Q1 Grade 10 ARTS Week 1 creating dll.docx

Q1 Grade 10 ARTS DLL Week 1.docx

1. 1
Daily Lesson Log
in
MAPEH
SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 1 (4 Sessions) QUARTER FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content 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 Standard 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)
1. Learning Competencies/
Objectives
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 the various art movements
o(A10EL-Ia-3)
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-Ih- 4)
creates artworks guided by techniques and styles of the various art movements (e.g.,

2. 2
Impasto, Encaustic, etc.) (A10PR-Ic-e-1)
II. CONTENT
MODERN ART
a. Impressionism b. Expressionism
d. Dadaism
e. Surrealism
c. Cubism
f. Absttract
Realism
I. Principles of Art
1.Rhythm, Movement
2.Balance
3.Emphasis
4.Harmony, Unity, and Variety
5.Proportion
II. Process:
6. Painting and/ or Drawing
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material
pages
LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
3. Textbook pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House
Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette
Publishing House Corporation
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation

3. 3
Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in
Music, Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting
New Lessons
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
Textur
e (5 MINUTES)
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
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.
(5 minutes)
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?
(5 minutes)

4. 4
an expressionist
style?
Why or why
not?
(10 minutes)
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.
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
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
artist.
Let the students
give their
comments as to
whether this
artwork fits their
ideas about
Modern Art.
(10 minutes)
ABSTRACT ARTWORK
The teacher will display an
abstract work.
Let the students identify the
image they see in it.
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.
(5 minutes)

5. 5
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?
(5 minutes)
C. Presenting Examples /
Instances 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
Students are called
to comment on how
the artworks
presented by the
teacher
make use of these
principles to exhibit
the qualities of
expressionism.
1.Rhythm
,
Movemen
t
2.Balance
3.Emphasis
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?
(5 minutes)

6. 6
secondary color:
orange, green,
or violet.
Color a shape on
a paper 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
4.Harmony,
Unity, and Variety
5.Proportion
(10 minutes)
comment on the
“impression” of
the secondary
color you have
created

7. 7
and the actual
color itself.
(see attached powerpoint
presentation “THE NEW
COLOR TECHNIQUE”)
(5 minutes)
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.
http://
www.artquotes.net/
masters/monet/la-
prominade-75.jpg
http://
www.jackygallery.co
m/images/Red%20Boats
% 20at%20Argenteuil
%20by
%20Claude%20Monet%20
OSA067.jpg
https://www.wikiart.org/en
/pierre-auguste-renoir/the-
dancer- 1874?
Teacher will
lead discussion
on
Expressionism-
Dadaism:
https://
www.google.c
om.ph/url?
sa=i&rct=j
&q=&esrc=s&source
=images&cd=&ved=
0ahUKEwj2sI6RjerR
A
hWMTbwKHRu9Dp
w
QjBwIBA&url=http%
3A%2F%2Fwww.gall
eryintell.com
%2Fwp- content
%2Fuploads
%2F2014%2F03%2F
Chirico-
MelancholyandMyste
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
https://
www.google.com.ph/ url?
sa=i&rct=j&q=&esrc=s&
source=images&cd=&ved=
0 ahUKEwiPo5Djj-
rRAhUHp5QKHdl0DXYQjBw
I BA&url=http%3A%2F
%2Fw ww.pablopicasso.org
%2Fima ges%2Fpaintings
%2Fthree-
musicians.jpg&bvm=bv.145
8
22982,d.dGc&psig=AFQjCN
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8. 8
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Gy9WoI5oSdDau6nK
3goqTMs7eP0vBuwkTU9gY
vz
ZFFg&ust=14858744307261
74
(15 minutes)
d&utm_medium=referral&
utm_campaign=referral
http://www.renoir.net/
ima ges/paintings/a-girl-
with-a- watering-can.jpg
https://
lh5.googleusercont
ent.com/-
q4LXUKYgQlc/TXDlTbL_gu
I
/AAAAAAAABRU/4mKB_kJ-
zsc/s1600/Edouard_Manet
_Argenteuil_1874.jpg
https://
upload.wikimedia.o
rg/wikipedia/commons/t
hu
mb/e/e3/%C3%89douard
_
Manet,_The_Rue_Mosnier
_
with_Flags,_1878.jpg/126
7 px-
bMK0cNw&ust=1485
874137845471
.Characteristics
.Mood
.Idea
.Message
.Principles of Arts
(30 minutes)

9. 9
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Fla
g s,_1878.jpg
(10 minutes)
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:
http://www.oilpaintings-
sales.com/paintings-
image/paul-cezanne/pa
ul- cezanne-hortense-
fiquet- in-a-striped-
skirt.jpg
https://www.ibiblio.org/w
m/paint/auth/cezanne/sl/c
ompotier/cezanne.compoti
er.jpg
http://www.vangoghgaller
y.com/catalog/image/0193
/Sheaves-of-Wheat-in-a-
Field.jpg
https://www.wikiart.org/en
/vincent-van-gogh/the-
sower-sower-with-
https://
www.google.com.
ph/url?sa=i&rct=j&q=&e
src=s&source=images&
c d=&ved=0ahUKEwiD-
8Kdj-
rRAhXJkZQKHW_DCp8Qj
BwIBA&url=http%3A%2
F%2Fwww.dalipaintings.
com%2Fimages
%2Fpaint ings%2Fthe-
persistence- of-
memory.jpg&bvm=bv.1
4
5822982,d.dGc&psig=AF
QjCNHB4ZLY-Jwnruy-
gsNFdox4tKZecA&ust=1
4 85874238006980
Roles or Functions of
Artwork

10. 10
setting- sun- 1888?
utm_source=returne
d&utm_medium=referral
&
utm_campaign=referral
http://www.vggallery.com/p
ainting/f_0455.jpg
(10 MINUTES)
History of Art
Movement (20
minutes)
F. DEVELOPING MASTERY
(LEADS TO FORMATIVE
ASSESSMENT 3)
CREATING YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”
One of the most
distinctive painting
techniques used by
impressionist artists was
impasto. Impasto is
the very heavy application
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
CREATE A “PICASSO”
Review the
description of
Picasso’s cubist
style.
Based on this, plan a
cubist artwork for
your group to
create.
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
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,
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

11. 11
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
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 finished
artwork to the rest of
the class.
Join in the
discussion about
the message of
each group’s
artwork.
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.
(see attached
powerpoint
presentation CREATE A
“PICASSO”)
(20 MINUTES)
the popsicle
sticks and, in
certain spots,
squeeze the
Comment on how each
group effectively used
the characteristics
of expressionism

12. 12
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”)
(20 minutes)
(through the elements
and principles of art) to
convey message.
(see attached
powerpoint
presentation CREATE A
WORK OF
“EXPRESSIONISM”)
(25 minutes)
G. Finding Practical
Applications of The
Concepts And Skills In
Daily Living
IMPRESSIONIS
M 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
Which among the
forms of expressionism
(dadaism, surrealism)
appeals to you the
most? And which does
not appeal to you at all?
Explain why.
(5 minutes)
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?
(5 minutes)

13. 13
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.

14. 14
Group 2
Is there a value in learning
about art movements like
impressionism that
arose over a century
ago, 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?
(5 minutes)

15. 15
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?
What qualities make an
artwork expressionistic?
Where did Dadaism
get its influences?
Why was the child’s term
“dada” fitting for the art
Explain the difference
between expressionism
and abstractionism.
How did the cubists give a
sense of dynamism and
energy to their works?
Who is considered the most
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
movement known as
dadaism?
(5 minutes)
famous abstractionist and
cubist artist?
(5 minutes)

16. 16
of today’s artists?
Explain briefly. Do
you know of any
Filipino artists
who also used the
impressionist
style?
If yes, explain how
they applied this style
in their works.
(5 minutes)

17. 17
I.Evaluating Learning 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.
(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)
J.Additional Activities
For Application And
Remediation
Preparation for the Culminating “Exhibit of Modern Art”
The teacher will guide the students in preparing their artworks for the culminating
exhibit at the end of the quarter.
1.All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique
used.
2.Store the finished artworks for inclusion in the exhibit at the end

18. 18
of the quarter.
Having learned about
and understood the
concept and techniques
of impressionism, you
can now prepare your
impasto artworks for the
culminating exhibit at the
end of the
quarter.
Properly label
your artwork
with an original
title, your name,
the date, and the
technique used
(impasto)
Your Arts teacher
will store the
finished artworks
for inclusion in
the
exhibit at the
end of the
quarter.
Expressionism in
Philippine Art –
Research online for
works by Filipino artists
who used variations of
this style (e.g., Cesar
Legaspi).
Give your personal
reaction to these.
K. ASSIGNMENT Bring art materials
that are readily
available, such as
one whole sheet of
cartolina; acrylic

19. 19
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
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My

20. 20
Strategies Worked
Well? Why Did These
Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With
Other
Teachers?

21. 21