Lesson Log School RANIAG HIGH SCHOOL Grade Level GRADE 10

Teacher RAYMIND M. MIRANDA Learning Area ARTS

Date & SEPTEMBER 18 – 22, 2023 Quarter 1ST QUARTER
Time Checked by: RESURRECION L. ACIO

DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learners…
Standard
● art elements and processes by synthesizing and applying prior knowledge and skills
the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences and other external phenomenon
B. Performance The learners…
Standard
● perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements
recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art)
C. Learning The learners……
Competencies/
● describe the influence of iconic artists belonging to the various art movements (A10PR-Ice-2)
Objectives:
● apply different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the
various art movements (e.g., the use of industrial materials or found objects, Silkscreen Printing, etc.) (A10PR-Ic-e-3)
● evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements (A10PR-If-4)

● show the influences of Modern Art movements on Philippine art forms (A10PR-I-f-5)
mount exhibit using completed artworks influenced by Modern (A10PR-I-g-6)
II. CONTENT Pop Art, Op Art, Performance Art Culminating
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
TG 111-115 TG pages 116 - 120 TG pages 121 - 122
Pages
2. Learners’ Materials
LM pages 220 - 226 LM pages 227 - 232 LM pages 232 - 234
Pages
3. Textbook Pages
4. Additinal Materias
 from Learning
Resource (LR) Portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing The teacher will The teacher will solicit This last session for the
● Describe the
previous lesson conduct a pre- the students’ prior Quarter will be devoted to
or presenting assessment on the idea knowledge to distinctive having the students’ stage
the new lesson of the students with installation and characteristics of “An Exhibit of Modern
regards to pop art and performance arts. installation art. Art” presenting the
op art through these following categories:
● Do you know ● Describe the
questions: ∙ Impressionism
what distinctive ∙ Expressionism
● Have you heard
installation art ∙ Abstractionism, Pop art,
characteristics of
of the terms is? Op art
performance art. ∙ Installation art
“pop art” and
“op art”? If yes, ● Have you ever ● Explain why both ∙ Performance art
briefly describe seen an actual these art forms (5 minutes)
what you know example of this reflect the spirit of
about each of type of art? If the modern era.
these styles. If yes, what was (5 minutes)
not, what do it? Briefly
you think the describe it.
names of these ● Do you know
styles refer to?
what
● Can you name performance
any well-known art is?
artists using ● Have you ever
these styles?
witnessed or
● Can you guess watched such a
what types of form of art? If
subjects these yes, what was
styles depicted? your reaction
 (5 minutes) to it and why?
(10 minutes)
B. Establishing a The teacher will display The teacher will play a The students will be
purpose to the art samples of pop art slideshow on assigned to select from
lesson and op art. installation and among their own works,
performance arts. as well as source photos,
Let the students give magazine or calendar
their comments as to The students are cutouts, Internet images,
whether this artwork fits expected to interpret etc. of at least 2 to 3
their ideas about the themes or messages representative artworks
Modern Art. being expressed by each for the above
these artworks and categories.
(5 minutes) give their personal
comments and (5 minutes)
reactions.
(10 minutes)
C. Presenting From the art samples The students are
examples/Instan displayed, the students expected formulate the
ces of the new will compare pop and characteristics of
lesson op art from cubism and installation art and
abstract realism. performance art based
How was pop art and op on the slideshow.
art different from the
earlier Cubism and
abstract Realism? (10 minutes)
From where did pop art
and op art draw its
subjects?
Explain how the
elements of art were
used to create the
special technical effect
in pop art and op art.
(5 minutes)
D. Discussing new The teacher will discuss The teacher will
concepts and the subjects, artworks discuss Installation Art
 practicing new and pop artists using the as a Contemporary Art
skills #1 following links: through these links:
https://www.youtube.co http://1.bp.blogspot.
m/ watch? com/_c0qFk0lWEKg/
v=kZTsbJcr9VI TNGIspkDoPI/AAAA
A AAAAI4/3XwQ6O -
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JPG
E. Discussing new The teacher will discuss The teacher will
concepts and the following through discuss Performance
practicing new these links: Art as a Modern Art
skills #2 and Four Basic
● Illusion of
Elements
Movement of 1. Time
Op Art 2. Space
US Involvement in 3. The
Modern Art Influencing Performer’s
Philippine Art Forms
Body
4. A Relationship
Between
Performer and
Audience
(15 minutes)
F. Developing GROUP POP ART Divide the class into four CURATING THE
mastery (Leads TASK Groups A & B: groups. Groups A and B EXHIBIT,
to Formative will create an installation
∙ Prepare your materials
Assessment 3 ) artwork. Groups C and D The learners will be asked
– 1 whole cartolina or 1
will present performance to decorate the room in
whole box board; old
art. preparation for the
colored magazines,
exhibit.
newspapers, or
Groups A and B:
calendars; scissors; glue
Installation Art Give the Each artwork will be
or paste; watercolors,
group members the accompanied by a card
acrylic paints, poster
following instructions: briefly describing the
colors, crayons, or
∙ The group members will work and the historical
pastels; #8 paint brushes
brainstorm on the concept and cultural context of the
and/or sponges
 of an installation work to category it belongs to:
∙ Select a “popular”
be constructed within the
subject for your artwork
school grounds. For Student - Made
(e.g., a product,
Artworks
celebrity, movie or
∙ As a group, gather Title___________
television character,
creative and innovative ________
sport, place, brand
materials for the planned Artist(s)________
name, etc.). Plan how
installation and bring these ________ Artistic style
this will be depicted
to your chosen work area. and medium
using your available
used__________
materials.
∙ Together, assemble the _________ Date of
∙ Cut out images, letters, materials to construct your creation________ __
etc. from the magazines, installation.
newspapers, or For Reproduction or
calendars, and glue or ∙ Give the work a thought - Images of Known
paste them on the provoking title and label it Artworks
cartolina or board. accordingly. Title___________
Color the surrounding ________
background with ∙ All the groups will then Artist(s)________
watercolors, poster take a tour of the ________ Artistic style
colors, or any available installations created by the and medium
paints. You may add others. used__________
details with crayons or Year or period of
pastels. ∙ Hold a discussion on how creation__ Prevailing
∙ Decide on a title for the finished works made historical events at that
your group artwork and the class members feel and time ______________
display it in the think; and whether they ___
classroom. consider these good
examples of installation art (50 minutes)
∙ Be ready to explain the or not.
pop art style and
techniques that you used Groups C and D:
(e.g., inspired by Andy Performance Art Give the
Warhol, Roy group members the
Lichtenstein, etc.) and following instructions:
to exchange comments
with the other groups ∙ The group members will
about their works. brainstorm on the concept
ACTION PAINTING of a performance art
OP ART Groups B & C: presentation.
∙ Prepare your materials
– 1 whole cartolina, box ∙ As a group, agree on the
board, or other recycled place, equipment,
board; acrylic paints; 1 - costumes, and props (if
inch paintbrushes, any) for your presentation.
sponges, or popsicle
sticks; ∙ Assign roles/tasks to each
group member, as
∙ recycled mixing plates;
performers, production
small rags for cleaning
crew, etc.
up; newspaper for
covering work surface.
∙ At the assigned time, the
∙ As a group, discuss the two groups will perform in
overall composition and front of the class.
technique that you will
use ∙ Select desired ∙ Hold a discussion on how
colors of paint and the performance art
apply these to the board presentations made the
using actions such as class members feel and
brushing, sprinkling, think; and whether they
dripping, and flicking. consider these good
Let the paint dry. examples of performance
Decide on a title for art or not.
your group painting and
display it in the (35 minutes)
classroom.
∙ Be ready to explain
the “action painting”
techniques that you used
and to exchange
comments with the
other groups about their
works. In
∙ what ways are they the
same? In what ways are
 they different? (20
minutes)
G. Finding What traits Do you think you would
practical /characteristics can be enjoy installation and
application of developed in this kind performance arts? Why or
concepts and of activity? How would why not?
skills in daily you use these traits to
living enhance the social Aside from the artistic
dimension of your life? aspect, what other purposes
(5 minutes) can such art forms be used
for?
H. Making Why were action Do installation art and
generalizations painting and pop art performance art exemplify
and abstractions given these names? the qualities of modern art?
about the lesson If yes, in what ways do
Who were the artist who
they do so?
became famous for their
action painting style and Do art forms like these
pop artwork? serve a purpose in today’s
world? Explain your
(5 minutes)
opinion.
(10 minutes)
I. Evaluating The artwork of the The artwork of the group Have the students invite
learning group will be assessed will be assessed by means the school Administration,
by means of the of the following criteria: other faculty members,
following citeria: Innovative & Creative Idea and their schoolmates to
Creativity – 20 pts Style _40 pts. Utilization of Time visit the exhibit. They
& Color Balance – 15 & Space_30 pts. Visual should be prepared to
pts. Subject Matter – 15 Structure_30 pts. explain the works and
pts how these present the
characteristics of different
movements and styles of
modern art. Critique of
the Exhibit As a form of
self - evaluation, have the
students rate the
culminating exhibit using
the format below:
 “An Exhibit on Modern
Art” Evaluation Form

CRITERIA Selection of
artworks to exhibit (theme
and message) 20 pts .
Completeness of exhibit
20 pts . Presentation
(display, mounting, and
labelling of works) 15
pts . Assignment of tasks
15 pts .
Cooperation among
students 15 pts. Response
of exhibit visitors 15 pts.
J. Additional Preparation for the Culminating “Exhibit of Modern Art” The teacher will guide the students in preparing
activities for their artworks for the culminating exhibit at the end of the quarter.
application or 1. All the finished artworks should be labelled with original titles, the student’s name or the group members’
remediation names, the date, and the technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the quarter.

V. REMARKS
Re-teach
Transfer of Lesson
to the following day
Lack of time

No Class
Achieved
VI. REFLECTION
A. Number of
learners who earned
80% in the evaluation:
B. Number of
 learners who scored
below 80% who need
additional activities for
remediation:
C. Did the
remedial lesson work?
No. of learners who
have caught up with the
lesson:
D. Number of
learners who continue to
require remediation:

E. Which of my
teaching
strategy/ies worked
well? Why did
these work?
F. What difficulties
did I encounter that
my principal or
supervisor can help
me solve?

G. What innovation
or localized materials
did I use/discover that I
wish to share with other
teachers?

Prepared by: Checked by: Noted:

RAYMIND M. MIRANDA RESURRECION L. ACIO MA. RODELENE J. TERTE, Ed.D.
Teacher II Master Teacher I Principal III