Date: __________________ Time: __________________

ARTS Week 1

Day 2
Objectives: The learner will: 1. Identify regular shapes circle, oval (oblong), square, triangle that can be seen in a persons face. 2. Identify and describe the different types of lines that can be seen in a persons face: Curved, straight, crooked (zigzag) Thick, thin, long, short 3. Define the given art vocabulary. 4. Differentiate, or tell the difference, between faces; both their own and their classmates. 5. Identify what is unique, different and beautiful about each part of the face, their own and other students. 6. Learn the reason for portraiture. Art Vocabulary Portrait: A picture or a drawing of a person from the shoulders to the head. Symmetry: When one shape is copied, then flipped (just like in match). When one side is exactly the same as the other. Elements and Principles 1. Line 2. Shape 3. Form 4. Symmetry (balance)

Materials 1. Pencil, paper 2. Wall and masking tape, for posting 3. Alternative materials: o Charcoal, crayons, chalk o Newspaper with no pictures, old wrapping paper, brown paper bags, or any wall. Motivation Show portraits done by Fernando Amorsolo, Ben Cabrera, and Justiniano Asuncion and ask students who the persons in the portraits; do the artists have the same style. Alternative resources: o Pictures of people they are familiar with or drawn portraits of Philippine Presidents that can be found in a Grade 5 Aralin Panlipunan or Philippine history textbook. o Childrens drawings o Mirrors ( so the students can look at their own face) o If there are no mirrors available, students can be paired up and look at each others faces. Ask the students to choose a portrait they like and give the reason why they chose it. Procedure 1. Show portraits done by Amorsolo, Ben Cabrera and other artists. a. Lacking these portraits, show students pictures of drawn portraits of the presidents of the Philippines from textbooks. If there are many textbooks available, divide the students into groups and give each group a textbook, opened to the specific pages. b. Without portraits or textbooks, have students face mirrors to look at their faces.

c. If there are no printed material or mirrors, have the students pair off, and ask them to look at each others faces. 2. Identify the parts of the face. Ask the students what shape they think of when they look at each part of the face. If there is an easily manageable number of a student in the class, ask the students to trace the shapes using their fingers. Include the shape of the head. a. If using print or mirrors, have the students lay their finger on the surface and trace the shape. b. IF students are looking at each others faces, have them trace the shape with one of their fingers, but not touching the face of the other students. They may take turns, or trace at the same time. 3. Ask the students to tell the class or each other (if working in pairs), what is different and beautiful about one or two parts of each persons face. *If prints of the portraits or pictures are available, explain to the student that before cameras were invented, they had to draw faces of people. This is also why some portraits or drawings of faces look exactly like the person, and others look a little different. 4. Give each student a drawing tool, and something to draw on. 5. Group the students into two. a. If you used a printed portrait or picture, have the student observe the face and comment on the shape of the face, eyes, nose, and mouth of the person. b. If you used mirrors, work can be done individually. Have the student take a second look at themselves. Have the students look at their own or their partners faces again and then ask them to draw the shape of the head. 6. The teacher can call the attention of the students and remind them of the following: a. Eyes: start with the shape of the eye. Then the eyeball. Call the students attention as to where the eyeballs are placed can they see the whole circle of the eyeball? Then have the students draw only the part of the eyeball that they can see. b. Eyebrows and eyelashes: What kind of lines are your or your friends eyebrows? Thick? Thin? Lightly curved? Bent? Long? Short? Have the students draw the line of the eyebrow, making it thick or thin where needed. Do the same with eyelashes. c. Nose: Have students look at the bottom of the nose and the nostrils. What kind of line does it form? And what shape are the nostrils? Have the students draw what they see. d. Lips: Have the student draw the line where the upper and lower lips meet. What does the line look like? Then have the students draw the line of the upper lip, than the line of the lower lip. e. Ears: Look at the shape of the ear. What line does it look like? Curved? Slightly curved? It would help if the students are allowed to compare the ears to other things they are familiar with does the shape of the ears look like cup candles? Butterfly wings? Have the kids draw the ears. f. Hair: Where does the hair start on the head? At the top, above the eyes? The line that forms at the edge of the hair? Is it straight? Wavy or curvy? Thick? Thin? Have the students draw these as well. 7. After the drawings are finished, tape the portraits on the wall, as close to the students eye level if possible. If there is not enough wall space, to post all the portraits, lay the portraits in a line along the floor (in this case, masking tape is not necessary). a. Or hang strings from corner to corner of the room and paper clip the drawings on the string. You can also use laundry clips. Processing Evaluation 1. Take a few minutes to look at each portrait. Ask the students which one they like best, and why.

2. Does the drawn portrait look like the person? 3. Not all portraits drawn by artists look exactly the same as the person. That is the role of a camera and a photograph. Now artists express their own style or interpretation when they draw a portrait. If three or four artists draw the same person, each artist will draw a different person because each will have their own style. 4. Affirm the differences in the childrens art works. Each person draws in his own way. And there is NO RIGHT OR WRONG WAY OF DRAWING.