BERTO, SHAINA MARIE M.

BEED 3-A
ALPAS, JONABETH NOVEMBER 04, 2024

ACTIVITY PLAN IN ART (GRADE 4)

KINDS OF LINE AND THEIR CHARACTERISTICS
ART ACTIVITY: DRAWING A LANDSCAPE
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CONTENT STANDARD The learner demonstrates understanding in naming
the different kinds of lines and their characteristics.
PERFORMANCE STANDARD The learner create a geometric design with
contrasting lines.
At the end of the discussion, pupils are expected to:
1. Show appreciation of own design and others
LEARNING COMPETENCIES through an art exhibit.
2. Create a geometric design by contrasting two
kinds of lines in terms of types and sizes.
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LEARNING RESOURCES Active MAPE 3 p. 106-107
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The following materials will be used by the class in
order to demonstrate discussion as well as learnings:
 Oslo paper
STUDENT MATERIALS  Pencil
 Crayons or pastel colors
 Pictures of beautiful scenes
 Water color
 Illustration board
Art activity can be quite messy. In order to properly
implement the discussion, the teacher will first
discuss while the students are seated properly.

After the discussion, the teacher will instruct the

LOGISTICS children to put the tables at the side of the room to
provide more space for the art activity.

Students will be given enough time to finish their

task, and are free to roam around to check out other
children, and their questions are more than
welcomed and will be entertained by the teacher.
Before the day of the discussion, the teacher will
make sure to prepare all needed materials for the
day, such as the lesson itself, visual aid, and will
instruct the children to bring art materials at least one
day ahead.
 The teacher will discuss the following rule:
1. Students are allowed to roam around the room
but not allowed to go outside.
2. Students must bring their art materials on time.
3. Drinking and eating will be prohibited.
4. Running will strictly be prohibited.
5. Ask for guidance if needed.
6. After the allotted time, students will put the
tables and chairs back to their respective places.
Instructions:
1. Prepare the materials
CLASSROOM MANAGEMENT 2. Wear your aprons if necessary to avoid paints
from spilling on your clothes.
3. Allotted time is 1 hour.
4. Put the table and chairs at the side and back .
5. Questions are allowed
6. After 1 hour, put the tables and chairs on their
proper places.

No sink? Buckets can be your friends for hand

washing at the end of a particular messy art making
experience.

Display Area. Is it incredibly important that every

single student see their artwork on display at least a
few time each school year. This creates inspiration
and shows students just how important their
expressions really are. Having your work on display
does wonders for the self esteem.
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TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. PRE - ACTIVITY:
1. Prayer
Let us pray. Our Father.
2. Greetings
Good morning class! Good morning teacher, good morning classmates.
You may now take your seats.
3. Checking of Attendance
Is there anybody absent today? None ma’am!
4. Motivation
Alright children we’re going to sing a song Colors of
the Rainbow.
(chorus) (chorus)
The colors of the Rainbow The colors of the Rainbow
Red, orange, yellow, green, and blue Red, orange, yellow, green, and blue
 Red, a fire truck so bright Red, a fire truck so bright
Red is an apple shining in the light Red is an apple shining in the light
Orange, is a tiger and it’s stripes Orange, is a tiger and it’s stripes
Orange leaves on a tree are a sight Orange leaves on a tree are a sight
(chorus) (chorus)
Yellow, the color of the sun in the sky Yellow, the color of the sun in the sky
Yellow is the color of lemon pie Yellow is the color of lemon pie
Green are leaves, and green is the grass Green are leaves, and green is the grass
Green is the Christmas tree we have Green is the Christmas tree we have
The sky is blue - the ocean is too The sky is blue - the ocean is too
And lilac are beautiful purple - for me and you. And lilac are beautiful purple - for me and you.

B. LESSON PROPER
1. Introduction
Line - it is a set of connected points in a straight path
that continue forever in opposite directions.

Examples and characteristics of line:

Vertical Lines - it is a line that runs straight up and
down, or bottom to top, and is perpendicular to
another line or surface. They suggest height and
strength because they extend towards the sky and
seem unshakable.

Horizontal Line - is a straight line that runs from

left to right or right to left, parallel to the horizon or
the x-axis. They suggest width, distance, calmness,
and stability.

Curved Line - it is a line that is bent and not

straight. They can be simply wavy or spiral. Such
lines convey the feelings of comfort and ease, as
well as sensual quality as they remind us of the
human body.

Diagonal Line - it is a straight line that slant in any

direction except horizontal or vertical. When is use,
they suggest movement or lack of stability.
Zigzag Line - are a series of diagonal lines joined at
ends. They can convey action and excitement, as
well as restlessness and anxiety.

2. Instruction
As we introduced the example and characteristics of
line, we will first identify or describe what is given
below:

1. 1. Zigzag Line - are a series of diagonal lines joined

2. at ends.
3. 2. Diagonal Line - it is a straight line that slant in
4. any direction.
5. 3. Horizontal Line - is a straight line that runs from
left to right or right to left.
4. Curved Line - it is a line that is bent and not
straight.
Vertical Lines - it is a line that runs straight up and
down, or bottom to top.

C. GUIDED PRACTICE
1. Exploration
The teacher will post an artwork together and step by
step procedures so that the students have the basis on
how to proper use the lines be it natural or man-
made, which the students will try to copy what is
posted on the board.

For example:
D. INDEPENDENT PRACTICE
1. Creation
The teacher will ask the students to create their own
artwork.

This activity aims to give students the ability to

express their selves. Through that expression, they
can communicate by creating their own unique
emotions, thoughts and experiences.

“When you see and study another art, you’re seeing

the world through their eyes. When you create,
you’re letting the world see through yours”

The teacher will roam around once in a while to

check on the students.

E. POST ACTIVITY
1. Assignment
The teacher will ask the students about their artwork
using these guide questions:

How did you come up with that idea?

What are your inspirations?
What is the meaning of it for you?

The teacher will also give the students the freedom

to make a title or a brief description of their artwork.

[Link] APPRECIATION
A. Self-Expression
1. Expression and Reflection
After the activity, the teacher will ask the
students to put the tables and chairs back on their
places.
Afterwards, the teacher will ask insights from
students, then, the teacher will call names to show
their artwork to the class, using the guide questions
and what they have learned from the discussion.
Guide Questions:
How did you come up with that idea?
What are your inspirations?
What is the meaning of it for you?
May we call on Jasper to share his artworks in Jasper sharing about his artwork.
front?
B. Appreciation
In order to show acknowledgement on the students
efforts, the teacher will give each student a tape to
post and display their artwork on the wall.

As you all done a good job today, I have a surprise (children are happy)
to all of you!
Each one of you will get a tape here in me and we Yes! Ma’am!
will going to display your work in the wall.
Understand?

A mini picture-taking will also take place as initiated

by the teacher.
C. Conclusion
In wrapping up the discussion for the day, the
teacher will summarize the discussion and will ask
the following post-lesson questions:
 What have you learned today?
 In your own opinion, what is line?
 What are the examples of line?
 Give me one example of line and its
characteristics.
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A. WRITTEN TEST
 Identification
1. It is a set of connected points in a straight path
that continue forever in opposite directions.
2. It is a straight line that slant in any direction
except horizontal or vertical. When is use, they
suggest movement or lack of stability.
3. Are a series of diagonal lines joined at ends.
They can convey action and excitement, as well
as restlessness and anxiety.
4. It is a straight line that runs from left to right or
right to left, parallel to the horizon or the x-axis.
They suggest width, distance, calmness, and
stability.
5. It is a line that runs straight up and down, or
bottom to top, and is perpendicular to another
line or surface. They suggest height and strength
because they extend towards the sky and seem
unshakable.

PREPARED BY:
SHAINA MARIE BERTO BEED 3-A
JONABETH ALPAS