Components of an Activity Plan for Arts

I. OBJECTIVES At the end of the class, students are expected to meet the
followings:
A. Recognize and accurately identify complementary color
pairs and shapes in various artworks;
B. Use complementary colors and shapes as a means to
express emotions, moods, or messages within their own
artwork; and
C. Demonstrate the ability to use complementary color
combinations effectively within their own artworks to create
visual harmony.
Content Standard the end of this learning experience, students will demonstrate
proficiency in applying the basic principles of perspective drawing,
including one-point and two-point perspective, to create artworks
that accurately depict three-dimensional By space and depth.
Performance Students will be considered proficient in the application of
Standard perspective drawing in art when they consistently demonstrate the
following abilities in their artwork.
Proficiency at this standard indicates that students have a strong
command of perspective drawing techniques and can consistently
produce artworks that effectively convey depth and three-
dimensional space.

Assessment:
Students' proficiency in perspective drawing will be assessed
through the evaluation of their artworks, which should meet the
criteria outlined in the standard. Assessments may include portfolio
reviews, critiques, examinations, and practical assessments where
students apply perspective drawing techniques to new
compositions.
Learning Demonstrates how harmony is created in an artwork because of
competencies complementary colors and shapes. A3PL-IIc
II. CONTENT Creating Visual Harmony Through Complementary Colors and
Shapes
This content focuses on understanding how visual harmony is
achieved in artwork by effectively utilizing complementary colors
and shapes. Learners will explore the theory of color and shape
harmony, practice the application of these principles, and create
artworks that exemplify the successful combination of
complementary elements.

Key Concepts and Topics:

Complementary Colors: Introduction to the concept of
complementary colors, including examples of complementary pairs
(e.g., red-green, blue-orange, yellow-purple).
Color Wheel: Understanding the color wheel and the arrangement
of colors to identify complementary pairs and their position on the
wheel.
Color Harmony Theories: Exploring various color harmony
theories, including complementary, analogous, and triadic color
schemes, with a specific focus on complementary harmony.
Emotional Impact: Discussing how complementary colors can
evoke different emotions and moods when used effectively in
artwork.
 Complementary Shapes: Introduction to complementary shapes
and how certain geometric and organic shapes can work
harmoniously together in a composition.
Learning Resources Title: Harmony in Art
Website: Artists Network
URL:https://www.artistsnetwork.com/art-techniques/composition/
harmony-in-art/
In-text citation: (“Harmony in Art,” Artists Network).
III. PREPARATION Preparing the requirements needed by the teacher before
conducting the class
Student Materials  Crayons
 Pencil
 Marker
 Carolina
 Magazine
 Color Paper
 Glue
 Scissors (only use when it is necessary)
 Sketchbooks or drawing paper
Logistics
 Workspace (armchair on the floor)
 Grouping for sharing materials
 Classroom layouts (rows, Circle-shape, work stations)
 Wash area (Trash disposal)
Class Management This describes the Art management system to be implemented in
the classroom. The teacher should decide and prepare these
before conducting the class:
 Use your Art materials carefully (esp. Sharp materials like
scissors)
 Time breakdown:
Preparation (5 minutes)
Activity Proper (20 minutes
Discussion (30 minutes)
Clean-up (5 minutes)
 Placement of finished works should be place at the back.
 The Teacher will provide water in case they run out of
water.
IV. PROCEDURE The detailed process of teaching and learning in the class
Pre-activity Review
The teacher helps students recall previous concepts, techniques,
or past experiences and insights. Works from previous activity can
also be showcased.
 Ask questions about previous lesson.
 Showcase previous artwork
Engagement

The teacher engages the students’ senses by making them curious

about the activity through asking questions, telling stories, or
showing the inspirational work for the day.
 Color Scavenger Hunt
 Content area discussion
 Site exploration (going outdoors, leaf-picking)
Introduction
  Welcome students to the class.
Lesson Proper  Provide an overview of the lesson's objectives.

Define Complementary Colors (10 minutes)

 Explain the concept of complementary colors: colors that

are located opposite each other on the color wheel.
 Show a color wheel and identify complementary color pairs
(e.g., red-green, blue-orange, yellow-purple).
 Discuss the visual contrast and emotional impact of
complementary colors.

Identify Complementary Shapes (10 minutes)

 Introduce the concept of complementary shapes in art.

 Discuss how certain geometric and organic shapes can
work harmoniously together in a composition.
 Show examples of artworks that use complementary
shapes effectively.

Interactive Activity (20 minutes)

 Distribute art supplies and sketchbooks or drawing paper to

students.
 Assign a hands-on activity where students create a small
artwork using complementary colors and shapes.
 Encourage students to experiment with different shapes
and color combinations.
 Circulate to provide guidance and support as students work
on their projects.

Discussion (10 minutes)

 Invite students to share their completed artworks.

 Discuss the challenges and successes they experienced
while creating harmony through complementary elements.
 Encourage students to express their thoughts on how they
used complementary colors and shapes to achieve balance
in their artwork.

Summary and Homework (5 minutes)

 Summarize the key takeaways from the lesson,

emphasizing the use of complementary colors and shapes
to create visual harmony.
 Assign homework, which may include researching artworks
that employ complementary elements or practicing the use
of complementary colors and shapes in a personal project.
Exploration
This is the initial phase of art creation. Students are allowed to
explore and make mistakes. The teacher can observe, roam
Guided Practice around, and give individualized feedback and encouragement.
  Envision a plan by sketching on a sheet of paper.
 Experiment with the materials.
 Make mistakes and learn from it
 Find inspiration by narrating their own stories to a friend or
classmates.
 Choose a theme, color, concept or idea.
 Envision a concept or message to convey visually for the
final artwork.
Creation
This is the part where students will apply what they have learned
Independent Practice by creating an artwork based on the learning competencies.
Students work independently as this will be the basis for
assessment.
 Apply the concept and skills.
 Create the artwork
 Demonstrate authentic skill and creativity
 Develop crafts by using technique
 Engage and persist
Assignment
Follow up tasks or preparation for the next activity.
Post-activity  Assignment Title: Complementary Color Exploration
To gain hands-on experience in identifying and using
complementary colors in a small artwork.
 Take home work for unfinished task.
 Assignments

Reminders for next class:

 Bring crayons, pencil, ruler, magazines
V.ART Opportunity for students to express themselves, reflects, discuss,
APPRECIATION and appreciate each other’s work.
Expression and Reflection
This is the part where students realize the SIGNIFICANCE OF
Self-expression ART in their life.
 Express oneself through show and tell
 Express their thoughts through the use of their choose
complementary colors

This part where young children will understand that art is not about
having perfect and clean lines, but about how they are able to
communicate their thoughts, feelings, experiences, and wishes
visually.
 Select some works and ask the students questions about
them while letting their peer’s answer. Since students are
young, some might not be able to effectively draw what’s on
their minds so it is important to ask them explicitly.
 Why did you choose these colors?
 What is this? Who is this? Where is this?
 What is your favorite part?
 What part is the most difficult part for you?
 What is the title of your work?
 Who made an amazing discovery today?
Appreciation Showcase ALL works in the wall or in school hallway to be
appreciated by all. This can be done per session or per quarter.
 Make sure ALL students have at least one work displayed.
Conclusion Synthesize the lesson by reviewing the concepts learned.
 What have you learned?
 Can you point where are the complementary colors
 Please describe how you are able to achieve this
technique.
VI. ASSESSMENT This part describes the methods and tools the teacher will use to
measure students learning.
 Documentation, portfolio building
 Rubrics for evaluating students’ performance and output.
 Trough their hands on activity its already measured their
knowledge and concept on how they perceive the content
of topic.