knowledge and skills.
 Demonstrates
understanding of the
salient features of art of
Luzon (Highlands and
Lowlands) by
correlating the art
elements and processes
among culturally diverse
communities in the
country.
Performance Standards:
The learner…
Creates an artwork showing

the characteristic elements
of the arts of Luzon
(Highlands and Lowlands).
INCORPORATING THE 7C’S IN THE PERFORMANCE TASK
QUARTER: 1st
TOPIC: Arts and Crafts of Luzon Highlands and Lowlands
CONTENT STANDARD: The learner demonstrates understanding of art element and processes by synthesizing and applying prior knowledge and skills. Demonstrates
understanding of the salient features of art of Luzon (Highlands and Lowlands) by correlating the art elements and processes among culturally diverse communities in the country
PERFORMANCE STANDARD: The learner creates artworks that show the characteristic elements of the arts of Luzon (Highlands and Lowlands) The learner exhibits completed
artworks for appreciation and critiquing.
TRANSFER GOAL: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style to understand the importance of music to people’s daily life.
1st Century Skills Instruction
Critical Thinking and Problem Solving Ask essential question (EQ):

1. Why study elements and principles of art?
2. How do the cultural beliefs and practices of the people affect their visual expression and
communication?
Communication 1. Through lecture and reporting, there will be question and answer teacher to students,
students to students
2. Articulate thoughts and ideas clearly and effectively through speaking and writing
Computer ICT Reporting through power point presentation (research other Filipino folk songs and present it to class as
reporting)
Creativity Be open and responsive to new and diverse perspectives
Collaboration Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a
common goal (Collaboration)
Cross – Cultural Understanding Work appropriately and productively with others (Social and cross-cultural skills)
Career Lifelong Learning The teacher will ask the students to create an artwork inspired by art from Luzon
UNIT LEARNING PLAN CALENDAR
1st Quarter – Music
Grade 7
Week No. Sessions Signature
1 Explore
Activity1: Pre – Assessment
Activity 2: K-W-L Chart
Activity 3: True or False
Activity 4: Study of Lines and Colors
2 Firm-up
Activity 5: Read and Understand Go and Learn
Activity 6: Assess and Learn
Scaffold 1: Creativity and Innovation (Drawing a Native Jar)
3 Firm-up
Activity 7: Brainstorming
Scaffold 2: Mat-weaving Paper Version
4 Firm-up
Activity 9: Guided Generalization
5 Deepen
Activity 10 :21st Century Literacy-Collaboration
Activity 11 Learning Log
6 Deepen
Activity 12: Differentiated Activities
Activity 13: Reflect and Think Critically
Activity 13: 3-2-1
Scaffold 3:
7 Performance task week
8 Exam Week
GUIDED GENERALIZATION FOR UNDERSTANDING: QUARTER 1
Text/situation/problem/video Text/situation/problem/video Text/situation/problem/video
Video Presentation: Situation: Situation:
In a group of five, decide on any artistic body Write an essay for the art section of a magazine. You may Observe craftsmen in your community by visiting artists’
adornments made of ethnic materials. Observe show a reflection of the style and message of artifacts and workshop with your classmates. Collect pictures of folk arts
harmony of colors in choosing your beads or stones. art objects that represent your region. from different parts of your community. Make the pictures look
Wear your body accessories. Showcase your like a brochure. Include their sources, materials, sources of
accessories by making a video presentation and design, and uses.
upload it
Ans. Claim based on Video Ans. Claim based on the Situation Ans. Claim based on the Situation
SUPPORT INGTEXTS: SUPPORTING TEXTS: SUPPORTING TEXTS:
Evidences based on Video Evidences: Evidences:
1. 1. 1.
2. 2. 2.
3. 3. 3.
REASON: REASON: REASON:
Common ideas in reason:
Essential Question:
1. Why study elements and principles of art?

2. How do the cultural beliefs and practices of the people affect their visual expression and communication?
3. Identify and ask significant questions that clarify various points of view and lead to better solutions
Essential Understanding:
Learners will understand that through art, cultural beliefs and practices of the people affect their visual expression and communication and can gain insight into the cultures and the
human experience in general.
UNIT ASSESSMENT - ACTIVITIES MATRIX
QUARTER: 1st
TOPIC: Arts and Crafts of Luzon Highlands and Lowlands
CONTENT STANDARD: The learner demonstrates understanding of the art elements and processes by synthesizing and applying prior knowledge and skills.
PERFORMANCE STANDARD: The learner creates artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands).
COMPETENCIES:
1. analyze elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands)
2. identify characteristics of arts and crafts in specific areas in Luzon (e.g., papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and Ilocos
weaving and pottery [burnay], etc.)
3. reflect on and derive the mood, idea, or message emanating from selected artifacts and art objects
4. appreciate the artifacts and art objects in terms of their uses and their distinct use of art elements and principles
5. incorporate the design, form, and spirit of the highland/lowland artifact and object in one’s creation
6. create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc)
Type Knowledge and Process/Skills Understanding (Meaning Making) Transfer
Pre -Assessment/Diagnostic Activity1: Pre- Assessment Identification(NG) Activity 2: Matching Type (NG)
Activity 3: Graphic Organizer (NG)
Formative Assessment Activity 4: Go and Learn (NG) Activity 5: Assess and Learn (NG) Scaffold
Level 1: Directed Prompt
Activity 7: Assess and Learn (NG) Level 2: Open Prompt
Level 3: Guided Transfer
Activity 6: Brainstorming (NG)
Activity 9: Reflect and Think Critically (G) Activity 8: 21st Century Literacy-
Collaboration (G)
Activity10: Differentiated activities(G)
Summative Assessment Pre – Quarter and Quarter Exams (G) Level 4: Independent Transfer
Performance Task (G)
Self -Assessment Post – Test (NG) 3-2-1(NG) Self-Check/Assessment (Learning Targets)

(NG)
Learning Log (NG)
Pre -Assessment/Diagnostic Activity1: Frayer Model (NG)

SELF – ASSESSMENT OF LEARNING TARGETS
GRADE LEVEL: 7 QUARTER: 1
UNIT TOPIC: Arts and Crafts of Luzon: An Introduction
Developing
LEARNING TARGETS Approaching Proficient
Proficiency
Acquisition
1. identify characteristics of arts and crafts in specific areas in Luzon (e.g., papier mâché [taka] from Paete, Ifugao
wood sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.)
appreciate the artifacts and art objects in terms of their uses and their distinct use of art elements and principles
Make Meaning
I can…
1. incorporate the design, form, and spirit of the highland/lowland artifact and object in one’s creation
2. trace the external (foreign) and internal (indigenous) influences reflected in the design of an artwork and in the
making of a craft or artifact
Transfer
I can…
1. create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g.,
habi, lilip, etc).
2. show the relationship of Luzon (highlands and lowlands) arts and crafts to Philippine culture, traditions,
and history (Islamic influences, Spanish heritage, and American legacies in education, business,
modernization, and entertainment, as well as in indigenous practices, fiestas, and religious and social
practices)
LEARNING MODULE and ACTIVITIES
Pre-Test
Elements of Arts
Direction: Identify the definition of each element of arts. Write only the letter of the correct answer before the number.
______1. Line a. Strokes that show motion and connect two points. Maybe vertical, horizontal, diagonal, and etc.
______2. Form b. The lightness or darkness of an object or color.
______3. Space c. Hue. May be complimentary, primary, secondary, tertiary, analogous, or part of a color wheel.
______4. Texture d. Area enclosed when both sides of a line meet (2-D objects)
______5. Shape e. The feel, real or implied, on an object or its surface
______6. Color f. What is between objects, also known as negative space
______7. Value g. Shows an object in space, the mass or positive space it occupies (3-D objects).
Principles of Arts
Direction: Identify the definition of each principle of arts. Write only the letter of the correct answer before the number.
______1. Emphasis a. When one area in a work of art stands out more than another.
The part catches your attention first.
______2. Movement b. The feeling of wholeness or the part belonging together
______3. Unity c. The motion created in a work of art. Often uses the principle of rhythm to achieve this.
______4. Rhythm d. A large difference between two things to create interest and tension
______5. Contrast e. The repetition of lines, shapes, or colors to create a feeling of movement
______6. Variety f. The use of differences and change to increase the visual interest of the work
______7. Proportion g. The comparative relationship of one part to another with respect to size, quantity, or degree; SCALE.
LESSON 1:
Arts and crafts are important means of expression, which communicate views, ideas, and feelings through the use of skills and imagination. These are important parts of our daily lives and can
be found everywhere.
Arts and Crafts of the Ilocos Region and the Cordillera Administrative Region (CAR)
ILOCOS REGION
Architecture
Vigan, considered as the “Intramuros of the North,” retains the Spanish colonial architecture along its narrow and cobbled-stoned streets known as Calle Crisologo.
Textile
Inabel is a hand weaving technique of the Ilocanos that is produced using traditional wooden looms. The different designs represent different meanings: the dizzying “binakol” weave
represents the wave of the sea. They believe that this design protects them from bad spirits.
Pottery
Burnay is an unglazed earthen jar with small opening. It is used for storage for water and rice grains and as container for salt, brown sugar. Basi (local wine) and bagoong (fermented fish). The
potters mix fine gravel, sand and ashes and fire the clay to make the burnay heavy and sturdy.
PANGASINAN
Weaving
The arts and crafts of Pangasinan include the smoothly woven Bolinao mats made from buri or raffia leaves, and the bamboo crafts (baskets furniture) of San Carlos.
CORDILLERA ADMINISTRATIVE REGION (CAR)
KALINGA
Textile
The native of Kalinga are skilled weavers. One of their finest products is their textiles, which is characterized by red stripes and white,yellow, and black geometrical patterns.
The southern Kalinga women wear the wrap-around skirt or tapis called kain, which reaches below the knee. The northern Kalinga wear saya, an ordinary woman’s skirt covering the body
from waist to feet.
The color used in their textile have cultural meanings: red signifies bravery; black is for soil or land; white is for the flowers of the coffe trees; yellow for the sand; and green for the
mountains.
Basketry
The basketry of the Kalinga shows their fine craftsmanship. The labba is a bowl-shaped basket made from rattan, with sizes that vary from 20 to 150 cm in diameter.
Tattooing
Tattooing is another form of art of the Kalinga. Because it usually covers the chest and the arms, it may be considered as clothing and decorations. It also signifies a rite of passage from youth
to adulthood, a mark of heroism, and braveryand one’s status in the community. The design consist of geometric patterns and lines.
Wang-od is the last “mambabatok” or traditional Kalinga tattoo artist.She uses a mixture of charcoal and water that is tapped onto the skin through a thorn end. They are believed that if
someone of the bloodline does tattoo, it will get infected.
Activity 2.
Think and Reflect Critically
Directions: Read and answer the questions.
1. In what way, do the elements and principles of art help you to produce a good artwork?
2. Name 2-3 things that are found in your house showing the elements and principles of art.
3. Among those things that you have found, which do you consider as the most important? Why?
Activity 3
Self Check
Direction: Put a chek (√) if the statement is correct and cross (x) if it is wrong.
_____1. Ilocos Region are known for their inabel fabric and Burnay Jar.
_____2. The arts and crafts of Pangasinan include the smoothly-weaved Bolinao mats made from buri or raffia leaves.
_____3. Wang – od is the last “mambabatok “. She uses a mixture of charcoal, water, and blade.
_____4. The Kalinga’s labba is a bowl-shaped basket made from rattan,with sizes vary from 20 -150 cm in diameter.
The southern Kalinga
Activity 4. Study Lines and Colors

:Using the word ART as an image, apply the elements of art in sketching and coloring it. Draw your artwork in a separate sheet of paper.
ART
1. How was the activity? Was it simple or challenging? Why?
2. How did you apply the elements in your artwork?
3. Now, based on what you have experienced in the art activity, write your own definition of the following elements of arts.
a. Line b. Shape c. Texture d. Space e. Value f. Form
Activity 5: Read and Understand Go and Learn
Directions: Read and answer the questions.
1. In what way, do the elements and principles of art help you to produce a good artwork?
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
2. Name 2-3 things that are found in your house showing the elements and principles of art.
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
3. Among those things that you have found, which do you consider as the most important? Why?
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
Scaffold 1: Creativity and Innovation: Drawing a Native Jar
Materials:
Pencil, ruler, sign pen, crayon, paper
Procedure:
1. On your paper, draw an old pitcher by following the guide below.
2. Be innovative. Come up with your own decorative designs of various shapes, in your jar
3. Color your drawing by using crayon of your choice.
Activity 7: Brainstorming
Activity 8: Assess and learn (Mat-weaving Paper Version)
Materials: Pieces of art paper, a pair of scissors, ruler, pencil, razor blade or cutter, glue and paper.
Procedure:
1.draw lines running lengthwise on a sheet of paper, ½-inch apart. The lines should leave margins of about 1 inch on each of the art paper.
2. Slit each line with a blade or cutter.
3. Draw lines cutting crosswise, ½ inch apart on another piece of paper. Cut it into strips. Make sure the color of these strips harmonize with the other sheets of lines,
4. Weave the loose strips paper into the other sheet. After each row, press gently against the finished section to avoid empty space.
5. mount the woven mat on a sheet of paper.
- for variation, use ½ inch and 1 inch strips for weaving. You may use one color for the narrow strips and other for the wide strips.
Activity 9. Guided Generalization:
1. What artwork did I make in lesson?

2. What materials did I use to make it?
3. How did I do it?
4. Overall how did my artwork look with my choice of lines, color, and texture?
5. How do I feel with my artwork?
Activity 10: 21st century Literacy-collaboration
Create a multimedia presentation that illustrates the development of a particular Luzon art and craft. Highlight the changes in their designs and functions to meet the needs of the times.
Observe craftsmen or any artist in your community. Ask permission to observe them or to ask them questions, Note their mastery of the design and material and how it was passed from generation
to generation. Choose any of the roles you would like to do and perform the given task:
- Writer
Write an article that reflects on the beauty and meaning of art objects and artifacts in your region.
- A researcher
- An artist
- A historian
Activity 12: Reflect and Think Critically:
After studying the art and craft of Lowland Luzon, try showing your understanding by reflecting on the answers you have to the following quaetions:
1. What is common in art forms of the indigenous people of Luzon? Is it the shape of the art work or color of the materials?
2. What is the basis of the design of their art forms?
3. What do you think are in those artworks that could make us proud to be Filipinos?
Performance task:
My 2-page Scrap Book 1. Make a 2-page scrap book containing pictures of arts and craft from Luzon (highlands and lowlands). 2. Show your appreciation for these arts by making
a short description about how the elements of arts were used in the design.
Take a photo of your artwork and submit it to your teacher through messenger, e- mail, or other media platforms.

Arts
SUBJECT AREA: ARTS GRADE/LEVEL: GRADE 7 QUARTER: 2nd
UNIT TOPIC: introducing Arts and Crafts of MIMAROPA

(Mindoro, Marinduque, Romblon, and Palawan) and the Visayas WRITER: Mercy Sweet S. Suarin
Goal
Content: A At the end of the lessons,100% of the

 analyze elements and principles of art learners will be able to:
The learner. in the production one’s arts and crafts
inspired by the arts of MIMAROPA  identify characteristics Pre-test NG)
art elements and and the Visayas of arts and crafts in  Pre-Assessment Agree or Disagree
processes by  identify characteristics of arts and specific areas in Fill in the blanks (NG)
crafts in specific areas in MIMAROPA and the
synthesizing and MIMAROPA and the Visayas, Visayas, Marinduque
applying prior Marinduque (Moriones masks), (Moriones masks),
Palawan (Manunggul Jar), Mindoro Palawan (Manunggul
knowledge and
(HanunuoMangyan writing, basketry, Jar), Mindoro Creating a tribal accessory (G)
skills. and weaving), Bohol (churches), (HanunuoMangyan Paper weaving (G)
Cebu (furniture), Iloilo (culinary arts writing, basketry, and Get Creative (G)
2. the salient and old houses), Samar (Basey mats), weaving), Bohol  Formative Assessment Collaborate and learn (G)
features of the etc. (churches), Cebu
Differentiated activities (G)
 reflect on and derive the mood, idea (furniture), Iloilo
arts of or message emanating from selected (culinary arts and old
Pre-Quarter Exam (G)
MIMAROPA and artifacts and art objects houses), Samar (Basey
mats), etc. Quarterly Exam (G)
the Visayan  appreciate the artifacts and art objects
 appreciate the artifacts Differentiated Activities (G)
in terms of its utilization and its
Islands by and art objects in terms
distinct use of art elements and
showing the principles of its utilization and its
relationship of  incorporate the design, form and distinct use of art  Summative Assessment
spirit of artifacts and art objects from elements and principles
the elements of  incorporate the design,
MIMAROPA and the Visayas
art and processes  create crafts that can be locally form and spirit of
among culturally assembled with local materials, artifacts and art objects
guided by local traditional techniques from MIMAROPA and
diverse the Visayas
(e.g., habi, lilip, etc
communities in  correlate the development of crafts in  correlate the
the country specific areas of the country, development of crafts in
according to functionality, traditional specific areas of the
3. the Philippines specialized expertise, and availability country, according to
of resources (e.g., architecture, functionality, traditional
as having a rich weaving, pottery, accessories, masks, specialized expertise,
artistic and and culinary arts) and availability of
 show the relationship of resources (e.g.,
cultural tradition
MIMAROPA and Visayas arts and architecture, weaving,
from precolonial crafts to Philippine culture, traditions, pottery, accessories,
to present times and history (Islamic influences, masks, and culinary
Spanish heritage, and American arts)
legacies in education, busines  show the relationship of
modernization, and entertainment, as MIMAROPA and
well as in indigenous practices, Visayas arts and crafts
fiestas, and religious and social to Philippine culture,
practices) traditions, and history
 mount an exhibit using completed (Islamic influences,
MIMAROPA Visayan-inspired arts Spanish heritage, and
and crafts in an organized manner American legacies in
education, busines
modernization, and
entertainment, as well
as in indigenous
practices, fiestas, and
religious and social
practices)
Reflect and think critically (G)
 Self-Assessment
M EU: Students will understand that Target Goal: Guided Generalization for
appreciation and exposure to the arts of the Understanding
people help us gain insight into these cultures 1. Understand that appreciation and
and the human experience in general. exposure to the arts of the people EQ
help us gain insight into these
cultures and the human 1. How can art help us
experience in general. learn about other
people?
2. How can art help us
in our daily life?

Standard: Prompt
The students on their own (independently) 1. Analyze elements and principles
The learner creates will perform a culminating activity of art in producing one’s arts and Task: students present a 21st
artwork showing showcasing the arts of the Visayas, Mindoro, crafts inspired by the Goal: century literacy arts1
the characteristic Palawan and Romblon.
2. Identify characteristics of arts and Perform a culminating
elements of the arts crafts in specific areas in activity showcasing the arts
of MIMAROPA MIMAROPA and the Visayas of the Visayas, Mindoro,
and the Visayas 3. Reflect and derive the mood, idea,
Palawan and Romblon.
or message emanating from SCAFOLD # 2 Open Prompt
selected artifacts and art objects
Role:
4. Create crafts that can be locally
assembled with local materials, A. Artist Task: Get Involved!
guided by local traditions B. Researcher
5. Derive from traditions/history of Article writing on the
a community for one’s artwork Audience: All sections in appreciation of Visayan music
Show the relationship of the arts and crafts the Grade 7 level and
of MIMAROPA and the Visayas to teachers Article reading on Palawan arts
Philippine culture, traditions and history. with reflection
Situation:. Acting in the
role of a field of reporter of Guided art questions (Mangyan
a famous Arts and Theme
Geographic Tv program, the
student will interpret,
design, and construct an
original three-dimensional
artwork inspired by art from SCAFOLD # 3 Guided
different times and cultural Transferred
groups in the Visayas,
Palawan, Mindoro, and Task:: Let’s Do It on Our Own!
Romblon.
The Cebu performing arts guild
The student, individually or would like to have a partnership
as a team member, will use for the upcoming Cebu Festival.
technology to research You are to prepare a cultural
functional art used in daily presentation showcasing
lives, rituals and celebrations Mindoro and Palawan arts and
of ancient culture. craft.
Product:
1. Write an article
about the
constructed artifact
for an Arts and
Geographic Tv
program. The
article include
facts, sketches,
uses, and design
description
2. An original three-
dimensional
artwork inspired by
art from the
Visayas.
Standard; Your output will

be evaluated by using a
Rubric
QUARTER: Second
TOPIC; introducing Arts and Crafts of MIMAROPA

(Mindoro, Marinduque, Romblon, and Palawan) and the Visayas
CONTENT STANDARD: The learner demonstrates understanding of the salient features of the arts of MIMAROPA and the Visayan Islands by showing the relationship of the
elements of art and processes among culturally diverse communities in the country
PERFORMANCE STANDARD: The learner creates artwork showing the characteristic elements of the arts of MIMAROPA and the Visayas.
TRANSFER GOAL: : The students on their own (independently) will perform a culminating activity showcasing the arts of the Visayas, Mindoro, Palawan and Romblon.
Critical Thinking and Problem Solving Ask essential questions (EQ):
1. How can art help us learn about other people?

2. How can art help us in our daily life?
Communication Through lecture and reporting, there will be question and answer (teacher to students, students to teacher, and
students to students)
Computer ICT Create a multimedia presentation that illustrates and analyzes the similarities and differences of the Visayan arts
and crafts. Use and cite appropriate video clips downloaded from the web.
Creativity Create a project like diorama, collage, poster that describes the arts of the Visayas that can demonstrate additional
understanding of the concept of the lesson.
Collaboration You are going to work with a partner to peer mark each other’s artwork by following the steps given.
Cross – Cultural Understanding The students will create artifacts using available indigenous materials.
Career Lifelong Learning The teacher will ask the essential questions to the students and let them relate their experiences and how functions
of arts relate to the lives of the people and reflect career lifelong experiences
2nd Quarter- Arts
Grade 7
1 Explore
Activity1: Pre – Test Agree or Disagree
Activity 2: Fill in the Blanks
2 Firm-up
Activity 3: Creating tribal Accessories from recycled materials
Activity 4: Drawing of Native Baskets
Scaffold 1:
3 Firm-up
Activity 5: Paper weaving
Activity 6: Create or build something
Scaffold 2:
4 Firm-up
Activity 7: Collaborate and learn
5 Deepen
Activity 10: Differentiated activities
Activity 11: Learning Log
6 Deepen
Activity 12
Scaffold 3:
8 Exam Week
Text/situation/problem/research Text/situation/problem/video Text/situation/problem/video
Research on: Situation: Text:
Make a research tracing the external or foreign influences You are an artist. You will produce crafts that represent In Mindoro, the Hanunuo Mangyann are famous for their writing,
and internal or indigenous influences that are shown in the your region. Make use of local materials and local designs. basketry, and weaving. Their style of weaving is called habilan and it
artwork design of the representative artworks and crafts of Be guided also with the local traditions in creating the craft produces baskets in various shapes and designs. The Mangyans are noted
your region. Include also the relationship of your region’s so as to incorporate the design, spirit, and form of the art for weaving cotton for clothing and blankets. Women weave baskets while
art and craft to Philippine culture, traditions, and history. that represents the region. men forge bolos, axes, and knives.
Ans. Claim based on Video Ans. Claim based on the Situation Ans. Claim based on the Text

1. 1. 1.
2. 2. 2.
3. 3. 3.
Essential Question:
1. 1 How can art help us learn about other people?

2. How can art help us in our daily life?
Students will understand that appreciation and exposure to the arts of the people help us gain insight into these cultures and the human experience in general.
QUARTER: 2nd
TOPIC: introducing Arts and Crafts of MIMAROPA

CONTENT STANDARD: The learner demonstrates understanding of the salient features of the arts of MIMAROPA and the Visayan Islands by showing the relationship of the elements of art and
processes among culturally diverse communities in the country.
PERFORMANCE STANDARD: The learner creates artwork showing the characteristic elements of the arts of MIMAROPA and the Visayas
COMPETENCIES:
1. analyze elements and principles of art in the production one’s arts and crafts inspired by the arts of MIMAROPA and the Visayas
2. identify characteristics of arts and crafts in specific areas in MIMAROPA and the Visayas, Marinduque (Moriones masks), Palawan (Manunggul Jar), Mindoro (HanunuoMangyan writing,
basketry, and weaving), Bohol (churches), Cebu (furniture), Iloilo (culinary arts and old houses), Samar (Basey mats), etc.
3. reflect on and derive the mood, idea or message emanating from selected artifacts and art objects
4. appreciate the artifacts and art objects in terms of its utilization and its distinct use of art elements and principles
5. incorporate the design, form and spirit of artifacts and art objects from MIMAROPA and the Visayas
6. create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc
7. correlate the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and availability of resources (e.g., architecture, weaving,
pottery, accessories, masks, and culinary arts)
8. show the relationship of MIMAROPA and Visayas arts and crafts to Philippine culture, traditions, and history (Islamic influences, Spanish heritage, and American legacies in education,
busines modernization, and entertainment, as well as in indigenous practices, fiestas, and religious and social practices)
9. mount an exhibit using completed MIMAROPA Visayan-inspired arts and crafts in an organized manner
10.
Pre -Assessment/Diagnostic Activity1: Pre- Test (NG) Activity 2: Fill in the blanks (NG)
Activity 3: completing graphic organizer (NG)
Formative Assessment Activity 4: agree or disagree (NG) Activity 6: Paper weaving (G) Scaffold
Activity 5: Creating tribal accessory (G) Activity 7: Collaborate and learn activity (G) Level 1: Directed Prompt
Activity 8: Guided Generalization (G) Level 2: Open Prompt
Activity 9: Reflect and Think (NG) Level 3: Guided Transfer
Self -Assessment Post – Test (NG) 3-Minute Pause (NG) Self-Check/Assessment (Learning Targets)
(NG)
Learning Log (NG)
UNIT TOPIC: introducing Arts and Crafts of MIMAROPA

LEARNING TARGETS/OBJECTIVES Developing Approaching Proficient

Proficiency
Acquisition
1.analyze elements and principles of art in the production one’s arts and crafts inspired by the arts of
2. identify characteristics of arts and crafts in specific areas in MIMAROPA and the Visayas, Marinduque
(Moriones masks), Palawan (Manunggul Jar), Mindoro (HanunuoMangyan writing, basketry, and weaving),
Bohol (churches), Cebu (furniture), Iloilo (culinary arts and old houses), Samar (Basey mats), etc.
Make Meaning
I can…
1. reflect on and derive the mood, idea or message emanating from selected artifacts and art objects
2. appreciate the artifacts and art objects in terms of its utilization and its distinct use of art elements and
principles
incorporate the design, form and spirit of artifacts and art objects from MIMAROPA and the Visayas
3. correlate the development of crafts in specific areas of the country, according to functionality, traditional
specialized expertise, and availability of resources (e.g., architecture, weaving, pottery, accessories, masks,
and culinary arts)
4. show the relationship of MIMAROPA and Visayas arts and crafts to Philippine culture, traditions, and history
(Islamic influences, Spanish heritage, and American legacies in education, busines modernization, and
entertainment, as well as in indigenous practices, fiestas, and religious and social practices)
Transfer
I can…
habi, lilip, etc
6. mount an exhibit using completed MIMAROPA Visayan-inspired arts and crafts in an organized manner
LEARNING MODULE and ACTIVITIES\
Activity1: Pre – Test Agree or Disagree
Read each statement and agree or disagree with it. Use a check / to mark your answer.
Agree Disagree
1. Romblon baskets are source of aesthetic pride. They

used the kokolongkoy as unique material amd the
weaving technique called roping
2. The famous Manunggol jar in Palawan is a historical

jar.
3. Rombloanons are famous in weaving baskets, bags,

lacy mats for plates, and sleeping mats.
4. The Palaw-ans are noted for basket weaving and

sculpture.
5. The popular geometric motif of the Rombloanons is

called ukir
Activity 2: Fill in the Blanks
1. Carving out from __________ is the main source of living in Romblon.

2. The Palaw-ans are also fond of creating blackhened _________ of animals is as symbols pf fertility and luck.
3. In _________________ , the Hanunuo Mangayan are famous for their writing, basketry, and weaving.
4. _________________ is noted for its Moriones Festival.
5. The Famous _________________ is Palawan is a burial jar. It is artistically shows the belief of the Early Filipinos in Life after death
Activity 3: Creating tribal Accessories from recycled materials
Materials: recycled beads or stones from old bracelets or necklaces
1. Decide on any artistic body adornments made of ethnic materials.

2. Design bead jewelry or jewelry made of various materials like synthesis stories stones, shell, native beads and natural stone
3. Observe harmony of colors in choosing your beads or stones.
4. Wear your body accessories and take a photo of it. Share it to your classmates and teachers how you felt while you were making them.
Activity 4: Drawing of Native Baskets
Activity 5: Paper weaving
Materials: Pieces of art paper, a pair of scissors, ruler, pencil, razor blade or cutter, glue and paper.
Procedure:
1.draw lines running lengthwise on a sheet of paper, ½-inch apart. The lines should leave margins of about 1 inch on each of the art paper.
2. Slit each line with a blade or cutter.
3. Draw lines cutting crosswise, ½ inch apart on another piece of paper. Cut it into strips. Make sure the color of these strips harmonize with the other sheets of lines,
4. Weave the loose strips paper into the other sheet. After each row, press gently against the finished section to avoid empty space.
5. mount the woven mat on a sheet of paper.- for variation, use ½ inch and 1 inch strips for weaving. You may use one color for the narrow strips and other for the wide strips.
Activity 6: Create or build something
1. Create or build something something. Apply what you have learned from this lesson.
2. You may also come up with projects like bookmark, collage, poster, and other extension projects so you can demonstrate additional understanding of the concepts in this lesson.
Activity 7: Collaborate and learn and Activity 8: Guided Generalization
You are going to work with a partner to peer mark each other’s artwork. Follow these steps.
1. Observe carefully the artwork of your classmate.
Project 4points 3points 2 points 1ponts

The design and color are excellent The design and color are highly The design and color are The design and color needs more
satisfactory satisfactory imporvements.
2. Write an encouraging comment about the work saying what you liked about it.
3. Write also what your partner needs to do progress.
- Writer
- A researcher
- An artist
- A historian
Show your understanding of the arts of the MIMAROPA by reflecting on the answers you have to the following questions:
1. What impression did the Spaniards chronicler have on the dresses of people in Cebu?
2. Have you seen artworks in your home, school, or in your community that are made by the indigenous people of MIMAROPA?
3. Why are many indigenous people of the MIMAROPA region artistic?\
Performance task:
Acting in the role of a field of reporter of a famous Arts and Geographic TV program, the student will interpret, design, and construct an original three-dimensional artwork inspired by art from
different times and cultural groups in the Visayas, Palawan, Mindoro, and Romblon.The student, individually or as a team member, will use technology to research functional art used in daily lives,
rituals and celebrations of ancient culture.
Arts
SUBJECT AREA: Arts GRADE/LEVEL: GRADE 7 QUARTER: 3rd
UNIT TOPIC: Arts and Crafts of Mindanao WRITER: Mercy Sweet S. Suarin

Goal
Content: A The learner At the end of the lessons,100% of the

 analyze elements and principles learners will be able to:
The learner of art in the production one’s arts
and crafts inspired by the arts of  Understands  Pre-Assessment
1. art elements unique  Pre-Test
Mindanao
and processes by characteristic  Loop a word
 identify characteristics of arts and  Fill in the blanks
synthesizing and s of Arts and
crafts in specific areas in Crafts of  Matching type
applying prior Mindanao (e.g., maritime vessel Mindanao
knowledge and [balanghay] from Butuan, vinta  Applies
skills from Zamboanga; Maranao’s Knowledge and skills
malong, brasswares, okir, learned in
 Formative Assessment  Creating/ Drawing a
2. the salient panolong, torogan, and Arts and Native Basket
features of the sarimanok; Yakan’s fabric and Design of
 Creating Tribal
face makeup and body Mindanao in
arts of Mindanao Accessories
ornamentation; T’boli’s tinalak their own
by showing the and accessories; Tawi-tawi’s  Appreciates  Self-Assessment
relationship of Pangalaydance, etc. A7EL-IIIa-2 the beauty  Designing a Malong
the elements of OHSP Arts Module Q1 and
art and processes  reflect on and derive the mood, uniqueness
idea, or message emanating from of the Arts
among culturally
selected artifacts and art objects and Crafts of
diverse Mindanao
A7PL-IIIh-1
communities in  incorporate the design,
 appreciate the artifacts and art
the country 3. the form, and spirit of  Pre – Quarter Exam (G)
objects in terms of its utilization
Philippines as artifacts and objects  Summative Assessment  Quarter Exam (G)
and their distinct use of art
having a rich from Mindanao to one’s
elements and principles A7PL-
creation
artistic and IIIh-2
cultural tradition  incorporate the design, form, and  show the relationship of
from precolonial spirit of artifacts and objects from Mindanao’s arts and
 Performance task
Mindanao to one’s creation A7PL- crafts to Philippine
to present times  Reflect and Think
IIIh-3 culture, traditions, and  Self-Assessment Critically
 trace the external (foreign) and history, particularly with
internal (indigenous) influences Islamic influences and
that are reflected in the design of indigenous (Lumad)
an artwork and in the making of a practice
craft or artifact A7PL-IIIh-4
 create crafts that can be locally  mount exhibit using
assembled with local materials, completed Mindanao
guided by local traditional inspired arts and crafts
techniques (e.g., habi, lilip, etc). in an organized manner
A7PR-IIIc-e-1
 derive elements from
traditions/history of a community
for one’s artwork A7PR-IIIf-2
 show the relationship of the
development of crafts in specific
areas of the country, according to
functionality, traditional
specialized expertise, and
availability of resources (e.g.,
pottery, weaving, jewelry, and
basketry)
 show the relationship of
Mindanao’s arts and crafts to
Philippine culture, traditions, and
history, particularly with Islamic
influences and indigenous
(Lumad) practices A7PR-IIIh-4
 mount exhibit using completed
Mindanao inspired arts and crafts
in an organized manner
M EU: Target Goal: Guided Generalization for
Learners will understand that through art, Understanding
cultural beliefs and practices of the people explain the cultural beliefs and
affect their visual expression and practices of the people affect their
communication and can gain insight into the visual expression and
communication and can gain insight EQ
cultures and the human experience in general. into the cultures and the human
experience in general 1. In what way does
appreciation to the arts of
the people from Mindanao
help us gain insight into
these cultures and the
human experience in
general?
2. How do environmental
factors affect the people’s
visual expression and
communication of the
people from Mindanao

Standard: Prompt
The students on their own will create artworks create artworks showing the You are a researcher or an artist
create artworks showing the characteristic elements of the arts characteristic elements of the arts of showcasing the arts of Mindanao. Task Identify some ideas about
showing the of Mindanao and exhibit completed artworks Mindanao and exhibit completed the arts and Crafts od mIndanao
artworks
characteristic
elements of the Goal: : at the end of this unit, the
arts of Mindanao student on his/her own and in the
long run will be able to perform a
culminating activity showcasing the SCAFOLD # 2 Open Prompt
exhibit completed
artworks for arts of Mindanao.
Task: The learners Appreciates
appreciation and the beauty
critiquing and
Role:. A. Researcher Conduct an uniqueness
online search and examination of of the Arts
artifact collections from museums and Crafts of
and excavation catalogs about the Mindanao
arts of Mindanao. Select one
collection and write
descriptive “field” notes and make

SCAFOLD # 3 Guided
sketches about the form, culture,
Transferred
historical context, and purpose of
the artifacts in the collection. Task: The leaner create arts and
crafts of Mindanao
Artist
Interpret, design, and construct an

original three-dimensional artwork
inspired by art from different times
and cultural groups in Mindanao.
Audience: : classmates, social

media personalities
Situation:. acting in the role of a

social scientist who is interested to
learn more about the arts of
Mindanao, the student will
interpret, design, and construct an
original three-dimensional artwork
inspired by art from different times
and cultural groups in Mindanao.
The students individually or as a

team member, will use technology
to research function functional art
used in daily lives, rituals, and
celebrations of ancient cultures.
Product: The students will write an
article about the constructed artifact
from Mindanao for an
archeological journal. The article
should include facts, sketches, uses,
and design description.
perform successfully Infront of

class, an original three-dimensional
artwork inspired by art from
Mindanao, providing experience,
information and entertainment to
the audience and upload it in social
media.
Standard:
Your output will be evaluated by

using a Rubric
QUARTER: 3rd
TOPIC: Introducing the Arts and Craft of Mindanao
CONTENT STANDARD: The learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills.
The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes among culturally diverse communities in the country The Philippines
as having a rich artistic and cultural tradition from precolonial to present times
PERFORMANCE STANDARD: The learner performs showing the characteristic elements of the arts of Mindanao and exhibit completed artworks
TRANSFER GOAL: The students on their own will create artworks showing the characteristic elements of the arts of Mindanao and exhibit completed artworks
Critical Thinking and Problem Solving Ask essential question (EQ):
1. In what way does appreciation to the arts of the people from Mindanao help us gain insight into these
cultures and the human experience in general?
2. How do environmental factors affect the people’s visual expression and communication of the people from
Mindanao
Communication Through lecture and reporting, there will be question and answer teacher to students, students to students
Computer ICT Reporting through power point presentation (research other arts and crafts in Mindanao and present it to class as
reporting)
Creativity Draw a design of backpack which you think suits your needs in school. Consider the elements of design such as
balance, scale and proportion, unity, and variety. Don’t forget to color your work. Observe color harmony
Collaboration You are going to work with a partner to PEER MARK each other’s artwork. Follow the steps given.
Cross – Cultural Understanding The students will manifest nationalism through appreciating the arts and crafts in Mindanao and upload it to social
media
Career Lifelong Learning The teacher will ask the students to create arts and crafts of Mindanao

1st Quarter – Music
Grade 7
1 Explore
Activity 1: Pre – Test
Activity 2: Loop a wor
Activity 3: Fill in the blanks
Activity 4: Matching type
2 Firm-up
Activity 6: Creating/Drawing a Native Basket
Scaffold 1:
3 Firm-up
Activity 7: Creating Tribal Accessories
Scaffold 2:
4 Firm-up Activity 8: Designing a backback
Analyze and reflect
5 Deepen
Activity 9: : Designing a Malong
Actvity 10: Learning Log

6 Deepen
Activity 11 Differentiated Activties
Scaffold 3:
8 Exam Week
Video Presentation: Text #1: Text #2:
Making your own Mindanao-inspired arts and crafts using Art serves as a means of personal expression. The choice of Aside from the Maranaos in the northernmost part of Mindanao,
indigenous materials body adornments such as bead jewelry, body tattoos, and another group of Muslims are the Yakans. They live in Sulu, Basilan,
headdresses indicate one’s personality and social status. and Zamboanga. Their means of livelihood is also mainly in agriculture
and fishing.
Ans. Claim based on Video Ans. Claim based on the text Ans. Claim based on the text
1. 1. 1.
2. 2. 2.
3. 3. 3.
Essential Question:
1. In what way does appreciation to the arts of the people from Mindanao help us gain insight into these cultures and the human experience in general?
2. How do environmental factors affect the people’s visual expression and communication of the people from Mindanao?
learners will understand and appreciate arts of Mindanao and help gain insight into these cultures and the human experience in general.
QUARTER: 3rd
TOPIC Introducing: Arts and Crafts of Mindanao
CONTENT STANDARD: : The learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills.
The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes among culturally diverse communities in the country The Philippines
as having a rich artistic and cultural tradition from precolonial to present times
PERFORMANCE STANDARD: The learner performs showing the characteristic elements of the arts of Mindanao and exhibit completed artworks
COMPETENCIES:
1. analyze elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao
2. identify 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, and sarimanok; Yakan’s fabric and face makeup and body ornamentation; T’boli’s tinalak and accessories; Tawi-tawi’s
Pangalaydance, etc.
4. appreciate the artifacts and art objects in terms of its utilization and their distinct use of art elements and principles
5. incorporate the design, form, and spirit of artifacts and objects from Mindanao to one’s creation
6. trace the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft or artifact
7. create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc).
8. derive elements from traditions/history of a community for one’s artwork
9. show the relationship of the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and availability of resources
(e.g., pottery, weaving, jewelry, and basketry)
10. show the relationship of Mindanao’s arts and crafts to Philippine culture, traditions, and history, particularly with Islamic influences and indigenous (Lumad) practices
11. mount exhibit using completed Mindanao inspired arts and crafts in an organized manner
Pre -Assessment/Diagnostic Activity 1: Pre-test Activity 2: Loop a word
Activity 3: Fill in the blanks
Activity 4: Matching type
Formative Assessment Activity 6: Creating/Drawing a Native Basket Scaffold
Activity 5: Assess and Learn Activity 7: Creating Tribal Accessories Level 1: Directed Prompt
Activity 8: Designing a backback Level 2: Open Prompt
Self -Assessment Post – Test (NG) 3-2-1(NG) Self-Check/Assessment (Learning Targets)

(NG)
Learning Log (NG)

GRADE LEVEL: 7 QUARTER:
UNIT TOPIC:
Developing
LEARNING TARGETS Approaching Proficient
Proficiency
Acquisition
1. analyze elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao
2. identify 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, and sarimanok;
Yakan’s fabric and face makeup and body ornamentation; T’boli’s tinalak and accessories; Tawi-tawi’s
Pangalaydance, etc.
Make Meaning
I can…
1. incorporate the design, form, and spirit of artifacts and objects from Mindanao to one’s creation
2. trace the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork
and in the making of a craft or artifact
Transfer
I can…
1. mount exhibit using completed Mindanao inspired arts and crafts in an organized manner
habi, lilip, etc).
LEARNING MODULE and ACTIVITIES
Activity 2 : LOOP A WORD! Find words that you considered as arts and crafts. Words are either in vertical, horizontal,
or diagonal. Encircle it.
Activity 3. Fill each blank with the correct answer. Write your answer on the blank.
_______________1. A traditional dance which demonstrates the various ways of wearing a malong and its uses.
_______________2. Sacred cloth which is exchanged during marriages and used as a cover during births.
_______________3. The traditional tight-fitting trousers made of a Yakan fabric characterized by its vertical stripes design.
_______________4. Sequin-like capiz shells used to give a distinct design and color to their clothes.
_______________5. Most common material used by the ethnolinguistic groups in Mindanao for weaving cloth.
_______________6. A process of dyeing the fabric in which the yarns have been tie-dyed before weaving.
_______________7. A square cloth used by the Yakan women as a head cover or as belt.
_______________8. The common color tones found in a Bagobo's t'nalak. _
______________9. The common color tones found in a t'boli's t'nalak.

_______________10. They are known as “People of the Lake”
Activity 4. Matching Type: Directions: Match Column A with the correct answer in Column B. Write only the letter of your answer on the blank.
A. B.
____1. The legendary bird of the Maranao a. Sarimanok
which is said to be a symbol of good fortune b. Kandit
. ______2. It came from an old Malayan
word which means carve or "ukit" in Filipino. c. Manik tegiyas
______3. It serves as protection from
spears and knives during combat and may be fastened around the trousers. d. Okir
______4. It is a bamboo container for the paraphernalia used in chewing betel nut. e. hilot
______5. A heavy brass belt commonly worn by T'boli f. Kulintang
______6. A wooden comb with seed beads hanging from it. g. pegupaan
It is worn toward the back of the head.
______7. An instrument that consists of a row of small brass h.Suwatl mimotis
or bronze gongs horizontally laid upon a wooden rack.
______8. A charmed necklace or bracelet made
from fruits and flowers beaded together to protect them from illness i. Pis and Kandit
. ______9. A small bronze box with engravings carried at the waist
______10. It is hand-woven head cloth and j. Lutuan
15-meter belt or sash which serves as protection from spears or knives.
Activity 5. Assess and learn
Complete the table below. This self-assessment activity will give you opportunity to reflect and assess your own learning on the arts of
Muslim Mindanao.
3 things O learned today about what makes the Muslim art Unique ..
2 things I found interesting about Muslim Art
1 question still have Muslim Art..
Activity 6. Drawing a Native Basket
Materials: pencil, Ruler, Pen, crayon/oil pastel, Paper.
Procedure:
1. Draw various design of basket. You may use the pictures of basket as your guide. Use bond paper for your drawing.
2. Come up with your own decorative designs of various shapes in your basket.
3. Color your drawing by using color pastel of your choice.
Activity 7: Creating Tribal Accessories

1. Decide on any artistic body adornments made of ethnic materials.
2. Design bead jewelry made of synthetic stones.
3. Observe harmony of colors in choosing your beads or stones
4. Wear your body accessories and tell your classmates and teachers how you felt while making then while wearing the accessories
Activity 8: Designing a Backpack:
1. Choose a design of a backpack which you think suits your needs in school. Consider the elements of design such as balance, scale and proportion, unity
and variety. Don’t forget to color your work, observe color harmony.
2. Exhibit your design in the art of gallery of the class.
3. Observe the design of your classmate. Find out if you can understand and your classmates better based on their design.
Analyze and reflect:
1. Analyze art element (color, line, shape,etc.) and principles (deisgn emphasis, harmony etc.) in your design.
2. Reflect on and derive the mood, Idea or message emanating from your design.
Activity 9. Designing Malong.
Materials: Pencil, ruler, pen, crayon and paper
Procedure:
1. On your paper, create various malong designs.

2. Come up with your own design of using various shapes, Motifs, colors and rhythm.
- Writer
- A researcher
- An artist
- A historian
1. Have you seen artworks at your home, in school, or in your community that are made by the indigenous people of Mindanao?
2. What do arts and crafts of Mindanao trying to Convey?
3. Hpw could you support the arts of The Filipinos from Mindanao?
Performance task:
You are going to work with a partner to peer mark each other’s artwork. Follow these steps.
1. Observe carefully the artwork of your classmate.
Project 4points 3points 2 points 1ponts

The design and color are excellent The design and color are highly The design and color are The design and color needs more
satisfactory satisfactory imporvements.
2. Write an encouraging comment about the work saying what you liked about it.
3. Write also what your partner needs to do progress.

J.R Borja Extension, Gusa, Cagayan de Oro City

Arts
SUBJECT AREA: Arts GRADE/LEVEL: GRADE 7 QUARTER: Fourth Quarter
UNIT TOPIC: Philippine Festivals and Theatrical Forms WRITER: Mercy Sweet S. Suarin
Standards Learnin Learning Competences Learning Targets/Objectives ASSESSMENTS STRATEGIES
g Goal
Content: A At the end of the lessons,100% of the 1. Pre-Assessment 1. 3-Minute pause

learners will be able to: 2. Assess and Learn
The learner 1. identify the festivals and theatrical 2. Formative Assessment 3. Paper parade design
demonstrates forms celebrated all over the country 4. How’s your artwork?
understanding and throughout the year 3. Summative Assessment (PPD)
application on 2. research on the history of the festival 1. identify the festivals and 5. Planning a Festival
and theatrical composition and its theatrical forms celebrated all 4. Self-Assessment
Parade
1. how theatrical evolution, and describe how the over the country throughout
townspeople participate and the year 6. Watching a Stage
elements (sound, play
contribute to the even 2. research on the history of the
music, gesture, 3. identify the elements and principles festivals and theatrical 7. Differentiated
movement, and of arts as seen in Philippine Festivals compositions, and their activities
costume) affect the 4. defines what makes each of the evolution and describe how 8. Reflect and Think
creation and Philippine festivals unique through a the townspeople participate Critically
communication of visual presentation and contribute to their festivity
meaning in 5. design the visual elements and and gaiety
components of the selected festival or 3. design the visual elements and
Philippine Festivals
theatrical form through costumes, components of the selected
and Theatrical Forms festival or theatrical form
props, etc.
as influenced by 6. choreograph the movements and through costumes, props, etc.
history and culture gestures reflecting the mood of the 4. analyze the uniqueness of each
selected Philippine festival/theatrical group’s performance of their
2. theater and form selected festival or theatrical
performance as a 7. analyze the uniqueness of each form
synthesis of arts and group’s performance of their selected 5. demonstrate originality and
a significant festival or theatrical form inventiveness in work
8. improvise accompanying sound and 6. define, prioritize
expression of the
celebration of life in rhythm of the Philippine
festival/theatrical form
various Philippine
9. perform in a group showcase of the
communities selected Philippine festival/theatrical
form
M EU: Students will understand that deep Target Goal: Guided Generalization for
knowledge of different theatrical compositions Understanding
is an important avenue in building one’s good I can…
behavior and self-confidence leads to a
1. Explain different theatrical
profound effect in one’s appreciation to the
compositions is an important EQ:
Philippine cultural activities or festivals avenue in building one’s good
behavior and self-confidence 1. What is the role of
leads to a profound effect in visual arts in festivals?
one’s appreciation to the 2. How does visual art
Philippine culture and music enhance effective
in general dramatic performance?
Performance T Transfer Goal: I can… Performance Task: SCAFOLD #1: Directed

Standard: Prompt
The students on their own (independently) will 1. create /improvise a musical You have been asked to
1. create their own program of activities to play using the learned skills perform a culminating activity Task: discuss the main
appreciate the Philippine culture and music in 2. sing selection/s from chosen showcasing visual arts in
create appropriate
features of Philippine
general. Philippine musical theater festivals and upload it in social
festival attire with 3. perform some theater forms festivals. Explain the theme
media.
accessories based on and drama and the dominant designs of
authentic festival the costumes and masks of
costumes each festivals
Goal: perform a culminating
2. create/improvise activity showcasing visual arts
appropriate sound, in festivals
music, gesture, SCAFOLD #2: Open
movements, and Prompt
costume for a chosen
Role: Blogger/festival or drama Task: Get Involved!
theatrical
critique/
composition
Illustrate/draw a specific
Costume designer
scene in a play to deepen
students’ appreciation of
Philippine festivals.
Audience: Teachers, classmates
and netizens
SCAFFOLD #3: Guided

Transfer
Situation: acting in a role of a
festival or drama organizer, the Task: Let’s Do It on Our
student will interpret, design, Own!
and construct an original three-
dimensional artwork inspired by Task: Create your own
their community’s festival or festival attire with accessories
drama and upload it in social based on authentic pictures of
media the festivals appreciate the
innate artistry of the
townspeople who join yearly
Product: Sketch or draw a in the festivities
rendering of a festival or drama enthusiastically; create a
costume in their town province. photo essay about an
Photo essay outstanding local actor in a

festival or drama.
Standard:
create appropriate festival attire

with accessories based on
authentic festival costumes.
theater and performance as a

synthesis of arts and a
significant expression of the
celebration of life in various
Philippine communities
QUARTER: Fourth
TOPIC: Philippine Festivals and Theatrical Forms
CONTENT STANDARD: The learner demonstrates understanding and application on how theatrical elements (sound, music, gesture, movement, and costume) affect the creation
and communication of meaning in Philippine Festivals and Theatrical Forms as influenced by history and culture. Theater and performance as a synthesis of arts and a significant
expression of the celebration of life in various Philippine communities
PERFORMANCE STANDARD: The learner creates appropriate festival attire with accessories based on authentic festival costumes and create/improvise appropriate sound,
music, gesture, movements, and costume for a chosen theatrical composition
TRANSFER GOAL: The students on their own (independently) will create their own program of activities to appreciate the Philippine culture and music in general.
Critical Thinking and Problem Solving Ask essential questions (EQ):
1. What is the role of visual arts in festivals?

2. How does visual art enhance effective dramatic performance?
Communication Through lecture and reporting, there will be question and answer (teacher to students, students to teacher, and
students to students)
Computer ICT Create a multimedia presentation that illustrates and analyzes the similarities and differences of Komedya and
Bodabil. Use and cite appropriate video clips downloaded from the web.
Creativity Create a short poem that describes the Philippine festivals.
Collaboration Form a group of five members each. Present a street dance presentation of your festival in your region. Record your
rehearsals and actual presentation and upload it to social media.
Cross – Cultural Understanding The students will play available indigenous musical instruments and try to compare it in playing other modern
instruments.
Career Lifelong Learning The teacher will ask the essential questions to the students and let them relate their experiences and how functions
of music relate to the lives of the people and reflect career lifelong experiences

4th Quarter – Arts
Grade 7
1 Explore
Activity1: 3-Minute Pause
2 Firm-up
Activity 3: Paper Parade Design
Activity 4: How’s your artwork? (PPD)
Scaffold 1:
3 Firm-up
Activity 5: Planning a Festival Parade

Activity 6: Watching a Stage Play
Scaffold 2:
4 Firm-up
5 Deepen
6 Deepen
Activity 10: Information, Media and Technology Literacy: Innovation
Activity 11: Reflect and Think
Scaffold 3:
8 Exam Week
GUIDED GENERALIZATION FOR UNDERSTANDING:
QUARTER 4
Video Presentation on: Text: Text:
Form a group of five members each. Present a street dance Philippine festivals are famous for their colorful and artistic The komedya or moro-moro is a folk dram. It had its otigin in the
presentation of your festival in your region. Record your costumes, masks, and props. The artistic presentation is one of the 17th century. It shows how Christians defeated the Moros. The
actual presentation and upload it to social media. reasons why festivals attract many local and foreign tourists. It is poetic verses of the Moro are delivered in a less than serious tone.
indeed the time when the artistry of many Filipinos is exposed to It is usually performed during All Saints’ days or during other
generate more income for artistic Filipinos because of their talents. religious festivals.
Filipino artists have good knowledge of the elements and principles
that excel during festivals. The art elements like color, lines, and
textures are considered, and their principles like repetition and
balance are used to come up with good designs.
Answer: Claim based on Video Answer: Claim based on the Text Answer: Claim based on the Text
1. 1. 1.
2. 2. 2.
3. 3. 3.
Essential Question:
1. What is the role of visual arts in festivals?

2. How does visual art enhance effective dramatic performance?
Students will understand that deep knowledge of elements and processes of Philippine music, particularly in Mindoro, Palawan, and the Visayas leads to a profound effect in one’s appreciation to the
Philippine culture and music in general.
QUARTER: 4th
TOPIC: Philippine Festivals and Theatrical Forms
CONTENT STANDARD: The learner demonstrates understanding and application on how theatrical elements (sound, music, gesture, movement, and costume) affect the
creation and communication of meaning in Philippine Festivals and Theatrical Forms as influenced by history and culture. Theater and performance as a synthesis of arts and a
significant expression of the celebration of life in various Philippine communities
PERFORMANCE STANDARD: The learner creates appropriate festival attire with accessories based on authentic festival costumes and create/improvise appropriate sound,
music, gesture, movements, and costume for a chosen theatrical composition
COMPETENCIES:
1. identify the festivals and theatrical forms celebrated all over the country throughout the year
2. research on the history of the festival and theatrical composition and its evolution, and describe how the townspeople participate and contribute to the even
3. identify the elements and principles of arts as seen in Philippine Festivals
4. defines what makes each of the Philippine festivals unique through a visual presentation
5. design the visual elements and components of the selected festival or theatrical form through costumes, props, etc.
6. choreograph the movements and gestures reflecting the mood of the selected Philippine festival/theatrical form
7. analyze the uniqueness of each group’s performance of their selected festival or theatrical form
8. improvise accompanying sound and rhythm of the Philippine festival/theatrical form
9. perform in a group showcase of the selected Philippine festival/theatrical form
Pre -Assessment/Diagnostic Activity1: 3-Minute Pause (NG) Activity 2: Assess and Learn(NG)
Formative Assessment Activity 3: Paper Parade Design (NG) Activity 4: How’s your artwork? (G) Scaffold
Level 1: Directed Prompt
Activity 6: Watching a Stage Play (NG) Activity 5: Planning a Festival Parade (NG) Level 2: Open Prompt
Activity8: Guided Generalization (G)
Activity 9: Assess and Learn (NG) Activity 7 : Costume Designer(G)
Activity 11: Reflect and Think (NG) Activity 10: Poem making (G)
Self -Assessment Post – Test (NG) 3-Minute Pause (NG) Self-Check/Assessment (Learning Targets)
(NG)
Learning Log (NG)
UNIT TOPIC: Philippine Festivals and Theatrical Forms
Approaching
Proficiency
LEARNING TARGETS/OBJECTIVES Developing Proficient
Acquisition
1. identify the festivals and theatrical forms celebrated all over the country throughout the year
2. research on the history of the festival and theatrical composition and its evolution, and describe how
the townspeople participate and contribute to the even
3. identify the elements and principles of arts as seen in Philippine Festivals
Make Meaning
I can…
1. defines what makes each of the Philippine festivals unique through a visual presentation
2. design the visual elements and components of the selected festival or theatrical form through costumes,
props, etc.
Transfer
I can…
1. improvise accompanying sound and rhythm of the Philippine festival/theatrical form

2. perform in a group showcase of the selected Philippine festival/theatrical form
3. choreograph the movements and gestures reflecting the mood of the selected Philippine
festival/theatrical form
Activity1: 3-Minute Pause
How well do you know various festivals here in our country? Try answering this modifies true or false replace the underlined word/s to make the statement correct.
_______1. The Giant Lamtern Festival in San Fernando, Pampngga is a religious festiva
_______2. The Kadayawan Festival in Davao City is Non-religious fesitival in celebration of bountiful harvest of tropical fruits like durian, mangosteen, and pomelo
_______3. It is in the Maskara Festival in Bacolod City that one can see the mask of Roman soliders.
_______4. Many floats decorated with flowers are seen during the Sinulog Festival in Cebu.
________5. The Cenaculo is a dramatic form of presentation which consist of short pieces of songs and recitations.
Activity 3: Paper Parade Design
Study the designs below. Notice the repeated shapes in different sizes and position in a composition.
Materials: colored Paper, Scissor,paste
Procedure:
1. Cuts strips of paper lengthwise

2. Fold the cut paper into two lengthwise
3. Using a pencil, outline the shapes at the edge of the folded paper.
4. Cut these shapes
5. Open the paper and paste the cut design on another sheet of paper.
Activity 4: How’s your artwork? (PPD)
Answer the following:
1. Did my art project go well?

o Yes
o No
2. What did I learn in this lesson?
3. How will I improve next time?
Activity 5: Planning a Festival Parade
1. Form a group of 5 or 7
2. Sketch a plan of group of people who will participate in the town fiesta parade.
3. Finalize the plan by drawing it on a illustration, board specifying the arrangements or order of parade participants.
4. Let your best artist in the group design the costumes. Your group can get some suggestions and hints from the internet
5. Present your illustration work in the class explaining the costumes you devised.
Activity 6: Watching a Stage Play
1. You will be assigned to watch a stage play

2. Focus on the merits and artistry of the stage play as you share your views in class
3. Point out the aspects of the play that made it interesting or enjoyable.
Choose any one of the roles you would like to do and preform.
You are a researcher
You are a costume designer
You are a choreographer
You are a performer
You are a festival music director
You are a contest judge
Reflect and Think Critically
1. What is the date of the festival in your place? How is the festival called?
2. What could be the reasons why the festival became popular in your community?
3. Do you and your family participate in these festivals?
4. Do you feek sense of belongingness in your place because of the festival?
5. What are the visuals you see on the streets during the parade?
Performance task;
Create appropriate festival attire with accessories based on authentic festival costumes.

Curriculum Map G7 Arts

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Curriculum Map G7 Arts

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SACRED HEART OF JESUS MONTESSORI SCHOOL

J.R. Borja Extension, Gusa, Cagayan de Oro City

Curriculum Map for GRADE-7

UNIT STANDARDS, LEARNING GOALS, COMPETENCIES AND TARGETS

SUBJECT AREA: Arts GRADE/LEVEL: GRADE 7 QUARTER: FIRST

Standards Learning Learning Competences Learning Targets/Objectives ASSESSMENTS STRATEGIES

Content: A At the end of the lessons,100% of the

Performance T Transfer Goal: I can … Performance Task: SCAFOLD #1 Directed

Role: You are an artist

Audience: teachers, Task: A Writer or an Artist

Situation: Acting in the role

Product: An original three-

Creates an artwork showing

TOPIC: Arts and Crafts of Luzon Highlands and Lowlands

1st Century Skills Instruction

Critical Thinking and Problem Solving Ask essential question (EQ):

Creativity Be open and responsive to new and diverse perspectives

Week No. Sessions Signature

Activity1: Pre – Assessment

Activity 2: K-W-L Chart

Activity 3: True or False

Activity 4: Study of Lines and Colors

Activity 5: Read and Understand Go and Learn

Activity 6: Assess and Learn

Scaffold 1: Creativity and Innovation (Drawing a Native Jar)

Activity 8: Assess and Learn

Scaffold 2: Mat-weaving Paper Version

Activity 10 :21st Century Literacy-Collaboration

Activity 11 Learning Log

Activity 12: Differentiated Activities

Activity 13: Reflect and Think Critically

Activity 13: 3-2-1

7 Performance task week

Text/situation/problem/video Text/situation/problem/video Text/situation/problem/video

Video Presentation: Situation: Situation:

SUPPORT INGTEXTS: SUPPORTING TEXTS: SUPPORTING TEXTS:

Evidences based on Video Evidences: Evidences:

REASON: REASON: REASON:

Common ideas in reason:

1. Why study elements and principles of art?

UNIT ASSESSMENT - ACTIVITIES MATRIX

TOPIC: Arts and Crafts of Luzon Highlands and Lowlands

Type Knowledge and Process/Skills Understanding (Meaning Making) Transfer

Activity 3: Graphic Organizer (NG)

Level 1: Directed Prompt

Activity 7: Assess and Learn (NG) Level 2: Open Prompt

Level 3: Guided Transfer

Activity 6: Brainstorming (NG)

Activity10: Differentiated activities(G)

Performance Task (G)

Self -Assessment Post – Test (NG) 3-2-1(NG) Self-Check/Assessment (Learning Targets)

Pre -Assessment/Diagnostic Activity1: Frayer Model (NG)

GRADE LEVEL: 7 QUARTER: 1

UNIT TOPIC: Arts and Crafts of Luzon: An Introduction

LEARNING MODULE and ACTIVITIES

Directions: Read and answer the questions.

Activity 4. Study Lines and Colors

Activity 5: Read and Understand Go and Learn

Directions: Read and answer the questions.

Activity 8: Assess and learn (Mat-weaving Paper Version)

2. Slit each line with a blade or cutter.

5. mount the woven mat on a sheet of paper.

1. What artwork did I make in lesson?