grade 3 arts teachers guide

DRAFT April 22, 2014

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First Quarter : Drawing Lesson No.1 : Kinds of Lines and their Characteristics Code A3PR-If : Create a geometric design by contrasting two kinds

of lines in terms of type or size Lesson Summary:

Art History Art Production Art Criticism Art Appreciation

The weave patterns and the lines and colors, used in the woven textiles of the different Ethnic Groups/ Indigenous People (T’nalak of T’boli, of Ifugao, etc.), which correspond to certain meanings or symbols, emphasize their cultural heritage.

Draw a design for a gift wrap using different kinds of lines.

Compare one’s output/design with that of the creative design done by some artists.

Appreciate designs created which can be used for the crafts.

Elements and Principles of Art: Lines, Contrast Value Focus: Creativity, Cooperation Time Allotment: 1 session (40 minutes) I- Art Activity: CREATING A GIFT WRAP II- Objectives:

a. Name the different kinds of lines and their characteristics. b. Create a geometric design with contrasting lines.

c. Show appreciation of own design and of others through an art exhibit.

III- Materials:: Oslo paper, pencil, crayons or pastel colors, pictures of beautiful sceneries, small flat stone

Reference : Active MAPE 3 p. 106-107 IV – Procedure: A. Pre-Activity

Review: Show pictures of beautiful scenery found in your locality. Let the pupils talk about the pictures.


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B. Activity Proper :

1. Motivation : Show an illustration of lines. Ask the pupils to describe the kinds of lines and thier characteristics.

2. Presentation and Discussion:

Show picture or a drawing with geometric designs.

(You can also use the previous outputs of the pupils.)

2. Presentation

Say: Look and examine the drawing. Does the picture show different kinds of lines? Motivate the class to participate as they name and describe the lines and their characteristics as seen in the drawing.

In the drawing, you can see several linear designs. Linear designs

are designs out of different kinds of lines that form rectangles, triangles, circles. The kinds of lines are straight and curve while the types of lines are thin and thick.


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The weave patterns and the lines and colors, used in the woven textiles of the different ethnic groups/ indigenous people (T’nalak of T’boli, Ifugao, etc.) emphasize their cultural heritage.

3. Art Activity:

Activity I: Making a Design for a Gift Wrap Instruct the pupils to do BE CREATIVE on LM page _______.

4. Processing/Critiquing of Art Works:

Encourage the pupils to post their artworks on the board. What experiences inspire them to create the design for a gift wrap? What makes your artwork special and different from others? Aside from using it as a gift wrap, where can you use your

designs? C. Post- Activity: 1. Generalization:

Ask: What makes your design artistic and creative? Different kinds of lines can create artistic and creative

designs.

2. Values Integration:

How can you make your art design different and unique? How can you show appreciation of other’s artwork?

V- Assessment/Evaluation :

Refer to TAKE THE CHALLENGE on LM page ______. Evaluate the artworks of the pupils using the rubric below.

Very

Evident 5

Evident 3

Not Evident

1 The artwork is original and creative. The kinds of lines and their characteristics are shown in the artwork.

Geometric design is used in the artwork. The artwork is finished on time.


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VI. Assignment: Look for a picture of cloth with geometric designs from old magazines or newspapers. Ask the assistance of your parents or guardian in cutting the picture.


First Quarter : Drawing Lesson No. 2 : People of Different Sizes Code A3EL-Ia : Distinguishes the size of persons in the

drawing, by their distance from the viewer

Lesson Summary: Art History Art Production Art Criticism Art Appreciation

Drawing is one of the major forms of expression within the visual arts. In a drawing composition, the sizes of shapes of objects differ. This is to show the distance of the objects from one another and from the viewer. Fernando Amorsolo (local artist) have good works on Philippine Landscape/ Seascape. Edgar Degas (foreign artist) emphasizes on perspective.

Draw the image of persons in a composition using the knowledge on sizes of shapes to show distance

Distance is shown with the use of sizes and shapes in a drawing composition

Show self confidence in creating an artwork

Elements and Principles of Art: sizes of shapes Value Focus : Self Confidence Time Allotment: 1 session (40 minutes) I. Art Activity I Drawing of Different Sizes of People

I. Objectives:

1. Tell the difference of the sizes of persons in a picture in order to show awareness of distance.


2. Draw a picture of persons in different sizes in a composition to show distance.

3. Give value on one’s ability and confidence in making an artwork showing distance.

III. Materials and Reference;

Pencil, bond paper, crayon

IV. Procedure:

A Pre- Activity:

1. Review What are the elements of art? (Line, shapes, form, color, texture, size) Describe each element.

B. Activity Proper:

1. Motivation

Show a picture with people of different sizes.

Ask:

What have you observed in the picture? Let the children notice the sizes of the persons in the drawing. (The teacher may ask follow-up questions.)


2. Presentation and Discussion Say:

In a drawing composition, the sizes of objects differ because of their distance from the viewer. There is overlapping of objects and less detail as the image seems farther away from the viewer. Objects look smaller when they are far from the viewer, and larger when they are near. This is how perspective is shown in a drawing.

Perspective is a way of portraying three-dimensions in a flat, two-

dimensional surface. This is to create the appearance and spatial relationships of objects, buildings, etc. relative to each other as determined by their distance from the viewer.

Show a picture of the community to the pupils and talk about it. Show them also the works of Fernando Amorsolo (local artist) and Edgar Degas (foreign artist) with works that emphasize perspective and Philippine Landscape/Cityscape.

3. Art Activity Activity 1

(Please refer to LM page ___.)

4. Processing and Critiquing Ask: What elements of art did you use? How did you show distance in your drawing composition? Did you enjoy the activity? Why? C. Post Activity: 1. Generalization Ask: How will you show distance in your drawing?


In a drawing, objects that are near to the viewer are bigger while objects that are far from the viewer are smaller.

2. Values Integration Ask:

How did you show confidence in making an artwork?

V. Assessment/ Evaluation

Assess the output of the pupils based on the rubric below.

Questions

Very Evident

3

Evident 2

Not Evident

1

1.Was able to drew the different sizes of people in the picture to show their distance without the help of others?

2. Is creativity manifested in the drawing? 3. Is confidence manifested by drawing the different sizes of people in the picture to show distance.

4. Is the artwork finished on time?

V. Assignment/ Agreement:

Bring pictures of your community.


First Quarter : Drawing Lesson No. 3 : Illusion of Space Code: A3EL-Ib : Shows illusion of space in drawing objects and persons

of different sizes Lesson Summary: Art History

Art Production

Art Criticism

Art Appreciation

In a drawing, it is

important for an artist to be able to create the illusion of space. Manuel Baldemor (local artist) and Giovanni Antonio Canal better known as Canaletto(foreign artist) have good works that emphasize cityscape and Philippine community/daily life that shows treatment of space.

Create a picture that shows the illusion of space.

Show the illusion of space in drawing objects and persons of different sizes.

Appreciate the ability and skill of the artists in creating illusion of space by applying learned techniques in one’s artwork.

Elements & Principles of Art: lines, shapes , and space Value Focus: Appreciation of one’s artwork Time Allotment: 1 Session (40 minutes) I. Art Activity Drawing of Persons of Different Sizes

II. Objectives

1. Explain the concept of illusion of space. 2. Create an artwork that shows the illusion of space. 3. Appreciate the ability and skill of the artist in using lines to create the illusion of space.

III. Materials and Reference a. Materials: bond paper, pencil, crayon, picture of a community


b. Reference:

2002 BEC Sining 6- p122, Art in the Elementary School, PJV, Phil. Normal College Manila September, 1959.pp.48,

Lesson Plans in Art 4, Division of Iloilo 2008-2011 ,Lesson 6 to 8, pp.11-16 http:// www.bing.com/images/search?q=optical+illusion+picture

IV. Procedure:

A. Pre- Activity

1. Review

Ask the children to look at the picture they drew in the previous lesson. Let them examine the picture: the sizes of objects, the distance, etc.

Then, ask: How do we know that an object is near or far from the viewer’s eye?

B. Activity Proper

1. Motivation

Show the following pictures.

Picture A Picture B

Let the pupils give their own opinion or idea on the sizes and distance of objects in pictures A and B.


2. Presentation

Say:

The use of illusion of space is a technique or process used by an artist to show distance and depth.

Show an example of a picture of objects and or people that shows illusion of space.

Show them also the artwork of Manuel Baldemor (local artist) and Giovanni Antonio Canal better known as Canaletto(foreign artist) who have good works that emphasize cityscape and Philippine community/daily life.

3. Art Activity

Activity 1

Let the pupils do the activity number 1 in LM p.______.

4. Processing/ Critiquing of Art Output

Ask the following questions to the pupils after they finished their work:

1. What have you observed about the sizes of objects that are near


or far from the viewer? 2. Have you created the illusion of space? How?

C. Post Activity

1. Generalization

How can you show the illusion of space in your artwork? In a drawing, the smaller the object, the farther its distance from the viewer. On the other hand, the bigger the object, the nearer its distance from the viewer. This is called illusion of space.

2. Values Integration

How can you show appreciation for your own artwork and the works of others?

3. Application

Refer to TAKE THE CHALLENGE on LM page ____________.

V. Assessment/ Evaluation Assess the artwork of pupils using the rubric below:

Rubric

Very

Evident 3

Evident 2

Not Evident

1 1. Illusion of space is shown in the artwork.

2. Persons and objects are included in the drawing.

3. Creativity is shown in the artwork by making it different from others.

4. The artwork is finished according to the time allotted.


VI. Assignment/ Agreement


First Quarter : Drawing Lesson 4 : Visual Texture Code A3PL-Ic : Appreciates that artists create visual textures by

using lines, dots, and colors


Things around us have different textures. Texture can be tactile or visual. Visual texture is the perceived texture of an object without touching it.

Create a still life drawing with the use of cross hatch lines or dots to show visual texture.

Observe how lines and colors are used in a still life drawing to create a visual texture.

Give importance to the artworks that show visual textures by using lines, dots, and colors.

Elements and Principles of Art: Texture, lines, and colors Value Focus : Valuing an Artwork Time Allotment : 1 Session (40 Minutes) I Art Activity: Still Life Drawing Using Cross Hatch Lines or Dots II Objectives

1. Discuss visual texture in a still life drawing with the use of cross hatch lines or dots. 2. Draw a still life drawing that shows visual textures using lines, dots, and colors. 3. Show appreciation of one’s skill in using variety of lines, dots, and colors in artwork.

III Materials and References Materials : pencil, colored pencils, bond paper,


IV Procedure A. Pre Activity 1. Review

Ask: How illusion of space is shown in a drawing?

B. Activity

1. Motivation Distribute sets of jigsaw puzzles to groups of pupils. Let each

group assemble the puzzle.

Example: Ask:

What picture was formed by the puzzle? Does it show texture, lines and colors? Identify them.

2. Presentation and Discussion

Tell the pupils that visual texture is defined as the texture of an object perceived without touching it. Every object has its own visual texture and needs to be taken into consideration before creating a composition.


Look at the other picture. What have you observed in picture A?

in picture B?

Discuss further the use of cross hatch lines and dots (pointillism) to create visual texture in a still life drawing.

Refer to THINK ABOUT THIS of the LM, p.____.

Here’s an illustration showing the

“crosshatching” of a pencil stroke. The technique is very simple- you just do the “ slinky’ pencil stroke in several directions one over the other. Each different direction adds more tone to the shading, and progressively darker.

Pointillism is a method of using dots to achieve various effects in a drawing or painting. The dots can be placed singly, in rows, or randomly. The dots can also be placed by themselves, in groups, and/or be overlapping. The dots used can also vary in size.

Picture of still life showing

the use of cross hatch lines.

Picture of still life showing the use

of dots.


3. Art Activity: “Still Life Drawing with Cross Hatch Lines or Dots”

(Refer to BE CREATIVE of the LM, p. _____)

4. Processing/Critiquing

Let the pupils show their artworks to the class. Then, ask them about their experiences and learning while doing the activity.

C. Post Activity 1. Generalization

Ask: What is Visual Texture?

(Visual texture is the texture of an object perceived without touching it. It that can only be determined by looking at the object.)

2. Value Integration How will you value your artwork and that others? 3. Application

(Refer to Take the Challenge of the LM, p.___) IV Assessment/Evaluation:

(Refer to Be Proud of the LM p. ____)

V. Agreement/Assignment

Bring picture of a land formation.


First Quarter : Drawing Lesson 5 : LANDSCAPE DRAWING Code A3PL – ld : Tells that in a landscape, the nearest object drawn is

the foreground; the objects behind the foreground are the middle ground, while the farthest objects are the background.

Lesson Summary:

Art History Art Production Art Criticism Art Appreciation There are many famous landscapes or land formations in the different regions in the country. Ex. Mt. Mayon, Batangas Plateau, Chocolate Hills, Mt. Apo, etc.

Make a landscape drawing.

Show balance in the landscape drawing by indicating the foreground, middle ground and background, in the composition.

Appreciate the beauty of landscape in the province or region through creative drawing.

Elements & Principle of Art : Balance Value Focus : Appreciating Beauty of Nature Time Allotment : 1 Session (40 Minutes) I Art Activity : Landscape Drawing II Objectives

1. Identify and describe the foreground, middle ground, and the background in a picture of a landscape.

2. Draw a landscape that shows balance. 3. Appreciate the beauty of landscapes in the province or region through creative drawing.

III Materials and Reference Materials : paper, pencil, crayon

Reference : Art Express, 1998 Harcourt Brace and Company, Daniel V.E. et. Al.


IV Procedure A. Preliminary Activity

1. Review

What is visual texture? B. Developmental Activity

1. Motivation

Ask the pupils to show the pictures of land formation they brought to class. Let them say something about it.

Introduce a guessing game of land formations and

landscapes by describing their characteristics. (The teacher can use pictures of land formations and

landscapes found in their locality/province.)


Tell the pupils that there are famous landscape and land formations in the Philippines. Introduce some of these with the aid of pictures.

Ex. Cagayan Valley, Mayon Volcano in Bicol, Chocolate Hills in Bohol, Mount Apo in Davao and Plateau in Baguio.

. Chocolate hills Mayon Volcano Mount Apo

Ask:

What objects in the picture appear nearest to the viewer? What objects in the picture appear farthest to the viewer? Compare their sizes.

In a landscape drawing, balance is shown through the presence of foreground, middle ground, and background. Foreground is the part of


drawing that appears to be in the front, nearest to the viewer. While the middle ground, is the part of the drawing that lies between the foreground and the background. The background, is the part the drawing that appears to be at the back, farthest away from the viewer.

(Refer to Think About This , LM p. ____)

3. Art Activity: “Landscape Drawing”

Refer to BE CREATIVE, LM p. _____

4. Processing and Critiquing

Say: Show your artwork to your classmates and share your

experiences while doing the activity.


Ask:

How is balance shown in the picture?

There is a feeling of balance when there is foreground, middle ground, and background in the composition.

2. Value Integration

How can you preserve the beauty of nature in your place? 3. Application Refer to TAKE THE CHALLENGE, LM P. ____

V Assessment/ Evaluation

Refer to BE PROUD, LM p. ____


First Quarter : Drawing Lesson No. 6 : Textures and Shapes Code A3PR-lg : Sketches on-the-spot outside or near the school to

draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil or black crayon or ballpen.

Lesson Summary:

Art History/ Art Production Art Criticism Art Appreciation Colors, textures and shapes are elements of art that can be seen in natural and man-made objects. These elements, when used properly in drawing, contribute and add beauty to the artwork

On –the- spot sketching of plants, flowers or trees with different textures and shapes using pencil, black crayon, or ballpen.

Identify the textures and shapes of things in the drawing.

Share one’s feeling about finding other ways in using textures and shapes in the artwork.

Elements and Principles of Art : Textures and Shapes Value Focus : Awareness of the Things Around Us Time Allotment : 1 session (40 minutes) I – Art Activity : On –the-Spot Sketching II- Objective:

1. Identify the textures and shapes of in natural and man-made objects. 2. Draw on-the-spot sketches of objects seen outside the school like plants,

flowers, or trees and objects found inside the room. 3. Develop awareness on texture of objects found in the natural environment

through drawing.

III – Materials : bond paper, black crayons, pencil, a recycled hard board

Reference : III – Procedure

A. Pre-Activity: 1. Review:

Ask: What kinds of lines can be used to create geometric designs?


B. Activity Proper

1. Motivation Show different kinds of real flowers. Let the pupils take turns to examine and identify the texture and shape of the flowers.


Bring the children outside to observe the flowers, plants and trees in the garden. Allow them to touch and discover the different textures and shapes of the leaves, stems, and flowers of plants and trees. Ask: What are the different textures and shapes you observed in the plants?

Let the pupils give/share their experiences about the different textures and shapes of the plants.

( The discussion can be done outside the classroom.) Anita Magsaysay Ho (local artist) and Claude Monet (foreign

artist) are artists known to emphasize flowers or garden/nature as theme in their works. Refer to THINK ABOUT THIS on LM p_____.

3. Art Activity:

Drawing of a Plant, a Flower or a Tree Let the children bring their drawing materials and recycled hard board to be used during the drawing activity.

Refer to BE CREATIVE on LM p._______ 4. Processing/ Critiquing of Arts Output:

Ask the pupils to show to the class their artworks and their experiences in identifying the textures and shapes in their drawing.

C. Post activity: 1. Generalization Ask:

What elements are to be emphasized in sketching natural objects like plants, flowers or trees?

2. Application

(Refer to TAKE THE CHALLENGE on LM p.___)

3. Value Integration: How will you value the things around us?


IV – Assessment/Evaluation: (Refer to BE PROUD on LM p.______)

V. Assignment/Agreement:


First Quarter : Drawing Lesson No. 7 : Pencil/ Pen Drawing Code A3PR‐lh & Ie : 1. Creates a pencil or pen drawing of scene in daily

life, where people in the province/region show their occupation by the action they are doing. 2. Describe the way of life of people in the cultural community.


The works of the people in the locality depend on the kind of topography, climate, and culture of a place.

Create a pencil or pen drawing of a scene in daily life of people in the province/region

Evaluate own artwork/drawing on the use of lines and shapes.

Give importance to one’s culture by sharing the way of life of people in the community through their works.

Elements and Principles of Art: Lines and Shapes Value Focus: Pride in one’s culture and work Time Allotment: 1 session (40 minutes) I. Art Activity: Pencil or Pen Drawing of a Scene in Daily Life II. Objectives: 1. Identify the different works of people in a province or region. 2. Create a pencil or pen drawing of a scene in daily life where people in the province/region show their occupation by the action they are doing.

3. Give importance to one’s culture by sharing the way of life of people in the community through their works.

III. Materials: pencil or pen, bond paper, manila paper

References: a. en.wikipedia.org b. stella-arnaldo.blogspot.com c. rizalprovince.ph IV. Procedure: A. Pre Activity: 1. Review

Why is sketching important before you do the final drawing?

Let the pupils recall what they did during their previous art session.


Ask the pupils to make or draw designs using lines and shapes on a paper, on air, on the blackboard, or anywhere they want.

Let the pupils look at the picture in the box.

Picture with a scene in a community using different lines and shapes.

Tell the pupils to identify the lines and shapes in the picture. B. Activity Proper: 1. Motivation a. What do you mean by the word occupation? b. What do you want to be when you grow up? Why?

Tell the children to act out or show a pantomime about what they want to be when they grow up.


Say:

There are many kinds of works or occupations in different places of our country. Each region or province has its major source of income. It depends on the topographical situation, climate, and culture of a place.


In some works of Ben Cabrera (local artist) and Ron C, Guthrie (foreign artist), pointillism was used in creating daily life scenes. Show the painting of Fernando Amorsolo entitled, “Planting Rice”

Ask:

a. What kind of work or occupation is shown in the picture? b. Are there also farmers in your place?

c. Aside from farming, what other works or occupations of people are found in the province or region? d. How important are their works to the community?

e. Describe the way of life of people living in your community. Activity 1

Distribute the activity cards to the two groups. After a five- minute group discussion and preparation, pupils should present

Picture Ben Cabrera’s Artwork using pointillism.


their group output (group artwork-group song with action presentation) (Please refer to LM page ___.) Activity 2 refer to LM page ___.)

C. Processing and Critiquing Ask:

Did you enjoy the activity? Why? Why not? What kind of works or occupations do people in your

province or region have? In what ways can we be proud of the works or

occupations of the people in our place? Let pupils take turns to explain their views.

D. Post Activity: 1. Generalization Ask: What are the works or occupations of the people in your province or region? 2. Values Integration Ask:

How can you give importance to people’s way of life or culture in the community?

V. Assessment/Evaluation: Use rubrics in assessing the pupils’ output. Refer to BE PROUD on LM page___. VI. Assignment/Agreement:

Ask the help of your family members to list down works or occupations of people in your region or province.


First Quarter : Drawing Lesson No. 8 : Historical Houses and Buildings Code A3PR-Ii : Sketches and colors the view of the province/region

with houses and buildings indicating the foreground middle ground and background by the size of the objects.

Lesson Summary: Art History Art Production Art Criticism Art Appreciation Houses and buildings in the locality, province or region that played an important role in the history of the place are considered as historical houses and buildings.

Draw historical houses and buildings indicating the foreground, middle ground, and background in a composition.

Observe shapes and sizes of houses in a composition that indicates the foreground, middle ground, and background.

State the importance and value of the historical houses and buildings in one’s province/region.

Elements and Principle of Art : Lines, shapes Value Focus : Preservation of Houses and Buildings Time Allotment : I session (40 minutes) I. Art Activity : Drawing of Houses and Buildings II. Objectives :

1. Describe the historical houses/buildings in one’s province/region. 2. Make sketches of historical houses/buildings that show unique features such as windows made of capiz shell, decorative beams, doors, etc. 3. Give importance to the historical houses and buildings in one’s province/region.

III. Materials: crayon, pencil, bond paper

IV. Procedure:

A. Preparatory Activity: Review: Ask: What art materials did you use in making a sketch of the occupations of people in your community?


B. Activity Proper :

1. Motivation:

Show pictures of historical houses/buildings found in the province/region. Ask:

Where can these houses/buildings be found?


Present pictures of historical houses and buildings famous in the country like the house of Rizal in Calamba, Laguna, Aguinaldo Mansion, Cultural Center of the Philippines, Folk Arts Theater, etc.

Let the children say something about the picture. Show pictures of historical houses and buildings in the region

and province and discuss with them the historical importance of the structures.

3. Art Activity:

Let the pupils do BE CREATIVE on LM p.__ “Drawing of Houses or Buildings with Designs”

4. Processing/Critiquing of Art Outputs:

Let pupils describe the kinds of lines and shapes they used to make their drawings of historical houses or buildings unique and different.

C. Post Activity:

Pictures of Historical Houses

Or

pictures historical houses and buildings from

other regions


1. Generalization;

Ask: What have you learned in our art activity?


Discuss the importance of preserving historical houses/buildings.

V. Assessment/Evaluation

Refer to TAKE THE CHALLENGE on LM page ___.


SUMMATIV TEST FOR QUARTER 1 Directions: Encircle the letter of the correct answer. 1. What did you observe about the objects that appear nearer to the viewer’s eyes? A. It glows. B. It becomes dark. C. It appears bigger than the other objects. D. It appears brighter than the other objects. 2. It tells the relationship of objects and people in terms of their distance. A. shape B. distance C. harmony D. illusion of space 3. What did you observe about the objects that appear farther from the viewer’s eye? A. They appear glossy. B. They are shinier than the other objects. C. They are wider than the other objects. D. They are smaller than the other objects. 4. What is the important use of the illusion of space in the artwork of an artist? A. To show creativity. B. To give emphasis on the subject shown. C. To make the artwork of the artist more colorful. D. To show the distance, depth, and widen the space occupied by the elements of art. 5. Which of the pictures below show illusion of space?

A. B. C. D.


6. How will you create a design? A. By drawing shapes B. By drawing shapes and lines C. By drawing lines D. By coloring 7. What do we mean by variation of lines? A. different lines B. different shapes C. the same lines D. the same shapes 8. Which of the following shows variation of lines? A. / / / / / B. / - X C. = = = = =

D. ( ) ) )

9. What does pencil sketching mean? A. Making a pencil. B. Making pencil paintings. C. Making a drawing of a pencil. D. Making a sketch with the use of pencil. 10. Why is it important to make pencil sketches before painting? A. To make an outline for the drawing or painting. B. To assure the correct form of an object to be drawn C. To determine the placement of the drawing or object. D. To evaluate the drawing. 11. What is being formed if a set of points are connected together?

A. shape B. color C. lines D. proportion

12. What kind of line shows steadiness and balance? A. straight line B. dotted line C. curved line D. zigzag line

13. If you connect four equal length of lines to form a figure, what shape is formed? A. triangle B. square C. rectangle D. circle


14. What figure is formed if two diagonal lines meet at a sharp angle? A. curved lines B. zigzag lines C. angular lines D. vertical lines 15. What kind of line indicates action and energy?

A. straight line B. dotted line C. curved line D. horizontal line 16. What do you call the work of art that appears to be at the back part of a picture and is the farthest object from the viewer?

A. foreground B. background C. middle Ground D. center of interest

17. Look at the picture in the box, which object/s is considered as the middle ground? A. B. C. D. 18. What principle of design is shown when we show foreground, middle ground,

and background in an artwork? A. emphasis B. balance C. contrast D. variation 19. What famous land formation is found in Bohol region? A. Mount Apo B. Mount Arayat C. Mayon Volcano D. Chocolate Hills


20. Which picture shows formal balance? A. B. C. D.

21. What are the elements and principles involved in visual texture? A. Texture, lines, colors B. Lines, colors, contrast C. Emphasis, lines, shape D. Colors, shapes, texture

22. It shows the surface of an object by illustrating it in a composition. A. Hand puppet B. Visual Texture C. Pointillism D. Cross Hatch

23. This is a way of applying small strokes or dots of color to a surface.

A. Texture B. Contrast C. Pointillism D. Cross Hatch

24. This is defined as a mark or shade with two or more sets of intersecting parallel lines.

A. Pointillism B. Texture C. Contrast D. Cross Hatch

25. How can you show appreciation for one’s artwork. A. By giving negative comments. B. By submitting his/her artwork on time. C. By praising the artwork of your classmate/s. D. By helping your classmates finish his/her artwork on time.

26. The elements of art that refers to the contour and profile of an object. A. Form B. Line C. Color D. Value 27. This refers to the amount of light, shade or dark in an object.

A. Value B. Form C. Line D. Texture

28. Refers to the quality or kind of light that reflects from the surface of the object.

A. Line B. Form C. Color D. Value


29. This is a line that suggests grace, femininity, variation, and movement. A. light B. Heavy C. Straight D. Curve 30. Expresses calmness, quietness and peace or repose A. horizontal B. Broken C. Heavy D. Curve 31. Element of arts showing the physical form of a thing.

A. Texture B. Shape C. Harmony D. Color

32. How would you identify textures? A. By seeing and touching B. By clapping the hands C. By walking and running D. By singing

33. This is an element of art that depicts the feelings of the viewer towards certain object/artwork. It also refers to the smoothness or roughness of an object.

A. Color B. Shape C. Texture D. Harmony

34. How would you appreciate your artwork? A. Add different colors to your artwork. B. Tell a short story about the artworks of others. C. Show your artwork to your parents and friends. D. Prepare the necessary materials, draw something and paint it.

35. How would you show creativity through drawing?

A. By doing other designs B. By creating new designs C. By using borrowed materials D. By finishing your work on time

36. It is the part of a work of art that lies between the foreground and the background. A. Foreground B. Middle Ground C. Background D. Ground 37. It is the part of a work of art that appears to be in the front and nearest to the viewer. A. Foreground B. Middle Ground C. Background D. Ground 38. It is the part of a work of art that appears to be in the back and farthest from the viewer. A. Foreground B. Middle Ground C. Background D. Ground


39. Which of the following pictures shows a modern Filipino house? A. B. C. D. 40. How would you differentiate a traditional Filipino house from a modern house? A. Traditional Filipino houses were made of bamboo, wood, metal and other concrete materials. B. Modern houses are made of bamboo, wood, metal and other concrete materials. C. Traditional houses were made of stones, metal and galvanized iron while houses modern houses are made of bamboo, wood and nipa or anahaw leaves. D. Traditional Filipino houses were made of bamboo, wood and nipa or anahaw leaves while modern houses nowadays mostly are made of stones, metal and galvanized iron.


Second Quarter : Painting Lesson No. 1 : Harmony in Plants Learning CodeA3PL-IIc : Perceives how harmony is created in an

artwork because of complementary colors and shapes

LESSON SUMMARY :

Art History Art Production Art Criticism Art Appreciation Harmony is an art principle that can be seen in things all around. It is the pleasing selection and arrangement of colors, shapes, and textures.

Paint a picture of a plant or tree using color, harmony, shapes, and textures.

Looking into the styles of the artists in painting, harmony is attained in different ways by combining the selected colors, shapes, and textures.

Appreciate how colors are combined to show harmony in the artwork done by pupils.

Elements and Principles of Art : Colors, Shapes, Textures Value Focus : Environmental Awareness Time Allotment : 1 Session (40 minutes) I – Art Activity : Painting II – Objectives:

1. Identify complementary colors in the color wheel. 2. Paint the things that can be seen in a natural environment in the

province or region. 3. Tell how painting is made more interesting by combining colors to

achieve harmony.

II- Materials : pencil, bond paper, brush, newspaper, watercolor, oil pastel, water container, rags

Reference : III – Procedure

A. Pre Activity Review Ask the pupils to name several complementary colors.


B. Activity Proper 1. Motivation:

Go on a nature walk. Let the pupils identify the different complementary colors they see around the school premises.

(Discussions and activities can be done outside the classroom.)


Harmony is an art principle that is present in things around us. It is seen in the arrangement of colors, shapes, and textures. Harmony in visual design means all parts of the visual image relate to and complement each other.

Looking into the styles of the artists in painting, harmony is

attained by combining the selected colors, shapes and textures. Some famous Filipino artists are appreciated because of

their style in combining colors and in producing harmony in their artwork. Discuss the things seen in the pictures. Ask about the different colors, shapes, and textures seen in the pictures. Let the pupils tell their observations about how complementary colors were put together in the paintings.

2. Art activity: Painting

Let the children prepare the materials and remind them to always to be careful in handling their art materials. Refer to BE CREATIVE on LM p._____.

Painting showing complementary colors


3. Processing/Critiquing of Art Output a. What plant did your paint? b. What colors did you use in your painting? c. Is color harmony present in your artwork? Discuss briefly.

C. Post Activity

1. Generalization

Ask: How did you show color harmony in your painting/artwork?

Harmony in painting is a pleasing visual arrangement of colors. It is created when secondary colors and their opposite colors or complementary colors in the color wheel are used.

2. Application Refer to TAKE THE CHALLENGE, LM p.____

3. Values Integration Give a situation that shows environmental awareness.

IV – Assessment/Evaluation

Refer to BE PROUD, LM p.____ V – Assignment/Agreement:

Bring to class any kind of fruit.


Second Quarter : Painting Lesson No.2 : Landscape Painting Code A3EL-IIa : Sees that there is harmony in nature as seen in the color

of landscapes Lesson Summary:


The landscape painting shows the visible features of the land, such as mountains and hills. Known Filipino landscape painters are Felix Hidalgo, Fernando Amorsolo, and Jonahmar Salvosa.

Paint a landscape at different times of the day (morning, noon, night time) to show harmony in nature.

Identify how colors are combined to come up with harmony in the painting.

Show appreciation and preservation of nature through painting a landscape.

Elements and Principle of Art: Colors, Harmony Value Focus: Environmental Awareness Time Allotment: 1 session (40 minutes)

I. Art Activity: Landscape Painting

II. Objectives: 1. Identify the visible features of a landscape. 2. Tell how to paint a landscape that shows color harmony. 3. Identify bright and dull colors, light and dark colors. 3. Paint a landscape at different times of the day. 4. Express ideas, feelings, emotions, and imagination through painting a landscape.

II. Materials Pictures, pencil, bond paper, crayons, brush, water color


IV. Procedure:

A. Pre- Activity :

Review: Share to the class your experiences of using colors in your different artworks.

B. Activity Proper

1. Motivation

Show the sample pictures of the landscape paintings of Felix Hidalgo,

Fernando Amorsolo, and Jonahmar Salvosa. Ask: What color combination have you seen in the painting? Which are bright colors? dark colors? light colors? What feelings/ emotions/ mood does the painter express in his

painting according to the color combination used?


Say:

The landscape painting shows the visible features of the land, including the physical elements of landforms such as mountains and hills. Known Filipino landscape painters are Felix Hidalgo, Fernando Amorsolo, and Jonahmar Salvosa. They used different kinds of colors to show emotions or moods in their painting.

3. Art Activity Refer to BE CREATIVE on LM, page __________.

landscape painting Ni Felix Hidalgo

landscape painting Ni Fernado Amorsolo

landscape painting Ni Jonahmar Salvosa


4. Processing and Critiquing Ask:

Did you enjoy the activity? Why? Why not? How did you show the time of day in your composition? What elements of art did you use to show harmony? What colors did you use in your landscape painting? What did you feel while doing the landscape painting?

D. Post Activity:

1. Generalization Ask: How is harmony in nature depicted in landscape painting?

Harmony in nature is depicted through the different combination of colors in the landscape painting. The painter expresses his feelings/ mood or emotions based on the kinds of colors he used in the painting.

2. Values Integration Ask:

If you are a painter, how can you help develop environmental awareness?


Rate the outputs of the pupils based on the given rubric below.

Criteria Points 3

Very Evident

2 Evident

1 Not

Evident 1. Did he/ she use colors to express his / her feelings/ moods or emotions?

2. Is the painting based on the theme? 3. Did he/she express himself/herself freely in making the artworks using different colors according to the time of the day?

4. Did he/she finish the artwork with seriousness?


VI. Assignment/ Agreement

Bring pictures of animals found in province or region.


Second Quarter : Painting LESSON 3 : LANDSCAPE PAINTING Code A3PR– IIf : Paints a landscape at a particular time of

the day and selects colors that complement each other to create a mood.

Lessons Summary:

Art History Art Production Art Criticism Art Appreciation Many artists create paintings that show different moods and feelings.

Paint a landscape that shows mood and feelings using warm and cool colors.

Identify moods and feelings in the paintings.

Take pride and inspiration in the beauty of landscapes painted by Filipino artists.

Elements & Principle of Art: Colors (warm and cool) Value Focus : Take Pride of one’s work Time Allotment : 1 Session (40 Minutes) I. Art Activity : Landscape Painting Using Warm and

Cool Colors II. Objectives

1. Identify warm and cool colors in the artwork that shows the mood and feelings in the artwork. 2. Paint a landscape that creates mood and feelings using warm and cool colors. 3. Take pride and inspiration in the beauty of landscapes painted by Filipino artists.

III. Materials and Reference Materials : pencil, watercolor, oslo paper

Reference : Art Express, 1998 Harcourt Brace and Company,

Daniel V.E. et. Al. IV. Procedure

A. Preliminary Activity Review

How can you make light colors? How can you make dark colors? What are the neutral colors?


B. Developmental Activity 1. Motivation

Have a guessing game on colors. Group the pupils according to their favorite colors. Tell the pupils that each color has meaning and emotions to convey. Ex. red means bravery and courage; green means calmness, etc..


Show a painting of a landscape. Let the pupils identify the colors seen in the painting. Ask the pupils what feeling or emotions each painting wants to convey or tell.

Talk about the paintings. Ask the pupils which objects in the paintings communicate warm/cool feelings.

Let the pupils give their own thoughts and observations about the feelings suggested by the picture. Refer to THINK ABOUT THIS on LM page____.

3. Art Activity:

Landscape Painting Using Warm & Cool Colors

Refer to BE CREATIVE on LM page____.

Picture of a Landscape

painting with bright

colors by Filipino

artists

Picture of a Landscape

painting with dark

colors by Filipino

artists


4. Discussion of Artworks

Tell the pupils show their finished artworks to their classmates. Let them discuss about their artwork and share their experiences while painting landscapes.

C. Post Activity

1. Generalization

How can feelings or mood be shown in an artwork

or painting?

Refer to FRAME YOUR THOUGHTS on LM page____.

2. Value Integration Should you be proud of your artwork and the works of Filipino artists? Why?

3. Application

Refer to TAKE THE CHALLENGE on LM page ___.


Assess the pupils’ performance in painting landscape using warm and cool colors.

Refer to BE PROUD on LM page ____ VI. Agreement/Assignment List down at least five wild animals in your notebook.


Second Quarter : Painting Lesson No. 4 : Landscape Painting Code A3PR-IIh : Appreciates the Filipino artists painted

landscapes in their own particular style and can identify what makes each artist unique in his use of colors to create harmony.

Lesson Summary: Art History Art Production Art Criticism Art Appreciation There are Filipino painters like Fernando Amorsolo, Jose Blanco, and others who are famous because of their unique style in painting.

Paint a landscape with the use of bright and dark colors.

Compare unique styles of Filipino artists in their use of bright and dark colors.

Give importance to one’s own landscape painting by recognizing the styles in paintings.

Elements/Principle of Art: Colors Value Focus: Appreciate originality of one’s artwork Time Allotment: 1 session (40 minutes)

I. Art Activity: Landscape Painting

II. Objectives

1. Identify the types of colors used in paintings by some Filipino artists. 2. Create a painting using bright and dark colors. 3. Show appreciation for the contribution of Filipino artists in

promoting Filipino culture pointing out to their unique styles in painting.

III. Materials watercolor, brush, pencil, oslo paper, old

newspapers, apron References: K12 Curriculum, URL, Work text in Music, Arts, and

Physical Education (Radiance) by: Imelda V. Codog, et.al p.149-157


IV. Procedure

A. Preparatory Activity: Review Ask: Let the pupils look around the room and out the windows to look for things with warm and cool colors. Draw art examples of warm and cool colors.

B. Activity Proper 1. Motivation

Say:

Let’s stand and sing the song “Magtanim ay Di Biro” with actions of planting rice. Show the paintings of Fernando Amorsolo’s “Planting Rice” and Carlos Francisco’s “Bayanihan”.

Fernando Amorsolo’s “Planting Rice”


What can you say about Amorsolo’s painting? Francisco’s painting?

Ask pupils to say something about the colors used by the artists in their paintings.


Say:

The “Planting Rice” of Fernando Amorsolo has dark and bright colors while Carlos Francisco’s painting entitled “Bayanihan” uses bright colors. The two artists have different styles in using colors for their paintings.

A color becomes darker when it is mixed with black. A color is bright when it is not mixed with another color.

2. Art Activity

Refer to BE CREATIVE on LM page __.

3. Processing/Critiquing of Art Outputs Let the pupils exhibit their artworks. Call some pupils to say something about their painting.

Carlos Francisco’s ”Bayanihan”


C. Post Activity

Generalization

Ask: What are the styles of Filipino artists in terms of their choice of colors?

There are many Filipino artists in our country. Their paintings became famous because of their unique styles e.g. Fernando Amorsolo uses dark and bright colors while Carlos Francisco uses bright colors in his paintings.


Refer to TAKE THE CHALLENGE on Lm page ___.

VI. Agreement/Assignment

Look for an example of a painting by a Filipino artist. Determine his/her unique style in the use of color. Follow the guide or format below:

Title of the painting: ___________________

Name of artist: ____________________

Colors used: ____________________


Second Quarter : Painting Lesson 5 : Still Life Painting of Fruits Lesson Code A3PR-IId : Paints a still life by observing the different shapes,

color and texture of fruits, drawing them overlapping, and choosing the right colors for each fruit.


In still life painting, the subjects in painting are assembled and designed in a pleasing art composition.

Create a still life painting of fruits with different shapes, colors, and textures.

Point out how well the fruits were arranged and put them together for a still life painting.

Describe how colors, shapes, and textures were used to make a realistic still life painting.

Elements & Principles of Art: Colors , shapes, and texture Value Focus : Creativity Time Allotment : 1 Session (40 minutes) I Art Activity : Still Life Painting of Fruits II Objectives:

1. Describe a still life painting and its use of the art elements and principles. 2. Arrange objects showing overlapping. 3. Paint still life objects.

III Materials and References

Materials : pencil, bond paper, water color, mixing pan, brush, old newspaper or recycled materials, different kinds of fruits

References :


IV Procedure

A. Pre Activity

Review Are you familiar with fruits and trees that are common in your place or in your region? Describe the colors, shapes, and textures of the fruits.

B. Activity Proper

1. Motivation Divide the class into two groups. Show samples of still life paintings. Let each group identify and describe the art elements and principles used in each painting.


Say: Still life painting can show us a new way of looking at ordinary

objects around us. The objects like fruits, flowers, vases, bottles, and many others are placed or assembled in a pleasing arrangement overlapping each other.

Still Life Painting of

famous Filipino artist

Still Life Painting of

famous Filipino artist


3. Art Activity: Still Life Painting of Fruits Refer to BE CREATIVE on LM p. _____


Let the children show their artwork to the class, then ask them about their experiences while doing their artwork. Point out how well the fruits were arranged and put together for a still life painting.

C. Post Activity 1. Generalization: What is a still life painting?

A still life painting is an arrangement of non-living or everyday objects. These may be natural objects or man-made objects.


How did you show your creativity in painting a still life?


3. Application Refer to TAKE THE CHALLENGE on LM page ____.

IV Evaluation: Refer to BE PROUD on LM page _____.

V. Assignment/Agreement


Second Quarter : Painting Lesson No. 6 : Tints and Shades of Colors Code A3PR-IIe : Creates new tints and shades of colors

by mixing two or more colors.


The artistic ability of a painter involves his choice of colors and use of neutral colors to show tints and shades in his artworks.

Create a finger painting showing tints and shades of colors.

Evaluate one’s ability in developing skills of producing tints and shades.

Show confidence in making finger painting through the use of tints and shades of colors.

Elements and Principles of Art : Color, Balance, Contrast Value Focus : Creativity, Confidence Time Allotment: 1 session (40 minutes) I. Art Activity : Finger Painting II. Objectives :

1. Explain the process of producing tints and shades. 2. Create a finger painting showing the lightness and

darkness of colors. 3. Develop self-confidence in painting with tints and

shades through experimentation.

III. Materials and References

Materials: oslo paper, water color, brush, cornstarch, container, rags, old newspapers, recycled plastic spoons, red and blue colored dye

Reference : Active MAPE 3 pages 100-101


IV. Procedure:

A. Pre-Activity: Review: Ask: What color will be produced if you mixed the following: a. yellow and red b. blue and red c. yellow and blue

You learned before that you could show tints or shades or light and dark of these colors by adding white or black.

B. Activity Proper: 1. Motivation

Ask: When are the times that you are happy? When are the times that you are sad? Let the pupils share their happy and unforgettable experiences with their friends on several occasions. Allow them also to tell about some sad moments they had experienced in the past.

2. Presentation and Discussion: Tell the pupils that happy or sad feelings can also be felt on paintings. Show to pupils some pictures with colors that suggest happiness or sadness. (Dull and dark colors on paintings suggest sadness while bright and light colors suggests happiness. Show them also some samples of finger paintings then ask.

Have you done finger painting before? Today, you will paint using your fingers.


Explain that finger paint is made of paste and dye.

3. Art Activity: Let the pupils do BE CREATIVE on LM page _______ Activity I: Producing Tints and Shades Activity 2: Finger Printing

C. Processing/Critiquing of Art Works:

Let the pupils display their artworks on the board. Ask:

Why is it important to show value of colors used in artworks?

D. Post – Activity :

1. Generalization: How are tints and shades produced? A tint is the mixture of a color with white and a shade is the mixture of a color with black. Black and white are neutral colors.


Ask: Are you willing to share and display your artwork or painting? Why? Were you able to show confidence when painting with your fingers to show happy and sad feelings? Explain briefly.


V. Assessment/Evaluation :

Refer to BE PROUD on LM page ______.

VI. Agreement/Assignment: Display your finger painting at home.


Second Quarter : Painting Lesson No.7 : Painting of Animals Code A3EL-IIb : Appreciates that nature is so rich for no two animals

have the same shape, skin covering, and color Lesson Summary:

Art History Art Production Art Criticism Art Appreciation Some regions in our country are rich with animals that are unique in color and skin covering, just like the Tamaraw in Mindoro, Pilandok in Palawan, and Philippine Eagle in Davao and many more.

Painting of animals known in the province or region with unique colors & skin covering.

Notice that animals in different regions have uniqueness and beauty of their own.

Appreciate the unique shape and color of the skin covering of animals through exhibits of paintings of animals found in the province or region.

Elements and Principle of Art : Colors, Shapes, and Texture Value Focus : Kindness to Animals Time Allotment : 1 session (40 minutes) I. Art Activity : Painting of Animals

II. Objective

1. Describe the uniqueness of animals in terms of shape, skin covering, and color. 2. Paint the picture of animals through crayon-resist painting technique.

3. Show kindness to animals through sharing of experiences in a group discussion.

III. Materials

bond paper or oslo paper, watercolor, brush, crayon, pencil, color wheel

References : Sing and Sketch 5 pp.111 http:/www.hbschool.com


IV. Procedure A. Pre Activity

Review

Say: In an artwork, what colors are used that are opposites in the color wheel?

Use the color wheel to identify complementary colors.

B. Activity Proper

1. Motivation Ask:

What animals do you know in your locality, province, or region? Tell us about your observations of their habits, colors, textures, or skin covering.

2. Presentation

Show pictures of different animals that can be seen in the different regions in our country like the following: Pilandok in Palawan, Tamaraw in Mindoro, and Philippine Eagle in Davao.

Let the pupils identify the animals shown in the picture. Let them notice the elements of art like lines, shapes, and texture in their skin coverings.

Discuss their answers with the class.


3. Art Activity:

Refer to LM page____________.

Activity 1: Painting Using Crayon Resist

4. Processing / Critiquing of Output

What animal did you draw? Is it known in the province or region? What makes it unique than other animals?

What shapes did you use in your artwork? Describe its skin color and texture. How did you show harmony in colors? Why is crayon resist painting using complementary colors Interesting?

C. Post Activity

1. Generalization:

How can skin coverings and colors of animals enrich or contribute to the beauty of nature?

The physical characteristics of animals such as their size, color texture, and body coverings add to the beauty of nature.



How can you show kindness to animals?

IV. Assessment/ Evaluation

Refer to BE PROUD on LM page _____. V. Assignment/ Agreement

Bring pictures of trees or plants found in your place/ province, or region.


Second Quarter : Painting Lesson No. 8 : Painting Wild Animals Code A3PR-IIg : Observes the characteristics of wild animals

by making several pencil sketches, and painting it later, adding the texture of its skin covering.

Lesson Summary:


Filipinos have always been artistic. Many Filipino painters are known not only in the country but also in other countries like Dr. Jose Rizal, Juan Luna, Fernando Amorsolo and many others.

Paint wild animals showing contrast of colors.

Evaluate own painting in terms of use of the elements and principles.

Show appreciation of wild animals through painting.

Elements and Principles of Art: Texture, Color, Lines Value Focus: Appreciation and care for animals Time Allotment: 1 session (40 minutes) I. Art Activity: Pencil Sketching and Painting Wild Animals II. Objectives:

1. Observe the colors and textures of wild animals. 2. Create a painting using warm and cool colors. 3. Make painting realistic by using lines to show texture. 4. Show appreciation of wild animals through painting

emphasizing texture. III. Materials: pencil , oslo paper, water color, and brush References:


IV. Procedure:

A. Pre Activity:

Review

Distribute paper strips to the pupils. Let them write in the strips examples of objects with warm and cool colors. Ask them to paste the paper strips on the charts.

Example of the charts:

Check the responses of the pupils.

B. Activity Proper:

1. Motivation Show pupils pictures of animals, then play a game.

Let the pupils identify wild animals and tamed or domesticated animals. If the picture is an example of a wild animal, pupils will give the sound of a tiger. If the picture is an example of a tamed animal, pupils will give the sound of a bird.


Ask:

What animals were shown in the pictures? What kind of animals are they?

Things with warm colors.

Things with cool colors .


What do you observe about the skin of a crocodile? How about the wild pig, the snake, the deer, or the shark?

3. Art Activity

(Please refer to BE CREATIVE on LM page ___.)


Tell the pupils to look at their painting.

Ask:

How did you show the skin texture of the animal you chose to paint?

Let the pupils share their experiences when making their art activity.

C. Post Activity:

1. Generalization

How would you enhance your painting?

To enhance a painting, add more lines, colors and textures.


Should wild animals be protected by people? Why?

3. Application

Refer to TAKE THE CHALLENGE on LM page ___. V. Assessment/Evaluation: Refer to BE PROUD on LM page ___.

VI. Assignment/Agreement:

Make a compilation of pictures of wild animals.


Third Quarter : Printmaking Lesson I : Nature Prints Code A3EL-IIIa : Tells that a print can be made from

objects in nature


Objects found in nature can be used to make prints. Prints can be realistic or abstract.

Make an abstract print using materials found in nature.

Identify shapes, colors, and emphasis in the printed design.

Give importance to the designs made using found objects in nature through print making.

Elements and Principles of Art: Shapes, color, and emphasis Value Focus : Appreciation of each other’s work Time Allotment: 1 session (40 minutes) I. Art Activity: Printing Using Found Objects II. Objectives:

A. Differentiate abstract prints from realistic prints. B. Use natural materials to produce abstract prints. C. Give importance to the designs made using found objects

through printmaking. III. Materials and References

Found objects, water color or acrylic water-based paint, brush, ink pad, or sponge


IV. Procedure: A. Pre- Activity

Review

Have you done printing using natural objects? What are these nature objects from nature that can be used in printing?


Present to pupils examples of natural materials that can

be used to produce a design (e.g. stalks, leaves, twigs, etc.).

2. Presentation/Discussion

Items found in nature like twigs, leaves, plants, rocks, and other natural objects were used in the printing process to produce an image.

3. Art Activity:

Bring the pupils outside the classroom and guide them to collect objects that can be used for printmaking. Refer to BE CREATIVE, LM, p._____.


Let the children show their artwork to the class, then ask them to talk about their feelings and experiences while doing their artwork. Motivate them to give their observations about the elements and principles of art used in the artwork.


II. Post Activity

1. Generalization :

What is printmaking?

Printmaking is a process of transferring or reproducing text and images typically with ink on paper or in other materials.

2. Value Integration : How do we show appreciation the works of others?

V. Evaluation/ Assessment

Check or rate the output of the pupils based on the rubric below.

Criteria 3

Very Evident

2 Evident

1 Not

Evident 1. Found objects were used to make a

design.

2. The print shows realistic or abstract design with emphasis on colors.

3. The artwork is unique and colorful.

4. Shows appreciation for the works of others.

VI. Agreement:

Look for other found objects and discover their unique print design. Make a creative artwork using the design.


Third Quarter : Printmaking Lesson No. 2 : Marbling Code A3PL-IIIb : Appreciates variety of

materials used for printing and its importance. Lesson Summary:


Romblon is well-known for marble making. Marble can be a good material for teaching an art process like printmaking.

Create prints of varied textural effects, lines, and shapes using paint.

Describe varied textural effects, lines, and shapes in an artwork.

Appreciate the creative outputs in doing marbling.

Elements and Principles of Art: Shapes, colors, lines, and texture Value Focus : Appreciating one’s work and others Time Allotment : 1 session (40 minutes) I. Art Activity: Marbling

II. Objectives:

1. Identify the steps in marbling. 2. Create textural effects, lines, and shapes using paint. 3. Appreciate the creative outputs in doing marbling.

III. Materials: Activity 1:

enamel paint (different primary colors, black and white), oslo paper, basin of water, sticks, old newspaper, rags, scissors, recycled plastic spoon Activity 2: Scissors, paste, empty cans


IV. Procedure A. Pre Activity

Review What found objects did you use in your printmaking?

B. Activity Proper

1. Motivation

The teacher will show pictures of different marbling. Let the pupils observe the pictures then ask questions about them.

What are the pictures all about? Describe each picture. Observe the shapes. Were the designs formed by swirling of lines? and shapes?

2. Presentation and Discussion :

Say: Romblon is known for marble works. Marble is

commonly used for sculpture and as a building material. It has varied and colorful patterns that make it a favorite decorative material. Marble can be a good material in teaching the art process like printmaking.

Today, you will do paper marbling. It is a method of making a design in the paper or fabric with swirling pattern or combed patterns similar to stone.

Pictures of marble prints Pictures of marble prints


Show picture of marble design.

3. Art Activity: Let the children prepare the materials and remind

them to always be careful in handling their art materials especially the enamel paint since it is not water-based. Refer to BE CREATIVE, LM, p._____.

Activity 1 : “Marbling”

Note : The children can try using several colors, aside from

the primary colors in producing varied textural effects and movements. They can do it by stirring the paint on the water.

Activity 2 : “Making of a Pencil Holder Cover”

Picture of Marble design


4. Processing/Critiquing :

Let the children show their artwork to the class, then ask them to talk about their feelings and experiences while doing their artwork. Motivate them to give their observations about the elements and principles of art used in the activity.

C. Post Activity

1. Generalization (Refer to FRAME YOUR THOUGHTS, LM p. ___)

What is Paper Marbling?

(Paper Marbling is a method of making a design in which paper or fabric is decorated with swirling patterns similar to stone.)

2. Value Integration:

How do we show appreciation for the works of others?

3. Application:

Refer to TAKE THE CHALLENGE, LM p. ___ V. Assessment/Evaluation:

Use Rubrics in assessing pupil’s performance in their artwork. Refer to BE PROUD, LM p. ____

VI. Assignment:

Try marbling at home and create several designs.


Third Quarter : Printmaking Lesson 3 : Finger Printing

Code A3PL-IIIc : Observes that a print design may use repetition of shapes or lines and emphasis on contrast of shapes and lines

Lesson Summary :

Art History

Art Production

Art Criticism

Art Appreciation

Finger printing is a simple artwork with the use of fingers to paint. It is appreciated by many people because of the simplicity of its process and designs are formed. (Faulty parallelism)

Make different designs through finger printing.

Notice how repetition of shapes or lines and emphasis on contrast is used in printmaking.

Appreciates artworks done by pupils in the class and those that are seen in other places through exhibits.

Elements and Principles of Arts : Shapes, Color , Repetition,

Contrast Value Focus : Perseverance Time Allotment : 1 session (40 minutes) I. Art Activity : Finger Painting II. Objectives:

1. Identify the designs in finger printing. 2. Create good print designs using repetition of lines and

shapes with emphasis on their contrast. 3. Appreciate art works through different experiences of

making art. III. Materials : pencil, bond paper, brush, acrylic paint, water

container, rags, sponge, recycled flat Styrofoam.


IV. Procedure

A. Pre-Activity: 1. Review

What materials were used in marbling? What are the steps in marbling? What designs were formed?


Say: Today you will explore another way of making print designs. Let the children sing and do the action of the children’s song entitled, “I Have Two Hands” Emphasize that aside from using the fingers to do an action song, our fingers can also be used to make artworks.

2. Presentation and Discussion: Say:

Finger printing is an act of making designs with the use of fingerprints. This artwork is simpler than other art processes because artists can make different designs with their fingers.

Show the different samples of Finger Printing outputs and discuss the design, colors and the process of finger printing.

3. Art Activity: “Finger Printing”

Let the children help the teacher prepare the materials and remind them to always to be careful in handling their art materials.

Refer to BE CREATIVE, LM, p._____.


4. Processing/ Critiquing of Arts Outputs

Ask the pupils to show to the class their finger printings. Motivate them to share their experiences in making print designs through finger printing. Talk about their works to express appreciation of their own works and the works of others.

C. Post Activity

1. Generalization

Ask: What is finger painting? How will you create a good

print design?

Finger printing is a simpler artwork process. It is a technique of making designs through printing with the use of fingers. Good print designs are created by using repeated shapes or lines and giving emphasis on contrast of colors, shapes, and lines.

2. Integration of Value How would you show perseverance in making an

artistic design?

V. Evaluation

Use rubric in the LM to measure self creativity in finger printing.

Refer to BE PROUD, LM p.____ VI. Assignment/Agreement:


Third Quarter : Printmaking Lesson No. 4 : Stencil Making Code A3PR-IIId&e : Realizes that a print design can be

duplicated many times by hand or by machine and can be shared with others.

: Explain the meaning of the design created

Lesson Summary:

Art History Art Production Art Criticism Art Appreciation Ethnic groups or tribes in our country have their own art designs that identify their culture.

Make a stencil showing ethnic designs.

Compare own print designs with designs made by other groups.

Appreciate the ethnic designs of the different cultural groups in the country by making it as an inspiration in creating one’s print designs.

Elements and Principles of Art: Repetition of shapes and colors Value Focus: Sharing things with others Time Allotment: 1 session (40 minutes) I. Art Activity: Print Making

II. Objectives:

1. Realize that a print design can be duplicated many times by hand or machine and can be shared with others.

2. Make a stencil design for multiple printing. 3. Explain the meaning of the design created. 4. Share the produced design to others to show

appreciation of ethnic designs. III. Materials: colored papers or used folder, newspaper,

water color/acrylic paint, water, small soft brush or Chinese brush, scissors

References:


IV. Procedure:

A. Pre Activity:

Review How did you create a repeated design in finger printing?

Are you familiar with ethnic designs? Describe the ethnic design you know.

B. Activity Proper:

1. Motivation Look around you. Can you see objects or things with printed designs?

Tell something about it.


Every ethnic group in the country is rich in artistry and creative design that differentiates their ethnic group or tribe from others. Ethnic designs are designs made by indigenous people or ethnic tribes such as Maranao, Ifugao, Bagobo, and others.

These kinds of designs can be used for printing shirts, covers, cloths, garments, and many others. There are many designs that can be used for printing such as flowers, trees, animals, sceneries, and objects. Look at the pictures on LM page________________.


3. Art Activities Let the children do the Activity in the LM page ___.

4. Processing/Critiquing Ask: Did you share your design with other groups? What can you say about your group works and of others? How does it feel sharing your design to others?

C. Post Activity

1. Generalization What is your realization after doing the activity?

Stencils or print designs can be multiplied many times by hand or machine and can be shared with others.


How would you show generosity to others? Give situations on how you can share things with others. How do you show appreciation for ethnic designs of

different cultural groups? V. Assessment/Evaluation:

(Please refer to LM page ____.) VI. Assignment/Agreement: Look for other examples of ethnic designs. Make a scrapbook of ethnic designs.


Third Quarter : Print Making Lesson No.5 : Logo Printing Using Discarded Materials Code A3PR-IIIf : Designs an attractive logo with slogan

about the environment to be used for printing

Lesson Summary: Art History Art Production Art Criticism Art

Appreciation There are several causes of pollution. They can be natural cause or man-made. If help clean our areas then our country would be a better and a cleaner place to live in.

Design an attractive logo that conveys a message about the environment to be used for stamp printing.

Express creativity in making art designs using discarded materials.

Demonstrate appreciation for print making by inspiring others to create logo designs promoting environmental awareness.

Elements and Principles of Art : Shapes, Rhythm, Contrast, Form Value Focus : Environmental Awareness, Creativity Time Allotment: 1 session (40 minutes) I - Art Activity: Logo with Slogan for Environmental Awareness II-Objectives:

1. Promote environmental awareness through logo printing. 2. Realize that discarded materials can be made useful. 3. Create an attractive logo with a slogan about the environment with

the use of discarded materials. 4. Inspire others to create a print design from discarded

materials. III- Materials: long bond paper, pictures of logo design, old plastic spoon, brush, sponges (1 per group), discarded flat plastic or styro plates, acrylic paints (red and black) References: IV- Procedure:

A. Pre-Activity : 1. Review:

Recall the lesson on marbling. Have a class discussion of their new learning using the technique. Prepare them for the new activity. Encourage them to share their observations of the new technique.


B. Activity Proper: 1. Motivation: Show actual or different pictures of discarded and recyclable materials. Ask: What do you think are these materials? Draw out the meaning of recyclable and discarded materials. Can you group these materials into recyclable and non-recyclable materials ? How can we make these materials useful in making art works? Connect their answers to the lesson for the day. 2. Presentation and Discussion:

We see trash everywhere since people produce a lot of trash every day. This becomes the number one concern of our government for it creates the big problem on global warming. So, how to solve this problem is everyone’s concern. Let’s recycle materials that can still be used. Present the activity of the day which is logo making to promote environmental awareness.

Have an illustration on how to make a logo out of

recycled materials.

Ask: What are the recycled materials that can be used to make art?

3. Art Activity : Let the pupils do BE CREATIVE on LM page _______. (Have a short demonstration on how to prepare colored

paste). Motivate the children to show their cooperation and

creativity in this activity. 4. Processing/Critiquing of Art Works: Encourage the pupils to post their stamp prints on the wall for arts. Call at least three pupils to tell something about their artwork. Ask: Can you share what inspired you to have such a good creative artwork? What have you learned from the art activity?

Do you agree that discarded materials can


be used in making artworks?

C. Post- Activity:

1. Generalization: What realization can be drawn from the activity?

Discarded materials can be made useful in any art activity. An attractive design can be created by using repeated patterns thru stamp printing.


How can we help our environment? How will you show creativity in doing an artwork?

V- Assessment: Refer to TAKE THE CHALLENGE on LM page ______. VI-Agreement (optional) Bring the materials for activity no. ____ on page ____ for our next

activity.


Third Quarter : Printmaking LESSON 6 : STENCILING A NAME Code A3PR – lIIg : Create and cut a stencil from paper or plastic sheets to be used for multiple prints on color or hard paper. Lesson Summary:

Art History Art Production Art Criticism Art Appreciation Stenciling is a printmaking method used to produce multiple images/designs in t-shirts, bags, handkerchiefs and other things.

Create a stencil from a cardboard to be used for multiple prints.

Give emphasis on printed designs by using different colors in multiple prints.

Awareness on common culture, heritage or famous places, icons, animals in one’s place.

Elements & Principle of Art: Colors Value Focus: Awareness on culture and heritage of one’s

province or region. Time Allotment: 1 session (40 minutes) I. Art Activity : MAKING A STENCIL ART II. Objectives

A. Use different colors in multiple print designs or stencil art. B. Create a stencil from a cardboard and use it for multiple paper

prints. C. Show appreciation for places, icons, animals, etc. in own

province/region through stencil art.

III. Materials and Reference

Materials: crayon, pair of scissors, cardboard, paper References: Art Express, 1998 Harcourt Brace and Company, Daniel

V.E. et. Al.

Fragment


IV. Procedure

A. Preliminary Activities 1. Review

Ask the pupils to share their experiences about their previous activity on printing using discarded things. Let the pupils identify discarded things that can be used for printing.

B. Developmental Activities

1. Motivation

Conduct a Photo quiz. Present pictures of places, products, icons, animals,

and others found in your province or region. Let the pupils write the name of the picture in the

boxes provided. Example:

http://www.traveltourbohol.com/wp‐content/gallery/chocolate‐hills/chocolate‐hills‐3.jpg

Answer: BOHOL



Tell the pupils that they will print names of famous places, products, icons, animals, or others which are common in their places/province/region through stencil art. Examples:

BOHOL TARSIER MANILA MAYON Stencil art or stenciling is printing of repeated

designs by making ink, paint or wax pass through holes or cuts in a piece of cardboard or metal.

Refer to THINK ABOUT THIS, LM p. ___

3. Art Activity

Art Activity: Making a Stencil Art Refer to BE CREATIVE on LM p. ___


Say:

Discuss your artwork with your classmates and give emphasis on the letters and colors you used on the stencil. Compare stenciling using crayons and stenciling using paints.

C. Post Activity

1. Generalization

Refer to FRAME YOUR THOUGHTS, LM p. ___



What word did you use in your stencil? Is the word related to something or a place which is familiar to you? Tell something about it.


Use the rubrics in assessing the pupil’s artwork. Refer to BE PROUD, LM p. ____

VI. Assignment/Agreement

Cut pictures of ethic designs and paste them in your notebook.


Third Quarter : Printmaking Lesson 7 : Printing Using Found Objects Code A3PR-IIIh : Creates a print for a shirt, bag or a poster using letter stencils or abstract designs that conveys a message and can be replicated. Lesson Summary:

Art History Art Production Art Criticism Art Appreciation Filipinos are naturally creative and artistic. In fact, there are many print makers in the country who create original designs.

Create prints with designs using different found objects for a shirt, bag, or a poster.

Use of recycled materials in an interesting way.

Give importance to the intricate designs of found objects or recyclable materials through printing.

Elements and Principle of Art:

Shapes, colors

Value Focus: Care for the Environment Time Allotment: 1 session (40 minutes) I. Art Activity: Making Prints Using Found Objects

II. Objectives

1. Define abstract designs. 2. Create an abstract design for a shirt, bag, or a poster

using found objects. 3. Inspire others to use found objects to create attractive

prints.

III. Materials/Reference Materials: paint or watercolor, pencil, drafting paper or

bond paper, found objects like bottle caps, paper clips, nails, nut shells, etc.

Reference: III. Procedure

A. Preparatory Activity:

1. Review Ask:


Define stencil making or stenciling. Can you recall the steps in stencil making? Let pupils enumerate/discuss the steps or processes in stencil making. What did you learn from the process of stencil making?


Present a word puzzle. Let them form a word out of the scrambled letters and meanings. Means: - it does not look like a particular object; - not real Answer: (ABSTRACT)

Means: - A plan or drawing produced to show the look and function of an object or idea.

Answer: (DESIGN)

2. Presentation and Discussion Say:

We can see different print designs on shirts, bags, posters, tarpaulins, streamers, etc. The designs can be realistic or abstract pictures, There are several objects or materials which have the same designs. This is because of using stencils of the same design. Discuss THINK ABOUT THIS on LM page ____

3. Art Activity

Activity: “Making Prints Using Found Objects”

Refer to BE CREATIVE on LM page ____.

R A B T S C S A

N G I S E D


4. Processing/Critiquing of Art outputs

Let pupils show their artwork to the class and let them say something about it. Allow their classmates to give their own assessment.

C. Post Activity

1. Generalization

Ask: What is an abstract design? How will you create prints for your shirts, bags, etc.?

Found objects such as bottle caps, nut shells, paper clips, and others can be used in creating print designs for shirts, bags, posters, etc. Designs can be letters or abstract. Abstract design is not realistic in terms of forms, shapes, and colors.


Ask: How can you be friendly to your environment? Cite some situations.

IV. Assessment/Evaluation:

Refer to BE PROUD on LM page ____.

V. Agreement/Assignment

Make a slogan for an environment friendly campaign.


Third Quarter : Printmaking Lesson 8 : Slogan or Logo Making Code A3PR IIIi : Writes a slogan about the environment that correlates messages to be printed on t-shirts, posters, banners, or bags. Lesson Summary:


Most of the designs on slogans and logos printed on T-shirts, posters, banners and bags nowadays pertain to environmental awareness.

Make a slogan or logo on environmental awareness.

Relate messages about environmental awareness to the society through slogans and logos printed on T-shirts, posters, and banners.

Show appreciation on the importance of slogan or logo on T-shirts, posters, and banners to advocate love and care for the environment.

Elements & Principles of Art: Shapes and Colors Value Focus: Environmental Awareness Time Allotment: 1 session (40 minutes)

I. Art Activity: Slogan or Logo Making

II. Objective:

1. Tell the importance of caring for the environment. 2. Write a slogan or create a logo related to environmental

awareness. 3. Appreciate the importance of slogan and logo to advocate care of the environment .

III. Materials and Reference Materials: bond paper, crayons or pastels, water Reference: Art in the Elementary School, PJV, Phil.

Normal College Manila September, 1959.pp.80, 163,


IV. Procedure: A. Pre- Activity

1. Review Recall the past lesson about print making. Let the pupils explain briefly how found objects created beautiful prints and artworks.


Present to the class a sample of a slogan and a logo related to environmental awareness and let them say something about it.

2. Presentation

Present the theme “Save Mother Earth” for slogan or logo making.

Ask: What particular word, icon, or symbol comes into your mind which is related to the word environment? Discuss and explain how to write a slogan or create a logo.

Refer to THINK ABOUT THIS on LM page ___.

3. Art Activity Let the pupils make a slogan or logo. Refer to BE CREATIVE on LM page ___.

4. Processing/ Critiquing of Output

What particular symbol or words did you use in your slogan or logo for t-shirts, bags and/or posters?

What shapes and colors did you use in your slogan or logo?


What message/s would you like to convey in your slogan or logo?

C. Post Activity

1. Generalization

How will you make a slogan or logo attractive?

In making a slogan or logo, you should consider the symbols or icons appropriate to the message you want to tell or relay. Colors are also important to make your slogan or logo attractive. .

2. Value Integration:

Ask pupils to enumerate situation showing how to care for the environment. Ask: Why should we care for our environment?

V. Assessment/Evaluation:

Evaluate the pupils artwork based on the rubric found

in the LM.

Refer to BE PROUD on LM page ____.

VI. Assignment/Agreement

Cut out a logo from a magazine or newspaper and paste it in your notebook. Write a sentence about it.


Lesson Summary:

Art History Art Production Art Criticism Art

Appreciation Puppetry is a form of theatre or performance that involves the manipulation of puppets. It is used in entertainment and in performance.

Create a finger puppet that can be used in a puppet show.

Notice the design of varied shapes and colors on puppets that suggest the unique character of the puppet.

Show appreciation of the craft through puppet shows and exhibits.

Elements and Principles of Art: line, shape, color Value Focus : creativity, cooperation Time Allotment: 1 session (40 minutes)

I. Art Activity: Finger Puppet Making

II. Objectives:

1. Identify the different styles of puppets made in the Philippines.

2. Create a finger puppet for a puppet show. 3. Show appreciation of the artwork through puppet

shows or exhibits. III. Materials and Reference

Materials: glue, marker, crayons, paper, cardboard, scissors, color pencils

Reference:

Fourth Quarter Sculpture/ 3D WorksLesson No. I Finger PuppetCode A3EL-IVa Identifies different styles of puppets made in the

Philippines


IV. Procedure:

A. Pre- Activity 1.Review- Ask pupils what they have learned in the past lesson and what skills have they developed in that activity.

B. Activity Proper:

1. Motivation

Ask: Have you seen a puppet show? Did you enjoy the show? Share your experiences with the class. Look at the illustrations of puppets. Do you know the different kinds of puppets?

2. Presentation/ Discussion

Say:

Puppets are effective means of educational entertainment like the hand puppets, rod puppetry, stick puppetry shadow puppetry, black theatre and string puppets.

Discuss with the pupils the kinds of puppets:

a. Hand Puppets These puppets are made of foam and cloth. The puppeteer’s hand is inserted in the neck and holds the flap to open the puppets mouth. Manipulations are limited to the mouth, neck, arms, and hands. Puppeteers perform by positioning themselves below the improvised stage. And the common position of a puppeteer is kneeling down or standing up.

b. Rod Puppets

These Puppets are manipulated through a rod, which controls movements in the head, arms, and feet.


c. Giant Puppets These are life size puppets made of foam. Sometimes the head is made of fiber glass. The puppeteer is inside the puppet. Giant puppets can walk, dance, and jump.

d. Stick Puppets Stick puppets made of cardboard and sticks. Manipulation is through the movement of sticks.

e. Shadow Puppets

Shadow puppets are made of cardboard and sticks. Puppeteer performs from the back of a white cloth with light at the back of the puppets.

f. Black Theater Puppets These puppets are made of foam, rope, cloth, and stuffing. The whole body can be manipulated. Puppeteers perform from behind, using black light to illuminate the design and color of puppets.

g. String Puppets

String puppets are made of wood or rubber, cloth, string, small wires. The strings attached to the puppets allow the puppeteer move the head, arms, hand, and feet of the puppet. The reason why they are called string puppets. Puppeteers perform from above the improvised stage.

3. Art Activity:

Let the pupils do the activity.

Activity 1 : Finger Puppet

(Refer to BE CREATIVE, LM page. _____)


Let the pupils show their puppets to the class. Ask them about their experiences in doing the activity and in the presentation. Have a sharing time.



What is a Finger Puppet?

It is a miniature puppet manipulated by one finger or all fingers.


1. Were you able to show your creativity in making your puppet?

2. Were you able to work well with your groupmates? 3. Were you resourceful in using recyclable materials?

Explain your answer. V. Agreement/ Assessment

Evaluate the work of the pupils. Give corresponding points on each output.

Questions 3 2 1 Does your output show creativity? Were materials used properly? Is the finger puppet made of different recycled materials?

Did you participate willingly in the presentation?

Legend: 3 Very Evident, 2 Evident, 1 Not Evident

VI. Assignment:

Bring paper bag, recycled materials, 2 pcs. of black buttons, water color, and paste or glue.


Fourth Quarter Sculpture/ 3D Works Lesson No. 2 Hand PuppetCode A3PL-IVc Appreciates variations of puppets in terms of

material, structure, shapes, colors, and intricacy of textural details

Lesson Summary:


Puppets are made out of different materials. Discarded and recyclable materials are still useful in making puppets.

Make a puppet out of a paper bag.

Know how variation of materials used affects the quality of the puppets.

Show appreciation for the different puppets made out of recyclable materials through puppet shows or exhibits.

Elements and Principles of Art: lines, shapes and texture Value Focus : environmental awareness, creativity,

resourcefulness Time Allotment: 1 session (40 minutes)

I. Art Activity: Hand Puppet (Paper Bag) II. Objectives

1. Compare different puppets in the use of different

materials, structure, and shapes used. 2. Make a puppet using a paper bag and other

recyclable materials. 3. Show appreciation of the importance of use of

recyclable materials to promote environmental awareness.


III. Materials and References

Materials: Used paper bag, other recyclable materials: e.g. used colored paper, old magazines, paper, plastic cups , paste or glue, pencil and marking pen.

Reference: K to12 Curriculum Guide Arts Grade 3 pp.13 Art in the Elementary School, PJV, Phil. Normal College Manila September, 1959.pp.80-163,

IV. Procedure

A. Pre- Activity 1. Review

Ask the pupils about what they learned about finger puppets. What skills were developed in the activity?

B. Activity Proper

1. Motivation

Prepare the pupils for another fun activity by making another kind of puppet. Recall materials they used for their finger puppet. Draw out from the pupils possible materials they can use if they are to make hand puppets.

2. Presentation

Discarded and recyclable materials are found anywhere. These materials are potential materials in puppet making. Different colors, shapes, and textures of the recyclable and discarded materials can create variation and can affect the quality of the puppet.

Present real puppets or pictures of puppets to evoke the interest and imagination of the pupils.

Say: Today we will make another puppet made of a paper

bag and other recyclable materials. (Show undecorated paper bag.)


3. Art Activity

Let the pupils do the Activity 1 BE CREATIVE (see LM p.___)


Guide the pupils in this activity. Tell them to share their experiences in making a paper bag puppet. Encourage them to discuss with their classmates the materials, structure, shapes, colors, and texture they used in their puppet.

C. Post Activity

1. Generalization

Why is using recyclable materials important in relation to our environment?

(By reusing materials that can be recycled we help protect

our environment.) How can variations of materials, colors , structure, texture,

and shapes affect the quality of your puppet? (Variations of materials, colors, shapes, structure, texture,

and shape of the puppets makes the puppet attractive and interesting.)


Ask: How did you show creativity and resourcefulness in using

recyclable materials in making your puppet?


Check or rate the output of the pupil based on the given rubric.

Refer to BE PROUD on LM page ___________.


VI. Assignment / Agreement List down recyclables materials found at home that can still be used in making art projects.


Fourth Quarter 3D and SculptureLesson No. 3 Sock PuppetCode A3PR-IVc & d Creates a puppet design that would give a

specific and unique character Applies designs of varied shapes and colors on puppets to show the unique character of the puppet

Lesson Summary :

Art History Art Production Art Criticism Art

Appreciation Puppetry in the Philippines started since the time of Dr. Jose Rizal, our national hero, when he staged the play entitled “Carillo,” a form of shadow puppetry. The process of puppet making is taught as a creative activity in schools.

Create a unique sock puppet.

Describe the elements used in designing and creating a hand puppet.

Show appreciation for one’s puppet through puppet exhibit and presentation.

Elements and Principles of Art: Shape, Color , Contrast Value Focus : Creativity, Teamwork and

Resourcefulness Time Allotment: 1 session (40 minutes) I. Objectives

1. Create a sock puppet design that shows a unique and specific character

2. Apply varied decorations on puppets to make it different and attractive

3. Appreciate the designs used in sock puppets through puppet exhibits and presentations


II. Materials and Reference

Materials: glue, sock, felt paper, cardboard, pair of scissors, old buttons, box of found objects

Reference:

III. Procedure A. Pre Activity

1. Review

Share your experiences in puppet making from Lessons 1 -2. What were the materials used in making those puppets?

B. Activity Proper

1. Motivation

Use a hand puppet made from a paper bag to get the interest of the pupils. Let the pupils mention their experiences in the past lessons. Say: Would you like to try another type of puppet? Show illustrations of puppets

Can you describe what is in the picture? How do the puppets differ from each other? Can you name the materials used in making each puppet?

Picture of Finger

Puppet

Picture of Hand

Puppet

Picture of Stick

Puppet



Show a picture of a hand puppet made of socks.

Say: The process of puppet making is taught as a creative activity in schools. Puppets are used as main characters in classroom presentations. During the time of Dr. Jose Rizal, our national hero, he staged the play entitled “Carillo” a shadow puppetry. He used a carton and a stick and he place this at the back of a white cloth. Then he used the candlelight at the back of the stage. Aside from the traditional puppetry, there were groups of puppeteers formed to entertain. These groups were inspired by different puppetry art in other countries.

3. Art Activity:

Let the pupils do the activities below:

Activity 1 : “Hand Puppet Socks”

Activity 2 : “Mini Hand Puppet Show”

(Refer to BE CREATIVE, LM page. _____)


Picture of a hand puppet made of socks


Let the pupil’s show their puppets to the class, then ask them about their feelings and experiences in doing the activity and the presentation.


(Refer to FRAME YOUR THOUGHTS, LM p. ___) What is a hand puppet?

(A hand puppet is a type of puppet that is controlled by the hand. It is made of hallow head sewn or glued to the material that fits over the hand of the puppeteer to conceal the fingers and the thumb which manipulate it.)


1. Were you able to show your creativity in making your puppet?

2. Were you able to work well with your groupmates? 3. Were you resourceful in using recyclable materials?

Explain your answer.

3. Application (Refer to TAKE THE CHALLENGE, LM p. ___) IV. Assessment/ Evaluation: Use Rubrics in assessing the pupil’s output.

(Refer to BE PROUD, LM p. ____)


Fourth Quarter Sculpture/3d Works Lesson No. 4 Stick Puppet Code A3PR-IVe Constructs a simple puppet based on a

character in a legend, myth or story using recyclable materials and bamboo sticks or twigs.

Lesson Summary :


Puppets today are widely considered to be entertainment for all ages.

Construct a simple puppet based on a character in a legend, myth, or story.

Identify the variations of stick puppets in terms of material, structure, shapes, colors, and textural designs.

Describe a stick puppet as another type of puppetry using art elements and principles.

Elements and Principles of Art : Shapes, colors and texture, emphasis Value Focus : Creativity, resourcefulness Time Allotment: 1 session (40 minutes) I. Art Activity : Stick Puppet Making II. Objectives:

1. Identify the variety of puppets in terms of materials,

structure, shapes, colors, and texture 2. Construct a simple puppet based on a character in a

legend, myth, or story 3. Realize the value of puppet making as an enjoyable

experience

III. Materials and Reference : :

Materials: Recycled cardboards or folders, popsicle sticks, glue, pair of scissors, box of found materials

Reference:


IV. Procedure A. Pre-Activity

1. Review How did you feel during the puppet making activity? Did you enjoy it? Why? Have a discussion on the value of puppet making.


You’ve experienced many manipulative puppets. Share your experiences with these puppets.

2. Presentation and Discussion Puppeteers can create a small theater for doing shows using the finger puppets, popsicle stick puppets, or puppets on a straw. Sometimes, the puppeteer holds the puppet with one hand and uses the other hand to move the puppets.

Picture of hand puppet Picture of finger puppet

http://www.makeandtakes.com/wp-content/uploads/Popsicle- Stick-Puppets-and-Mini-Theater.jpg

http://www.makeandtakes.com/wp‐content/uploads/finished.jpg

Picture of stick puppet

http://www.google.com.ph/imgres?imgurl=http: http://www.puppetsbypost.com/finger_puppets/sets_

people/little-red-riding-hood-finger-puppet-set http://www.101handpuppets.com/hand-puppet-

photos-hand-puppets/picture-11.html


Discuss what the pupils have seen in the picture. Let the pupils share their observations about the pictures of the stick puppets. Ask what materials they think were used in making the stick puppet.

3. Arts Activity: “Stick Puppet Making” Refer to BE CREATIVE, LM, p._____.

4. Processing/ Critiquing of Arts Outputs Present a short puppet show. Discuss the uniqueness of the puppets and their experiences in stick puppet making.


Ask: How are you going to make a stick puppet?

2. Integration of Value How did you show creativity in your works?


Use a rubric to measure self creativity in stick puppet making. Refer to BE PROUD, LM p.____


Fourth Quarter 3D and SculptureLesson No. 5 String PuppetsCode A3PR-IVf Manipulates a puppet to act out a character in

a story together with other puppets

Lesson Summary:


Puppets have entertained people for centuries. In the Philippines, they are used to entertain children while demonstrating and instilling Filipino values.

Manipulate a puppet based on a character in a story focusing on Filipino values.

Judge the showmanship of the puppets on how they moved and were used during the presentation.

Value the importance of communicating important Filipino values through the use of puppets.

Elements and Principles of Art : Unity, Movement Value Focus : Cooperation, kindness, teamwork Time Allotment: 1 session (40 minutes) I. Art Activity: Manipulating a String Puppet II. Objectives:

1. Agree with groupmates ways on how to manipulate a

puppet to act out a character in a story with other puppets.

2. Manipulate a puppet based on a character in the story. Show great appreciation for the preciseness of manipulating the puppets through group presentations.


Materials: Sample puppets: finger puppet, hand puppet, stick puppet, bag puppet, and sock puppet

Reference: Active MAPE 3


IV. Procedure

A. Pre-Activity : 1. Review:

What kind of puppet did you construct last week? Ask some pupils to share their experiences. Tell the class that today they are going to use the puppets they previously created to act out characters in a story.

B. Activity Proper:

1. Motivation: What kind of story do you usually love to read and listen to? What folktale have you read and heard already? Do you want to hear another folktale? Ask a pupil volunteer to read the Legend of the Guava, while the teacher shows the class how to manipulate a hand puppet.

The Legend of Guava

by: Joevel Aga Macaraeg Once there lived a poor farmer and his wife. They had a son named Bayabas . Every day, Bayabas would take care of their three fat carabaos because it was his task. While the carabaos were resting, Bayabas would climb the tree for edible fruits. There was one fruit, which it looked delicious and tasty, but he dared not to touch or eat it because it was believed to be poisonous. One noontime Bayabas wished to eat the fruits so that he will be the happiest boy in the world. Then a beautiful lady diwata appeared before him and told him to grant his wish if he will sprinkle the trunk of the tree with the blood of a black dog. Then Bayabas decided that he would sacrifice his black puppy, although he loved it very much, for the sake of thousands of other children and all the people in the world. N e x t m o r n i n g , h e w a s r e a d y t o k i l l h i s b l a c k d o g b u t t h e d i w a t a appeared before him and told him he did not need to kill his pet, because she was already happy to find an unselfish boy like Bayabas. So, the diwata made the fruit edible and named the fruit Bayabas.


Ask: What is the story all about and what lesson can we get from the story? Connect their answers to the activity for the day.

2. Presentation and Discussion:

Today you will create a story and manipulate a puppet to characterize the story.

Draw from them what might be the expected activity.

3. Activity : Group the class into 4 groups with 10 members each. Guide them to create an original story based on the

Filipino values assigned to each group. Tell the class that they are going to show their cooperation and teamwork in this activity.

After the story making, show the children how to

manipulate the two types of hand puppets.

Let the pupils do the activity on BE CREATIVE refer to LM page___________.


Encourage the class to share their group outputs to other groups. Call at least two pupils from a group to share what inspired them to create such an interesting story about Filipino values. Ask :

What have you learned from the activity done?

C. Post- Activity: 1. Generalization:

` What important learning was gained from the activity?


2. Values Integration: Appreciate and value one’s puppet and puppets of

others by giving constructive criticism and by extending help to improve one’s output. Work and share willingly materials and ideas with others. Give and accept criticism.

V. Evaluation: Refer to TAKE THE CHALLENGE on LM page ______. VI. Agreement: Bring the different puppets next week to be used for a puppet

showdown.


Fourth Quarter 3D and Sculpture

Lesson No. 6 Puppet Show Code A3PR-IVg Performs as a puppeteer together with others, in

a puppet show to tell a story using the puppet created

Lesson Summary:


Puppetry is known as an effective means of entertainment. Puppetry showcases the creative skill of puppeteers

Plan and present a puppet show.

Show emphasis on shapes, colors, and textures of different puppets used during a puppet show.

Take pride in showing a group presentation with confidence through a puppet show.

Elements and Principles of Art: Emphasis , Movement

Value Focus : Teamwork and Cooperation

Time Allotment: 2 Sessions (40 Minutes each session) I. Art Activity Staging a Puppet Show II. Objectives

1. Perform as puppeteer in a puppet show 2. Demonstrate understanding on emphasis as shown in

the precise movements of the puppets. 3. Show cooperation and team work in the planning and

presentation of a puppet show



Materials: Puppets made in the previous lessons like sock puppet, finger puppet, paper bag puppet, stick puppet, and materials for the props

Reference: IV. Procedure

A. Preliminary Activities 1. Review

Recall the past lessons on puppets. Ask the pupils what a puppet is. Ask them about their favorite puppet. Let the pupils describe the colors, texture, shapes, and the structure of puppet they made in the previous lesson.

Tell them that once they have made a puppet, it should be used in a show to be appreciated by friends and classmates.

B. Developmental Activities 1. Motivation

Make a guessing game in the form of puzzle identifying the name of the famous puppets in the country.

Nicolo Arn Arn Kiko Matsing

These puppets seen in the movies and on television including traditional puppets inspired so many children. Have a sharing of ideas in class.


Let the pupils cite television shows that use puppets as characters.


Tell the pupils that puppet making is fun but this is not enough. It is better to watch puppets perform than to display them in a corner.

Puppet show is a show or entertainment in which the performers are puppets and a person who manipulates a puppet is called a puppeteer. Setting up a puppet theater will enhance the show. You can setup a puppet show on a cloth covered table, a cardboard box, through a window.

Tell the pupils that they will practice performing for their puppet show.

3. Art Activity

Please refer to BE CREATIVE, LM p. ___)

4. Discussion of the output

Say: Share your experiences about the puppet show. Discuss what your classmates presented in the puppet show.

C. Post Activity

1. Generalization What is a puppet show?

A puppet show is form of entertainment show wherein the performers are puppets manipulated by a person called a puppeteer.



Ask: What is your part in the group presentation? How did you perform?

How did you plan for the puppet show? How did you help one another?


Use the rubrics in assessing the pupil’s performance in the

puppet show? Refer to BE PROUD, LM p. ____

VI. Assignment

List some of the best festivals and celebrations in the Philippines.


Fourth Quarter 3D and SculptureLesson No. 7 Mask Making Code A3PR-IVh Designs and creates a mask or headdress with

the using of recycled or natural objects inspired by best festivals

Lesson Summary:


Masskara Festival is celebrated in Bacolod City every October.

Design and create a mask or headdress using recycled materials.

Choose shapes and colors for masks.

Enrich one’s cultural awareness through experiencing mask making.

Elements and Principles of Art: Variation of shapes, colors, and

textures Value Focus : Enriching one’s cultural awareness. Time Allotment: 1 session (40 minutes) I. Art Activity Designing and Creating a Mask

II. Objectives

1. Acquaint one’s self with the Masskara Festival in

Bacolod 2. Design and create a mask or headdress inspired by

festivals using recycled and natural objects, inspired by festivals

3. Work and share willingly materials and ideas with others III. Materials and Reference

Materials: used cardboards, chipboards, used folders, scissor,

crayon or water color, brush, string References: a. www.bacolodcitygov.ph

b. homestyleliving2.wordpress.com/ c. www.digitalphotographer.com.ph d. www.flickr.com


IV. Procedure:

A. Pre Activity: 1. Review

Based on the agreement of the past lesson, ask: Who can tell a short story using a puppet? What is his/her story about? How does it feel to hear stories with the use of puppets? Let the pupils get their puppets and play with their seatmates by making conversations about festivals or celebrations in their provinces. Do this for 2-3 minutes only.

B. Activity Proper:

1. Motivation Ask: Have you ever seen a mask? What kind of mask was it?

(If possible and available, show a video clip or a picture/poster of Masskara Festival in Bacolod.)


Negros Occidental conducted the initial Masskara

Festival in 1980 when a tragic crisis in the sugar industry was felt by the people. It was a declaration of the people in the city that no matter how tough and bad the times were, they pull through, survive and at the end triumph. The biggest celebration of Masskara Festival takes place in Bacolod City. Masskara Festival is also called “Festival of Smiles” because people use masks that depict happiness and joy to cover up sad faces.


Some examples of their masks are shown below.

Source: www.bacolodcity.gov.ph/homestyleliving2.wordpress.com/www.digitalphotographer.com.phwww.flickr.com

Ask: What did you see in the video clip/picture/poster on Mascara Festival in Bacolod?

Did you notice the colorful masks they wore? What can you say about the different masks in the video clip/picture/poster?

DRAFT April 22, 2014 Mask making is fun. One can create a mask

artistically by using different shapes, colors and textures. Masks can be made of paper, cardboard, paper plates, or old folders. Strings, yarn, straws, and other materials can be added to decorate the mask.

If you had to make a mask, would you create your own design? Why?

3. Art Activities Activity 1: Paper Mask Making

(Refer to LM page ___.)

Note: Explicitly explain the details of the directions in Mask

Making. You may also show samples of masks?

4. Processing/Critiquing Ask: Were you able to make your own mask? Did you use varied shapes and colors? What shapes and colors did you use? How did you decorate your mask? Explain your answer.

C. Post Activity

1. Generalization Ask: How can you make masks? In what ways can you make masks attractive? Activity 2:

(Refer to LM page ___.) Ask: What is the festival that your province celebrates?


What is the festival about? How do you involve yourself in celebrating festivals or celebrations in your province? What values did you learn from our discussion?

Explain your answer? V. Assessment/Evaluation:

Answer the questions by shading the box of the correct answer with any of the primary colors.

(Refer to LM page ___.)

VI. Assignment/Agreement:

Look for another design of masks and identify where it originated.


Fourth Quarter Sculpture/3d Works Lesson No. 8 Headdress Making Code A3PR -IVi Creates a mask or headdress that is imaginary in

design using found and recycled material, inspired by local Festivals


Our country has a rich cultural heritage and practices as seen in the festivals in the different provinces or regions. Participants to these festivals usually wear colorful masks or headdresses in street dancing.

Create a headdress using recyclable and indigenous materials that can be worn in local festivals.

Describe the design of the headdress and tell what particular festival in the province/region the headdress is worn.

Appreciate the different festivals in the province/region by making a headdress using recyclable and indigenous materials found in the place.

Elements and Principles of Art: Shapes, colors, form Value Focus : Appreciation of one’s artworks and

those of others. Time Allotment: 1 session (40 minutes)

I. Art Activity Making Headdress II. Objectives

1. Identify indigenous and recyclable materials in the

province/region that can be used in making a headdress.

2. Make a headdress that will show appreciation for the festival of the province or region.

3. Inspire others to use recyclable and indigenous materials found in their province/region to promote their culture.



Materials: glue/paste, scissors, stapler, pictures, crayon, ruler, old folders/cardboards, rubber bands,

Reference: IV. Procedure

A. Preparatory Activity:

1. Review Ask: Have you tried making boats airplanes, flowers, birds, fish, and others by paperfolding? Say: The paper boats, planes, flowers, and others are samples of 3D objects. Today, you will learn another 3D sculpture.


Show pictures of children wearing headdresses. Let pupils observe and say something about the picture. (picture of children dancing wearing headdress in celebration of Festival in their province or region)

What is happening in the picture? What are the children wearing? Is the headdress a sample of a 3D sculpture?


2. Presentation and Discussion Say: Headdress have a variety of uses throughout the world. Different styles of headdresses are put over the head for celebrations, performances and entertainment. There are also headdresses that are worn mainly for protection (e.g. helmet, bonnet, etc.). Now, we are going to make headdresses that can be used in celebrating our festivals in our province/region. Motivate pupils to use a variety of shapes and colors to make their work attractive.

3. Art Activity

Let the pupils do the Activity 1 (see LM p.___)

4. Processing/Critiquing of Art Outputs 1. Let pupils show their artwork to the class and to say

something about it. Describe the shapes, colors and designs they used in the art activity and what particular activity in their place they may use that headdress.

2. Call one pupil in front to share his/her work.


1. Ask: What have you learned in your art activity? Were able to express your ideas/thoughts using headdress? How?


1. Ask: Why do we use headdresses in celebrating the festivals in our province or region?

V. Evaluation

Let the pupils do the Activity 2 Be Proud (see LM p.__)