St. Rose Catholic School, Inc.

Sta. Rosa St., Pob. Sur, Paniqui, Tarlac

LEARNER’S INSTRUCTIONAL
MATERIAL

in

ARTS 7

PREPARED BY:
Alvin G. Salome
Subject Teacher
 I. OBJECTIVES

A. CONTENT STANDARDS

The learner...
 Demonstrates art elements and processes by synthesizing and applying prior
knowledge and skills.
 Demonstrates 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.
 Demonstrates the Philippines as having a rich artistic and cultural tradition
from pre-colonial to present time.

B. PERFORMANCE STANDARDS

The learner...
 Creates artworks showing the characteristic element of the arts of Luzon
(highlands and lowlands)
 Exhibits completed artworks for appreciation and critiquing.

C. MOST ESSENTIAL LEARNING COMPETENCIES

 Analyzes elements and principles of art in the production of one’s arts and
crafts inspired by the arts of Luzon(highland and lowlands)
 Identifies characteristics of arts and crafts in specific areas in Luzon (e.g.;
papier mache [taka] from Paete, Ifugao wood sculptures [bul’ul}, Cordillera
jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.
 Reflect on and derive the mood, idea, or message emanating from selected
articafts and art objects
 Appreciates the articafts and art object in terms of their uses and theur distinct
use of art elements and principles.
 Incorporates the design, form, and spirit of the highland/lowland articaftt and
object in one’s creation
 Traces the external (foreign) and internal (indigenous) influences reflected in
the design of an artwork and in the making of a craft or artefact.
 Creates craft that can be locally assembled with local materials, guided by
local traditional techniques (e.g., habi, lilip. Etc.)
 Discusses the elements from traditions/history of a community for one’s
artwork.
 Shows the relationship of the development of crafts in specific areas of crafts
in specifc areas of the country, according to functionality, traditional specialized
expertise, and availability of resources (e.g pottery, weaving, jewelry, baskets)
 Shows the relationship of Luzon (highlands and lowlands) arts and crafts to
 Philippines culture, traditions, and history( islamic influences.

D. TRANSFER GOAL
They will perform culminating activity showcasing the arts of Luzon.

E. PERFORMANCE TASK

They will perform culminating activity showcasing the arts of Luzon.

II. SUBJECT MATTER

A. TOPICS
TOPIC: The Arts and Crafts of Luzon: An Introduction
SUB-TOPIC: Arts and Crafts of Luzon ( Highland and Lowland)
B. REFERENCES
1. 21st Century MAPEH in ACTION

C. STRATEGIES
Lecture/Powerpoint/Making Mat Weaving

III. ORGANIZING BIG IDEAS

A. ESSENTIAL UNDERSTANDING

The cultural beliefs and practices of the people affect their visual expression and
communication

B. ESSENTIAL QUESTION

Do the cultural beliefs and practices of affect their visual expression and
communication?

IV. PROCEDURE
Lesson

1 The Arts and Crafts of Luzon

EXPLORE

Before starting this unit, pre assess the students knowledge to find out what they
know about the artworks of the cultural groups of Luzon. Direct the student attention
to the picture below. A simple way of doing this is to ask survey questions.

Activity No.1 Get Set

Teacher’s Note
Ask a show of hands for the following questions:
o Who knows a lot of things about the art of the Ifugaos and many other cultural
groups?
o Who knows a few things about the art of Ifugaos and many other cultural
groups in Luzon?
o Who does not know anything about the art of the Ifugaos and many other
cultural groups?

FIRM-UP
 Activity No2…Knowledge Rating Scale

Name of Handy Know it Well Have Seen or Have No Clue

Craft Heard About It?

The Cultural Communities in Luzon

1. The Igorots live in the mountainous part of Central cordillera in Northern Luzon
2. The Ibanag, a dominant ethnic group in Cagayan province, are mainly lowland
farmers.
3. The Ivatan are from the province of Batanes , the northernmost island of our
country.
4. The gaddang live in Cagayan, Quirino, Central Isabela and Nueva Viscaya
 Teacher’s Note

PROCESS QUESTIONS:
o What are the arts and Crafts of Ifugao?
o What are the Ifugao famous artwork?
o What is Ifugao known for?
o What do you call the clothes of Ifugao?

ACTIVITY3. Ifugao Famous Artworks

Ifugao Famous Artworks

The Ifugao are excellent weavers, potterers, and skilful craftmen. They use Buri,
Bamboo, Nito and Rattan that are abundant in their surroundings.
They are also well-known for carving the mountain slopes of the world-famous
Banaue rice terraces.

1. Woodcarvings of the Ifugaos

-the Ifugaos are famous for their mastery of wood carving.
-an example of this is the carving of their deity, bul-ul.
-deity is important to them because they believe they can have an abundant
harvest when this carving placed near rice granaries.
2. Textile Weavings of the Ifugaos
-Ifugaos weave blankets, upper garments, g-string, hand bags, belt, and a lot
more. It has been part of their tradition to weave for their family’s clothing
needs.
-at present, weaving is a good source of income for many ifugaos.

3. The ifugaos basket weaving

-the most popular material in basket weaving is rattan, in kiangan and Lagawe
villages, the split rattan tradition is commonly used for household baskets such
as the labba or farm bowl, ligao or winnowing tray and plaited storage jars.

ACTIVITY4.Asses and Learn

Arts of Highland Luzon
Complete the table below. This is self-assessment activity will give you the
opportunity to reflect and assess your learning about the arts of highland
Luzon.
3. Things I learned today about the arts of highland Luzon.
1. Things I found interesting about the arts of Highland Luzon.
1. Question I still have about the arts of highland Luzon.

Arts of Highland Luzon: Elements and Principles

Art Elements
Art elements are conciderd as the building blocks of art.

1. Lines – a line represents many things such as an actual line, a person or a

building. A line can be a thick or thin; straight, wavy, curved or angular;
continous or broken; dotted, dashed or a combination of any of these.
Type of lines:
a.Static lines. They suggest firmness and straightforward.
Vertical lines- these lines convey Horizontal Lines- these lines suggest
uprightness, dignity and assurance.. calmness, peace, and sobriety

b.Dynamic Lines- these signify movements, cheerfulness, and continuity.

c.Jagged Lines- these lines give the impression of chaos and disorder.

2. Shape and Form – shapes are defined by artist using lines and contrast in
color and texture. These shapes in objects can take on various forms like
squares, rectangles, triangles, circles, oblongs and figures like animals,
 plants, human and mountains, among others.

3. Value/Tone- Value or tone refers to the use of light and dark colors in a
piece of art.

4. Color- is produced when artist use various pigments and dyes to create a
range of different hues which the viewer’s eyes and brain interpret as
colors.

5. Texture- This could be the simulated appearance of roughness or

smoothness in visual arts of the actual surface feel of a work of art or craft.
In sculpture, the texture depends on the type of materials that are used
 .
6. Space- This refers to the physical space among objects and the area that
separates them. The area occupied by objects is called the “ posistive
space” while the area between the object is often reffered to as “negative
space”

ACTIVITY5. Study of Lines

A. Study the pictures of sample Philippine houses below. Then, list the types of
lines shown in these houses.

1.___________________________________
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2.___________________________________
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B. Draw one of the native houses in the box below.

PRINCIPLES OF ARTS

PRINCIPLE OF ARTS
The principles of design are used by artist to create artworks. Likewise, it
can also be used to define and describe a certain artwork.
1. Rhythm, Movement – Rhythm in art refers to the repetition of a motif
or elements or art (lines, shape, colors etc) at regular or irregular inter-
vals. The motif could be the same or it could be modified.
2. Balance- refers to the idea of maintaining consistency of art element in
various areas in an artwork. Balance could be in the form of: a)
symmetrical balnce when same shapes, colors, and other art elements
are evenly distributed on either the vertical or horizontal midpoint of
space. b) asymmetrical balance when different shapes, color and other
art elements are distributed on either the vertical or horizontal;
midpoint of a pices. For example, a mat that has an image of a house
on one side and a tree on the other side. C) radial symmetry when
various art elements (shapes,lines, colors) branch off from a central
point.
3. Emphasis- the is emphasis when an extraordinary or a different line,
color, shape is placed in the midst of a regular pattern.
4. Harmony-When the art elements like colors shape, lines complement,
they create harmony.
5. Unity- refers tothe sense of oneness, wholeness or order in a work of
art. Combining similar colors, shapes, lines texture and patterns in an
artwork can create unity and harmony.
 6. Variety- is a principle of design concerned with diversity or contrast. It
is achieved by using dufferent shape, line, colors and other elements
of art.
7. Proportion- refers to the relationship of certain elements to the whole
and to each other.

ACTIVITY6. Study of Colors

Study the pictures. The pictures on the left are the natural colors
of the Gaddang and Bontoc textiles. Color the pictures of the blouses
and skirts on the right column.
 DEEPEN

Activity No7… Century Literacy in Art: Creativity and Innovation

Drawing a Native Jar

Materials: Pencil, Ruler, Sign Pen, Oil Pastel, Oslo Paper.
Procedure:
1. On your oslo paper, draw an old pitcher by following the guide below.

2. Be innovative. Come up with your own decorative designs of various shapes in

your jar.
3. Color your drawing by using oil pastels of your choice.
4. Answer the following questions:
a. What is the mood, idea or message that you would like to convey by means
of your choice of lines and colors?
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b. Do you find drawing an effective guide in making jars and pots?

ACTIVITY8.(Hands-on): Mat-Weaving Paper Version

Materials: Pieces of art paper, a pair of scissors, ruler, pencil, razor blade or cutter,
glue oslo paper.
Procedure:
1. Draw lines running lengthwise on a sheet of art paper, ½ inch apart. The lines
 should leave margins of about 1-inch on each of the art paper.
2. Slit each line with blade or cutter.
3. Draw lines running crosswise, ½-inch apart on another piece of paper. Cut it
into strips. Make sure the color of these strips harmonize with the other sheets
with slit lines.
4. Weace the loose strips of paper into the other sheet. After each row, press
gently against the finished section to avoid empty spaces.
5. Mount the woven “mat” on a sheet of oslo paper.
For variation, use ½-inch strips for weaving. You may use one color for the
narrow strips and another for the wide strips.

Teacher’s Note

Make this as your props for your performance task.

TRANSFER4

MAPEH
MUSIC Search a song for Lowland of Luzon and use it for your
sing and dance performances.
ARTS Create an artwork using the Elements and Principles of Arts
PHYSICAL Execute Physical Fitness as your dance steps.
EDUCATION
HEALTH To keep the body in good condition such as physical activity
and proper nutrition

Goal Perform a dance showcasing the different music of Luzon

(lowland) include the output in arts as a props in dancing and
it should be integrated in Physical Fitness routine.
Role  Dancer
 Audience TEACHER and your classmates
Situation The grade 7 students will create a dance and show their
creativity by making props.
Performance/Produc Production number presenting the music of lowland .
t
Standards

RUBRICS:
EXCELLENT GOOD ACCEPTAB PARTIAL POOR
5PTS 4PTS LE 2PTS 1PT
3PTS
Excellent Good Acceptable Partial Poor
Knowledge of
Choreography Demonstrates Demonstrate Demonstrate Demonstrat Remembe
excellent s good s knowledge es some rs a few of
Memory of the routine knowledge of knowledge of of knowledge the steps/
and execution of the the choreograph choreograph of movement
moves looks true to the choreography.< y. Keeps up y. Keeps up choreograp s and tries,
moves that were BR> with group. with group. hy, but but looks
choreographed. and does it well. Few errors, Some unsure of lost and
however it errors(3-5 some out of sync
does not errors) movements with
interfere with causing brief . others.
performance. pause in Sometimes
performance. hesitates/
watches
others and
makes
several
errors

Excellent Good Acceptable Partial Poor

Superior Excellent Very Good Average Poor

Performs with a Typically Sometimes Rarely Expressio

SINGING creative nuance performs with performs with demonstrat n and style
and style in nuance and nuance and ed is
response to the style that is style that is expression comparabl
score and indicated in indicated in and style. e non
limited the score or the score or Just sings existant.
coaching. which is which is the notes.
Follows melodic suggested by suggested by
direction. instructor or instructor or
peer. peer.

Excellent Good Acceptable Partial Poor

The dancer The dancer The dancer The dancer The

Performance Skills draws the judge communicate communicate is generally dancer is
in to want to s with s with focused, not very
watch them and audience/jud audience/jud but only focused on
Projection of eye is able to ges through ges through some making
contact and cheerful engage the eye contact eye contact attempt eye
facial expressions with audience and facial and facial made to contact,
the judges. The dancer completely and body and body grab concentrat
is confident with through their expression. expression. attention of ed or
movements. performance. A Is able to Occasionally the judges committed
true joy to engage the loses focus. with eye to
watch! judges. contact and performan
 good facial ce.
expression.

Excellent Good Acceptable Partial Poor

Rhythm/Tempo/Style/
Pitch Shows a Accurate in Generally Shows a Attempts
complete beat, tempo, accurate in basic to keep a
Staying on count and understanding rhythms of beat, tempo, understandi rhythm,
with the beats of the of tempo and dance rhythms of ng of tempo but gets
music. beat and stays sequences dance and beat, off beat
on rhythm throughout sequences but falls and
throughout the the dance. most of the behind speeds up
dance. time. and/or or falls
speeds up behind
in places or often.
makes Doesn't
errors in follow beat
rhythm. in music.

V. ASSESSMENT

POST ASSESSMENT:
Encircle the letter of the correct answer.
1.A dominant ethnic group in Cagayan province are mainly lowland farmers.
a.Igorot b.Ibanag c.Ivatan d.Gaddang
2. The ______ are excellent weavers, potterers, and skillful craftmen.
a.Igorot b.Ibanag c.Ifugaos d.Gaddang
3.The _______ are from the province of Batanes, the northern most island of our
country.
a.Ivatans b.Ibanag c.Ifugaos d.Igorot
4.They are fond of colorful necklaces, beadworks, wristbands and bracelet made
of copper.
a.Gaddang b.Ibanag c.Ifugaos d.None
5.These lines convey uprightness, dignity and assurance.
a.Vertical Line b.Horizontal Line c.Dynamic Line d.Jagged line
6.These lines suggest calmness, peace and sobriety.
a.Vertical Line b.Horizontal Line c.Dynamic Line d.Jagged Line
7.They suggest firmness and straightforwardness.
a.Static Line b.Dynamic Line c.Jagged Line d.None
8.These signify movements, cheerfulness, and continuity.
a.Static Line b.Jagged Line c.Dynamic Line d.None
9.These lines give the impression of chaos and disorder.
a.Static Line b.Jagged Line c.Dynamic Line d.None
10.Defind by artist using lines and contrast in color and texture.
a.Value/Tone b.Color c.Texture d.Shape/Form

VI. TEACHER’S VALIDATION STRATEGIES