Detailed Lesson Plan
Grade Level: Grade 10
Subject: Arts
Topic: Modern Art 1 – Impressionism, Post-Impressionism, Expressionism
Time Allotment: 60 minutes
I. OBJECTIVES
CAP – SMART
a. Cognitive: Identify and differentiate the characteristics of Impressionism, Post-Impressionism,
and Expressionism, and recognize key artists of each movement.
b. Affective: Appreciate how emotion, creativity, and personal expression shaped modern visual
and musical art forms.
c. Psychomotor: Create a visual artwork inspired by a modern art style using basic materials.
II. SUBJECT MATTER
a. a. Topic:
Modern Art 1 – Impressionism, Post-Impressionism, Expressionism
b. b. Reference(s):
- DepEd Arts Curriculum Guide (Grade 10)
- “Understanding Art” by Lois Fichner-Rathus
- TheArtStory.org and MoMA.org
- Audio clips: Debussy – Clair de Lune, Schoenberg – Pierrot Lunaire
c. c. Materials:
- Laptop/projector with speakers
- Multimedia presentation (images, short video)
- Sample artworks (printed or digital)
- Drawing materials: paper, oil pastels or crayons
d. d. Values Integration:
- Value of emotional honesty and self-expression
- Respecting individuality in creative work
III. PROCEDURE
a. PRELIMINARY ACTIVITY
- Prayer
- Greetings
- Checking of attendance
- Quick classroom cleanliness check
b. REVIEW (with Music Integration)
Teacher: “Class, last time we explored traditional art forms. But did you know that around the same
time, musicians were also starting to break the rules? Can anyone name a classical composer?”
Student 1: “Beethoven?”
Teacher: “Good! Now, have you heard of Claude Debussy?”
Student 2: “Yes, I think he composed soft music?”
Teacher: “Correct! Let’s listen to this short clip from his work Clair de Lune.” (Plays audio)
Teacher: “How did that sound?”
Student 3: “It’s relaxing, dreamy.”
Teacher: “Great. That’s musical Impressionism. Later, we’ll learn how painters did the same—
focused on feelings, not details. Let’s get started.”
c. MOTIVATION
(Teacher plays short art montage.)
Teacher: “What do you notice about these paintings?”
Student 1: “They look blurry.”
Student 2: “Some are scary or colorful but not realistic.”
Teacher: “Exactly. Today we’ll explore Impressionism, Post-Impressionism, and Expressionism.”
d. PRESENTATION OF THE LESSON
Teacher: “Let’s begin with Impressionism.” (Shows Monet's painting.)
Student: “It’s foggy.”
Teacher: “That’s because Monet wanted to show light and moment.”
(Shows Van Gogh's Starry Night)
Teacher: “Do the stars look real?”
Student: “No, they look swirly.”
Teacher: “Van Gogh wanted to show how he felt.”
(Shows Munch's The Scream)
Teacher: “What emotion do you feel?”
Student: “Scared.”
Teacher: “That’s Expressionism – strong feelings through colors and shapes.”
e. DEVELOPMENT OF THE LESSON
Group Activity – Art Style Sort
- Groups sort artworks by style and present their reasons.
f. ENRICHMENT ACTIVITY
Each student creates an artwork in the style of their choice and labels it.
g. GENERALIZATION
Teacher Q&A to summarize differences among movements and reflections.
IV. EVALUATION
Written Quiz (10 pts)
1. What is the focus of Impressionism?
2. Who painted Starry Night?
3. What movement used distorted shapes and colors to show emotions?
4. Name an Expressionist artist.
5. Match artist to movement.
Performance Rubric – Artwork (10 pts):
- Creativity (3)
- Faithfulness to Style (3)
- Effort and Neatness (2)
- Proper Labeling (2)
V. ASSIGNMENT / AGREEMENT
Written Reflection:
“If you were a modern artist or composer, how would you express your personal feelings through
art or music? What emotions would you focus on and why?”
(Minimum: 5 sentences, to be submitted next meeting.)
