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Daily Lesson Log SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

in

MAPEH
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 (4 Sessions) QUARTER FIRST


TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.OBJECTIVES
A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences and other external phenomenon

B. Performance Standard The learners…


 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal)
from the various art movements
 recognize the difference and uniqueness of the art styles of the various art movements
(techniques, process, elements, and principles of art)
1. Learning Competencies/ The learners…
Objectives  analyze art elements and principles in the production of work following a specific art style from
the various art movements (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
o (A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of
art elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-
4)
 creates artworks guided by techniques and styles of the various art movements (e.g., Impasto,
Encaustic, etc.) (A10PR-Ic-e-1)

1
MODERN ART

a. Impressionism b. Expressionism
d. Dadaism c. Cubism
e. Surrealism f. Absttract
Realism

II. CONTENT
I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

II. Process:
6. Painting and/ or Drawing

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
3. Textbook pages Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing
House Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
Health.Quezon City. St. Bernadette Publishing House Corporation

2
Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.

4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous PRICIPLES OF ART Ask the students: Give a brief definition of In your opinion, what does
Lesson or Presenting New As a review, the students the modern art an abstract artwork look
Lessons will be asked to briefly Is the name of the movement called like?
describe each of the art movement expressionism.
following principles of art “expressionism” Have you heard of the
which they have learned in familiar to you? If When and where did it artistic style known as
their Art classes in the yes, what do you begin? “cubism”? If yes, why do
earlier grade levels. know about this think it was named in this
 Line movement? Name the most way?
 Shape prominent Dadaism artist (5 minutes)
 Form Have you heard of and his works.
 Space the artistic styles (5 minutes)
 Color known as
 Value “surrealism” or
 Texture “dadaism”?
(5 MINUTES)
If yes, do you know
of any famous artist
who painted in these
styles?

Would you like to


own an artwork in an
expressionist style?
Why or why
not?
(10 minutes)
3
B. Establishing A Purpose for Conduct the following The teacher will ABSTRACT ARTWORK
the Lesson survey to assess what the present to the class a The teacher will display an
students know or have colored reproduction abstract work.
experienced concerning of an expressionist
modern art and artwork. Let the students identify the
impressionism. image they see in it.
The teacher will give
 What comes to the title of the work Instruct the students to
mind when you and the name of the explain what makes it
hear the term artist. possible for them to still
“modern art”? identify the image, even if it
 Give some qualities Let the students has been assembled in a
or characteristics give their comments mis-aligned way.
that make you as to whether this (5 minutes)
consider an artwork artwork fits their
“modern.” ideas about
 How is modern art Modern Art.
different from (10 minutes)
earlier styles of art
that you know?
 Have you heard of
the art movement
known as
impressionism? If
yes, can you name
one famous
impressionist artist
that you know of?
 Can you name or
recognize one well-
known artwork in
the impressionist
style?
(5 minutes)

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C. Presenting Examples / THE NEW COLOR Students are called to The students are given the
Instances of the New TECHNIQUE comment on how the following questions:
Lesson To help the students to artworks presented
understand the by the teacher Do you know the name of
revolutionary technique for make use of these any abstract artist—foreign
applying color introduced principles to exhibit or Filipino?
by the impressionists, the qualities of
experiment with this expressionism. Have you heard of Pablo
simplified process: Picasso? What country did
1. Rhythm, he come from? What artistic
 Take a set of Movement style is he most famous for?
watercolors (cake 2. Balance (5 minutes)
type or in tubes). 3. Emphasis
Choose one 4. Harmony, Unity,
 secondary color: and Variety
orange, green, or 5. Proportion
violet. (10 minutes)
 Color a shape on a
paper using this
single secondary
color.
 Beside it, color a
similar shape using
strokes of the two
primary colors
 that are combined
in that particular
secondary color
(ex: red + yellow
 = orange; blue +
yellow = green; red
+ blue = violet).
 Hold the paper
some distance
away and ask your
classmates to

5
 comment on the
“impression” of the
secondary color you
have created
 and the actual color
itself.

(see attached powerpoint


presentation “THE NEW
COLOR TECHNIQUE”)

(5 minutes)

D. Discussing New Concepts The teacher will discuss Teacher will lead The teacher will discuss
and Practicing New Skills impressionism using the discussion on Abstract Realism, Cubism,
#1 links below: Expressionism- Cubist Artworks, Foremost
. Origins of the Movement Dadaism: Cubist Painter/Sculptor.
. A Break from the Past
. Works of Monet, Renoir https://www.google.c The teacher will explain
and Monet. om.ph/url?sa=i&rct=j Cubist Styles & Subjects
&q=&esrc=s&source trough the Principles of Arts
http://www.artquotes.net/ =images&cd=&ved=
masters/monet/la- 0ahUKEwj2sI6RjerRA https://www.google.com.ph/
prominade-75.jpg hWMTbwKHRu9Dpw url?sa=i&rct=j&q=&esrc=s&
QjBwIBA&url=http% source=images&cd=&ved=0
http://www.jackygallery.co 3A%2F%2Fwww.gall ahUKEwiPo5Djj-
m/images/Red%20Boats% eryintell.com%2Fwp- rRAhUHp5QKHdl0DXYQjBwI
20at%20Argenteuil%20by content%2Fuploads BA&url=http%3A%2F%2Fw
%20Claude%20Monet%20 %2F2014%2F03%2F ww.pablopicasso.org%2Fima
OSA067.jpg Chirico- ges%2Fpaintings%2Fthree-
MelancholyandMyster musicians.jpg&bvm=bv.1458
yofaStre1.jpg&bvm= 22982,d.dGc&psig=AFQjCNE
https://www.wikiart.org/en bv.145822982,d.dGc 3goqTMs7eP0vBuwkTU9gYvz
/pierre-auguste-renoir/the- &psig=AFQjCNEHx0t ZFFg&ust=14858744307261
dancer- Gy9WoI5oSdDau6nK 74
1874?utm_source=returne (15 minutes)
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d&utm_medium=referral& bMK0cNw&ust=1485
utm_campaign=referral 874137845471

http://www.renoir.net/ima .Characteristics
ges/paintings/a-girl-with-a- .Mood
watering-can.jpg .Idea
.Message
https://lh5.googleusercont
ent.com/- .Principles of Arts
q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJ- (30 minutes)
zsc/s1600/Edouard_Manet
_Argenteuil_1874.jpg

https://upload.wikimedia.o
rg/wikipedia/commons/thu
mb/e/e3/%C3%89douard_
Manet,_The_Rue_Mosnier_
with_Flags,_1878.jpg/1267
px-
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Flag
s,_1878.jpg
(10 minutes)

E. Discussing New Concepts The teacher will discuss Teacher will lead
and Practicing New Skills Post-impressionismn and discussion on
#2 Principles of Arts. Expressionism-
Surrealism:
Works of Cezanne & Van
Gogh
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https://www.google.com.
http://www.oilpaintings- ph/url?sa=i&rct=j&q=&e
sales.com/paintings- src=s&source=images&c
image/paul-cezanne/paul- d=&ved=0ahUKEwiD-
cezanne-hortense-fiquet- 8Kdj-
in-a-striped-skirt.jpg rRAhXJkZQKHW_DCp8Qj
BwIBA&url=http%3A%2
https://www.ibiblio.org/w F%2Fwww.dalipaintings.
m/paint/auth/cezanne/sl/c com%2Fimages%2Fpaint
ompotier/cezanne.compoti ings%2Fthe-persistence-
er.jpg of-
memory.jpg&bvm=bv.14
http://www.vangoghgaller 5822982,d.dGc&psig=AF
y.com/catalog/image/0193 QjCNHB4ZLY-Jwnruy-
/Sheaves-of-Wheat-in-a- gsNFdox4tKZecA&ust=14
Field.jpg 85874238006980

https://www.wikiart.org/en Roles or Functions of


/vincent-van-gogh/the- Artwork
sower-sower-with-setting-
sun- History of Art Movement
1888?utm_source=returne (20 minutes)
d&utm_medium=referral&
utm_campaign=referral

http://www.vggallery.com/p
ainting/f_0455.jpg
(10 MINUTES)
F. DEVELOPING MASTERY CREATING YOUR OWN CREATE A WORK OF
(LEADS TO FORMATIVE IMPRESSIONIST “EXPRESSIONISM” CREATE A “PICASSO”
ASSESSMENT 3) ARTWORK : “IMPASTO”
With your groupmates,  Review the
One of the most distinctive choose between Dadaism description of
painting techniques used and Surrealism. Picasso’s cubist style.
by impressionist artists Select art materials that  Based on this, plan a
was impasto. Impasto is are readily available, cubist artwork for
the very heavy application such as one whole sheet your group to create.
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of paint to the canvas— of cartolina; acrylic  Prepare a magazine,
often with a paints, poster paints, or assorted
spatula or knife instead of any available paints; photographs, 1 sheet
a paintbrush, and markers, crayons, of oslo paper,
sometimes even directly pastels, or colored  scissors, and glue or
squeezed from the pencils; #8 brush; paste.
tube. scissors; glue  Select a large
or paste; and pictures photograph from the
(The teacher will present a from magazines, magazine and/or the
sample of an Impasto to newspapers, or other photos,
the class.) calendars. and cut these up into
Working as a group, plan segments of different
Materials: ¼ illustration how to use these shapes and sizes.
board or chipboard materials to express your  Glue or paste the
Tubes of acrylic paints message about your segments on the oslo
(can be shared among the chosen art movement. paper in a creative
class members) Assign a task to each way, but withthe
Paintbrushes group member, then image still
Wooden popsicle sticks create your artwork recognizable.
Pencil together. (Note:  Give your cubist
Rags for clean up Remember that artwork a title.
Procedure: expressionism made use  Display it in front of
 Decide on a simple of very strong images the class, together
design for your and colors, and with the works of the
artwork. Keep in expressed deep other groups.
mind what colors of emotions.)
paints are available Decide on a title for your Join your classmates in
to you. group artwork. giving personal reactions to
 Using a pencil, Present your finished each other’s work.
sketch in the artwork to the rest of the
general design on class. (see attached powerpoint
the illustration Join in the discussion presentation CREATE A
board or chipboard. about the message of “PICASSO”)
 Apply the paints to each group’s (20 MINUTES)
your design with artwork.
the brush, then
more thickly with
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 the popsicle sticks Comment on how each
and, in certain group effectively used
spots, squeeze the the characteristics
paint directly from of expressionism
the tube. (through the elements
 Allow the paint to and principles of art) to
dry thoroughly convey message.
before handling or
displaying the
finished artwork. (see attached powerpoint
presentation CREATE A
WORK OF
(see attached powerpoint “EXPRESSIONISM”)
presentation CREATING (25 minutes)
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the forms Which form of
Applications of The AND YOU of expressionism abstractionism do you find
Concepts And Skills In The students are expected (dadaism, surrealism) most striking, and why?
Daily Living to the activity by group. appeals to you the most?
And which does not Do you consider action
Two minutes will be given appeal to you at all? painting, color field painting,
for each group to Explain why. and pictographic painting
formulate their answers (5 minutes) true art? Why or why not?
while the remaining three (5 minutes)
minutes will be allotted for
the presentation.

Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.
10
Group 2
Is there a value in learning
about art movements like
impressionism that
arose over a century ago,
halfway around the world
from us? Why or
why not?

Group 3
On a personal level, what
struck you most about the
impressionist style
of art?

Group 4
Would you want to
experiment further with
painting in this style?
Explain briefly.

Group 5
Would you want to own an
artwork in the
impressionist style? Why or
why not?
(5 minutes)
H. Making Generalizations IMPRESSIONISM AND THE What qualities make an Explain the difference
And Abstractions About RISE OF MODERN ART artwork expressionistic? between expressionism and
The Lesson abstractionism.
 Was the term Where did Dadaism get
“impressionism” its influences? How did the cubists give a
fitting for this art sense of dynamism and
movement? Why do Why was the child’s term energy to their works?
you say so? “dada” fitting for the art
Who is considered the most
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 From your movement known as famous abstractionist and
knowledge of world dadaism? cubist artist?
history during the
late 19th century, (5 minutes) (5 minutes)
do you see a
relation between
the impressionist
styles and the
major events
of that period?
 Do you agree that
impressionism set
the stage for the
succeeding
movements of
modern art? If so,
in what ways?
 Do you see this
style reflected even
in the works of
today’s artists?
 Explain briefly. Do
you know of any
Filipino artists who
also used the
impressionist style?

If yes, explain how they


applied this style in their
works.
(5 minutes)

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I. Evaluating Learning  The artwork of the group  The artwork of the group The artwork of the group
shall be assessed through shall be assessed shall be assessed through
the scoring guide: through the scoring the scoring guide:
 Creativity and originality of guide:  Creativity and originality of
the depicted theme  Creativity and originality the depicted theme
 20 pts. of the depicted theme  20 pts.
  20 pts. 
 Quality of artistic   Quality of artistic
composition and overall  Quality of artistic composition and overall
design based on the theme composition and overall design based on the theme
 15 pts. design based on the  15 pts.
theme
 
 15 pts.
 Overall impression of the  Overall impression of the art
art 
15 pts.
15 pts.  Overall impression of the
art
15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

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

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Having learned about and Expressionism in
understood the concept Philippine Art – Research
and techniques of online for works by
impressionism, you Filipino artists who used
can now prepare your variations of this style
impasto artworks for the (e.g., Cesar Legaspi).
culminating exhibit at the Give your personal
end of the reaction to these.
quarter.

 Properly label your


artwork with an
original title, your
name, the date,
and the technique
used (impasto)

 Your Arts teacher


will store the
finished artworks
for inclusion in the
exhibit at the end
of the quarter.
K. ASSIGNMENT Bring art materials
that are readily
available, such as
one whole sheet of
cartolina; acrylic
paints, poster paints,
or any available
paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and
pictures from
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magazines,
newspapers, or
calendars.

V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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