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1. DAILY
LEARNING LOG
IN MAPEH
Learning Area:
Music & Arts
Grade Level:
10
Section Teaching Time and Date
10-Opal 1:45-2:30 PM
Week 2
August 05-09, 2024
School:
Paquet Integrated School
10- Ruby 2:30-3:15 PM
Week 2
August 05-09, 2024
Quarter: I Subject Teacher: RONGEL G. GUINGAYAN
Session 1 Session 2 Session 3 Session 4 Session 5
I.OBJECTIVES
A.Content StandardsThe learner demonstrates
understanding of 20th
century music styles and
characteristic features.
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
Standards
The learner creates musical
pieces using particular
style/s of the 20th Century.
The learners…
 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
Competencies/
Objectives
The learner explores other
arts and media that portray
20th century elements
through video films or live
performances.
The learners…
 analyze art elements and
principles in the
production of work
following a specific art
style from the various art
movements (A10EL-Ib-1)
 identifies distinct
characteristics of arts from
the various art movements
(A10EL-Ia-2)  identifies
representative artists and
Filipino counterparts from
reflects on and derive the mood, idea, or message from
selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by
evaluating their utilization and combination of art
elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the
various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in
the various art movements (A10PL-Ih4)
 creates artworks
guided by techniques
and styles of the
various art movements
(e.g., Impasto,
Encaustic, etc.)
(A10PR-Ic-e-1)

2. the various art movements
o (A10EL-Ia-3)
II. CONTENT Electronic music
Chance music
Modern Art
III. LEARNING
RESOURCES
A.REFERENCES:
1.TG pp:
2.LM pp:
3.Textbook pp:
4.Additional
Materials from LR
B.Other Learning
Resources:
IV. PROCEDURES
A. Reviewing previous
lesson/presenting the new
lesson
Ask the students to
differentiate between
Electronic and chance Music
through Venn Diagram. Cite
some characteristics of each
musical style to distinguish
their differences.
PRICIPLES OF ART
As a review, the students
will be asked to briefly
describe each of the
following principles of art
which they have learned in
their Art classes in the
earlier grade levels.
 Line  Shape  Form 
Space  Color  Value 
Texture
Ask the students:
Is the name of the art
movement “expressionism”
familiar to you? If yes, what
do you know about this
movement?
Have you heard of the
artistic styles known as
“surrealism” or “dadaism”?
If yes, do you know of any
famous artist who painted in
these styles?
Would you like to own an
artwork in an expressionist
style? Why or why not?
Give a brief definition
of the modern art
movement called
expressionism. When
and where did it begin?
Name the most
prominent Dadaism
artist and his works
In your opinion, what
does an abstract
artwork look like?
Have you heard of the
artistic style known as
“cubism”? If yes, why
do think it was named
in this way?
B. Establishing a purpose
for the lesson
Conduct the following
survey to assess what the
students know or have
experienced concerning
modern art and
impressionism.
The teacher will present to
the class a colored
reproduction of an
expressionist artwork. The
teacher will give the title of
the work and the name of the
ABSTRACT
ARTWORK The
teacher will display an
abstract work. Let the
students identify the
image they see in it.

3.  What comes to mind
when you hear the term
“modern art”?
 Give some qualities or
characteristics that make
you consider an artwork
“modern.”
 How is modern art
different from earlier
styles of art that you
know?
 Have you heard of the
art movement known as
impressionism? If yes, can
you name one famous
impressionist artist that
you know of?
 Can you name or
recognize one well -
known artwork in the
impressionist style?
artist. Let the students give
their comments as to
whether this artwork fits
their ideas about Modern
Art.
Instruct the students to
explain what makes it
possible for them to
still identify the image,
even if it has been
assembled in a mis -
aligned way.
C. Presenting examples of
the new lesson
THE NEW COLOR
TECHNIQUE To help the
students to understand the
revolutionary technique
for applying color
introduced by the
impressionists, experiment
with this simplified
process:
 Take a set of watercolors
(cake type or in tubes).
Choose one
 secondary color: orange,
green, or violet.
 Color a shape on a paper
Students are called to
comment on how the
artwork s presented by the
teacher make use of these
principles to exhibit the
qualities of expressionism.
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and
Variety
5. Proportion
The students are given
the following
questions:
Do you know the
name of any abstract
artist—foreign or
Filipino?
Have you heard of
Pablo Picasso?
What country did he
come from? What
artistic style is he most
famous for?

4. using this single
secondary color.
 Beside it, color a similar
shape using strokes of the
two primary colors
 that are combined in that
particular secondary color
(ex: red + yellow
 = orange; blue + yellow
= green; red + blue =
violet).
 Hold the paper some
distance away and ask
your classmates to
 comment on the
“impression” of the
secondary color you have
created  and the actual
color itself.
D. Discussing new
concepts and practicing
new skills #1
The teacher will discuss
impressionism using the
links below: . Origins of
the Movement . A Break
from the Past . Works of
Monet, Renoir and Monet.
Teacher will le ad discussion
on Expressionism - Dadaism
The teacher will
discuss Abstract
Realism, Cubism,
Cubist Artworks,
Foremost Cubist
Painter/Sculptor. The
teacher will explain
Cubist Styles &
Subjects trough the
Principles of Arts
E. Discussing new
concepts and practicing
new skills #2
The teacher will discuss
Post-impressionismn and
Principles of Arts. Works
of Cezanne & Van Gogh
Teacher will lead
discussion on:
Expressionism
Surrealism
Roles or Functions of
Artwork History of Art
Movement

5. F. Developing
Mastery(Leads to
formative assessment)
ARTWORK : “IMPASTO
” One of the most
distinctive painting
techniques used by
impressionist artists was
impasto. Impasto is the
very heavy application of
paint to the canvas —
often with a spatula or
knife instead of a
paintbrush, and sometimes
even directly squeezed
from the tube. (The
teacher will present a
sample of an Impasto to
the class . ) Materials: ¼
illustration board or
chipboard Tubes of acrylic
paints (can be shared
among the class members)
Paintbrushes Wooden
popsicle sticks Pencil
Rags for clean up
Procedure:
 Decide on a simple
design for your artwork.
Keep in mind what colors
of paints are available to
you.
 Using a pencil, sketch in
the general design on the
illustration board or
chipboard.
 Apply the paints to your
design with the brush,
then more thickly with the
CREATE A WORK OF
“EXPRESSIONISM”
With your groupmates,
choose between
Dadaism and
Surrealism. Select art
materials that are readily
available, such as one
whole sheet of
cartolina; acrylic paints,
poster paints, or any
available paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue or paste;
and pictures from
magazines, newspapers,
or calendars. Working
as a group, plan how to
use these materials to
express your message
about your chosen art
movement . Assign a
task to each group
member, then create
your artwork together.
(Note: Remember that
expressionism made use
of very strong images
and colors, and
expressed deep
emotions.) Decide on a
title for your group
artwork. Present your
CREATE A
“PICASSO”
 Review the
description of
Picasso’s cubist style.
 Based on this, plan a
cubist artwork for your
group to create.
 Prepare a magazine,
assorted photographs, 1
sheet of oslo paper, 
scissors, and glue or
paste.
 Select a large
photograph from the
magazine and/or the
other photos, and cut
these up into segments
of different shapes and
sizes.
 Glue or paste the
segments on the oslo
paper in a creative
way, but withthe image
still recognizable.
 Give your cubist
artwork a title.
 Display it in front of
the class, together with
the works of the other
groups. Join your
classmates in giving
personal reactions to
each other’s work.

6. popsicle sticks and, in
certain spots, squeeze the
paint directly from the
tube.
 Allow the paint to dry
thoroughly before
handling or displaying the
finished artwork. (see
attached powerpoint
presentation CREATING
YOUR OWN
IMPRESSIONIST
ARTWORK :
“IMPASTO”)
finished artwork to the
rest of the class. Join in
the discussion about the
message of each group’s
artwork.
Comment on how each
group effectively used
the characteristics of
expressionism (through
the elements and
principles of art) to
convey message . (see
attached powerpoint
presentation CREATE
A WORK OF
“EXPRESSIONISM” )
G. Finding practical
applications of concepts
and skills in daily living
Each group will finalise their
edit in their music video.
IMPRESSIONISM AND
YOU The students are
expected to the activity by
group . Two minutes will
be given for each group to
formulate their answers
while the remaining three
minutes will be allotted
for the presentation.
Group 1 Which among
the impressionist masters
— Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.
Group 2 Is there a value
in learning about art
movements like
impressionism that arose
over a century ago,
Which among the forms
of expressionism
(dadaism, surrealism)
appeals to you the
most? And which does
not appeal to you at all?
Explain why.
Which form of
abstractionism do you
find most striking, and
why? Do you consider
action painting, color
field painting, and
pictographic painting
true art? Why or why
not?

7. halfway around the world
from us? Why or why
not?
Group 3 On a personal
level, what struck you
most about the
impressionist style of art?
Group 4 Would you want
to experiment further with
painting in this style?
Explain briefly. Group 5
Would you want to own
an artwork in the
impressionist style? Why
or why not?
H. Making generalizations
and abstractions about the
lesson
IMPRESSIONISM AND
THE RISE OF MODERN
ART  Was the term
“impressionism” fitting
for this art movement?
Why do you say so? 
From your knowledge of
world history during the
late 19th century, do you
see a relation between the
impressionist styles and
the major events of that
period?  Do you agree
that impressionism set the
stage for the succeeding
movements of modern art?
If so, in what ways?  Do
you see this style reflected
even in the works of
today’s artists?  Explain
briefly. Do you know of
any Filipino artists who
What qualities make an
artwork expressionistic?
Where did Dadaism get
its influences? Why was
the child’s term “dada”
fitting for the art
movement known as
dadaism?
between expressionism
and abstractionism.
How did the cubists
give a sense of
dynamism and energy
to their works? Who is
considered the most
famous abstractionist
and cubist artist?

8. also used the impressionist
style? If yes, explain how
they applied this style in
their works.
I. Evaluating LearningThe teacher will evaluate the
performance of each group.
The artwork of the group
shall be assessed through
the scoring guide:
 Creativity and originality
of the depicted theme
20 pts.
 Quality of artistic
composition and overall
design based on the theme
15 pts.
Overall impression of
the art 15 pts.
The artwork of the
group shall be assessed
through the scoring
guide:
 Creativity and
originality of the
depicted theme
20 pts.
 Quality of artistic
composition and overall
design based on the
theme 15 pts.
Overall impression
of the art 15 pts.
The artwork of the
group shall be assessed
through the scoring
guide:
 Creativity and
originality of the
depicted theme
20 pts.
 Quality of artistic
composition and
overall design based on
the theme 15 pts.
Overall impression
of the art 15 pts.
J. Additional Activities/
Remediation
Bring art materials that are
readily available, such as
one whole sheet of cartolina;
acrylic paints, poster paints,
or any available paints;
markers, crayons, pastels, or
colored pencils; #8 brush;
scissors; glue or paste; and
pictures from magazines,
newspapers, or calendars.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment

9. B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: Checked by:
RONGEL G. GUINGAYAN LORADEL R. SULIO
Subject Teacher School Head I