Daily Lesson Log SCHOOL DIVISION OF CALAMBA CITY GRADE LEVEL 7

in

MAPEH
TEACHER MR. CHRISTIAN MARION A. OBO LEARNING AREA ART

TEACHING DATE AND WEEK 2 QUARTER 2nd

TIME QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content standard
B. Performance standard
C. Learning competencies/
Objectives
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of Luzon (highlands and lowlands) by showing the relationship
of the elements of art and processes among culturally diverse communities in the country
 The Philippines as having a rich artistic and cultural tradition from precolonial to present times
The learners…
 create artworks showing the characteristic elements of the arts of Luzon (highlands and
lowlands)
 exhibit completed artworks for appreciation and critiquing
The learners create The learners… The learners show the The learners mount
crafts that can be  derive elements relationship of MIMAROPA an exhibit using
assemble with local from and VISAYAS arts and completed
materials, guided by traditions/history of crafts to Philippine culture, MIMAROPAVisayan-
local traditional a community for traditions, and history inspired arts and
techniques (e.g., habi, one’s artwork. (Islamic influences, crafts in an organized
lilip, etc). (A7PR-IIf-2) Spanish heritage, and manner. (A7PR-
(A7PR-IIc-e-1)  correlate the American legacies in IIg-5)
development of education, business,
crafts in specific modernization, and
areas of the entertainment, as well as
country, according in indigenous practices,
to functionality, fiestas, and religious and
traditional social practices)
specialized (A7PR-IIh-4)

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 expertise, and
availability of
resources (e.g.,
architecture,
weaving, pottery,
accessories, masks,
and culinary arts)
(A7PR-IIf-3)

ARTS and CRAFTS of LUZON (HIGHLANDS and LOWLANDS)

Arts and Crafts of Luzon Arts and Crafts of Arts and Crafts of Luzon Arts and Crafts of
(Highlands and Luzon (Highlands and (Highlands and Lowlands) Luzon (Highlands
Lowlands) Lowlands)  Attire, Fabrics, and and Lowlands)
 Attire, Fabrics,  Attire, Fabrics, Tapestries  Attire,
and Tapestries and Tapestries  Crafts and Fabrics, and
 Crafts and  Crafts and Accessories, and Tapestries
Accessories, and Accessories, Body  Crafts and
Body and Body Ornamentation Accessories,
Ornamentation Ornamentation  Architectures and Body
 Everyday objects  Everyday  Sculptures Ornamentatio
objects (gods/rituals) n
I. Elements of Art  Everyday objects  Architectures
 Line I. Elements of Art  Sculptures
II. CONTENTS
 Shape and Form  Line I. Elements of Art (gods/rituals)
 Value  Shape and  Line  Everyday
 Color Form  Shape and Form objects
 Texture  Value  Value
 Space  Color  Color I. Process
 Texture  Texture Drawing and
II. Principles of Art  Space  Space Painting
 Rhythm,  Sculpture and
Movement II. Principles of Art II. Principles of Art Assemblage
 Balance  Rhythm,  Rhythm,  Mounting an
 Emphasis Movement Movement exhibit:
 Harmony, Unity,  Balance  Balance 2.1 Concept
Variety  Emphasis  Emphasis 2.2 Content /
 Proportion labels

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  Harmony,  Harmony, Unity, 2.3 Physical
III. Process Unity, Variety Variety layout
Drawing and Painting  Proportion  Proportion
1. Sculpture and
Assemblage

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials OHSP Arts Module Q1
from Learning MISOSA5-module4
Resource (LR) portal OHSP Arts Module Q1- Lesson 2
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)
MAPEH on the Go 7. Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City.
B. OTHER LEARNING
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)
REFERENCES
Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan.

Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).

Ejoy life with Music and Arts. SD Publications, Inc.,
Gregorio Araneta Ave., Quezon City.

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A. Reviewing Previous The teacher will ask the Post different arts and crafts What are the What are the roles
Lesson or Presenting New students. from MIMAROPA and significance of the played by different
Lessons VISAYAS. Ask students to tradition and factors that
What are the examples give the materials used to history to the enhanced and
of MIMAROPA and the following objects. derive elements of influenced the arts
VISAYAS artworks community arts and crafts of
influenced by internal and crafts MIMAROPA and
and external factor? MIMAROPA and VISAYAS.
5 mins 5 mins VISAYAS. 5 mins

B. Establishing A Purpose For
The Lesson
5 mins
FOUR IN ONE HULABIRA 1 ON 1 The teacher will ask
the students to
The teacher will say The teacher will ask a The teacher will identify the themes
aloud four words that volunteer from the class (3 ask the students to of the following
would describe the given Boys and 3 Girls) to act out give 1 word that pictures that will be
example. Ask the the different words given by they can associate given by the
students to guess the the teachers. Words will be and will best teacher.
mystery word. coming from significant arts describe the given
and crafts of MIMAROPA and pictures.
Ex. Tarsier, Chocolate VISAYAS. See attachment for
Hills, Peanut Kisses, Ex. the sample pictures
Floating Restaurant- The first group that reach 3 A picture of the
BOHOL point will win the game. Sinulog-Fiesta

The teacher will briefly Mosque-Islam

explain the role of the
objects to the different
arts and crafts of 5 min
MIMAROPA and VISAYAS

5 min

5 min

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 5 min
C. Presenting Examples / The teacher will present The teacher will present a LOOKING The teacher will
Instances of the New different arts and crafts video exhibiting the unique BACK…MOVING show different
Lesson that are assembled using arts and crafts of MIMAROPA FORWARD pictures of the
available materials and VISAYAS in relation to previous exhibit in
through traditional history and tradition of their The teacher will the school.
method. respective community. ask each group to
share among its (Note: If there is no
See attachment for the member their available photos.
objects (Note: The teacher can also researched. Teachers can simply
post arts and crafts instead.) cut or print different
Let the students analyze The group will exhibits.)
and observe the materials Ask the students the answer the
used in the different following questions: following Ask the students the
examples presented. questions: following questions:
 What are the  What are the
Ask the students the communities or  What are characteristics
following questions: places shown in the other of an exhibit?
video? examples of  What makes an
 What are the  What particular MIMAROPA exhibit good or
materials used in art/craft highlighted and appealing?
the object? in the video clip? VISAYAS  How important
 What do you think  What elements and arts and the themes or
is the process or principles can be crafts? the subject of
technique used to derive from the given  How the exhibit?
create such work? art/craft? significant
 Do you think that the the art/craft
5 min tradition and history to the
of the community history or
somehow reflected in tradition of
their arts and crafts? our
 What are the country?
developments  What are
happened to their the factors
respective contributing 5 mins
communities in to the
enhanceme

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 different fields of nt of their
arts? arts/crafts?

10 min

10 min
D. Discussing New Concepts The teacher will discuss The teacher will discuss The teacher will The teacher will
and Practicing New Skills the different techniques elements and principles discuss the discuss the
#1 and traditional method in derive from relationship of procedure of the
creating different arts traditions/history of a MIMAROPA and exhibit and the
and crafts of MIMAROPA community. Including the VISAYAS arts and criteria for their
and VISAYAS.
development of their crafts crafts to task.
in specific areas and Philippine culture,
community. traditions, and
history (Islamic
influences,
15 min Spanish heritage,
and American 5 min
legacies in
education,
business,
modernization,
and
entertainment, as
well as in
indigenous
practices, fiestas,
and religious and
social practices)
10 min
E. Discussing New Concepts
and Practicing New Skills
#2

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F. Developing Mastery The students will create The teacher will distribute a Write down the The students will
(Leads To Formative available local materials piece of paper with a picture different factors have 25 minutes to
Assessment 3) . of a Basket. Ask the students that contribute to put up their exhibit.
to design their baskets using the development of
The teacher will present different elements and the following art The students will go
and demonstrate the principles derived from its forms. around to take a
process of the activity. origin. look of others
 Carving work/exhibit.
The teacher will explain See attachment for the  Pottery
the criteria for the sample deisgn.  Metal Work
activity. and Jewelry 20 min
30 min 15 min  Weaving

5 min
G. Finding Practical The teacher will ask the The teacher will ask the The teacher will The teacher will ask
Applications of the following questions: following questions: post a quotation on the following
Concepts And Skills In the board. Ask questions:
Daily Living  What particular  How important volunteers to share
values you have tradition and history his/her side about  What particular
learned from the is? the quote. characteristic of
activity?  As a student, what yours was
 How can you particular tradition do THE AIM OF ART develop through
apply this in to you think must be IS TO REPRESENT the activity?
your day-to-day carry on by every NOT THE
activity? individual? Why? OUTWARD  What is your
 How important the APPEARANCEOF participation/cont
arts and crafts of THINGS BUT ribution in order
5 mins highlands and THEIR INWARD to put up your
lowlands to the SIGNIFICANCE. group exhibit?
culture, tradition and
history of our The teacher will
country? summarize the  As a student,
answers given by where you able
the students. to appreciate
The teacher will sum-up all the value and
the answers drawn from the the message of
students 5 mins the works you

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 have
witnessed?
5 mins
5 mins

H. Making Generalizations The teacher will ask The teacher will post the Big Group Sharing The teacher will post
and Abstractions About volunteers to the class to following questions on the elements and
the Lesson present his/her work. board Ask each group to principles on the
answer the following board. Let the
Let the students discuss What are the elements and questions: students arrange
the materials, process principles do you use for words and identify
and technique he/she your work? which is an element
used in order to organize What are the and a principle.
his/her work. If you have a chance to different factors
develop your artwork, what influenced the art The teacher will ask
The teacher will would it be and why? forms of MIMAROPA the students the
summarize the answers and VISAYAS? following questions;
drawn out from the class.
The teacher will ask a How the indigenous  How these
5 mins volunteer to share his/her communities able elements and
work to the class. to preserve the principles work
design of their folk in arts and
arts? crafts of
5 mins MIMAROPA and
5 mins VISAYAS?
 Give/Name
examples of
arts and crafts
coming from
places in
different place
in MIMAROPA
and VISAYAS.
Discuss their
function and
significance to
its origin.

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  What are the
relevance of the
tradition and
history to the
development of
their crafts?

10 min
I. Evaluating Learning The teacher will evaluate Identify the elements derived List down 5 The teacher will give
the output of the from different artworks of arts/crafts and the his/her feedback to
students. The teacher MIMAROPA and VISAYAS. factors that made the exhibit
will recognize the best an impact to the presented by each
output submitted by the  The feel, real or development of group. The teacher
students. implied; of an object their works. will announce the
or its surface best group.
5 mins.  Shows an object in
Example
space, the mass or (Note: The teacher
positive space it Moriones Mask- can also give simple
occupies. awards like Most
Spanish Influence
 Area enclosed when Creative
both sides of a line presentation, Most
meet. Organize
5 mins
 The lightness or darkness presentation, Best
of an object or color. Artwork etc.)
 Proper distribution
between objects 5 mins
5 mins
J. Additional Activities for Name 5 local materials Define the following SPIDER WEB
Application and and products made out elements.
Remediation of it.  Proportion See attachment
 Lines
Example:  Form
Luwad/Clar-Pot, Vase  Rhythm
etc.  Unity
K. Assignment Research on other arts and Bring different
crafts from MIMAROPA and decorative
VISAYAS influenced by materials for the

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 different factors. (Islamic final performance
influences, Spanish task tomorrow.
heritage, and American
legacies in education, The teacher will
also remind the
business, modernization,
students to bring
and entertainment, as well
their previous
as in indigenous practices, outputs/ best
fiestas, and religious and works for the
social practices) exhibit.

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?

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G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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