Professional Documents
Culture Documents
Learning Module For: (Based On CMO No. 74 Series of 2017)
Learning Module For: (Based On CMO No. 74 Series of 2017)
Course Pack
Disclaimer:
No part of this publication may be
reproduced, stored in a retrieval
system or transmitted in any form or by
any means, electronic, mechanical,
Prepared by: photocopying, recording or otherwise,
Queenie Froozan N. Osorio LPT, MAEM without the prior written consent of
the Jose Maria College. This
document is owned 1officially
| P a g eby Jose
Maria College. All rights reserved 2021.
ARTS – Teaching Arts in Elementary Grades
Course Pack
Welcome!
Welcome future educator to the world of Visual Arts or simply “Arts”!
This is your modified learning module on “The Teaching of Arts in the
Elementary Grades” as a response to your need for a supplementary instructional
material that addresses online and self-paced learning. Your module for the 3-unit
course of the New Teacher Education Curriculum by virtue of CMO 74 Series of
2017 is also aligned with the philosophy, vision, and mission of the Jose Maria
College and program outcomes of the College of Teacher Education. This is
designed to provide you the opportunity amidst the CoVid19 pandemic to acquire
and apply the understanding and needs in teaching of arts. Here in your learning
material, your module is designed mainly using the 4 A’s (Activity, Analysis,
Abstraction, Application) in the development of its lessons. Each lesson is allotted
with specific hours of focused study with varied activities which can be done offline
or online and hyperlinks are provided for you to explore and discover related
lessons.
Your module hopes that you, as an aspiring teacher, would gain a level of
competence and confidence; deeper understanding and commitment to the world of
teaching at the culmination of study with your learning module.
If you have questions, concerns and clarifications do not hesitate to drop a
message in my Email address or Messenger account or contact me in my number.
As you turn each page and learn from each lesson, always have the spirit of
hope and faith that whatever circumstances or struggles that you will encounter, you
will never give up in your dream, and that is to become a “PROFESSIONAL
TEACHER!” Good luck and God bless you!
Faculty information
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ARTS – Teaching Arts in Elementary Grades
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TABLE OF CONTENTS
No. of
LESSON PAGE
weeks
1&2 History of Arts 11
3 Colors 20
4 Principles of Art 28
7 Architecture 49
8 Sculpture 57
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ARTS – Teaching Arts in Elementary Grades
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PHILOSOPHY
Jose Maria College believes that an assured, consistent, and quality education is an
ennobling force that leads to the development and transformation of individuals.
VISION
Committed to become a world class university producing globally competitive individuals
who are adaptive and productive leaders in nation-building.
MISSION
Jose Maria College seeks excellence in the areas of instruction, research, and extension
to produce competent graduates that meet global standards.
GOALS
Its commitment to excellence is reflected in its six over-arching goals, which are
articulated below:
1. Produce globally competitive graduates that shall exemplify the values of the
institution
2. Increase student’s population with evenly subscribed academic programs
3. Upgrade human resource and employee productivity
4. Establish quality assurance mechanisms
5. Strengthen research and community extension activities aligned with educational
and accreditation standards
6. Secure Financial Future
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ARTS – Teaching Arts in Elementary Grades
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CORE VALUES
The following core values underpin and shape JMC’s plans for growth and development,
and CULTURE OF EXCELLENCE.
GRADUATE OUTCOMES
1. Professional Competence
Demonstrate proficiency in their respective area of specialization in
consonance with regulatory and global standard. (Assured Education)
2. Leadership Skills
Execute sustainable leadership in the practice and engagement in the world
of work. (Consistent Education)
3. Value-Oriented
Exhibit exemplified learning with passion for people, creations and resources.
(Quality Education)
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ARTS – Teaching Arts in Elementary Grades
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COURSE OVERVIEW
Course Title : Teaching Arts in the Elementary Grades
Credit/s : 3 units
Timeframe : 18 Weeks
Course Description This course deals with the education foundations of Arts as
these apply to teaching and learning in the elementary
grades. Various teaching strategies and assessment
appropriate for each area shall be given emphases in the
course.
COURSE OUTCOMES
Make an act on how they can improve and maintain our natural environment
beautiful and ensure that the man-made environment can’t damage our mother
earth.
Develop awareness how art can add life to each person in their lives.
Demonstrate the proper use of teaching strategies in each area of arts in
teaching elementary grades
Create a good lesson plan by using the appropriate teaching strategies and
assessments for the said course
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ARTS – Teaching Arts in Elementary Grades
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COURSE ASSESSMENT
A. GRADING SYSTEM
The College adopts the averaging system where the computation
of the Final Grade is obtained by adding the grades in the four (4)
Grading periods: Prelim, Midterm, Pre – Final, and the Tentative Final. Then
the sum is divided by four (4) and the result is the Final Grade for the
semester.
Scores for every component in a grading period will be converted
to percentage rating using the formula below.
Components:
Criteria Weight
a) Projects 15%
Research
Requirements
Assignments, etc
b) Participation/Performance 20%
c) Quizzes 25%
d) Periodic Exam 40%
TOTAL 100%
There are four (4) grading periods in the semester namely: Prelim, Midterm,
Semi-Final, and Pre-Final.
The Final Grade (FG) shall be the total rating after each grade is multiplied
to 25%.
Transmutation:
1.0 = 100% 2.1 = 89% 3.2 = 78%
1.1 = 99% 2.2 = 88% 3.3 = 77%
1.2 = 98% 2.3 = 87% 3.4 = 76%
1.3 = 97% 2.4 = 86% 3.5 = 75%
1.4 = 96% 2.5 = 85%
1.5 = 95% 2.6 = 84% 4.0 = Incomplete
1.6 = 94% 2.7 = 83% 5.0 = Failed (74% and Below)
1.7 = 93% 2.8 = 82% 9.0 = Dropped
1.8 = 92% 2.9 = 81%
1.9 = 91% 3.0 = 80%
2.0 = 90% 3.1 = 79%
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ARTS – Teaching Arts in Elementary Grades
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B. RUBRICS
Rubric
Very Score
Excellent Satisfactory Poor
Satisfactory
5 3 2
4
Writing
Writing shows Writing shows Writing shows
shows little
UNDERSTANDING strong a clear adequate
understandin
understanding understanding understanding
g
Piece was
Piece had no
Piece was written written in an Piece had little
style or voice.
in an extraordinary interesting style or voice.
Gives no new
QUALITY OF style and voice. style and Gives some new
information
WRITING Very informative voice. information but
and very
and well- Somewhat poorly
poorly
organized. informative organized.
organized.
and organized.
Total Score
Criteria
Very Score
Excellent Satisfactory Poor
Satisfactory
( 25-30 ) ( 19-24 ) ( 14-18 )
( 1-10 )
Clear Relationship Unclear
Little or No
Clarity 30% relationship between relationship
attempt at
between concepts is between
all to explain
concepts. evident concepts
( 20-25 ) ( 1-9 )
( 15-19 ) ( 10-14 )
Information is Little or No
Comprehensiveness Information is Information is
clear accurate attempt at
25% accurate inaccurate
and precise all to explain
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ARTS – Teaching Arts in Elementary Grades
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Criteria
Very Score
Excellent Satisfactory Poor
Satisfactory
( 20-25 )
( 10-14 )
Logical ( 15-19 )
Components ( 1-9 )
organization Components
and sub- Little or No
Coherence 25% from and sub-
components attempt at
components to components
are not all to explain
sub- are present.
organized
components
( 16-20 ) ( 1-5 )
( 11-15 ) ( 6-10 )
Presentation is Little or No
Presentation 20% Presentation Presentation is
orderly and attempt at
is orderly not orderly
effective all to explain
Total Score
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ARTS – Teaching Arts in Elementary Grades
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The student
The student
tried a few
explored several
ideas for
choices before The student
selecting
selecting one; tried in idea,
one; or
generating many and helps out The student
based his or
ideas; tried unusual adequately, fulfills the
her work on The student
combinations or but it lacked assignment,
someone showed no
Creativity/ changes on several originality; but gave no
else's idea; evidence of
Originality ideas; made substituted evidence of
made original
connections to "symbols" for trying
decisions thought.
previous personal anything
after
knowledge; observation; unusual.
referring to
demonstrated might have
one source;
understanding copied work.
solve the
problem solving
problem in
skills.
logical way.
The student
finished the
project, but it
The student
The project was could have
work hard
continued until it been
and
was complete as improved with The project
completed
the student could more effort; was The student
the project,
Effort/ make it; gave it adequate completed did not finish
but with a
Perseverance effort far beyond interpretation with the work
loom or
that required; to of the minimum adequately.
effort it
pride in going well assignment, effort.
might have
beyond the but lacking to
been
requirement. finish; chose
outstanding.
an easy
project and
did it
indifferently.
With a little The student
more effort, showed The student The student
The artwork was
the work average showed below showed poor
beautiful and
Craftsmanship/ could have craftsmanship; average craftsmanship;
patiently done; it
Skill/ been adequate, but craftsmanship, evidence of
was as good as
Consistency outstanding; not as good as lack of pride lazy this or
hard work could
lacks the it could have in finished lack of
make it.
finishing been, a bit work. understanding.
touches. careless.
Total Score
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LEARNING OUTCOMES
Introduction
“Few will have the greatness to bend history itself; but each of us can work to
change a small portion of events, and in the total; of all those acts will be written the
history of this generation.” –Robert Kennedy
Welcome to your first lesson for this module. Your lesson for today will talk
about the past or what we call “History”. It is very important for us to know our history
about arts because there are a lot of artworks nowadays that they enhanced or
revised it and if we will not revisit the history we will not be aware of the original
artists or artworks. Through this we can appreciate what really an art is and how
important it is in our lives.
ACTIVITY
#Let’sBringBackthePAST 1.1
Instructions: This is what you are going to do. Think, search and listen to
your favorite song. While listening can you recall the things you like to do when you
are still young and write it down below.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
Upon doing the ‘think, search and listen’, what are the things you
remember you like to do when you are still young?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
In the Paleolithic period (about 10,000 BC), pre-historic cavemen
began paintings of drawing pictures of animals and human figures on their
walls. This art, which is true to nature, although slightly stylized, depicts
animals, some now extinct, such as the cave paintings of Altamira, Spain. Below are
the different types of arts:
2. Greek art
The art of the Greeks developed
gradually under Egyptian and Minoan
influences from 1300 BC to 600 BC.
Then, suddenly and dramatically, it
achieved independence and maturity.
The Greeks revered the world of scenery and physically beauty, and
they sought to find an ideal expression for their love of the natural world.
They followed the idea that man is the measure of all things.
3. Roman Art
The Romans, whose civilization spans roughly
the period 200 BC to 300 AD were greater builders and
architectural engineers than the Greeks. Only with the
mellowing of Roman civilization did Greek culture and
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5. Romanesque Art
Romanesque painting consists
mainly of figured murals, decorations
with abstracts patterns, and
representations of hanging fabrics which
is characterized by intricate geometric
interlacing forms frequently enriched with
representations of grotesque human
figures birds and beasts.
6. Gothic Art
In the 12th century, Romanesque art passed through a period of
transition, and from about 1150, it was
increasingly displaced by later styles of
French origin, known as Gothic.
7. Renaissance Art
a. Italian Renaissance Art. In Italy, the intellectual
movement known as the Renaissance first
arose. This art is an artful composition of
figures in groups.
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8. Mannerist Art
In an attempt to separate clearly the last
phases of Renaissance from the Baroque styles
of the 17th and 18th century, modern art
historians have designated the era between
1520 to 1600 as to mannerism. Outstanding
painters were Jacopo de Pamtormo and Juan
Mbuse.
9. Baroque Art
In a last glorious outburst of Christian art, the dramatic
stories of the Nativity, the Crucifixion, and the Day of
Judgment were presented with tremendous vitality
and force.
CUBISM
The following are styles derived from cubism with the artists:
1. Orphism – Robert Delaunay
2. Synchronism – Morgan Russell and Stanton Macdonald Wright
3. Supprematism – Kasimir Malevick and EJ Lissitsky
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The abstract style called “Synthetic Cubism” shows little consideration of the
subject but a beautiful relationship of abstract shapes, brilliant colors and unusual
textures on the surface of the canvas.
ROMANTICISM
The Romantic Movement gave emphasis on emotion and
imagination. Nature, with its rich colors, was used as subject.
Swirling movements were used. This period was led by Eugene
Delacraix.
NEOCLASSICISM
This period came after Napoleon I’s reign. It
opposed the luxury and elegance of the Rococo
period. Artists showed a hard linear style derived
from the Romans. Heroic events and mythological
characters were the subjects. The leaders were
Jacques Louis David and Jeans August Ingres.
NATURALISM
In this movement artists portrayed objects they saw and
experienced. It opened the accepted conventions. The
physical appearance of things was painted, an imitation of
nature. Gustave Courbet led this movement.
IMPRESSIONISM
This period came about as a reaction to the specific
character of realistic art. This was more concerned with the
subject matter but with technique of suggesting light and color.
The artist painted objects not by mixing colors together in a
palette but by means of brush strokes of different colors put
next to each other. Such painting showed vitality and sense of
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light. This method of painting was introduced by Édouard Manet. Then this idea was
carried further by Claude Monet.
SYMBOLISM
This art movement gave symbolic meaning or significance to things,
events or relationships. Objects were used to stand for something other
than themselves. The effectiveness of symbols depended on whether
the observer understood the meanings given to the objects.
APPLICATION
#IChallengeYou 1.2
Instructions: This is what you are going to do. Make a simple photo collage
of different paintings belonging to the different Art Periods. Pick five paintings or
artworks or artifacts for this activity. Describe each painting and write the period it
represents. Through this you can tell the people how we should preserve and
continue to be proud of the artworks of our ancestors.
Your work:
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#IChallengeYou 1.3
Instructions: This is what you are going to do. Choose 3 types of artwork
from our ancestor and explain how these artworks draw your attention to them. What
was your own basis in selecting these kinds of artworks. You don’t need to paste a
photo. Example: Cubism – (name of the artwork and the artist) – (your reason and
explanation – reference/s
Artwork no. 1:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Artwork no. 2:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Artwork no. 3:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EVALUATION
#ItisTIME 1.4
Instructions: This is what you are going to do. Make a simple timeline of the
history of art that shows better understanding of the past. You can use the
sample timeline below or you can make your own timeline that can help you easily
remember the past. Do not limit your boxes to the given sample.
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CONCLUSION / CLOSURE
Things to remember about the history of art:
From time to time artworks and artifacts will change depending on the
generations to come and change it or revised it.
When you want to make a history with your name on it just remember to see
and revisit the genre of art you will make to avoid plagiarism or to serve as
your reference.
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://en.wikipedia.org/wiki/Egypt%E2%80%93Mesopotamia_relations
http://www.sffireapp.org/RomanArchitecture/roman-art-architecture
https://smarthistory.org/author/dr-andreas-petzold/
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https://www.pikist.com/free-photo-satuz
https://mymodernmet.com/gothic-architecture-characteristics/2/
https://www.theartstory.org/movement/gothic-art-and-architecture/
https://www.artyfactory.com/art_appreciation/art_movements/italian-
renaissance/italian-renaissance-art.html
https://www.theartist.me/art-movement/the-northern-renaissance/
https://mymodernmet.com/what-is-mannerism/
https://www.artic.edu/artworks/80084/the-crucifixion
https://www.artyfactory.com/art_appreciation/art_movements/cubism.htm
https://sermegans.blogspot.com/2020/07/guitar-picasso-cubism-
paintings.html
http://scihi.org/robert-delaunay-orphism/
https://www.hisour.com/purism-34738/
https://www.hisour.com/german-romanticism-35736/
https://www.theartstory.org/movement/neoclassicism/artworks/
https://www.theartstory.org/movement/naturalism/artworks/
https://en.wikipedia.org/wiki/Impressionism
https://www.dailyartmagazine.com/5-facts-that-will-help-you-understand-
symbolism/
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Lesson 2 – Colors
LEARNING OUTCOMES
Introduction
Welcome to lesson 2 with the topic, “colors”. The lesson will be about colors
who give this world a beautiful sight to live in. Colors which represent something that
everyone should know ad never neglect. It is also important that you know its
significance in this world because without it our place or our mother earth will be dull
and a lonely place to live. I’m excited to learn with you and together we will make a
colorful significance to our society!
ACTIVITY
#CanYouSEE&READMe?2.1
Instructions: Below is a box of colors where you need to read it according to
its color and not with its word. Let us see how good your eyesight is. Do the exercise
and enjoy!
#YouDriveMeCrazy1.2
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Instructions: You will draw the color wheel and label it. Do not search in the internet
nor ask anybody what is the colors in the color wheel. This is a test how much are
you acquainted with the color wheel. You will only do this within 5 minutes.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
How was the reading of the colors? What did you feel after you had
your first attempt? How many attempts did you make to make it perfect?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
For the color wheel, what are your realizations about it? Is it hard or too easy
for a college student? What was your first reaction and how do you make it?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Colors and Its Characteristics
RED
Signifies fire, heart & blood
Symbolizes bravery, war, violence energy, danger & love
YELLOW
Color of LIGHT
Gay, brilliant & inspiring
Symbolizes moonlight & starlight, life, happiness, cheerfulness,
magnificence, splendor and hospitality
BLUE
For PEACE
Impression of nobility, vastness & infinity
Symbolizes tranquility, calmness & peace
COOLEST of all colors
For WARMTH
Signifies knowledge & wisdom
Symbolizes warmth, sunshine & deliciousness
GREEN
For GROWTH
Still water and vegetation
Symbolizes growth, freshness, fertility, abundance, restfulness & hope
VIOLET
For ROYALTY & WEALTH
Suggests shadow, mourning & pomp
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For PURITY
The lightest color
Symbolizes purity, innocence, simplicity, clarity and cleanliness
BLACK
For GRIEF & DEATH
Darkest of all colors
Symbolizes sorrow, despair, grief, gloom, selfishness, conceitedness
Color Schemes
The beauty of any color scheme depends upon how well the colors harmonize. To
harmonize, colors must appear to belong together.
1. One-color harmony (monochromatic color) – the easiest color scheme to follow
is one that uses the same color in different values and intensity. Example, dark
blue suit with very dark blue accessories and a light blue blouse.
2. Adjacent color harmony – or analogous color harmony. Since they are near
each other on the color wheel, neighbor color harmony. Example, yellow-orange,
orange, and yellow green are next to each other on the color wheel; therefore, a
pleasing adjacent color harmony may be made from them.
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3. Complementary Color Harmony – these are colors that are opposite in the color
wheel. Using these colors may be very pleasing.
a. Complementary colors – directly opposite in the color wheel. Example,
red and green, blue and orange, yellow and violet.
b. Split complementary colors – a variation of the complementary color
scheme. In addition to the base color, it uses the two colors adjacent to
its complement
c. Triad - A triadic color scheme uses colors that are evenly spaced around
the color wheel. Triadic color harmonies tend to be quite vibrant, even if
you use pale or unsaturated versions of your hues
APPLICATION
#IChallengeYou 2.2
Instructions: Make your own design or artwork about the colors. You will
only make 1 artwork for the color of your choice. See the example below.
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Your work:
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EVALUATION
# Who I am? 2.3
Instructions: Can you give the correct color that was asked below? Try to
name them and let us see how you truly know the colors and its symbols
and meanings. Write your answers in the space provide.
_______________ 1. I am a beautiful color that signifies fire, heart and blood, who I
am?
_______________ 2. I am known to be the color of light, brilliant and inspiring, who I
am?
_______________ 3. They say that I am the coolest among them and also a
representation of peace, who I am?
_______________ 4. Intelligent people will like me because I represent them for
who they are. With me you can feel the warmth of my presence, who I am?
_______________ 5. Cleanliness also define me, I am the color of growth, who I
am?
_______________ 6. Kings and queens I belong, but then sadness owns me too,
who I am?
_______________ 7. I am pure and clear, lightest among them all, who I am?
_______________ 8. I owe my life to the king of darkness because the grief of a
dead person brings sadness to a person, who I am?
CONCLUSION / CLOSURE
Color can affect our feelings and influence our attention.
Color can affect our feelings and influence our attention.
Warm hues are stimulating; cool hues are quieting. Warm and cool hues
together give a balanced effect.
High values are cheering; low values are restful; contrasts are stimulating
Full intensities are strong and exciting and low intensities are peaceful and
relaxing.
Colors also affect the size of the objects, their spatial position and the
sharpness of the outlines. Attention is guided by the choice and organization
of hue, values and intensity.
Pure Colors – are the primary, secondary and intermediate colors because
they have no white, black and gray in them. Pure colors are also called
―normal, true and basic colors
Neutrals – are white, black and gray. They look well with another and with all
other colors. The more grayed colors becomes, the more different colors it will
harmonize with.
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REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://www.youtube.com/watch?v=O9MvdMqKvpU
(Picture 2.1)
https://www.google.com/search?q=read+the+color+not+the+word+game&tbm
=isch&ved=2ahUKEwjbkffyjvLqAhUBEKYKHQlzC-AQ2-
cCegQIABAA&oq=read+the+color+not+the+&gs_lcp=CgNpbWcQARgAMgIIA
DICCAA6BQgAELEDOgQIABBDOgcIABCxAxBDOgYIABAIEB46BAgAEB46
BAgAEBhQ00xYtmxg3XRoAHAAeACAAcABiAH_HZIBBDAuMjOYAQCgAQ
GqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=Fj0hX9uuE4GgmAWJ5q2AD
g&bih=576&biw=1349&hl=en#imgrc=EshD67wmbm-CaM
(Picture 2.2) https://www.artwanted.com/imageview.cfm?id=1000357
(Picture 2.3) Picserio.com, Phoenix Bird Wallpaper #632598W (234x216)
(Picture 2.4) http://rebloggy.com/post/drawing-art-painting-flower-purple-
color-violet-colorblog/14567468567
(Picture 2.5) https://all-free-download.com/free-vector/tree-drawing.html
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LEARNING OUTCOMES
Introduction
“The aim of art is not to represent the outward appearance of things, but their
inward significance.” - Aristotle
Hello future educator! This is your third lesson that is all about the principles
of art. There are 7 principles of art but I will give emphasis to the 5 most important
principles in art and the other 2 will just be shown through pictures as they are just
easy to be seen and observed in an artwork. So, be ready to be challenged again to
see what really art is to our lives!
ACTIVITY
#Don’tJustJUDGEME 3.1
Instructions: Look at the picture and say your evaluation or thoughts about
the picture. Don’t just judge it by what you have seen but judge it according to what
you see deep inside it. Be an artist today and say it all. Enjoy!
___________________________________________________________________
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
Upon observing the photos above, what were your first thoughts? Are
you confident with your answers above?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
What difficulty/ies you have encountered in the activity?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
If you will be given a chance to make a memorable artwork what would it be
and why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
What do you think are the things an artists should consider in making an
artwork?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
PRINCIPLES OF ART
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2. Size – in order to obtain harmony, sizes should be consistent with each other.
3. Texture – “How does it feel?” Remember that fine textures have no
relationship to the coarse group. Silk should not be used with mohair.
4. Idea – in art, idea can be in decorative motif or architectural detail or design.
5. Color – the combination of colors should be done in a war that is pleasing to
the eyes.
Goldstein defines emphasis as “the art principle by which the eye is carried
first to the most important thing in any arrangement and from that point to every
other detail in the order of its importance”.
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Another aspect of the principle of proportion is the “scale”. It means that the
sizes of all the elements making up the structure have pleasing relationship to the
structure and to each other.
APPLICATION
#IChallengeYou 3.2
Instructions: Draw a living room arrangement with different pieces of
furniture, colored TV, cassette tape recorder with stand, lampshades, side tables or
things seen in a living room. Present and analyze your drawing according to the
Principles of Art – Balance, Proportion, Rhythm, Harmony and Emphasis. After your
own analysis your classmates will also evaluate and critic your own work, a rotation
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of artworks will be done. Your teacher will be the one who will give you time for this
activity and rotating the drawing.
YOUR WORK
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EVALUATION
#SeetheDifference? 3.3
Instructions: This is what you are going to do; you have to look carefully on
the pictures below. You will critique the artwork according to the lesson we
discussed. You just need to state the similarities and differences of the pictures. You
can have it in a paragraph form or bullet style.
CONCLUSION / CLOSURE
Things to remember about the principles of art:
Harmony is the art principle which produces an impression of unity
through the selection and arrangement of consistent objects and ideas.
Balance in design comes very naturally. Balance is defined as “rest or
response”.
Rhythm is also the flow or movement, continuity, a recurrence of objects.
Emphasis is giving proper importance to the parts and to the whole; the
principle of emphasis is basic to all life’s activities.
The principle of proportion is called “The Law of Relationships”.
Congratulations! You are done with your third lesson. You may
now proceed to Lesson 4 and continue to explore things in art.
Good luck and God bless!
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REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
(Picture 3.1) https://thevirtualinstructor.com/principles-of-art-
design.html
(Picture 3.2) https://www.artistsnetwork.com/art-techniques/composition/15-
elements-and-principles-of-art/
(Picture 3.3) https://www.liveabout.com/principles-of-art-and-design-2578740
(Picture 3.4) https://ibvisualarts.wordpress.com/notes/the-principles-of-
art/harmony/
(Picture 3.5) https://fineartamerica.com/featured/harmony-alima-newton.html
(Picture 3.6-3.8) Pinterest.com
(Picture 3.9) https://www.brainkart.com/article/Principles-of-Design-in-
Clothing_37472/
(Picture 3.10) https://artclasscurator.com/proportion-and-scale-artwork-
examples/
(Picture 3.11) https://www.britannica.com/topic/Parthenon
https://www.newimagecollege.com/the-7-principles-of-art-and-design/
https://www.artistsnetwork.com/art-techniques/composition/15-elements-and-
principles-of-art/
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LEARNING OUTCOMES
Introduction
Hello future educator! We are now in lesson 4 that is all about the elements of
art and what designs an artist could have in their artworks. This might be the starting
point of knowing that you have a hidden talent of being an artist and you can finish a
wonderful art piece that might be known to the world. So, open your mind and heart
as we learn about art and design. Enjoy!
ACTIVITY
#4pics1word 4.1
Instructions: Guess the group of pictures with one word only. You need to
use your analytic skills to unlock the words. Good luck!
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
After doing the activity above, what are the new words that you have
learned?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Can you give your own meaning with the given words using your own
understanding?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
How will you connect these words to the arts and design?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
What is Art?
Webster defined arts as “Human creativity – the making of things that
have form and beauty” (Webster 1993.) – it is an expression of man’s
thoughts and feelings. Art is also organizing our experiences into an ordered form.
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Elements of Art
1. Line – is a thin threadlike mark – when
lines are drawn together they form
different shapes. Lines offer remarkable
opportunities to express ideas.
a. Movement and direction of lines
i. Vertical lines add height to
an object and vertical
movement makes an object
look taller and more slender
ii. Horizontal lines add width
and horizontal movement
creates an impression of
stability.
iii. Curved lines give a feeling of grace and movement.
b. Reminders:
i. Too many straight lines in furniture result in monotony while
curved lines give movement
ii. Curved lines are used in many pieces of furniture, the room will
look restless
iii. Put enough lines to relieve the severity of the design
What is Design?
Design according to Faulkner series in several ways (Faulkner 1954 p. 352)
1. Design is one of the mean through which artists express and
communicate their ideas.
2. Design makes things around us readily comprehensible.
3. The organization of an art object should be satisfying and stimulating.
Goldstein defines design as “any arrangement of lines, forms, colors and
textures”. It is the selecting and arranging of materials with two aims – order and
beauty.
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APPLICATION
#YouApplyIt 4.2
Instructions: Choose between structural or decorative design and make your
own design of your dream bedroom. Do not forget to label the parts of the bedroom.
YOUR WORK
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EVALUATION
#DoYouKNOWme? 4.3
Instructions: Collect 10 different objects such as shells, leaves, flower
twigs, etc. (or anything that you can find around your place). Identify and
describe them according to lines, shapes and textures. You will also attach the photo
of the things you got. (3 points each correct answer)
Photos Description
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
CONCLUSION / CLOSURE
Things to remember in arts and design:
Always remember the things you need to know in applying the
elements of arts and design.
Do not always choose one type of line especially in your clothes.
Textures should be suited to you.
Structural design is needed as your guide in making your dream house or any
buildings or artifacts while decorative is how you apply the designs you want
to in an artwork or artifacts.
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REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://theconstructor.org/structural-engg/types-structural-design-
process/1673/
https://www.amazon.in/TRADERS-Royal-Fancy-Lamp-
Multicolor/dp/B082W4XRVK
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Lesson 5 – Painting
LEARNING OUTCOMES
Introduction
ACTIVITY
#YouDoIt 5.1
Instructions: Watch the following videos below and be prepared to answer
the following questions that I prepared for you.
https://www.youtube.com/watch?v=NmXRlKpYL8Y
https://www.youtube.com/watch?v=M6ZlcscNVhY
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
In those paintings that you saw what is your impression about
painting?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Do you find it difficult? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Do you think paintings bring emotions or can show messages? Why do you
think so?
Your answers: ______________________________________________________
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___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Painting is an art form on a two dimensional surface.
Paintings are used as decorations in business
establishments, homes and schools. Small paintings can be
seen in fans, vases, plates and in different pieces of furniture.
20th century
Genre painters Paintings
Fabian dela Rosa Women working in a Rice Field (1902)
Fernando Amorsolo Fruit Gatherers (1950), Sunday Morning going to Church
(1953) The “Triumvirate of modern art”
Victorio Edades The Builders (1928)
Galo Ocampo Brown Madonna (1938), The River of Life (1954)
Carlos “Botong” Harana (1957)
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Selected Paintings
contemporary artists
Antipas Delotavo Itak sa Puso ni Mang Juan (1977)
Benedicto Cabrera EDSA Event (1986)
Danilo Dalena Komedya sa Pakil
Onib Olmedo Mother and Child
Brenda Fajardo Baraha ng Buhay Pilipino (1989)
APPLICATION
#IChallengeYou 5.2
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Instructions: Think of an experience in your life with joy, sorrow, love, frustration,
anger or fear. Express this feeling by painting it in the entire surface of a bond paper.
Do not forget to state what style you used in making the painting.
YOUR WORK
EVALUATION
#WeAreMatch 5.4
Instructions: Match the following paintings in column A to the authors in
column B. You just need to write the capital LETTER of the best answer.
Column A Column B
_____ 1. Pagdiriwang a. Brenda Fajardo
_____ 2. Spoliarium b. Cesar Legaspi
_____ 3. The Reconciliation of David and Absalom c. Danilo Dalena
_____ 4. Baraha ng Buhay Pilipino d. Fernando Amorsolo
_____ 5. The “Triumvirate of modern art” e. Galo Ocampo
_____ 6. The River of Life f. Jose Joya
_____ 7. Gadgets II g. Juan Luna
_____ 8. A Street in Auvers h. Michael Angelo
_____ 9. Mountains in Provence i. Paul Cezanne
_____ 10. Komedya sa Pakil j. Pissaro
k. Rembrandt Van Ryn
CONCLUSION / CLOSURE
Things to remember about the lesson:
Painting is an art form on a two dimensional surface.
Paintings are used as decorations in business establishments, homes and
schools.
Congratulations! You are done with your fifth lesson. You may
now proceed to Lesson 6 and continue to explore things in arts.
Good luck and God bless!
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D, 2002, Teaching Strategies in Social Science
for Elementary Grades
Philippine Normal University (PNU), 2013, MAPEH (Music, Arts,
Physical Education and Health), A Reviewer for the Licensure Examination
for Teachers
https://www.youtube.com/watch?v=NmXRlKpYL8Y
https://www.youtube.com/watch?v=M6ZlcscNVhY
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Lesson 6 – Architecture
LEARNING OUTCOMES
Introduction
“Architecture is a visual art and the buildings speak for themselves.” - Julia
Morgan
ACTIVITY
#YouDoIt 6.1
Instructions: Draw a top view of your dream house. You will also write the
details of your house. See the picture below for your reference.
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YOUR WORK
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
ABSTRACTION
Architecture is probably the oldest of the fine arts. Certainty it is the
most useful and in some respect, is the prerequisite for the other arts.
Architecture is the planning and creating of buildings.
Architectural Development
Architecture is most readily grasped by studying its development in
successive historical periods, the development of building techniques from one era
to the next as well as from one culture to the next, and nothing the evolution of each
successive architectural style.
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include the San Agustin Church in Intramuros, the Paoay Church in Ilocos, and
the Miagao Church in Iloilo.
The bahay na bato was also formed.
This period also marked the construction of the walls of Intramuros.
American occupation
The arrival of the Americans signaled the emergence of monumental neo-
classical structures.
Daniel H. Burnham was sent by
the US government to create
urban plans for Manila and
Baguio.
Juan Arellano designed the
Manila Post Office, Legislative
building, and the Manila
Metropolitan Theater.
Antonio Toledo designed the Manila City Hall, and the Agriculture and
Finance buildings at the Agrifina circle in Luneta.
Tomas Mapua designed the Philippine General Hospital and the
Normal school.
Juan Nakpil – responsible for the rebuilding of the Quiapo Church in
1930
APPLICATION
#IChallengeYou 6.2
Instructions: Collect some pictures of the following and try to describe it
accordingly:
a. Pre-colonial period
b. Spanish colonial period
c. American occupation
d. Middle to late 20th century
Collected pictures
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EVALUATION
#YouOnlyHave1choice 6.3
Instructions: You will read and analyze the following statements and
choose the best answer.
1. In Architecture, needs of people are provided for by high-rise buildings
through efficient utilization of limited spaces. How is space maximized in the
most comprehensive manner?
A. Reinforced concrete, structural and pre-fabricated units are used for the
structure and plastic, glass and other synthetic materials are used for
finishing touches.
B. High-rise structures contain mechanical equipment like air-conditioning
units, elevators, and fire protection systems.
C. A building is built with all functional needs like commercial establishments,
offices, residential areas, parking spaces, and other multi-functional
features.
D. Massive and monumental structures are evidences of progress and
modernization.
3. A tiered tower with several eaves. Its structure is derived from the Indian
stupa and is most commonly Buddhist.
A. Wat
B. Temple
C. Pagoda
D. Minaret
6. The Miag-ao, San Agustin, and Paoay church’s architectural designs are in
accordance with which western style?
A. Renaissance
B. Baroque
C. Neo-Classical
D. Gothic
7. Some native Philippine architecture possesses motifs, like the Naga, which
may be seen in other countries. Where did we get this influence?
A. Southeast Asia
B. Spain
C. America
D. Japan
10. If you were to build a structure in accordance with the Modernist style, which
of the following would best describe your design?
A. It possesses Greco-Roman motifs
B. It is straightforward and minimal.
C. It is energetic and ornamented.
D. All of the above
CONCLUSION / CLOSURE
Things to remember about the lesson:
Architecture is probably the oldest of the fine arts.
Architecture is the planning and creating of buildings.
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Congratulations! You are done with your sixth lesson. You may
now proceed to Lesson 7 and continue to explore things in art.
Good luck and God bless!
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
Philippine Normal University (PNU), 2013, MAPEH (Music, Arts,
Physical Education and Health), A Reviewer for the Licensure Examination
for Teachers
(Picture 6.1) https://cadbull.com/detail/82007/Two-bedroom-house-top-view-
layout-plan-with-furniture-drawing-details-dwg-file
(Picture 6.2 & 6.3) https://pptcrafter.wordpress.com/2016/09/07/cityscape-3d-
house-basics/
(Picture 6.4) https://iconscout.com/illustration/top-view-of-houses-1527597
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Lesson 7 – Sculpture
LEARNING OUTCOMES
Introduction
Welcome to your lesson 7! Did you know that designing or creating a concept
is a talent that should be taken care of and used in a right way to express feelings
and emotions? The whole lesson 7 will revolve around sculptures that every student
should know its origin together with the famous sculptors. This is now our time to get
along with this lesson and try to express our own idea in making one artwork by
forming it.
ACTIVITY
#YouDoIt 7.1
Instructions: Prepare all the materials that I required you. You will be making
a paper line sculpture for 5 minutes. All you need to do is be creative and plan your
design as quick as you can. Refer to this video for an idea.
https://www.youtube.com/watch?v=kpqjB_ocFlE
Materials needed:
Paper (any available paper, magazine, newspapers or colored papers)
Glue
Scissors
Pencil
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Your work:
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
In making the paper line sculptor, what is your edge in making this?
How about the difficulties you encountered while making it?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Did you achieve the design or concept you wanted your paper sculpture to
be? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Do you think you have the hands of a good sculptor? Explain.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Sculpture is a creation of art in three dimensions. It can be produced
by 3 processes such as carving, modeling and
assembling. Any material can be shaped in three
dimensions may be used for sculpture. The principal
formal elements of sculpture are space and mass.
Sculptures are used for religion and civic purposes: others were made for
people to appreciate them for their own sake.
Processes/Techniques used in
sculpture
Additive
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ART CRITICISM
The word has at least several meanings, one is “to find fault” the other is “to
understand and appreciate or appraise”. The second meaning is much more
important to an art critic.
In order to make criticism more meaningful, the critic should first have a
thorough background of the arts. It can be a knowledge of the history, as well as
other aspects of the arts.
The critic attempts to analyze an art work by looking carefully at the viewpoint
of the artist, the structure, organization and materials used to determine how the
things fit together.
The critic should clearly state the context in which he is making his value
judgment.
APPLICATION
#IChallengeYou 7.2
Instructions: Carve any design of any subject on a bar of soap. Name your
design and describe it. Just paste it below.
YOUR WORK
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EVALUATION
#YouOnlyHave1choice 7.3
Instructions: You will read and analyze the following statements and
choose the best answer. Encircle the word/s of your answer.
1. From the different techniques in sculpting, carving is considered the most
painstaking and time consuming process. What makes it so?
A. Different tools are used as the artist chips off pieces of the medium little
by little until the desired image is achieved.
B. It involves adding or building up pieces of the medium little by little to form
the desired image
C. A finishing method of firing and glazing is needed at the end of the whole
process.
D. The process is composed of two stages: creating a negative, then a
positive
2. Two processes are used in sculpting. One is additive and the other is sub-
tractive. What type of additive technique is used if you put together different
objects or scraps?
A. assemblage
B. molding
C. welding
D. casting
3. Philippine modern sculptors use different mediums and styles in their pieces.
Who is the sculptor who usually finished his welded sculpture without
polishing its surface, as seen in his works “Tikbakang” and “Penitensiya”?
A. Napoleon Abueva
B. Arturo Luz
C. Solomon Saprid
D. Eduardo Castrillo
4. A sculptor and National Artist from Mindanao known for his sculpture “Sari
manok”.
A. Abdul Mohammed
B. Abdulmari Imao
C. Ismail Acar
D. Abed Abdi
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5. The small figurines for sale in malls are identically produced sculptures. What
process is used to create these items?
A. welding
B. modeling
C. casting
D. carving
6. Which Filipino sculptor was known for the Bonifacio Monument in Caloocan,
and the UP Oblation?
A. Napoleon Abueva
B. Solomon Saprid
C. Guillermo Tolentino
D. Ramon Orlina
CONCLUSION / CLOSURE
Things to remember about the sculpture:
Sculpture is a creation of art in three dimensions. It can be produced by
3 processes such as carving, modeling and assembling.
The art of carving covers molding or assembling wood, stone, metal or other
materials into three dimensional works of art.
Sculptures are used for religion and civic purposes: others were made for
people to appreciate them for their own sake.
In order to make criticism more meaningful, the critic should first have a
thorough background of the arts. It can be a knowledge of the history, as well
as other aspects of the arts.
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://www.youtube.com/watch?v=kpqjB_ocFlE
https://mymodernmet.com/famous-sculptures-art-history/
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LEARNING OUTCOMES
Introduction
“Art is the perfection of nature, … Nature is the art of God.” – Thomas Browne
ACTIVITY
#Watch&Learn 8.1
Instructions: Watch the following videos below and analyze it. After watching
you will answer the questions in the analysis part.
https://www.youtube.com/watch?v=CdQBIpXzbq8
https://www.youtube.com/watch?v=JgvLSjbvjOs
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
From the videos above, how will you describe mother earth?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Write one hashtag where you can use so share how important mother earth is
to us.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Can you describe landscape, city scape and seascape in your own
understanding?
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ABSTRACTION
2 point perspective
Bird’s eye view
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Cityscape
The horizontal line is usually buildings
A scene including city buildings, bridges,
streets or traffic lights.
A cityscape might include a river or a park
surrounded by skyscrapers.
Seascape
The horizontal line is usually water or things in or on the
water
A scene at sea (a ship on the water) or a scene
including a portion of the sea, like waves along the
beach.
The water (ocean or sea) is the focal point, or a larger
part of the scene.
Landscape
The horizontal line is usually made of
trees, hills, mountains, or other natural or man-
made objects.
An outdoor view of nature, such as
mountains, rivers, sky desert, fields or forests.
Some landscapes include people,
animals, buildings (barns, houses, or sheds),
quiet roads or streets.
If people or animals are included, they are
not the focal point.
APPLICATION
#IChallengeYou 8.2
Instructions: You will pick one of the following and draw a sketch out of it:
a. Bird’s eye view
b. Worm’s eye view
c. Vanishing point
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YOUR WORK
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EVALUATION
#IChallengeYou 8.3
Instructions: You will pick one of the following and you will draw an
example of it.
a. Landscape
b. Sea scape
c. City scape
YOUR WORK
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CONCLUSION / CLOSURE
One point perspective
All landscapes, cityscapes and seascape have a horizontal line
It is not always flat
In a Landscape, Seascape, or Cityscape, an artist creates the illusion of a
three-dimensional world on a flat canvas or paper.
Congratulations! You are done with your eighth lesson . You may
now proceed to Lesson 9 and continue to explore things in art.
Good luck and God bless!
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://slideplayer.com/slide/3727359/
https://artdiscovery.info/become-an-art-volunteer/art-definitions/
(Photo 8.1) https://artprojectsforkids.org/perspective-drawing-for-beginners/
(Photo 8.2) https://www.tes.com/lessons/aX59bCqaV4XCmQ/perspective-
city-scape
(Photo 8.3) http://isfdn.org/art-docent-lessons/4th-grade/one-point-
perspective/
(Photo 8.4) https://fineartamerica.com/featured/birds-eye-view-sea-inlet-
painting-stephen-lo-piano.html
(Photo 8.5) https://www.oreilly.com/library/view/learn-clip-
studio/9781789347036/93343985-0643-49a9-a80b-ad5248c27790.xhtml
(Photo 8.6) https://www.artuk.org/discover/artworks/shrewsbury-birds-eye-
view-53111
(Photo 8.7) https://www.judithbaratharts.com/articles4q-wnd-
opk/articles/chicago-from-a-worm-s-eye-view
(Photo 8.8) https://www.flickr.com/photos/d90nikon/5421950977
(Photo 8.9) https://www.pinterest.ph/pin/29414203796522505/
(Photo 8.10) https://hdqwalls.com/anime-cityscape-landscape-scenery-5k-
wallpaper
(Photo 8.11) https://watercolorpainting.com/watercolor-painting-
tutorials/classic-seascape/
(Photo 8.12) http://www.environmentguide.org.nz/issues/landscape/threats-
to-landscapes-and-features/
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LEARNING OUTCOMES
Introduction
“Art is not what you see, but what you make others see.” – Edgar Degas
ACTIVITY
#Watch&Learn 9.1
Instructions: Watch the following videos below and analyze it. After watching
you will answer the questions in the analysis part.
https://www.youtube.com/watch?v=G8ItnFGFS9w
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
From the video above, how will you describe the arts in Asia?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Why do you think we need to preserve those artworks and fix those artworks
that was damaged and forgotten?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Have you tried to visit in a museum? What did you do? Why did you come to
that place?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Art Forms and Symbols common in Asia
Batik - A technique of dyeing cloth which
includes the use of removable wax to repel the
dye on parts of a design. Batik or fabrics with the
traditional batik patterns are found in Indonesia,
Malaysia, Japan, China, and India.
Calligraphy - decorative art of lettering in an
ornamental style. This is particularly well-known
is East Asian arts.
Wat – an entire religious complex with multiple
buildings. Numerous wats are found across Asia,
especially in Thailand and Cambodia.
Mandala – In Buddhism, a diagram with pictures or
statues of gods in specific positions. Mandala literally
means “circle”.
Stupa – An architectural form which originated in
pre-Buddhist India. It can either be a burial marker or
container of precious relics.
Pagoda - a tiered tower with several eaves.
Pagodas are derived from the Indian stupa and are most commonly Buddhist.
Masjid – commonly known as “Mosque”, a place of worship for followers of
Islam. One of its architectural features is the minaret, a tall spire from which
summons to prayer are called.
Naga – literally means “snake” but normally refers
to serpent deities. The Naga motif is found in both
Hinduism and Buddhism and is pre- sent in
different Southeast Asian countries.
Apsara – In Hindu and Buddhist mythology, a
female spirit of the clouds and waters, or a nymph
of the sky.
Jataka – tales of the lives of the Buddha, found in different parts of Asia, such
as on the walls of Indonesia’s Borobudur temple.
Ancient pottery and ceramics are also found all across the Asian continent
Indian Art
Indian art is deeply rooted on religious beliefs, primarily on Buddhism and
Hinduism. Multitudes of Buddhist and Hindu paintings, sculptures, and architecture
are found in the Indian subcontinent and its influences scattered all across Asia.
A new culture developed in India with the arrival of the Mughals, an Islamic
people from Central Asia. Persian forms mixed with Indian elements to create a
uniquely Indian form of Islamic art. The most celebrated Mughal architecture in India
is the Taj Mahal.
Chinese Art
The arts of China are shaped by different
succeeding dynasties and influenced by
different philosophies such as Confucianism,
Taoism, and Buddhism.
Japanese Art
Traditional arts were influenced by Shinto, the indigenous spirituality of the
people of Japan. Eventually, Zen Buddhism from China also be- came a dominant
influence in Japan’s arts and culture.
Ukiyo-e
A genre of art, mainly in the medium of
woodblock print. It is an old and common art
form and its subjects include narratives from
history, landscapes, and townscapes, among
others. Katsushika Hokusai was known in this
genre.
Japanese Gardens
Gardens with symbolic aesthetics arising
from the expression of Shinto beliefs and
Buddhist intellectual conventions.
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Ikebana
Japanese flower arrangement with origins in early Buddhist flower offerings. It
developed into a distinctive art form in the 15th century.
Origami
The art of paper folding, which started around the 17th century.
Bunraku
Japanese puppetry which developed also in the 17th century.
Korean Art
The earliest historical record of painting
in Korea comes from the area of Lelang in
Korea where a tradition of painting existed
from sometime around 108 B.C.
Korean Painting was deeply influenced
by Chinese art.
Painting was also very evident on the
walls of the Koguryo tombs. The murals are
strongly colored and show daily life and
Korean mythologies of the time.
Indonesian Art
Indonesian traditional arts are rooted on Buddhism and Hinduism. Even
though the nation is predominantly Islamic at
present, cultural heritage is well preserved.
Wayang
A Javanese term for particular kinds of
theatre. These are usually accompanied by a
gamelan, a musical ensemble composed of different
metallophones.
Wayang Kulit – traditional Indonesian shadow
play/ shadow puppets
Wayang Golek – wooden rod puppets
Dalang - the puppeteer in an Indonesian wayang performance.
Vietnamese Art
Pottery in Vietnam dates back to the Stone Age. In the Bronze Age, the Dong
Son culture developed unique drums cast in bronze. These are known as the Dong
Son drums.
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Lacquer Painting
Paintings applied on wood. A wooden panel is covered with a piece of cloth
glued to it using the sap of a lacquer tree. This is then coated with a layer of the sap
mixed with earth. The board is then polished and recoated with another layer of sap.
Lacquer paintings incorporate the traditional colours -- brown, black, red,
yellow, white -- and the technique of
inlaying egg, crab and snail shells.
As far back as the 11th century,
lacquer was widely used in the
ornamentation of palaces, communal
halls, temples, pagodas and shrines.
Water Puppetry
A tradition of water puppets which
may have started in the 12th century. It
is still a very popular art form in
Vietnam.
APPLICATION
#IChallengeYou 9.2
Instructions: Make one artwork that has an influence of the Asian arts. Do
not forget to put the original photo that you were inspired to and used it as an
influence in making your artwork.
YOUR WORK
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EVALUATION
#IChallengeYou 9.3
Instructions: Make a 1 simple photo collage of the different arts found in
Asia. Do not forget to put some caption about the collage you make. Let us
try to influence and inform young learners how important it is to look in the different
arts around Asia and know its importance.
YOUR WORK
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CONCLUSION / CLOSURE
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://indianartideas.in/blog/indian-art/interesting-facts-about-indian-
art-industry
https://www.worldhistory.org/Chinese_Art/
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.ampersandtrav
el.com%2Fblog%2F2019%2Fjapanese-art-the-
courtesan%2F&psig=AOvVaw3K9zLFxXVkS3gIKHoyH5oS&ust=1629968508
255000&source=images&cd=vfe&ved=0CA0Q3YkBahcKEwjggbSC6MvyAhU
AAAAAHQAAAAAQAw
https://www.artelino.com/articles/japanese_art.asp
https://indonesiadesign.com/story/indonesian-visual-art-reflects-the-brilliance-
of-indonesias-culture
https://www.nguyenartgallery.com/top-8-most-influential-painters-in-vietnam/
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LEARNING OUTCOMES
Introduction
“We are making photographs to understand what our lives mean to us.” –
Ralph Hattersley
ACTIVITY
#ReadBetweentheLines 10.1
Instructions: What you are going to do is to read the following quotations
below. Analyze what each quotation means.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
In the quotations above, which of the following best describes
photography?
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ABSTRACTION
Photography (derived from the Greek photos- for "light" and -graphos
for "drawing") — is the art, science,
and practice of creating durable
images by recording light or other
electromagnetic radiation, either chemically
by means of a light sensitive material such
as photographic film, or electronically by
means of an image sensor.
It is a two-dimensional representation
of people, events, objects or any three-
dimensional form.
Types of Photography:
Advertising Photography - A type of photography
that illustrates a service or
product
Editorial Photography - Illustrates a story or idea
within the context of a MAGAZINE
Photojournalism - Photographs made in this
concept is accepted as a documentation of a
NEWS story.
Portrait and wedding Photography - Made and
sold directly to the end user of the images
Fine Art Photography - Is creative production of
images using the camera, special lightings and other effects for artistic
expression.
C.E.L.L.
•C omposition
•E xposure
•L ens
•L ight
Composition
Principle 1 - Un-clutter the picture. Zoom in.
A good photograph is a subject, a context, and nothing else.
Remove any clutter that detracts from your message. Get closer -- zoom in --
and crop as tightly as possible
Principle 2 - Put subject off-centre / Rule of thirds
The center of the frame is the weakest place -- it's static, dull, and gives no
value to the context. The more you move the subject away from the center, the more
relevance you give to the context
Principle 3 - Use of frames, lines &
diagonals
Create impact by using frames and real or
inferred lines that lead the viewer's eye into and
around the picture
Principle 4 - Dramatic Perspective
Create impact by photographing your
subjects from unexpected angles. Imagine
yourself as an electron spinning around the
subject, which is the nucleus of an atom
SUBJECT- The main focus of your photograph. This is what you want the
viewers want to see first when they see the image.
FOREGROUND and
BACKGROUND – What is in front of your
subject is the foreground. What is behind your
subject is your background. Both of foreground
and background should enhance the beauty of
the main subject.
RULE OF THIRDS – The subject
should be located either above or below the
center of the frame because the viewer’s eyes
are naturally drawn to the spaces within the frame and not to its center.
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Exposure
Aperture
Shutter speed
ISO (International Organization for
Standardization)
ISO
If the setting has an
abundant light, lower
down ISO. If in a dark
place, set the ISO to
max or set it on auto.
**Note: the higher the
ISO the more grains
will appear on the
photograph.
ISO Setting
Principle - Set the lowest setting possible to avoid noise
ISO measures the sensitivity of the image sensor. The lower the number the
less sensitive your camera is to light and the finer the grain.
Lens
Principle – Wide Angle (35mm) or Telephoto
(70mm)
Wide-angle lenses allow more of a picture to be
captured (need focal point) while telephoto lenses tighten
the scene and isolate the subject (but affect the depth of
field & increase camera shake)
Light
Principle 1 - Avoid using flash, even for night
shots
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The indiscriminate blast of flash destroys the intimate mood of existing light
Types of Shot
Keep in mind that you can do a long shot, medium shot, close up and an
extreme close up when taking pictures.
Center of Interest Each picture should have only one principal idea, topic, or
center of interest to which the viewer's eyes are attracted.
A picture without a dominant center of interest or one with
more than one dominant center of interest is puzzling to a
viewer.
The viewer becomes confused and wonders what the
picture is all about.
When the picture has one, and only one, dominant "point
of interest," the viewer quickly understands the picture.
A photographer usually has many factors or elements that
can be used and arranged within the picture area to draw
or direct attention.
Some of these elements are lines, shapes, human figures,
tone, and texture.
Try to avoid placing your subject in the middle of the
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area.
Subjects enclosed by a frame become separated from the
rest of the picture and are emphasized.
Looking across a broad expanse of land or water at some
object can make a rather dull uninteresting view. Moving
back a few feet and framing the object between trees
improves the composition.
Texture Texture is about how things feel to the touch. There are
several different types of textures:
• rough • soft
• smooth • shiny
• jagged
• others
Textures can bring a tactile dimension to your
photographs.
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Negative Space Using negative space (or empty space), can give your
photograph an entirely different feel.
Negative space can add a stronger emphasis on the
subject and evoke emotions or moods.
Portrait Tips
When taking a portrait, don’t forget to try different angles. Also have your
subject look down, or to the side for a few shots.
When taking a portrait, try to get your subject to move their eyeballs around. It
will loosen them up and the photo result may be surprisingly good.
Try to capture candid moments and emotion. Your photos will look more
genuine.
Everyone has special details about them: features, interests, likes & dislikes
etc. Why not try to capture them in photos?
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Further tips
Try shooting your subject from a variety of viewpoints:!
-from above!
-at the same level!
-looking up!
-from various different angles
If you are photographing a
subject that has movement, don’t
worry so much about composition.
Instead, keep snapping away
or you might miss a special moment.
Technical corrections can be made
later.
Avoid using flash. !
It yields unnatural results most
of the time.
Be aware of your light source, where the light is coming from and how strong
it is.
It is usually best to shoot photos in morning and early evening sunlight,
instead of harsh afternoon sun.
Overcast and partly sunny days also make for
good lighting.
Take vertical as well as horizontal photographs of
the same subject to see which best captures your
subject.
Compose photos in which your focal point is not
always in the dead center of the composition.
Experiment with putting your subject matter in a
corner of the composition or slightly off center.
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Capture as much light as you can, especially if you are using a cheaper
camera. Move or ask your subject to move to the best light source as
possible.
If using a cell phone camera, get close! Use your cropping skills to fill the
frame and find the perfect angle.
Try experimenting with some camera apps and effects.
APPLICATION
#IChallengeYou 10.2
Instructions: In 5 photos, show the CELL and explain the principles used in
the photo/s. You need also to identify what type of photography you are doing. You
can paste photos from a magazine, newspapers or brochures or any available things
you can get as an example.
YOUR WORK
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#Before&After 10.3
Instructions: Look for your previous photos (it may be your childhood or high
school photo) and your latest photo or may be your best photo of the year. After
putting it here, answer the questions below in 1 to 3 sentences only.
Your photos:
Before After
1. Before photo: What are you doing in the photo? Or do you know the history of
that photo?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
2. After photo: Why did you pick that photo as your BEST photo of the year?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Compare the two photos of yours and think of the photographers view, what
do you think is the objective/s of the photographer while taking these
pictures?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What kind of shot are the photos you presented and explain why?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
#IChallengeYou 10.4
Instructions: Look at your area where you can take shots or cut paper from
magazine, newspapers or brochures. You just need to pick 5 types of photos
below for this activity. (NOTE: Make sure it is a safe place to roam around and take
some photos)
Photo A: Showing laughter or happiness
Photo B: Showing care and love
Photo C: Showing the beauty of nature
Photo D: Showing struggle and problems
Photo E: Showing you as a person
Photo F: Showing your family’s recreation time
YOUR WORK
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CONCLUSION / CLOSURE
Photography:
the art or practice of taking and processing photographs
knowledge about CELL is needed to capture a beautiful and perfect picture
choose what type of photography you want before you capture photos
because it may not be your genre and it will end to an ordinary photo
make sure to consider the types of shots that you want to take because there
are things you just ignore and still end up to an ordinary and dull photo
Remember, make it a habit to take photos daily. The camera you use doesn’t
matter, but the act of taking the photo does.
There is no better way to improve at photography than to simply do it and do it
often.
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
https://www.slideshare.net/hweeling/basic-photography-lesson
https://www.slideshare.net/elemICT/photography-101-how-to-take-better-
photos
https://www.slideshare.net/allenski07/basic-photography-types-and-
element?qid=a3fb0814-d0fc-4d90-8983-
3f9c7d487727&v=&b=&from_search=11
https://www.slideshare.net/ThePrimacy/photography-101-43479923
https://www.slideshare.net/Bassow/basic-photography-101
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LEARNING OUTCOMES
Introduction
“Art has the role in education of helping children become like themselves
instead of more like everyone else.” – Sydney Gurewitz Clemens
Welcome again future educators! Almost there in finishing this module and
this lesson will revolve about what is Teaching of Arts together with its methods and
suggested activities a teacher can use. It will give a vision to you, as educators, on
what Arts is as you will enter into the real world of teaching.
ACTIVITY
#YouLookatME 11.1
Instructions: Think of a phrase or phrases you can describe the 3 pictures
below. Observe and internalize what are the first things that came up into your mind
upon seeing the three pictures.
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
After doing the activity above, what is now your calling as a future
educator? Explain your answer.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
Do you think teaching arts could be your strength or weakness as you enter in
the world of teaching elementary pupils? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
What are the things you realize right now as you internalize the things you
need to be a complete BEED teacher? Is it hard or easy for you? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Basic Principles in the Teaching of Art
Like music education, art education deserves a place in the school
curriculum because of the following:
4. Art is a part of one’s daily life. Man expresses himself through art.
Art is a vehicle for creativity. It helps pupils do beautifully the simple
things of life as well as the most unusual. It depends on what a person is,
what his past experiences have been.
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APPLICATION
#YouApplyIt 11.2
Instructions: Create an activity in your art class. State also your objectives.
Lesson: Abstract Artwork
Time: 30 minutes art activity
Explain: Why do you think this kind of activity can help the children learn and
understand the topic?
Your work:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
#YouDoIt 11.3
Instructions: Answer the following questions below with 3 to 10 sentences.
2. Do you think all of the teaching methods and strategies are applicable for the
21st century? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Which of the methods and activities can you use in this time or crisis that we
are experiencing right now? Justify your answer.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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CONCLUSION / CLOSURE
THEREFORE, teaching arts is:
Not just about the content itself but also how it will be valued by your
learners.
A way of expressing the students’ creativity in doing artworks
All about appreciating God’s wonderful works and God given talents in
teaching or doing arts
REFERENCES
Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
(Picture 11.1)
https://www.google.com/search?q=nature&tbm=isch&chips=q:nature,g_1:wall
paper:V-
95FckRJpA%3D&hl=en&sa=X&ved=2ahUKEwiW6JPauPHqAhUIfpQKHdpYB
yYQ4lYoAXoECAEQFw&biw=1349&bih=576#imgrc=N1r1WaSUL-hIfM
(Picture 11.2) https://artist.com/olha-darchuk/waterfall-in-woods/?artid=2749
(Picture 11.3) Deepali Gurjal , Pune, Abstract Nature 1, 2014
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LEARNING OUTCOMES
Introduction
Welcome to your twelfth lesson and in this lesson you will now apply what you
have known in teaching elementary grades about Arts. You will also use the 4As
format. This will be used in your demo teaching in this subject. There will be also a
sample lesson plan for reference and guidance.
Best wishes and God's blessing!
Semi-detailed Lesson Plan in Arts ___ (choose your own grade level from
grades 4 to 6)
I. Objectives
At the end of the lesson, 95% of the pupils are expected to:
1. C (Cognitive)
2. P (Psychomotor)
3. A (Affective)
II. Content
Topic:
Reference/s:
Learning materials:
III. Procedures
a. Preliminary
b. Activity
c. Analysis
d. Abstraction
e. Application
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IV. Assessment/Evaluation
V. Assignment (Optional)
Prepared by:
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CONCLUSION / CLOSURE
REFERENCE
Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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LEARNING OUTCOMES
Introduction
Welcome to your last lesson in this module! This lesson will be the
measurement on how you will be graded in your demo teaching for TLE 2. Through
this, you will be able to know what are the important things you need to do and
prepare for your demo teaching.
Best wishes and God's blessing!
RUBRIC FOR THE LESSON PLAN & DEMO TEACHING
Below will be the basis of your Demo teaching and Lesson Plan
Legend:
4 – Outstanding 3 - Very Satisfactory
2 - Fair 1 – Needs Improvement
4 3 2 1
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
A. The teacher demonstrates in depth knowledge of the
subject matter.
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_____________________________________ _________________
Signature over printed name
CONCLUSION / CLOSURE
REFERENCE
Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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