Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VIII
Schools Division of Catbalogan City
GUINSORONGAN NATIONAL HIGH SCHOOL
Guinsorongan, Catbalogan City

Detailed Lesson Plan in Arts 8

Section:
Time:
Date: June ,2020

I. Objectives
A. National Competencies
 Incorporate the design, form, and spirit of East Asian artifacts and objects to one’s
creation. (A8PL-IIh-3)
B. Contextualized Competencies
 Create an example of Southeast Asian artifact showing the culture of
Catbalogan.
 Appreciate the contribution of Southeast Asian art and culture.
II. Subject Matter
Topic: ARTS AND CRAFTS IN SOUTHEAST ASIA
(Indonesia, Malaysia & Brunei)

KBI: Appreciation, Cooperation, Camaraderie

2. Reference: CG Arts page 66-68

Music & Arts Learners module pp. 181-184
3. Materials: Cartolina, Pictures, Blackboard
4. Other Resources: Internet
III. Procedures
Teacher’s Activity Student’s Activity
A. DRILL (5 minutes)

Good morning class! Good morning ma’am!

Okay, you may now take your seats.

Before we proceed to our new topic for this

morning in Arts, lets have first an activity.

I will group your class into three. Okay, (the students counted 1,2 and 3)
Count 1,2 and 3.
Go to your corresponding and make a
circle. (the students respond immediately
 Are you now in your group?
Yes, Ma’am!

The first group who can finish the task

immediately will be consider as the winner. Yes, Ma’am!
Is that clear? (Students are actively participated)
Okay! Now let’s start.

1.UNLOCKING OF DIFFICULTIES (5 minutes)

1. PUPPET
2. KITE
3. CAP
4. SCARECROWS
5. SHADOW

Very well said, class!

Okay, class in the activity you had, what did

you observe?
Yes, Moira?

Very well said, Moira!

So, each of the different arts and crafts

have their own ideas on how to make it or
what is made of and how to use it.

B. REVIEW OF LESSON (3 minutes)

Class, what did we discussed last meeting?
Anybody from the class?
Yes, Alex?

Very good, Alex!

C. PREPARATION (2 minutes) (the student raised her hand)

1.Posting of visual aids Ma’am, last meeting we have tackled about

(The teacher posted her visual aids) the Fabric art in Indonesia, Malaysia, and
Singapore.
2.Statatement of lesson and objective
And it expected that at the end of the
lesson you shall be able to:
Please everybody read.

• Incorporate the design, form, and spirit of

East Asian artifacts and objects to one’s
creation. (A8PL-IIh-3)
• Create an example of Southeast Asian
artifact showing the culture of Catbalogan.
• Appreciate the contribution of Southeast
Asian art and culture.

Very good class!

D. DEVELOPMENTAL ACTIVITY (15

minutes)

So, this morning we will be going to discuss

the mood and idea, or message from
selected artifacts and art objects in
Thailand, Cambodia, Laos and Vietnam.

(student raised his hand)

Okay, what is the art object that is popular Wayang Kulit is a type of puppet shadow
in Thailand? play performed around the Indo-Malayan
Anybody from the class who will read? archipelago, tracing its origin to India. It is
derived from Javanese Hindu-Buddhist
Yes, Piolo? tradition, where hand-crafted leather
puppets depict epic stories of the gods in
shadow play. A traditional gamelan
orchestra would accompany the story
telling.

The puppets come in all sizes ranging from

25cm to 75 cm. The puppets are usually
Very well said, Piolo! made out of buffalo and goat hide and
mounted on bamboo sticks. The characters
 (Explain the mood, idea, or message of are usually represented by several versions
flying lanterns in Thailand) in a set.

Did you understand? The performances of Wayang Kulit

The puppets are moved behind a cotton or
Now, lets move in Cambodia. linen screen by a dalang tells the story,
Please everybody read. interprets, and voices each character,
producing sound effect with speech and
movement and manipulates all the figures
between the lamp and the screen to bring
the shadows to life.

Most shadow play is based on two epic

stories from India- the Mahabharata and
the Ramayana.
What is the art object that is known in
Cambodia?
Yes, Kyla? Wau kite in Malay is a uniquely designed
Malaysian kite. It wings are similar to an
Arabic letter. This kite-making traditional
comes naturally to Malaysian people,
especially in the eastern states of the
Very good, Kyla! Malayan Peninsula.
(Explain the mood, idea, or message of
handicraft in Cambodia) Farmers used kites as scarecrows in the
fields and as means to lull their children to
Additionally, the handicraft sector provides sleep, so they could work with little
vital employment opportunities to most interruption. These kite festivals encourage
indigenous artisans and disadvantaged more tourists to visit their country.
people, especially women who are
struggling for survival. The songkok( also called peci- kopiah) is a
If in Cambodia they have their handcraft. Of cap widely worn in Indonesia, Brunei,
course, in Laos they have made also an Malaysia, Singapore, the southern
artifact or art object. Now, lets discover Philippines, and southern Thailand, mostly
what it is. among Muslim males in formal gathering
Anybody from the class who will read? such as wedding feast, funerals, or festive
Yes, Regine? occasions such as the Muslim Eidul-Fitr and
Eid al-Adha.

In Brunei Darussaam, men’s headgears are

categorized into three.
1. Dastar which is a piece of cloth tied
around the head.
2. Songkok or kopah, a type of cap
made from velvet.
3. Tangkolok serban, which resembles a
turban and is typical headdress in the
 Middle East.
Very well said, Regine!
(Explain the mood, idea, or message of sa
paper in Laos)
Lastly, is in Vietnam, what is the most
popular forms of art in Vietnam?

Yes, Mikee?

Very good, Mikee!

(Explain the mood, idea, or message of silk

painting in Vietnam)

Did you all understand?

Do you have any questions or clarifications?
So, if you don’t have any questions it
means to say that you understand our
lesson well. I am right?
E. ENRICHMENT ACTIVITY (5 minutes)
Yesterday, I told you to bring your arts
materials.
Do you have them with you?

Very good!

I will group your class into five. Okay, Count

1,2, 3, 4 & 5.

Go to your corresponding and make a

circle.

Are you now in your group?

So today, you were going to make your own
“flying lantern”.
Is that all clear?
Okay, I have here a video presentation on
how to make a “Sky lantern or flying
lantern” which helps you to make your
output. And for further information about
 the procedures in making sky lantern will
be found in your Art book in pp 206-217.

Is that all clear?

F. APPLICATION (20 minutes)

So, this is the rubric of judging your output.

(Discusses the rubric) Yes, Ma’am!
Okay, I’ll give you only 20 minutes to finish None, Ma’am!
the task.
You may start now!
LET'S SUM UP! (2 minutes)
Okay, who can give me a generalization of Yes, Ma’am!
our topic?
Anyone in the class?
Yes, Faith?

Yes, Ma’am!

Very good, Faith!

(students counted 1,2, 3, 4 & 5)

(students are actively participated)

Yes, Ma’am!

Yes, Ma’am!
 (student raised her hand)
Ma'am, as a generalization of our topic,
we've derive the mood, idea, or message
from selected artifacts and art objects in
Southeast Asia such as Thailand, Laos,
Cambodia and Vietnam.

G. Assessment

RUBRIC FOR SKY LANTERN

CATEGORY EXCELLENT GOOD FAIR POOR
(5 pts) (4 pts) (3 pts) (2 pts)
Following Followed the Followed most of Followed some of Did not followed
Directions directions the directions the directions the directions
correctly
Creativity and Student’s output Student’s output Student’s output Student’s output
Workmanship is very creative is good and tidy is fair and has is dull with lots of
and tidy few errors errors
Pattern Pattern of Pattern of Pattern of There is no
Southeast Asian Southeast Asian Southeast Asian visible pattern of
culture is well culture is visible culture is Southeast Asian
defined and used but not clearly somewhat visible culture.
from the defined but not
beginning to end continuous
Total:

H. Assignment
Direction: Search the meaning of the ff. questions.
1. What is Wayang Kulit in Indonesia?
2. What is Wau kite in Malaysia?

V. REMARKS:

VI. REFLECTION:

Prepared and Submitted by:

JUDY ANN R. MORILLO CHARITO C. CABRIDO
MAPEH SST I MAPEH DEPARTMENT HEAD

AYLMER M. ARELLON
SECONDARY SCHOOL PRINCIPAL IV