Daily Lesson Log SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

in
TEACHER LEARNING AREA
MAPEH
MAMERTO A RAMOS ARTS

TEACHING DATE AND WEEK 1 (4 Sessions) QUARTER FIRST

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
[Link]
A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences and other external phenomenon

B. Performance Standard The learners…

 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal)
from the various art movements
 recognize the difference and uniqueness of the art styles of the various art movements
(techniques, process, elements, and principles of art)
1. Learning Competencies/ The learners…
Objectives  analyze art elements and principles in the production of work following a specific art style from
the various art movements (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
o (A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of
art elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-
4)
 creates artworks guided by techniques and styles of the various art movements (e.g., Impasto,
Encaustic, etc.) (A10PR-Ic-e-1)

II. CONTENT MODERN ART

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 a. Impressionism b. Expressionism
d. Dadaism c. Cubism
e. Surrealism f. Absttract
Realism

I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

II. Process:
6. Painting and/ or Drawing

[Link] RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
pages
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based
and Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students.
Manila. Magallanes Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical
Education, and Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing
House Corporation
3. Textbook pages
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and
[Link] City. St. Bernadette Publishing House Corporation

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music,
Arts, Physical Education and Health. Manila. St. Agustine Publications, Inc.

4. Additional Materials
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 from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
[Link]
A. Reviewing Previous PRICIPLES OF ART Ask the students: Give a brief definition of In your opinion, what does
Lesson or Presenting New As a review, the students the modern art an abstract artwork look
Lessons will be asked to briefly Is the name of the movement called like?
describe each of the art movement expressionism.
following principles of art “expressionism” Have you heard of the
which they have learned in familiar to you? If When and where did it artistic style known as
their Art classes in the yes, what do you begin? “cubism”? If yes, why do
earlier grade levels. know about this think it was named in this
 Line movement? Name the most way?
 Shape prominent Dadaism artist (5 minutes)
 Form Have you heard of and his works.
 Space the artistic styles (5 minutes)
 Color known as
 Value “surrealism” or
 Texture “dadaism”?
(5 MINUTES)
If yes, do you know
of any famous artist
who painted in these
styles?

Would you like to

own an artwork in an
expressionist style?
Why or why
not?
(10 minutes)

B. Establishing A Purpose for Conduct the following The teacher will ABSTRACT ARTWORK
the Lesson survey to assess what the present to the class a The teacher will display an
students know or have colored reproduction abstract work.
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 experienced concerning of an expressionist
modern art and artwork. Let the students identify the
impressionism. image they see in it.
The teacher will give
 What comes to the title of the work Instruct the students to
mind when you and the name of the explain what makes it
hear the term artist. possible for them to still
“modern art”? identify the image, even if it
 Give some qualities Let the students has been assembled in a
or characteristics give their comments mis-aligned way.
that make you as to whether this (5 minutes)
consider an artwork artwork fits their
“modern.” ideas about
 How is modern art Modern Art.
different from (10 minutes)
earlier styles of art
that you know?
 Have you heard of
the art movement
known as
impressionism? If
yes, can you name
one famous
impressionist artist
that you know of?
 Can you name or
recognize one well-
known artwork in
the impressionist
style?
(5 minutes)

C. Presenting Examples / THE NEW COLOR Students are called to The students are given the
Instances of the New TECHNIQUE comment on how the following questions:
Lesson To help the students to artworks presented
understand the by the teacher Do you know the name of
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revolutionary technique for make use of these any abstract artist—foreign
applying color introduced principles to exhibit or Filipino?
by the impressionists, the qualities of
experiment with this expressionism. Have you heard of Pablo
simplified process: Picasso? What country did
1. Rhythm, he come from? What artistic
 Take a set of Movement style is he most famous for?
watercolors (cake 2. Balance (5 minutes)
type or in tubes). 3. Emphasis
Choose one 4. Harmony, Unity,
 secondary color: and Variety
orange, green, or 5. Proportion
violet. (10 minutes)
 Color a shape on a
paper using this
single secondary
color.
 Beside it, color a
similar shape using
strokes of the two
primary colors
 that are combined
in that particular
secondary color
(ex: red + yellow
 = orange; blue +
yellow = green; red
+ blue = violet).
 Hold the paper
some distance
away and ask your
classmates to
 comment on the
“impression” of the
secondary color
you have created
 and the actual color
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 itself.

(see attached powerpoint

presentation “THE NEW
COLOR TECHNIQUE”)

(5 minutes)

D. Discussing New Concepts The teacher will discuss Teacher will lead The teacher will discuss
and Practicing New Skills impressionism using the discussion on Abstract Realism, Cubism,
#1 links below: Expressionism- Cubist Artworks, Foremost
. Origins of the Movement Dadaism: Cubist Painter/Sculptor.
. A Break from the Past
. Works of Monet, Renoir [Link] The teacher will explain
and Monet. [Link]/url? Cubist Styles & Subjects
sa=i&rct=j&q=&esrc trough the Principles of Arts
[Link] =s&source=images&
masters/monet/la- cd=&ved=0ahUKEwj [Link]
[Link] 2sI6RjerRAhWMTbwK url?
HRu9DpwQjBwIBA&u sa=i&rct=j&q=&esrc=s&sou
[Link] rl=http%3A%2F rce=images&cd=&ved=0ahU
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%20at%20Argenteuil .com%2Fwp-content rRAhUHp5QKHdl0DXYQjBwI
%20by%20Claude %2Fuploads BA&url=http%3A%2F
%20Monet%[Link] %2F2014%2F03%2F %[Link]
Chirico- %2Fimages%2Fpaintings
MelancholyandMyster %2Fthree-
[Link] [Link]&bvm= [Link]&bvm=bv.1458
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_medium=referral&utm_ca bMK0cNw&ust=1485 74
mpaign=referral 874137845471 (15 minutes)

[Link] .Characteristics
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6
 [Link] .Idea
.Message
[Link]
[Link]/- .Principles of Arts
q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJ- (30 minutes)
zsc/s1600/Edouard_Manet
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[Link]
rg/wikipedia/commons/thu
mb/e/e3/%C3%89douard_
Manet,_The_Rue_Mosnier_
with_Flags,_1878.jpg/1267
px-
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Flag
s,_1878.jpg
(10 minutes)

E. Discussing New Concepts The teacher will discuss Teacher will lead
and Practicing New Skills Post-impressionismn and discussion on
#2 Principles of Arts. Expressionism-
Surrealism:
Works of Cezanne & Van
Gogh [Link]
ph/url?
[Link] sa=i&rct=j&q=&esrc=s&
[Link]/paintings- source=images&cd=&ve
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 image/paul-cezanne/paul- d=0ahUKEwiD-8Kdj-
cezanne-hortense-fiquet- rRAhXJkZQKHW_DCp8Qj
[Link] BwIBA&url=http%3A
%2F
[Link] %[Link].c
m/paint/auth/cezanne/sl/c om%2Fimages
ompotier/[Link] %2Fpaintings%2Fthe-
[Link] persistence-of-
[Link]&bvm=bv.14
[Link] 5822982,[Link]&psig=AF
[Link]/catalog/image/0193 QjCNHB4ZLY-Jwnruy-
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[Link] 85874238006980

[Link] Roles or Functions of

/vincent-van-gogh/the- Artwork
sower-sower-with-setting-
sun-1888? History of Art Movement
utm_source=returned&utm (20 minutes)
_medium=referral&utm_ca
mpaign=referral

[Link]
ainting/f_0455.jpg
(10 MINUTES)
F. DEVELOPING MASTERY CREATING YOUR OWN CREATE A WORK OF CREATE A “PICASSO”
(LEADS TO FORMATIVE IMPRESSIONIST “EXPRESSIONISM”
ASSESSMENT 3) ARTWORK : “IMPASTO”  Review the
With your groupmates, description of
One of the most distinctive choose between Dadaism Picasso’s cubist style.
painting techniques used and Surrealism.  Based on this, plan a
by impressionist artists Select art materials that cubist artwork for
was impasto. Impasto is are readily available, your group to create.
the very heavy application such as one whole sheet  Prepare a magazine,
of paint to the canvas— of cartolina; acrylic assorted
often with a paints, poster paints, or photographs, 1 sheet
spatula or knife instead of any available paints; of oslo paper,
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a paintbrush, and markers, crayons,  scissors, and glue or
sometimes even directly pastels, or colored paste.
squeezed from the pencils; #8 brush;  Select a large
tube. scissors; glue photograph from the
or paste; and pictures magazine and/or the
(The teacher will present a from magazines, other photos,
sample of an Impasto to newspapers, or and cut these up into
the class.) calendars. segments of different
Working as a group, plan shapes and sizes.
Materials: ¼ illustration how to use these  Glue or paste the
board or chipboard materials to express your segments on the oslo
Tubes of acrylic paints message about your paper in a creative
(can be shared among the chosen art movement. way, but withthe
class members) Assign a task to each image still
Paintbrushes group member, then recognizable.
Wooden popsicle sticks create your artwork  Give your cubist
Pencil together. (Note: artwork a title.
Rags for clean up Remember that  Display it in front of
Procedure: expressionism made use the class, together
 Decide on a simple of very strong images with the works of the
design for your and colors, and other groups.
artwork. Keep in expressed deep
mind what colors of emotions.) Join your classmates in
paints are available Decide on a title for your giving personal reactions to
to you. group artwork. each other’s work.
 Using a pencil, Present your finished
sketch in the artwork to the rest of the (see attached powerpoint
general design on class. presentation CREATE A
the illustration Join in the discussion “PICASSO”)
board or chipboard. about the message of (20 MINUTES)
 Apply the paints to each group’s
your design with artwork.
the brush, then Comment on how each
more thickly with group effectively used
 the popsicle sticks the characteristics
and, in certain of expressionism
spots, squeeze the (through the elements
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 paint directly from and principles of art) to
the tube. convey message.
 Allow the paint to
dry thoroughly
before handling or (see attached powerpoint
displaying the presentation CREATE A
finished artwork. WORK OF
“EXPRESSIONISM”)
(25 minutes)
(see attached powerpoint
presentation CREATING
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
G. Finding Practical IMPRESSIONISM Which among the forms Which form of
Applications of The AND YOU of expressionism abstractionism do you find
Concepts And Skills In The students are expected (dadaism, surrealism) most striking, and why?
Daily Living to the activity by group. appeals to you the most?
And which does not Do you consider action
Two minutes will be given appeal to you at all? painting, color field painting,
for each group to Explain why. and pictographic painting
formulate their answers (5 minutes) true art? Why or why not?
while the remaining three (5 minutes)
minutes will be allotted for
the presentation.

Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.

Group 2
Is there a value in learning
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 about art movements like
impressionism that
arose over a century ago,
halfway around the world
from us? Why or
why not?

Group 3
On a personal level, what
struck you most about the
impressionist style
of art?

Group 4
Would you want to
experiment further with
painting in this style?
Explain briefly.

Group 5
Would you want to own an
artwork in the
impressionist style? Why or
why not?
(5 minutes)
H. Making Generalizations IMPRESSIONISM AND THE What qualities make an Explain the difference
And Abstractions About RISE OF MODERN ART artwork expressionistic? between expressionism and
The Lesson abstractionism.
 Was the term Where did Dadaism get
“impressionism” its influences? How did the cubists give a
fitting for this art sense of dynamism and
movement? Why do Why was the child’s term energy to their works?
you say so? “dada” fitting for the art
 From your movement known as Who is considered the most
knowledge of world dadaism? famous abstractionist and
history during the cubist artist?
late 19th century, (5 minutes)
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 do you see a (5 minutes)
relation between
the impressionist
styles and the
major events
of that period?
 Do you agree that
impressionism set
the stage for the
succeeding
movements of
modern art? If so,
in what ways?
 Do you see this
style reflected even
in the works of
today’s artists?
 Explain briefly. Do
you know of any
Filipino artists who
also used the
impressionist style?

If yes, explain how they

applied this style in their
works.
(5 minutes)
I. Evaluating Learning The artwork of the The artwork of The artwork of the
group shall be assessed the group shall be group shall be assessed
through the scoring guide: assessed through the through the scoring guide:
Creativity and scoring guide: Creativity and
originality of the depicted Creativity and originality of the depicted
theme originality of the depicted theme
20 pts. theme 20 pts.
20 pts.
Quality of artistic Quality of artistic
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 composition and overall Quality of artistic composition and overall
design based on the theme composition and overall design based on the theme
15 pts. design based on the 15 pts.
theme
15 pts.
Overall impression Overall impression of
of the art the art
15 pts. Overall 15 pts.
impression of the art
15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

K. Additional Activities For Preparation for the Culminating “Exhibit of Modern Art”
Application And The teacher will guide the students in preparing their artworks for the culminating exhibit at
Remediation the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.
Having learned about and Expressionism in
understood the concept Philippine Art – Research
and techniques of online for works by
impressionism, you Filipino artists who used
can now prepare your variations of this style
impasto artworks for the (e.g., Cesar Legaspi).
culminating exhibit at the Give your personal
end of the reaction to these.
quarter.

 Properly label your

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 artwork with an
original title, your
name, the date,
and the technique
used (impasto)

 Your Arts teacher

will store the
finished artworks
for inclusion in the
exhibit at the end
of the quarter.
M. ASSIGNMENT Bring art materials
that are readily
available, such as
one whole sheet of
cartolina; acrylic
paints, poster paints,
or any available
paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and
pictures from
magazines,
newspapers, or
calendars.

V. REMARKS
[Link]
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who

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 Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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