GRADE 1 to 12 School Grade Level 8

DAILY LESSON Teacher Learning Area MAPEH (ARTS)

LOG Teaching Dates and Time Quarter THIRD

SESSION 1 SEESION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
Content Standard
art elements and processes by art elements and processes by art elements and processes by the salient features of the arts
synthesizing and applying synthesizing and applying synthesizing and applying of South, West, and Central
prior knowledge and skills prior knowledge and skills prior knowledge and skills Asia by showing the
relationship of the elements of
art and processes among
culturally diverse
communities in the region

Performance Standard create artworks showing the create artworks showing the create artworks showing the create artworks showing the
characteristic elements of the characteristic elements of the characteristic elements of the characteristic elements of the
arts of South, West, and arts of South, West, and arts of South, West, and arts of East Asia
Central Asia Central Asia Central Asia

Learning
Competency/Objectives
Write the LC code for each.
analyze elements and
principles of art in the
production of arts and crafts
inspired by the cultures of
South Asia, West Asia, and
Central Asia
identify characteristics of arts
and crafts in specific
countries in South, West, and
Central Asia: India (rangoli,
katak, mendhi, diwali); Saudi
Arabia (carpet design);
Pakistan (truck art); and Tibet
(mandala), etc
reflect on and derive the
mood, idea or message from
selected artifacts and art
objects
appreciate the artifacts and art
objects in terms of their
utilization and their distinct
use of art elements and
principles

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Arts ofSouth Asia– India, Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India,
West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi

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III. LEARNING
RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
Additional Materials from
Learning Resource
(LR)portal
Other Learning Resources
IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibet Tibet Tibet Tibet
Music and Arts 8 Learner’s Music and Arts 8 Learner’s Music and Arts 8 Learner’s Music and Arts 8 Learner’s
Module and Curriculum Module and Curriculum Module and Curriculum Module and Curriculum
Guide Guide Guide Guide
p.63 A8EL-IIIb-1 A8EL-IIIa-2 A8PL-IIIh-1 A8PL-IIIh-2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Let the student recall some of Yesterday, we learned about Today we will learn about the
their remarkable childhood the arts of the South Asia– derived the mood, idea or We had discussed the unique
memories. Ask them to fill up India, West Asia – Iran, Saudi message from selected arts and crafts of South Asia–
the circles by drawing or Arabia, and Turkey artifacts and art objects India, West Asia – Iran, Saudi
sketching the places that have Central Asia – Pakistan, Arabia, and Turkey
been a part of their lives. Tibetnations that adherently Central Asia – Pakistan,
reflects to their rich cultures, Tibet, now we will give
now we shall identify their appreciation on the artifacts
different arts and crafts of and art objects in terms of
each country. their utilization and their
distinct use of art elements
and principles
Ask them to make use of the How important is the idea of Why is it important to How important is the
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lesson
Presenting examples/Instances
of the new lesson
Discussing new concepts and
practicing new skills # 1
Discussing new concepts and
practicing new skills # 2
different types of lines and
curves to connect the places
that have been of interest to
their family. Ask the students
to answer the guide questions
and present their work.
(activity 2 in their module)
Show some examples of
Indian art, focusing on the
designs, shapes, elements and
principles.
Let us visit and enjoy the
beauty of the different
countries of
South Asia– India, West Asia
– Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan,
Tibetand experience their
exquisite and fascinating art
works by engaging in
different activities
Discuss the elements and
principles used of art in the
production of arts and crafts
inspired by the cultures of
South Asia– India, West Asia
– Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan, Tibet
understanding the arts and
crafts of the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet?
Analyze how the historical
and cultural phenomena in the
world of art influenced by the
artworks of the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan, Tibet
South Asia– India, West Asia
– Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan, Tibet
Ask the students to report on
the different periods of Indian
art featuring its contributions
to World art and festivals.
Ask few students to share
their ideas/opinion to the
class.
acknowledge the mood, idea
or message of the artifacts and
arts objects of South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet?
If we do not give importance
to the traditional arts and
crafts of the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet, what will happen?
Discuss the derived mood,
idea or message from selected
artifacts and art objects of the
South Asia– India, West Asia
– Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan,
Tibet.
Discuss how mood transferred
into arts and crafts of the
South Asia– India, West Asia
– Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan,
Tibet.
application of elements and
principles of arts in the
production of art and crafts in
the South Asia– India, West
Asia – Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan,
Tibet?
Let the students realize the
importance of enhancing their
skills in creating new designs
showing the elements of arts
aside from shapes and
designs.
Discuss the different elements
of arts in South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet.
.
Discuss the applied elements
in the production of the arts
and crafts of South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan, Tibet
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Developing mastery
(leads to Formative
Assessment 3)
Finding practical application of
concepts and skills in daily
living
Making generalizations and
abstractions about the lesson
Evaluating learning
What are the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey , Central
Asia – Pakistan, Tibet
countries?
What are the elements of arts
usually used in the South
Asia– India, West Asia – Iran,
Saudi Arabia, and Turkey
Central Asia – Pakistan,
Tibet?
Group the students into 4
groups. Let the group choose
the topics to be
reported/presented in the class
showcasing the arts, culture
and the contribution made to
world art.
1. Pakistan
2. Uzbekistan, Kazakhstan
and Tajikistan
3. Turkmenistan and
Kyrgyzstan
4. Arts and crafts of the
Middle East
In your opinion, how could
the arts of the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibetbe unique from one
another?
Based on the discussion about
Rangoli art, let the students
enumerate examples of
Compare the similarities and
differences of the South Asia–
India, West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibetartworks.
How the visual art were
produced and can be
classified into specific
periods, each reflecting
particular religious, political
and cultural developments
What make the arts South
Asia– India, West Asia – Iran,
Saudi Arabia, and Turkey
Central Asia – Pakistan, Tibet
unique?
Ask your students to share
their reflections to the class
about the important aspects
Determine and evaluate the
effectiveness of mood, idea,
or message as shown by the
visual image in the arts and
crafts of South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet.
Ask your students to imagine
that they are from India and
are about to take part in the
Diwali celebration. The place
of celebration is fully lighted
with diya. Everyone is asked
to hold a diya to make the
place look festive and
brighter.
Set the students mood in
preparation for their activity
on Diwali Mobile.
Explain the importance of
following the directions/
instructions correctly. Display
their artwork.
Was I able to employ
different art elements and
principles in making this
project?
How the artifacts and art
objects do utilized the
elements and principles of
arts in terms of their distinct
culture and tradition?
Create an artwork applying
the characteristics elements
and principles of East Asian
arts.
This activity may be use to
improve the skills of the
students in designing and
showcasing the art of
Tajikistan.
Ask the students to prepare
the materials needed in
making the candle sculpture.
What did you observe about
the arts of South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet?
Analyze the art elements and
principles in the production of
art and crafts in South Asia–
India, West Asia – Iran, Saudi
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 designs usually seen in this about South Asia– India, Arabia, and Turkey Central
form of art. West Asia – Iran, Saudi Asia – Pakistan, Tibet
Arabia, and Turkey
Central Asia – Pakistan, Tibet
arts.
Additional activities for
application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
VI. REFLECTION to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
No. of learners who earned
80% in the evaluation

No. of learners who require

additional activities for
remediation who scored below
80%

Did the remedial lessons work?

No. of learners who have
caught up with the lesson

No. of learners who continue

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to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I

encounter which my principal
or supervisor can help me
solve?

What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

GRADE 1 to 12 School Grade Level 8

Teacher Learning Area MAPEH (ARTS)
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 DAILY LESSON Teaching Dates and Time Quarter THIRD
LOG

SESSION 5 SESSION 6 SESSION 7 SESSION 8

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
Content Standard
the salient features of the arts the salient features of the arts the salient features of the arts that the South, West, and
of South, West, and Central of South, West, and Central of South, West, and Central Central Asian countries have
Asia by showing the Asia by showing the Asia by showing the a rich, artistic and cultural
relationship of the elements of relationship of the elements of relationship of the elements of tradition from prehistoric to
art and processes among art and processes among art and processes among present times
culturally diverse culturally diverse culturally diverse
communities in the region communities in the region communities in the region

Performance Standard create artworks showing the create artworks showing the create artworks showing the create artworks showing the
characteristic elements of the characteristic elements of the characteristic elements of the characteristic elements of the
arts of East Asia arts of East Asia arts of East Asia arts of East Asia

Learning incorporate the design, form,
Competency/Objectives and spirit of South, West, and
Write the LC code for each. Central Asian artifacts and
objects to one’s creation
trace the external (foreign)
and internal (indigenous)
influences that are reflected in
the design of an artwork and
in the making of a craft
Create arts and crafts that can derive elements from
be locally assembled with traditions/history of a
local materials, guided by community for one’s artwork
local traditional techniques
(e.g., Ghonghdis, Marbling
Technique, etc.)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India,
West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi
II. CONTENT
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING
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 RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
Additional Materials from
Learning Resource
(LR)portal
Other Learning Resources
IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
lesson
Presenting examples/Instances
Music and Arts 8 Learner’s Music and Arts 8 Learner’s Music and Arts 8 Learner’s Music and Arts 8 Learner’s
Module and Curriculum Module and Curriculum Module and Curriculum Module and Curriculum
Guide Guide Guide Guide
p.62 A8PL-IIIh-3 A8PL-IIIh-4 A8PR-IIIc-e-1 A8PR-IIIf-2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Let the learners read the Yesterday, we learned about Present some pictures of We had discussed the unique
lesson about the art of the art of Pakistan, let’s now artworks contributed by arts and crafts of South Asia–
Pakistan visit the neighbouring Tajiks like inscriptions with India, West Asia – Iran, Saudi
countries of Uzbekistan, images of people, Arabia, and Turkey Central
Kazakhstan, and Tajikistan. architectural monuments, Asia – Pakistan, Tibet. Now,
household structure and we will talk about the
souvenirs. elements from
traditions/history of a
community for one’s artwork
learn the importance of Explain the importance of Explain the importance of How important is the
appreciating a work of art following the direction following the direction elements from
correctly to clearly see the correctly to clearly see the traditions/history of a
visual details on the said visual details on the said community for one’s artwork
project. project. in the South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey Central
Asia – Pakistan, Tibet?
Let us tour the Pakistan and Present some pictures of Ask the students to prepare How it intertwines with the
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of the new lesson
Discussing new concepts and
practicing new skills # 1
Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative
Assessment 3)
Finding practical application of
concepts and skills in daily
living
Making generalizations and
abstractions about the lesson
incorporate the design, form,
and spirit of artifacts and
objects to one’s creation
Describe the unique lines,
color, forms and shapes found
in Pakistan‟s truck art.
Use the different motifs and
designs as manifested in
representative folk arts
Give your impressions on
how Pakistanis use the
elements of arts in their
artwork
Show video presentation
about the truck art of Pakistan
to further understand how
lines, colors, shapes, balance
and repetition can give more
meaning and significance to
the art of Central Asia
How strong sense of design
can be observed in their
modern as well as in their
traditional forms
artworks contributed by
Tajiks like inscriptions with
images of people,
architectural monuments,
household structure and
souvenirs.
Ask the students to prepare
the workplace for smooth
application of procedures on
clay pot designing.
Let students compare this art
work with the artworks of the
Philippines.
Identify contributions made
by the named countries in the
field of arts like architecture,
painting and folk arts
Now, let the learners process
the things that they have
learned about Central Asia –
Pakistan, Tibet art. Through
art work in their module.
How do you feel while doing
the activity?
the workplace for smooth
application of procedures on
clay pot designing
Plan the design you want to
be painted on your pot. Keep
in mind the elements and
principles of design in Indian
art
Use the different motifs and
designs as manifested in
representative folk arts
Why do you think that most
common theme in Japan for
printmaking describes scenes
from everyday life?
Tell the learners to follow the
instruction in clay pot
designing and border design
in their
Module on page __.
How do you apply the usual
theme of South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey Central
Asia – Pakistan, Tibet and the
use of indigenous materials
enriching history, religions
and philosophies of the
subcontinent
How strong sense of design
can be observed in their
modern as well as in their
traditional forms
Show the picture of the doll.
Ask the students to choose the
right dress to signify the
country where it came from in
Central Asia
Compare the development of
crafts in specific areas of a
country, according to
traditional specialized
expertise, functionality, and
availability of resources
SUMMATIVE
EVALUATION
DRESS ME UP!!!
Dress me up according to the
country I came from in
Central Asia. Describe the
designs, forms, colors and
style to signify the country I
came from. Part III-Activity
1.
What did you observe about
the arts of South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey Central
Asia – Pakistan, Tibet
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 available in the locality?
Evaluating learning Compare our Pinoy jeep with Which part of the procedure Did I enjoy working on this Analyze the elements from
their truck art with regards to did you find difficult to do? praise-worthy project? traditions/history of a
the color, design, forms and community for one’s artwork
shapes.
Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
VI. REFLECTION to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
No. of learners who earned 80% in
the evaluation

No. of learners who require

additional activities for
remediation who scored below
80%

Did the remedial lessons work?

No. of learners who have caught up
with the lesson

No. of learners who continue to

require remediation

Which of my teaching strategies

worked well? Why did these work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?

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What innovation or localized
materials did I use/discover which
I wish to share with other teachers?

GRADE 1 to 12 School Grade Level 8

DAILY LESSON Teacher Learning Area MAPEH (ARTS)
LOG Teaching Dates and Time Quarter THIRD

SESSION 9 SESSION 10
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
Content Standard That the South, West, and That the South, West, and Central Asian
Central Asian countries countries have a rich, artistic and cultural
have a rich, artistic and tradition from prehistoric to
cultural tradition from present times
prehistoric to
present times

Performance Standard exhibit completed artworks exhibit completed artworks for

for appreciation and appreciation and critiquing
critiquing

Learning show the relationship of the

Competency/Objectives development of crafts in ● show the commonalities and
Write the LC code for each. specific countries in South differences of the cultures of the
Asia, West Asia, and South Asian, West Asian, and
Central Asia, according to Central Asian countries in

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 functionality, traditional
specialized expertise, and
availability of resources
relation to Philippine culture
●
mount an exhibit using
completed South-West-Central
Asian-inspired crafts in an
organized manner

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Arts of South Asia– India, Arts of South Asia– India, West Asia
West Asia – Iran, Saudi – Iran, Saudi Arabia, and Turkey,
II. CONTENT
Arabia, and Turkey, Central Asia – Pakistan, Tibet
Central Asia – Pakistan,
Tibet
III. LEARNING
RESOURCES
References
Music and Arts 8 Learner’s Music and Arts 8 Learner’s Module and
Module and Curriculum Curriculum Guide
Guide

Teacher’s Guide pages p.64A8PR-IIIf-3 P. 65A8PR-IIIh-4 /A8PR-IIIg-5

Learner’s Materials pages

Textbook pages
Additional Materials from
Learning Resource
(LR)portal
Other Learning Resources

IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Show some examples of Summary of the arts of South, West, and
border designs to class. Central Asia.

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Establishing a purpose for the
lesson
Presenting examples/Instances
of the new lesson
Discussing new concepts and
practicing new skills # 1
Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative
Assessment 3)
Finding practical application
of concepts and skills in daily
living
Making generalizations and
abstractions about the lesson
Ask the students why
created designs are usually
with repeated, radial,
alternative motifs or border
design.
Let the students prepare the
work place and the
materials. Explain to the
class the importance of
following the
directions/instructions
correctly.
Compare the development
of crafts in specific areas of
a country, according to
traditional specialized
expertise, functionality, and
availability of resources
What Philippine designs
look similar to the designs
of India?
Is my work worth
emulating? How was I able
to come up with this
emulous project?
Ask students to give any
suggestion on how to
improve the design as
border for picture frame,
bulletin board, notebooks
and others.
Did I enjoy working on my
border design and soap
sculpture art?
Appreciate the ethnic and unique
characteristics of art form and style
through creating and viewing similar
artworks
Appreciate the use of art to discover the
glorious past of their people
Discuss how they exhibit ornate, very
intricate and colorful motifs where a
voluptuous feeling is given unusually
free expression.
Discuss the commonalities and
differences of the cultures of the South
Asian, West Asian, and Central Asian
countries in relation to Philippine
culture
Compare the work of arts of the
Philippines with the work of arts in
terms of forms, motifs, shapes and
designs.
Create an art exhibit focusing on the arts
of central and West Asia using your own
artworks.
What did you learn about South, West,
and Central Asian Arts?
What did you feel while doing the
activities?
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 Evaluating learning Encourage students to Each student will compile all their
display their work for outputs about the arts of South, West,
assessment. and Central Asia. Show creativity in
presenting their output about the lesson
Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80%
in the evaluation

No. of learners who require

additional activities for
remediation who scored below
80%

Did the remedial lessons work?

No. of learners who have caught
up with the lesson

No. of learners who continue to

require remediation

Which of my teaching strategies

worked well? Why did these
work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?

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What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

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