Department of Education

Division of Cebu Province

Medellin National High School
Poblacion, Medellin, Cebu

Lesson Plan
in CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS

Date: AUGUST 30, 2022

Schedule: TTh

I. OBJECTIVE
A. Most Essential Learning Competency
A. Identifies various contemporary art forms and their practices from the
various regions. (CAR11/12AC-0a-1)
Specific Learning Outcomes:
After 60 minutes of teaching-learning process, the students are expected to:
-Describe the historical background of Philippine Arts. (knowledge)
- Differentiate the Philippine arts from pre-colonial period to contemporary period. (skills)
B. Key Behavioral Indicator (KBI)

The learners will recognize the value of critical thinking skills in describing and
evaluating the difference of Philippine arts in each period.

II. CONTENT
A. Topic: INTEGRATIVE ART AS APPLIED TO CONTEMPORARY ART.
Sub Topic: HISTORICAL BACKGROUND OF PHILIPPINE ARTS.
B. Time Allotment: 40 minutes
GAD: Respect each other and individual’s unique idea in exploring the different era/ period of
Contemporary Arts.
GEDSI: Respect gender preferences and social inclinations.
Contextualization: Students are encouraged to describe the form of integrated contemporary art in
their own locality.
DRRR: Students are encouraged to adhere to the safety protocols while doing face to face classes to
minimize risk of transmission.

III. LEARNING RESOURCES

A. References:
Reference: Sandagan, Luviminda D.and Sayseng, Ayesha H.,
Contemporary Philippine Art
from the Regions, JFS Publishing Services,Manila., pp.2-6.
Mendez, Mario L. Jr.,Contemporary Philippine Art from the Regions, DIWA
Learning Systems Inc.,Philippines.,pp.2-6.

B. Instructional Materials: TV Monitor, Speaker, Laptop, Illustration board, chalk/markers,

cartolina/visual aids, activity sheets, worksheet/home task
IV. PROCEDURE

ACTIVITIES Teacher’s and Student’s Activity

A. Introductory/Preliminaries T: All students are encouraged to rise for the interfaith
 Prayer prayer.
S: Students will recite the Interfaith prayer.

T: The teacher will check the attendance per column.

 Checking of S: The students sitting in front will mention who are
attendance absent in their respective columns.
T: Tell students to sit properly and follow the IATF
protocols and remind to do hand hygiene frequently.

 Review of previous The teacher will ask 1-2 students to make a recap of the
lesson previous lesson, defining what is contemporary and arts.

B. Lesson Proper
1. Engage
/Motivation The teacher will present a pre-colonial example of arts vs.
colonial arts.
Student will evaluate the difference between the two
example of arts presented.

2. Explore/Activity *Students will be grouped into four wherein they will be given
different sets of pictures and each group will group the given
pictures/images as to which period it belongs.
-Images will be provided.

3. Explain/ A nalysis 1. How do you feel upon determining the art pictures assigned
to you? (Affective)

2. How were you able to group them as to which period it

belongs? Cognitive/HOTS)

6. Elaborate Discuss the following using slide deck- presentation:

/Abstraction
Guide Questions:
1. What are the major changes of Philippine Arts from the Pre-
colonial period until the contemporary period?
2.What happened to the Philippine indigenous art during
Spanish regime?
3.What are the changes in the Philippine Art and the area of
education during American
regime?
7. Application Students will choose 1 period and give 1 example of arts in
that given period.

Generalization S: Therefore, there are changes before the birth of

Contemporary Arts…

8. Evaluation Post- test:

Test I. Identify whether the statement is Contemporary
or Art based on the given statement.
1. The art or feeling of creating, producing based on
imagination.
2. Transition or period.
3. The art of today.
4. Comes in various forms.
5. The art of 1970s onwards.
Test II.
Direction: Classify the given statement as to what period
it signifies. PC- pre colonial, I- Islamic, C- colonial, CO-
contemporary.
1. Pintados or body painting
2. Mosques and textiles.
3. Churches, civic buildings and plaza
4. Surrealism and cubism
5. Carved images of saints, floral decorations
6. Okkir uses geometric and floral artwork.
7. Real estate, condominiums, subdivision, village
8. Sarimanok and Buraq
9. Pottery, wood and metal carving.
10.Arts in the absence of human form.

Assignment/ Enrichment: Search for an example of product of integrative art from the
Philippines.

V. REMARKS
Were all the objectives met?_______________ If not, Why?
_______________________________________________________________________________________
What objective/s need to be covered in the next meeting?
Is there a need to reteach the topic/s___________ Why?
_______________________________________________________________________________________
VI. REFLECTION

Class Proficiency Level (CPL):

Class Attendance: _________

1. What went well?___________________________________________________________________

2. What went wrong?_________________________________________________________________

Realizations:_________________________________________________________________________
_______________________________________________________________________________
Prepared by: Checked by:

ROSELYN G. ASTRONOMO MERLA B. FLORITA

T-II/ Subject Teacher Asst. School Principal II