DLP in Mapeh 7 Arts 1ST Q Final Day 1-8

Department of Education
Region X
Division of Cagayan de Oro City
SOUTHWEST II DISTRICT
Mambuaya National High School-
Cadayonan Extension
KM 14, Besigan, Cagayan de Oro City
LESSON PLAN IN MAPEH 7 (ARTS)
Content Standards:
The learner...
1. Art elements and processes by synthesizing and applying prior
knowledge and skills
2. The salient features of the arts of Luzon (highlands and lowlands) by
showing the relationship of the elements of art and processes among
culturally diverse communities in the country
3. The Philippines as having a rich artistic and cultural tradition from
pre-colonial to present times
Performance Standards:
The learner…
1. Create artworks showing the characteristic elements of the arts of
Luzon (highlands and lowlands)
2. Exhibit completed artworks for appreciation and critiquing
Learning Competency and Code:

The Learner...
 Identify characteristics of arts and crafts in specific areas in Luzon (e.g.,
papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul],
Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery
[burnay], etc.) A7EL-Ia-2
Quarter: First Week:__________ Day: 1
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
 Identify characteristics of arts and crafts in specific areas in Luzon (e.g.,
papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul],
Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery
[burnay], etc.), and
 Distinguish the similarities and differences of arts and crafts in specific
areas in Luzon.
II. Content
Subject Matter: Arts and Crafts of Luzon (Highlands and Lowlands)
Integration:
(Learning Area):
History: Trace back the history of culture and tradition the arts and crafts
of Luzon
Values: cooperation
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Mathematics: Compare and contrast the arts and crafts of Luzon using
Venn diagram.
Strategies: Cooperative learning
Materials: LED TV screen, Laptop, Pictures, Book
References:
1. K to 12 Curriculum Guide
2. Music and Arts of Asia Learner’s Module 7
3. Music and Arts of Asia Teacher’s Guide 7
4. https://www.icreativeideas.com/diy-easy-paper-cut-snowflake/
5. https://www.pinterest.ph/pin/810155420437123515/
6. https://www.shutterstock.com/image-photo/cebu-ph-oct-8-lapu-shrine-571893487
7. https://www.bulatlat.com/2011/09/12/news-in-pictures-old-fashioned-loom-
weaving/
8. http://mashupmaria.blogspot.com/2013/06/art-for-sale-bukidnon-original.html
9. http://www.baktincorporation.com/2010/08/vigan/
10. https://www.preview.ph/fashion/inabel
11. http://www.flickr.com/photos/96689747@N00/8713978744/
12. https://www.trekearth.com/gallery/Asia/Philippines/Ilocos/Ilocos_Sur/Vigan/
photo361348.htm
13. https://www.pinterest.ph/pin/386957792982298057/visual-search/?
x=16&y=16&w=527&h=830
14. https://www.google.com/search?
rlz=1C1CHBD_tlPH797PH797&biw=1366&bih=576&tbm=isch&sa=1&ei=p0C9
XNqmDuqkmAXQ5LCABQ&q=kalinga+saya&oq=kalinga+saya&gs_l=img.3..0
l10.2538143.2538594..2538656...0.0..0.197.197.0j1......1....1..gws-wiz-
img.TCZZBo4YDtg#imgrc=k0_51e6OnfYY4M:
15. https://fayestribalart.com/products/vintage-philippine-tribal-kalinga-labba-
vegetable-burden-basket-12
16. http://pangasinan.gov.ph/the-province/cities-and-municipalities/anda/
http://missmnativecrafts.com/lauhala-flower-baskets/
17. https://windowseat.ph/whang-od-buscalan/
18. https://www.gmanetwork.com/news/newstv/brigada/540490/ang-
pinakamatandang-mambabatok-na-si-apo-whang-od-ating-kilalanin-sa-brigada/
story/
19. http://www.tribalartasia.com/Tribal%20Art%20Asia%20Ifugao%20Tribe/
APRIL2016/IFUGAO-PAIR-12.html
20. http://baybayinalive.com/fertility-symbols-feminine-principle-and-ba/
21. http://amerigorot.blogspot.com/2010/10/my-siwsiwan-fabric.html
22. http://www.southeastasianarchaeology.com/2015/01/23/the-mummies-of-the-
philippines/
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III. Learning Tasks

Preliminary Activities:
a. Prayer
b. Greetings
c. Checking of Attendance
A. Activity
a. Identify different artworks of Luzon.
1.___________ 2._____________ 3._____________ 4.____________5._____________

b. Below are the list of different artworks. Put a check after each artwork that you
think you can make. You can check more than one item.
1. Paper cutting ___________

2. Weaving ___________
3. Painting ___________
4. Sculpture ___________
5. Wood carving ___________
B. Analysis
The teacher will discuss the following topics to the learners;
Ilocos Region
Architecture
Vigan, considered as the
“Intramuros of the North,”retains the
Spanish colonial architecture along its
Narrow and cobble-stoned streets
known as CalleCrisologo.
Textile
Inabel a hand weaving technique that is produced using traditional wooden looms.
Inabel designs are inspired by natural elements: patterns that depict different
landforms, the colors of flowers and vegetation, the ocean waves, or the glittering
night sky.
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Pottery
Burnay is an unglazed earthen jar with small opening.
The potters mix fine gravel, sand and ashes and fire
the clay to make the burnay heavy and sturdy.
Pangasinan
Weaving
Arts and crafts of Pangasinan include the smoothly
woven Bolinao mats made from buri or raffia
leaves, and the bamboo crafts (baskets, furniture)
of San Carlos.
Kalinga
Textile
Kalinga textile is characterized by red stripes and white, yellow and black geometrical
patterns.
1. Kain or tapis a wrap-around skirt worn by southern Kalinga women.
2.Saya an ordinary woman’s skirt covering the body from waist to feet of northern
Kalinga women
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Basketry
Labba is a bowl-shaped basket made from rattan,
with sizes that vary from 20 to 150 cm in diameter.
Tattooing
Tattooing considered as clothing and decoration of Kalinga.
It also signifies a rite of passage from youth to adulthood, a
mark of heroism, and bravery and one’s status in the comm-
unity.
The design consists of geometric patterns and lines.
Wang-Od is the last “mambabatok”or traditional Kalinga
tattoo artist. She uses a mixture of charcoal and water that
is tapped onto the skin through a thorn end.
Ifugao
Sculpture
Bul’ul is a wooden sculpture that represents the rice granary spirits.
It is used in rituals that are performed to call the ancestors to protect
their rice fields from pestilence and to ask for an abundant harvest.
Bul’ul is a carved-wooden human figure with simplified form. It is
usually made of narra which signifies wealth, happiness and well-
being to the Ifugao.
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Amulets
Lingling-o or dinumug is a fertility symbols worn around the neck Ifugao that is made
from jade, gold, copper, bronze, stone and other materials.
Mountain Province
Textile
1.Lubid figures like eye, man, lizard, star, variation, snake, butterfly, shield, spear,
and flower. All the figures, except for the flower are woven into the garments. The
flower is embroidered.
2.Kabayan mummies declared National

Cultural Treasure of the Philippines. Close
examination of the mummies reveals that
they have body tattoos. Which is a form of
art practiced by most of the cultural comm-
unities in the Philippines from Luzon to
Visayas and some parts of Mindanao.
3. Kadangyan woven by female elders known as burial cloth of the province.

4. Wanes is a men’s traditional attire.
5. Lubid a short and narrow wrap-around skirt of women that extends from the nave,
to the knees, and has a side opening.
6. Ginaspalawanes a type of belt worn by married women of Bontoc and Kankanay in
the Northen Cordillera.
7. Ikat a weaving method of the natives of Bontoc that create their textile patterns.
Abra
Textile
1. Bankudo a wrap-around skirt with white textiles and horizontal stripes found in the
edges
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2. Balwasi a female blouse with vertical stripes in the center
C. Abstraction
The teacher will ask the learners to answer the following questions;
o What are the characteristics of arts and crafts of Cordillera and
Mountain Province?
o Is there any difference or similarities of the arts and crafts of Cordillera
and Mountain Province? Specify your answer.
The teacher will add information to support the learner’s response by
identifying characteristics of arts and crafts in specific areas in Luzon.
D. Application
Activity 1( by pair)
The teacher will instruct the students to look for their partner.
The teacher will instruct the students to sit with their partner and prepare a
piece of paper (1/2 crosswise).
Each pair will going to identify the similarities and differences of the Ilocos
region and Cordillera region textiles based on the designs and materials using
the Venn diagram below.
Textiles from the Ilocos region Similarities textiles from the Cordillera region
The teacher will select a pair from the class to present their output.
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The teacher will explain further the differences and similarities of the textile
The teacher will add more information with regards to output that being presented
to the class.
The teacher will ask the class if they have some clarifications with regard to the
topic that they’ve discussed.
IV. Assessment/Evaluation
The teacher will instruct the class to get a whole sheet of paper.
The teacher will give a 10 items paper and pencil test to the students.
1. What do you call on a hand weaving technique of the Ilocanos that is produced
using traditional wooden looms and its designs are inspired by natural elements?
Inabel
2-4. enumerated the three (3) materials that used to make the burnay heavy and
steady. Fine gravel, sand, and ashes
5. She is considered as last “Mambabatok” of kalinga tattoo artist.
Answer: Whang-Od
6. What do you call on an amulets of the Ifugaos that is considered as “fertility
symbols”? answer: Lingling-o or Dinumug
7. Kalinga: wrap-around skirt is KAIN
Mountain Province: wrap-around skirt is________?answer: Lubid
8.What do you call on a belt that being worned by a married women of Bontoc and
Kankanay that is adorned with designs of continuous zigzag pattern woven in double
faced with braided warps that end as tassels? Answer: Ginaspalawanes
9. It is a bowl-shaped basket made from rattan with sizes that vary from 20 to 150 cm
in diameter of Kalinga? Answer: Labba
10. It is considered as old Spanish-type houses have huge, high-pitched roofs, large
and rectangular living rooms that are made of adobe, bricks, lime, terracotta,
hardwood floors and Capiz shells framed window?
Answer: CalleCrisologo, Vigan City, Ilocos Sur
V. Assignment /Enrichment
In a ½ crosswise, answer the following questions (individual)
1. What is the similarity between wood carving and sculpture?
2. What is the difference between wood carving and sculpture?
VI. Reflection:
A. No. of learners achieve 80%:______
B. No. of learners who require additional activities for remediation:___
C. Did the remedial lessons work?______
D. No. of learners who have caught up the lesson:_____
E. No. of learners who continue to require remediation:____
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G. Which of my teaching strategies worked well? Why did these work?___

F. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localize materials did I used/discover which I wish to share with
other teachers?
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Content Standards:
The learner...
The learner…

The Learner...
 Analyze elements and principles of art in the production of one’s
arts and crafts inspired by the arts of Luzon (highlands and
lowlands) A7EL-Ib-
Quarter: First Week:________ Day: 2
I. Objectives:
 Analyze elements and principles of art in the production of one’s
arts and crafts inspired by the arts of Luzon (highlands and
lowlands
II. Content
Subject Matter: Arts and Crafts of Cagayan Valley and Central Luzon (Highlands and
Lowlands)
Integration:
(Learning Area):
of Luzon
Values Education: Give importance to the contribution of the Luzon
(highlands and lowlands) in arts in the Philippines and
in the world.
: Collaboration
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Strategies: Collaborative Learning

Materials: LED TV screen, Laptop, Pictures, Book, Activity sheets.
References:
4. https://en.wikipedia.org/wiki/Ivatan_people
5. https://www.dashphilippines.com/vacul/
6. http://www.thechroniclesofmariane.com/2016/05/Travel-Isabela-Province-
Church-Itinerary.html
7. https://w0wphilippines.wordpress.com/2012/09/24/philiipine-traditional-
costumes/
8. https://pia.gov.ph/features/articles/1014629
9. https://www.realliving.com.ph/lifestyle/arts-culture/look-6-filipino-style-
details-to-love-at-the-asean-gala-dinner-a00043-20170502
10. https://3.bp.blogspot.com/-ASIUcCMHqtA/U3LW0OpZYVI/
AAAAAAAAWFM/j5DnJ8RvDEc/s1600/03.jpg
11. https://www.tronextools.com/specialty-tools/jewelry/
12. http://www.rjdexplorer.com/giant-lantern-festival-a-living-tradition-of/
13. http://3.bp.blogspot.com/dE7WSdybBfQ/T3vHFZrJqI/AAAAAAAAGpc/
SVAYj5K5B4I/s1600/GEDC4701.JPG
14. https://www.ekklesion.com/san andres-parish/
15. https://nationaltravelers17.wordpress.com/2017/10/22/three-kings-parish-
national-shrinegapan-citynueva-ecija/#jp-carousel-156
16. https://www.lakadpilipinas.com/2016/02/abucay-church-bataan.html
III. Learning Tasks:

Preliminary Activities
a. Prayer
b. Greetings
d. Review of the previous lesson
A. Activity
 The teacher will give a pre-assessment activity to the students.
 Below are the list of different Elements and Principles of arts and
its definition. Identify whether the definition is an element or
principle of arts. Write your answer in the column provided.
TERM DEFINITION Answer

Line A path created by a moving point, mark or
object. It is a dot that takes a walk.
Examples: straight, swirly, wavy, jagged,
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dotted, dashed, broken, thick, thin, zig

zag, diagonal, vertical, horizontal, curved,
bold, parallel or perpendicular.
A two-dimensional (2D), flat enclosed
area. When a line crosses over itself it
creates a shape.
Shape Examples: geometric, organic/natural,
irregular, circle, square, rectangle,
diamond, oval, crescent, heart, triangle,
and octagon.
Adds interest and mood to a work of art.
It is also referred to as "Hue". The
primary colors are red, yellow and blue.
Color
The secondary colors are created by
mixing the primary colors. They are
purple (violet), orange and green.
How something feels or looks like it
would feel if you could touch it. There are
two kinds of texture: Real (how
Texture something actually feels, such as a
sculpture) and Implied (when an artist
paints or draws a texture but it is
artificial).
Objects having three dimensions (3D), or
Form height, width, and depth.
Examples: cubes, cylinders, and spheres.
A two-dimensional (2D), flat enclosed
area. When a line crosses over itself it
creates a shape. Examples: geometric,
Space
organic/natural, irregular, circle, square,
rectangle, diamond, oval, crescent, heart,
triangle, and octagon.
The lightness or darkness of an object.
The degree of lightness or darkness. The
effect of light and shade in a picture.
Value vocabulary includes tint (adding
white to make something lighter), shade
Value
(adding black to make something darker)
and hue (the true color). Shadow,
highlight, and light source are also some
vocabulary words to consider with this
element of art.
Pattern and Rhyth Consistency with colors and lines. Putting
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a red spiral at the bottom left and top

right, for example will cause the eye to
move from one spiral to the other. It is
m
indicating movement by the repetition of
elements. Rhythm makes an artwork seem
active.
Creates a sense of harmony and
wholeness, by using similar elements
Unity
within the composition and placing them
in a way that brings them all together.
Arranging elements so that no one part of
a work overpowers, or seems heavier than
any other part. Two different kinds of
Balance
balance:
A. Symmetrical balance
B. Asymmetrical balance
The comparative relationship of one part
Proportion to another with respect to size, quantity,
or degree; scale.
The focal point of an image, or when one
Emphasis
area or thing stands out the most.
 The teacher will then briefly discuss the different elements and principles of arts.
ELEMENTS OF ARTS
A path created by a moving point, mark or object. It is a dot
that takes a walk.
Line Examples: straight, swirly, wavy, jagged, dotted, dashed,
broken, thick, thin, zig zag, diagonal, vertical, horizontal,
curved, bold, parallel or perpendicular.
A two-dimensional (2D), flat enclosed area. When a line
crosses over itself it creates a shape.
Shape Examples: geometric, organic/natural, irregular, circle,
square, rectangle, diamond, oval, crescent, heart, triangle, and
octagon.
Adds interest and mood to a work of art. It is also referred to
as "Hue". The primary colors are red, yellow and blue. The
Color
secondary colors are created by mixing the primary colors.
They are purple (violet), orange and green.
How something feels or looks like it would feel if you could
touch it. There are two kinds of texture: Real (how something
Texture
actually feels, such as a sculpture) and Implied (when an artist
paints or draws a texture but it is artificial).
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Objects having three dimensions (3D), or height, width, and

Form depth.
Examples: cubes, cylinders, and spheres.
A two-dimensional (2D), flat enclosed area. When a line
crosses over itself it creates a shape. Examples: geometric,
Space
organic/natural, irregular, circle, square, rectangle, diamond,
oval, crescent, heart, triangle, and octagon.
The lightness or darkness of an object. The degree of lightness
or darkness. The effect of light and shade in a picture. Value
vocabulary includes tint (adding white to make something
Value lighter), shade (adding black to make something darker) and
hue (the true color). Shadow, highlight, and light source are
also some vocabulary words to consider with this element of
art.
PRINCIPLES OF ARTS
Consistency with colors and lines. Putting a red spiral at the
bottom left and top right, for example will cause the eye to
Pattern and Rhythm move from one spiral to the other. It is indicating movement
by the repetition of elements. Rhythm makes an artwork seem
active.
Creates a sense of harmony and wholeness, by using similar
Unity elements within the composition and placing them in a way
that brings them all together.
Arranging elements so that no one part of a work overpowers,
or seems heavier than any other part. Two different kinds of
Balance balance:
A. Symmetrical balance
B. Asymmetrical balance
The comparative relationship of one part to another with
Proportion
respect to size, quantity, or degree; scale.
The focal point of an image, or when one area or thing stands
Emphasis
out the most.
Activity 2. Art of Paper Cutting

Materials:
1. Colored Paper/Japanese Paper/Construction Paper
2. Scissors/Blade/Cutter
3. Pencil
Procedure:
1. Fold a piece of colored Paper 2-3 times.
2. Draw a design. It may include local plants, flowers,
everyday objects, or practices. You may also include words
or names in the design.
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3. With extreme precaution cut your design using scissors,

blade or small cutter.
4. Pass your artwork for evaluation.
B. Analysis
 The Teacher will now discuss the Arts and Crafts of Cagayan Valley and
Central Luzon.
Cagayan Valley:
1. Batanes
Vakul – Ivatan House-

A headgear used by made up of
Ivatan women to protect limestone walls,
them from the heat of reed and cogon
the sun and rain. roofs.
2. Isabela
Tamauini Church-
A Roman Catholic Church of San Matias
Apostol. A Baroque Church that was built
in 1873 which is made of red bricks orna-
mented with carvings of flowers, leaves,
scallops, saints, religious symbols and other
fanciful motifs.
3. Nueva Viscaya
Gaddangs- Bakwat-
Are the tribal people a belt used by the
living in Nueva Viscaya. Mothers after giving
birth. Usually adorned
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on the central portion

with white beads as
accent patterns of
rivers and mountains.
Central Luzon:
1. Bulacan
Singkaban-
A local term for bamboo arches
designed with kayas or wood
shaving. Used as decorative arches
that adorn the entrance of a barangay
or town where fiestas or any grand
celebration is being held.
Pastillas Wrapper-
Have designs of different linear, curvilinear,
and geometric patterns that depict the local
floras and scenes of everyday rural life.
Jewelry-
Are fashion trinkets from precious metals
such as gold and silver, and precious and
semi-precious stones, pearls, and diamonds
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2. Pampanga
Giant Lantern/Parol-
Has special feature of dancing
lights in several shapes, and
colors that forms intricate
geometric patterns.
3. Zambales
Spanish Gate-
Has high walls made from locally-quarried
stone connected to the south gate that faced
the waterfront.
San Andres Apostol Parish Church-

The front of the church is divided into the
triangular pediment, 2 horizontal sections
and 3 vertical ones. The left portion is
extended to form the bell tower. The lowest
level contains niches for saints. The second
level has rectangular windows and curve
niches of the patron saints. Carvings of a
medallion and other geometric shapes can be
found on the pediment. The belfry is composed

of circular columns topped by a lantern and a cross.
4. Nueva Ecija
The Parish of the Three Kings-
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Has huge side doorways, two standing images

of their patron saints on both sides of the
doorways, and a mural of the Holy Trinity
on the ceiling, all of which are characteristics
of a Byzantine architecture.
5. Bataan
Abucay Church or The Saint Dominic De Guzman Parish-
An example of a Renaissance architecture
because of its vertically single- or double-
divided columns, and triangular pediments.
It has a five-layer bell tower ornamented with
semicircular arched windows.
C. Abstraction
The teacher will ask some learners to answer the following questions;
o What are the elements and principles of arts presents in the arts and
crafts of Cagayan Valley and Central Luzon?
o Analyze the arts and crafts of Cagayan Valley and Central Luzon, is
there any similarities and differences?
The teacher will add information to support the learner’s response by analyzing
the elements and principles of arts in the production of one’s arts and crafts
inspired by the arts of Luzon.
D. Application
 The teacher will give a (10 Items) Paper and pencil Test
1. What Bulacan local term is used for Bamboo Aches designed with
kayas or wood shaving? Answer: Singkaban
2. What Province in Central Luzon is known for its giant lantern or parol?
Answer: Pampanga
3. What head gear is being used by the Ivatan women to protect them
from heat of the sun and the rains? Answer: Vakul
4. What term is being used for Gaddang’s belt that is being used by
mothers after giving birth? Answer: Bakwat
5. What specific place in Bulacan is known for its jewelry industry?
Answer: Meycauayan
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6. What landmark in Olongapo City was built in 1885 and used to serve
as the west gate of the armory of the town. Answer: Spanish Gate
7. What church in Nueva Ecija is known to be the biggest and the oldest?
Answer: The Parish of the Three Kings
8. What church in Isabela is a Baroque Church and is made from red
bricks ornamented with carvings of flowers, leaves, scallops, saints,
religious symbols and other fanciful motifs? Answer: Tamauini
Church
9. What church is known for the use of coral stones instead of adobe?
Answer: The San Andres Apostol Praish Church
10. What church was established in 1587 and an example of Renaissance
architecture? Answer: Abucay Church
The teacher will instruct the student to choose a partner.
After the students chose their partner, the teacher will give the activity sheets.
The teacher will give the students 5 minutes to answer the activity sheet.
The students will answer the activity sheet within the given time
Activity 3. Based on the Picture of the Churches. Complete the Chart below.
Medium/
Year Distinct
Churches Material Design
Built Feature
s
1973 Bricks Cylindrical
Tamauini Church
Circular
Coral patterns,
Stones geometric
shapes
San Andres Apostol Church
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Huge Side
Bricks Byzantine
Doorway
Parish of Three Kings
European
1588 Five Bells Architechure,
Ornamentation
Abucay Church
V. Assignment /Enrichment (As needed)
VI. Reflection:
F. Which of my teaching strategies worked well? Why did these work?___
G. What difficulties did I encounter which my principal or supervisor can help me
solve?
H. What innovation or localize materials did I used/discover which I wish to share
with other teacher
RUBRIC: Activity 2. Art of Paper Cutting
4 3 2 1
Creativity Totally original Most of the Some aspects of The design is a
design, no elements are the design are copy of another
element is a unique, but 1 unique, but design seen in
exact copy of element may be several the source
designs seen in copied from elements are material or one
source material source material copied from made by another
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source materials student (80% or

or other more elements
students are copied)
Knowledge The students The students The students The student
about can answer 3 can answer 2 can answer 1 does not
Culture/Story questions questions questions understand how
correctly about correctly about correctly about the design
how the design how the design how the design relates to the
relates to the relates to the relates to the culture.
culture. culture. culture.
Attractiveness/ The design The design The design and The design
Craftsmaship shows that the shows that the construction looks thrown
creator has a creator has were planned. together at the
great pride in pride in his/her The item has a last minute. It
his/her work. work. The few several appears that
The design and design and flaws that little design or
construction construction detract from the planning was
looks carefully looks planned. overall done.
planned. The The item has a appearance. Craftsmanship
item is neat. few flaws but i;;;s poor.
these do not
detract from the
overall
appearance.
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Content Standards:
The learner...
The learner…

The Learner...
 Create crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., habi, lilip, etc).
A7PR-IIIc-e-1
Quarter: First Week:________ Day: 3
I. Objectives:
 Create crafts that can be locally assembled with local materials,
guided by local traditional techniques
II. Content
Subject Matter: Arts and Crafts of CALABARZON and BICOL Regionp/ (Highlands and
Lowlands)
Integration:
(Learning Area):
Mathematics: Geometrical Forms
Values Education: Appreciate local materials with local traditional
techniques in creating crafts.
Strategy/ies: Discussion/Focused Exploration
Materials: LED TV screen, Laptop, Pictures, Video clips, Book,
References:
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4. https://traveleronfoot.wordpress.com/tag/higante-of-angono/
5. https://i.pinimg.com/originals/90/ef/
f2/90eff29ec1a08f1e643889917706eb45.jpg
6. https://www.alibaba.com/product-detail/abaca-slipper-for-
kids_136012315.html
7. https://www.tactical-life.com/tactical-knives/back-to-batangas/
8. https://i.pinimg.com/originals/90/ef/
f2/90eff29ec1a08f1e643889917706eb45.jpg
9. https://traveleronfoot.wordpress.com/tag/higante-of-angono/
10. http://taal.com.ph/index.php/local-products/hand-embroidery/comment-page-
1/
11. http://www.imagesphilippines.com/viewimage.php?id=5349
12. http://primer.com.ph/travel/2017/05/07/talulabell-handmade-crafts/
13. https://sembawangtradingco.wordpress.com/2013/03/10/434/
14. https://www.redtedart.com/paper-plate-weaving/
15. http://www.pinkstripeysocks.com/2015/08/how-to-make-painted-paper-plate-
flowers.html
16. http://krokotak.com/2013/02/paper-plate-and-coffee-stick-loom/

a. Prayer
b. Greetings
A. Activity
 The teacher will flash images in the LED Screen about CALABARZON and
Bicol region arts and crafts.
 Students will identify the line, color, shape, and texture in the images being
flashed.
Sample Pictures to be flashed in the screen:
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B. Analysis
The teacher will briefly discuss the different arts and crafts of CALABARZON and
Bicol Region.
 Laguna (Paete – Wood Carving Capital of the Philippines)

o Carving (Ukit)
Has floral patterns and florid geometric designs.
 Rizal Province
o Higantes
Are big papier mache figures of humans
that represent farmers and fichermen.
According to stories, the original higantes
Were representation of hacienderos during
The Spanish colonial period.
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 Taal, Batangas
o Burda (Calado)
Is painstakingly made by three group of
people-designer, the embroider and the
cutter.
The most common motifs are leaves

and flowers, which enhances the fine,
smooth and delicate qualities of the
textile.
o Balisong Knife
Is also known as “Butterfly Knife”
derived from “Bali” the Filpino term
for broken, and “Sungay” which means
horn.
A type of knife that can be folded closed

like a fan and comes in different sizes.
 Quezon
o Kiping
A colorful thin rice wafer, made from
ground glutinous rice that is thinly
coated on mature leaves and steamed
over low fire.
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 Bicol Region
o Baskets, Bags and Slippers
Made from abaca and raffia fibers
C. Abstraction
The teacher will elaborate the process of how an arts and crafts can be assemble
using available materials found in the communities.
The teacher will ask the learners the following questions;
o What would be the possible local materials that can be used in creating
and arts and crafts in weaving?
o How can you create your own craft using any available local materials?
D. Application
Activity. Paper Plate Flower Weave

Materials: Paper plate/cardboard Poster Color/any coloring material
Scissors Brush
Yarn/colored strings Glue
Procedures:
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1. Cut the sides of the plate as shown in the pictures, shape from each petal.
2. Color the plate using poster paint.
3. Tie the first yarn around the plate so that it will not move as you start weaving
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4. Tie the yarn all over the petal as the base for the weaving.
5. Start Weaving from the center using the over-under technique.
6. Make another petal paper plate and space underneath the first petal with a yarn
weave. Use the glue to attach the two petals. This may be used as a decorative mat
for parties or when serving refreshments.
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 The Teacher will let the learners present their output in front of the class.
 The teacher will ask some question regarding the learners output.
o Sample questions would be as follows:
 What is the design of your artwork?
 How did you come up with that kind of output?
 What did you feel when you are making your output?
 While making the artwork, were you able to manage your time
properly? How?
 The teacher will rate the learners output using the rubric below.
Category 10 Points 6 Points 4 Points 2 Points Score

Creativity Totally Most of the Some The artwork is
original elements are aspects of a copy of
design, no unique, but the artwork another
element is a 1 element are unique, design seen in
exact copy may be but several the source
of designs copied from elements are material or
seen in source copied from one made by
source material source another
material materials or student (80%
other or more
students elements are
copied)
Attractiveness/ The artwork The artwork The design The artwork
Craftsmanship shows that shows that and looks thrown
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the creator the creator construction together at the

has a great has pride in were last minute. It
pride in his/her planned. The appears that
his/her work. The item has a little design or
work. The design and few several planning was
design and construction flaws that done.
construction looks detract from Craftsmanship
looks planned. The the overall is poor.
carefully item has a appearance.
planned. The few flaws
item is neat. but these do
not detract
from the
overall
appearance.
Sources The students The student The student The student
has 5 or has 3-4 has 2 has fewer than
more materials of materials of 2 materials of
materials of inspiration inspiration inspiration
inspiration correctly correctly correctly
correctly cited. cited. cited.
cited
Time and Class time Class time Class time Class time
Effort was used was used as not used was not used
wisely. wisely. wisely, but wisely and the
Much time Student student did student put in
and effort could have do some no additional
went to put in more additional effort.
planning and time and work at
designing of effort at home.
the artwork. home.
It is clear
that the
student
worked at
home as
well as at
school
VI. Reflection:
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G. What difficulties did I encounter which my principal or supervisor can help me solve?
H.
Content Standards:
The learner...
The learner…

The Learner...
Derive elements from traditions/history of a community for one’s artwork
A7PR-If-2
Quarter: First Week:_______ Day: 4
I. Objectives:
 Derive elements from traditions/history of a community for one’s
artwork.
II. Content
Subject Matter: Arts and Crafts of Ilocos Region and CALABARZON
Integration:
(Learning Area):
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History: Trace back the history of culture and tradition the arts and
crafts of Luzon particularly in Ilocos Region and
CALABATRZON.
Values: Appreciate local materials with local traditional techniques in
creating crafts of Ilocos Region and CALABARZON
: Cooperation
Strategies: Cooperative learning, Focused exploration
References:
1. K to 12 Curriculum Guide ART
4. https://www.wikihow.com/Mold-Clay#/Image:Mold-Clay-Step-2-Version-
2.jpg
5. https://marilil.files.wordpress.com/2011/07/angono-antipolo-2011-014.jpg
6. https://twitter.com/tweenkies_1106/status/206279545379229696

Preliminary Activities
a. Prayer
b. Greetings
c. Checking of the attendance
A. Activity
Solving Puzzle Picture Guessing
The teacher will group the learners into 5 groups by letting them count
1 up to 5. All number 1 will be one group and same with the other
numbers.
The teacher will then give pictures that are being cut into pieces;
students will arrange the cut pictures forming them into the actual
picture and will name what is being reflected in the picture.
Students are only given 30 seconds to form the picture and guess what
is the picture all about.
The group that has the highest number of pictures formed and correctly
guess the picture will be declared winner and will receive extra points.
Sample pictures to be cut into pieces:
Calle Crisologo (Architecture) Inabel Cloth (Textile)
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Burnay (Pottery)
Higantes Balisong Knife
Kiping
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B. Analysis
 The teacher will briefly discuss the arts and crafts of Ilocos Region and
CALABARZON.
Arts and Crafts of Ilocos Region
o Vigan, considered as the

“Intramuros of the North,”retains the
Spanish colonial architecture along its
Narrow and cobble-stoned streets
knows as CalleCrisologo.
o Inabel a hand weaving technique that

is produced using traditional wooden
looms. Inabel designs are inspired by
natural elements: patterns that depict
different landforms, the colors of
flowers and vegetation, the ocean
waves, or the glittering night sky.
o Burnay is an unglazed earthen jar with
small opening. The potters mix fine
gravel, sand and ashes and fire the clay
to make the burnay heavy and sturdy.
Arts and Crafts of CALABARZON
o Higantes
Are big papier mache figures of humans
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that represent farmers and fichermen.

According to stories, the original higantes
Were representation of hacienderos during
The Spanish colonial period.
o Balisong Knife
Is also known as “Butterfly Knife”
derived from “Bali” the Filpino term
for broken, and “Sungay” which means
horn.
A type of knife that can be folded closed

like a fan and comes in different sizes.
o Kiping
A colorful thin rice wafer, made from
ground glutinous rice that is thinly
coated on mature leaves and steamed
over low fire.
Sculpture
Is the art of making three-dimensional figures.
Sculptural forms can be classified according to
the following;
Materials
(Wood, metal, clay and etc.).
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Methods
(Carving, modeling, assemblage, etc)
Themes
(Religious, secular, etc.)
C. Abstraction
The teacher will ask some learners to answer the following questions;
o Based on the topic discussed, can you site some elements present in an
artwork of one’s community?
o In creating an art work, what would be the best theme to used? (ex. in
Carving)
The teacher will add information to support the learner’s response by deriving
elements from traditions/history of a community for one’s art work.
D. Application
Option A
Activity: Pinch Pot
Make your own pot/jar using any available material you can use in pottery making.
Materials:
 Clay
 Pencil
Procedure
1. Form the clay into round balls.
2. Using your thumb, push it in the center.
3. Rotate it at the center and continue pinching the clay until you get the desired
shape.
4. Start designing your pot using the tip of the pencil. You can use the tattoo
design of Kalinga or the different patterns in Ilocos and Cordillera Province
textiles as inspiration.
5. Present to the class the output.
Option B
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Activity: Clay Molding and Paper Machȇ

Based on the images below create your own mini higantes using clay or any available
material.
Materials:
 Used plastic water bottle  Poster color
 Clay  Masking tape
 Scratch paper/newspapers  Oslo paper
torn into small strips  Glue
Procedures:
1. Using the clay, mold the different parts of the higante separately. This should
include the head, torso, and arms.
2. Attach these parts on the plastic water bottle.
3. Wrap the oslo paper on the lower half of the bottle to form a skirt.
4. Once you are satisfied with the shape of the higante, cover the clay with strips
of the paper using glue. Let it dry.
5. Once this is dry, color it with poster paint.
a. Make sure that you document the production on the
higante
b. The teachers may instruct the students’ to dry and paint
the papier machȇ at home.
Sample Output of Higantes Clay Molding and Paper Mache
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 The Teacher will let the learners present their output in front of the class.
 The teacher will ask some question regarding the learners output.
o Sample questions would be as follows:
 What is the design of your artwork? Describe your output.
 How did you come up with that kind of output?
 What are the elements that you incorporate in making your output?
 While making the artwork, were you able to manage your time
properly? How?
 The teacher will rate the learners output using the rubric below.
Category 4 3 2 1
Attractiveness The artwork The artwork shows The design and The artwork
/ shows that the that the creator was construction looks thrown
Craftsmanshi creator was took took great pride in look carefully together at the
p great pride in his/her work. The planned. The last minute. It
his/her work. design and item is neat appears that
The design and construction look (free of little design or
construction carefully planned. unwanted planning was
look carefully The item is neat bumps, drips, done.
planned. The (free of unwanted marks, and Craftsmanship
item is neat (free bumps, drips, tears). But is poor.
of unwanted marks, and tears). these do not
bumps, drips, But these do not detract from
marks, and detract from the the overall
tears). overall look. look.
Sources The student has The student has 3 The student The student
4 or more materials of has 2 materials has only 1
materials of inspiration of inspiration material of
inspiration correctly cited correctly cited inspiration
correctly cited. correctly cited
or none at all.
Time and Class time was Class time was Class time was Class time
effort used wisely. used wisely. not always was not used
Much time and Student could have used wisely, wisely and the
effort and effort put in more time but student did student put in
went into the and effort at home. do some no additional
planning and additional effort.
design of the work at home
mask. It is clear
the student
worked at home
as well as at
school.
V. Assignment/ Enrichment (As needed)
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VI. Reflection:
solve?
with other teachers?
LESSON PLAN IN MAPEH 7(ARTS)
Content Standards:
The learner...
precolonial to present times
The learner…

The Learner...
Shows the relationship of the development of crafts in specific areas of
the country, according to functionality, traditional specialized expertise,
and availability of resources (e.g. pottery, weaving, jewelry, baskets)
A7PR-If-3
Quarter: First Week:_________ Day: 5
I. Objectives:
Shows the relationship of the development of crafts in specific areas of
the country, according to functionality, traditional specialized expertise,
and availability of resources (e.g. pottery, weaving, jewelry, baskets)
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II. Content
Subject Matter: Arts and Crafts of Mountain Province
Integration:
(Learning Area):
of Luzon
Values: collaborative
Strategies: Collaborative learning
References:
4. https://www.jacobimages.com/2013/05/igorots-cordilleras
5. https://www.pinterest.ph/pin/19351473384489863/
6. https://www.pinterest.ph/pin/475411304400347245/?lp=true

a. Prayer
b. Greetings
A. Activity
The teacher will ask the class by the following questions;
o What is the name of last “Mambabatok” or traditional tattoo artist of
Kalinga?( Whang-Od)
o What are the different materials used of Whang-Od in doing a tattoo?
(Charcoal and water)
The teacher will flash the following in the screen
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B. Analysis
The teacher will discuss the following to the learners.
o Tattoo is another art form in the Philippines.
o The designs are connected with their ceremonies, traditions, and values.
o People from mountain province use different symbols on their tattoos.
The teacher will flash the following pictures in the screen
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C. Abstraction
The teacher will ask some learners to show the relationship of the development
of crafts of Luzon according to functionality, traditional specialized expertise
and availability of the resources.
The teacher will add information and elaborate the learner’s response.
D. Application
 The teacher will let the student find their pair.
 The teacher will give an opportunity to the students choose their activity to
perform below.
Option A
Activity: Colors and Lines
Materials:
 Oslo paper
 Pencil
 Crayons colored back, blue, red, and white only
 Ruler
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Procedures:
1. Looking at the pictures, observe the lines, shapes and patterns
of the Ilocos and Cordillera textiles
2. In your oslo paper, draw your own design by using colors
black, blue, red and white only
Kalinga textile Inabel of ilocos Gadding textile
3. What elements and principles of arts are applied in the different

textiles above? (Write your answer in a ½ crosswise)
Option B.
Activity: Just Like A Tattoo
Design an example of a traditional and modern tattoo. Create a design for a hand
tattoo. You may also use other symbols from you surroundings as inspiration for your tattoo
designs.
Materials:
 Pencil
 Pen or marker
 Paper
 cartolina
Procedures:
1. Trace your hand and arm onto a piece of paper.
2. Cut the traced line of your hand and arm using a pair of
scissors.
3. Draw your chosen design on the arm. Leave the hands and
fingers blank. You can use primary and secondary colors.
Sample Tattoos from Mountain Provin
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Sample Tattoo Designs
 Student’s output will be rate according to the rubric below
Category 4 3 2 1
Attractiveness The artwork The artwork shows The design and The artwork
/ shows that the that the creator was construction looks thrown
Craftsmanshi creator was took took great pride in look carefully together at the
p great pride in his/her work. The planned. The last minute. It
his/her work. design and item is neat appears that
The design and construction look (free of little design or
construction carefully planned. unwanted planning was
look carefully The item is neat bumps, drips, done.
planned. The (free of unwanted marks, and Craftsmanship
item is neat (free bumps, drips, tears). But is poor.
of unwanted marks, and tears). these do not
bumps, drips, But these do not detract from
marks, and detract from the the overall
tears). overall look. look.
Sources The student has The student has 3 The student The student
4 or more materials of has 2 materials has only 1
materials of inspiration of inspiration material of
inspiration correctly cited correctly cited inspiration
correctly cited. correctly cited
or none at all.
Time and Class time was Class time was Class time was Class time
effort used wisely. used wisely. not always was not used
Much time and Student could have used wisely, wisely and the
effort and effort put in more time but student did student put in
went into the and effort at home. do some no additional
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planning and additional effort.

design of the work at home
mask. It is clear
the student
worked at home
as well as at
school.
The teacher will distribute the printed sheets to the students.
Based on the kinds of arts and crafts, complete the chat below.
ARTS AND CRAFTS DEVELOPMENT OF ILOCOS REGION

Arts and Crafts Functionality Traditional specialized Availability of
expertise resources
Pottery  Used for

storage of
water and
rice grains
Burnay
Sculpture  Represents the
rice granary
spirits
Bul’ul
Textile  Used as
clothes
( wrap-
around
skirt) and
any other
useful
Inabel
crafts.
VI. Reflection:
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solve?
Content Standards:
The learner...
precolonial to present times
The learner…

The Learner...
1. Trace the external (foreign) and internal (indigenous) influences
reflected in the design of an artwork and in the making of a craft or
artifact A7PL-Ih-4
2. Show the relationship of Luzon (highlands and lowlands) arts and
crafts to Philippine culture, traditions, and history (Islamic influences,
Spanish heritage, and American legacies in education, business,
modernization, and entertainment, as well as in indigenous practices,
fiestas, and religious and social practices) A7PR-Ih-4
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I. Objectives:
1. Trace the external (foreign) and internal (indigenous) influences
reflected in the design of an artwork and in the making of a craft or
artifact
2. Show the relationship of Luzon (highlands and lowlands) arts and
crafts to Philippine culture, traditions, and history (Islamic influences,
Spanish heritage, and American legacies in education, business,
modernization, and entertainment, as well as in indigenous practices,
fiestas, and religious and social practices)
II. Content
Subject Matter: Arts and Crafts of Zambales, Nueva Ecija, and Bataan
Integration:
(Learning Area):
History:
 Trace back the history of culture and tradition the arts and
crafts of Luzon
 trace the external (foreign) and internal (indigenous) influences
reflected in the design of an artwork and in the making of a craft
or artifact
Values: Appreciate the importance of foreign and indigenous influence of
the arts and crafts of Luzon.
Strategies: Discussion Strategy
References:
4. https://me.mashable.com/culture/1671/an-image-of-an-egg-is-the-most-liked-on-
instagram-and-what-is-even-going-on
5. https://www.muscleandfitness.com/flexonline/nutrition/whole-eggs-vs-egg-whites
6. http://3.bp.blogspot.com/dE7WSdybBfQ/T3vHFZrJqI/AAAAAAAAGpc/
SVAYj5K5B4I/s1600/GEDC4701.JPG
7. https://www.ekklesion.com/san andres-parish/
8. https://nationaltravelers17.wordpress.com/2017/10/22/three-kings-parish-national-
shrinegapan-citynueva-ecija/#jp-carousel-156
9. https://www.lakadpilipinas.com/2016/02/abucay-church-bataan.html
10. https://www.atlasobscura.com/articles/filipino-desserts

a. Prayer
b. Greetings
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A. Activity
The teacher will recap the previous lesson
o The teacher will flash the following pictures in the screen
Tamauini Church Spanish Gate San Andres Apostol Parish Church
The Parish of the Three Kings Abucay Church or the Saint Dominic De Guzman Parish
o The teacher will ask the following questions to the students;
 Based on the pictures that was shown in the screen, what is the
common characteristics of them all?
 What are the possible materials that being used for their
architectures?
 How about their designs? In what specific type do they differ from
each other?
B. Analysis
The teacher will discuss thoroughly the following lessons to the students;
o The external (foreign) and internal (indigenous) influences in arts and
crafts of the Philippines
o The teacher will flash the following diagram in the screen
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o The Spaniard introduced the following to the Philippines;

 leche flan. Pastillas de leche, and yemas
o Egg yolk is the main ingredient of the desserts mentioned above
o According to historians, egg whites were used as ingredient of mortars
o These are used to bind materials for the construction of churches and
other architectural structures during the Spanish colonial period in the
Philippines.
o The egg yolks and egg whites were separated. Egg whites where mixed
with lime, sand, water and some special ingredients to make the mortar.
o The egg yolks were used to make leche flans and other delicacies.
c. Abstraction
The teacher will call two (2) learners; one (1) learner will trace the external and
internal influences reflected in the design of an art works and in making of a craft or
artifact, and the other one (1) will show the relationship of Luzon arts and crafts to the
Philippine culture, tradition and history.
The teacher will supplement the learner’s response.
D. Application
The teacher will instruct the class to prepare ½ sheet of paper and they are going
analyze and answer the following questions; ( Answer directly)
If the church builders used egg white as a binder for mortars to build churches during
the Spanish colonial period, do you think we can still use egg white as one of the
materials in building structures at present? Why or Why not?
Answer the following questions based on your understanding of the lesson;
1. In your opinion, why most of our artistic expressions
functional rather than for display and enjoyment only?
2. Have you noticed how the Filipinos used the different
elements and principles of arts? Compare the different
designs from each province. How different or similar are
they from each other?
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3. What did you discover after studying the arts and crafts of
Luzon?
Research and find out what happened to the building structures that used egg white.
VI. Reflection:
solve?
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LESSON PLAN IN MAPEH 7(ARTS)
Content Standards:
The learner...
The learner…

The Learner...
1. Reflect on and derive the mood, idea, or message emanating from
selected artifacts and art objects A7PL-Ih-1
2. Appreciate the artifacts and art objects in terms of their uses and
their distinct use of art elements and principles A7PL-Ih-2
3. Incorporate the design, form, and spirit of the highland/lowland
artifact and object in one’s creation A7PL-Ih-3
I. Objectives:
1. Reflect on and derive the mood, idea, or message emanating from
selected artifacts and art objects
2. Appreciate the artifacts and art objects in terms of their uses and their
distinct use of art elements and principles
3. Incorporate the design, form, and spirit of the highland/lowland
artifact and object in one’s creation
II. Content
Integration:
(Learning Area):
of Luzon
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Values: Reflect and appreciate elements and principles of arts and crafts
that is being found in Luzon (Highlands and Lowlands)
Strategies: Cooperative & Collaborative learning
References:

a. Prayer
b. Greetings
A. Activity
The teacher will instruct the learners to find a pair.
The teacher will let the learners answer the “Circle a Word Puzzle”.
Each pair will be given 5 minutes to finish their task.
The teacher will distribute the following printed word puzzle to every pair of
learners.
Circle Word Puzzle

Instructions: Find the 10 words that corresponds to the Arts and Crafts of Luzon (Highlands
and Lowlands).Encircle the word and write the found words in the space provided after the
table.
T A T T O O U T I H I N D E R E E F R V
A T I A T I H A N I N D I G E N O U A S
D A F F O D I L I G S O O N C O O K E R
F D A W N I N G N A A G D E R Y U I T E
H G F I E N E A S N L O I B U L Q L G V
F I T N D A D O T T A N U A G W U L B E
U U E G G B C U R E M G F L H F J E N R
H A R S J E V A U S A A E I I G N R M S
K I N G I L U I C U T M I S S F O K U E
A G R I U D T Y T X J B O O T A E A E F
C A R V I N G F I J K O C N F T E I A O
C R A W L I N G N E H T V G D T I K D O
A A R T A D A I G W G O N E O Y A A G D
R F R A D L Y O O E T B Y D I A E W H I
D H A D L R E A U L R B A S K E T R Y N
V D E L E R T H T R F L L D U G Q A S G
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I A N T A N O I P Y U O X E Y R Z H R S
G E T A A S G C U Y U N E R S A F A E S
H O T S P O T O T I O G E I K S J P R I
P U T T I N G O C C U R G H K I P I N G
1.________________ 6.__________________
2.________________ 7.__________________
3.________________ 8.__________________
4.________________ 9.__________________
5.________________ 10._________________
Answers:
tattoo, inabel,carving, pottery,higantes, jewelry, balisong, vakul, basketry, kiping.
B. Analysis
The teacher will instruct the learners to get their music and arts module and
open it on page 144.
The teacher will let the leaners to choose at least three (3) pictures of arts
and crafts of Luzon (Highlands and Lowlands).
The teacher will let the learner analyze the chosen arts and crafts base on the
following
o Mood o Design
o Idea o Form
o Uses
C. Abstraction
The teacher will give an example of a picture and how it will be analyze in terms of
the following:
o Mood
o Idea
o Uses
o Design
o Form
D. Application
The teacher will divide the class into 4 groups.
Each group must choose their top three (3) arts and crafts of Luzon.
The teacher will distribute the following ready-made sheets to each
Name:______________________________ Year & Section:__________________

Instruction: Based on your top three (3) Arts and Crafts of Luzon you’ve chosen, fill-
out the table below and answer the questions after the table.
Arts & Mode Idea Uses Design Form
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Crafts
1.
2.
3.
Questions:
1. What are the most common materials that is being used in
your selected arts and crafts?
2. What are the common elements and principle of arts that is
present in your chosen arts and crafts?
3. What makes it unique of each other’s arts and crafts based
on their designs, form and uses?
The teacher will let the learners present their output in front of the class.
Each group are given a maximum time of 5 minutes to present their output.
The teacher will rate the performance of each group by the following rubrics;
CRITERIA 10 POINTS 6 POINTS 4 POINTS 2 POINTS
Description presents a presents a presents a Descriptions are
completed and detailed detailed not detailed or
detailed description of description of complete.
description of most of the some of the
the subject subject matter subject matter
matter and/or and/or elements and/or elements
elements seen in seen in a work. seen in a work.
a work.
Interpretation Forms a Learner Learner can Learner finds it
somewhat identifies the relate how the difficult to
reasonable literal meaning work makes interpret the
hypothesis of the work. him/her feel meaning of the
about the personally. work.
symbolic or
metaphorical
meaning and is
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able to support
this with
evidence from
the work.
Analysis Accurately Accurately Describe some Has trouble
describes describes a dominant picking out the
several couple of elements and dominant
dominant dominant principles used elements.
elements or elements or by the artist, but
principles used principles used has difficulty
by the artist and by the artist and describing how
accurately accurately these relates to
relates how they relates how they the meaning or
are used by the are used by the feeling of the
artist to artist to artwork.
reinforce the reinforce the
theme, meaning, theme,
mood, or feeling meaning, mood,
of the artwork. or feeling of the
artwork.

The teacher will instruct the learners to bring their arts and crafts output of the
first quarter as preparation for their upcoming Arts and Crafts exhibits.
VI. Reflection:
solve?
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Content Standards:
The learner...
The learner…

The Learner...
Mount an exhibit using completed Luzon (highlands and lowlands)-
inspired arts and crafts in an organized manner (A7PR-Ig-5)
Quarter: First Week:______ Day: 8
I. Objectives:
Mount an exhibit using completed Luzon (highlands and lowlands)-
inspired arts and crafts in an organized manner
II. Content
Integration:
(Learning Area):
History: Trace back the history of culture and tradition the arts and
crafts of Luzon
Values: Appreciate the value of arts and crafts in the different regions.
TLE (Carpentry): Construct Exhibit Frame/tripod for the display of the
exhibit.
Strategies: Cooperative learning, Reporting, Group Exploration
Materials: Rating sheets, Pen, Calculator (Computation of Points)
References:
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a. Prayer
b. Greetings
A. Activity
 The teacher will ask the learners if they were able to bring with the outputs of
the different art activities.
 The teacher will explain to the class the activity of the day.
B. Analysis
 The teacher will group the learners into 6 groups and assign area for their
exhibit.
 The teacher will discuss to the students the procedure of the exhibit.
o Arrange the completed arts and crafts outputs in the designated area.
o Think of what will be the theme of their exhibit.
o All outputs from the previous art activities must be displayed.
 Arrangement of the outputs
 Decoration of the exhibit based on the theme choses.
o Let the learners assign one representative per group as the presenter of
the exhibit, one representative as writer to prepare the written output of
the exhibit, and one documenter who will take pictures and videos
during the exhibit.
o After the exhibit, all groups should apply “CLAYGO” Clean as you
go, to maintain the cleanliness of the area where the exhibit was held.
 The teacher will present the rubrics on how the exhibit will be rate.
Rubric for the Performance Assessment (Presentation of the Exhibit)

Order Exhibit was Some parts of Several Artworks were
arranged the exhibit were exhibited placed
properly. out of place. artworks were disorderly.
out of place.
Cooperation All group Some group Most of the Only 1 member
members have members did group members exhibited
artworks in the not exhibit their did not exhibit his/her artwork.
exhibit. artworks. their artworks.
Resourcefulness All members Most of the Some of the Only 1 member
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used recycled members used members used used recycled or

or other recycled or recycled or other materials
materials other materials other materials creatively.
creatively. creatively. creatively.
Rubric for the Written Work

Description Makes a Makes a Makes a Descriptions are
completed and detailed detailed not detailed or
detailed description of description of complete.
description of most of the some of the
the subject subject matter subject matter
matter and/or and/or elements and/or elements
elements seen in seen in a work. seen in a work.
a work.
Interpretation Forms a Learner Learner can Learner finds it
somewhat identifies the relate how the difficult to
reasonable literal meaning work makes interpret the
hypothesis of the work. him/her feel meaning of the
about the personally. work.
symbolic or
metaphorical
meaning and is
able to support
this with
evidence from
the work.
Analysis Accurately Accurately Describe some Has trouble
describes describes a dominant picking out the
several couple of elements and dominant
dominant dominant principles used elements.
elements or elements or by the artist, but
principles used principles used has difficulty
by the artist and by the artist and describing how
accurately accurately these relates to
relates how they relates how they the meaning or
are used by the are used by the feeling of the
artist to artist to artwork.
reinforce the reinforce the
theme, meaning, theme,
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mood, or feeling meaning, mood,

of the artwork. or feeling of the
artwork.
C. Abstraction
The teacher will let the students go and meet with their groupmates to plan and
discuss the things that they should do for their exhibit.
o Theme
o Concept
o Motif
o Venue
o Significance of the exhibit
D. Application
The teacher will let the students display their completed arts and crafts outputs
in their respective designated area.
o Theme/Concept of the exhibit.
o Each member of the group should have outputs should be displayed
according to the sequence of the art activities.
Pastillas Wrapper Making Paper Plate Flower Weaving
Modeling Clay and Papier Mache Pinch Pot
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Just Like A Tattoo
o The assigned presenter should be at post for the evaluation proper.

o The assigned writer should start writing the output of their exhibit.
o The assigned documenter should also start documenting.
o Display should be based on the rubrics given by the teacher.
o “CLAYGO” is applied after the exhibit.
 The teacher will go to each exhibit/display.
 The teacher will let the assigned presenter present the exhibit without
interruption.
 After the presentation, the teacher will ask some clarifications.
 The teacher will rate the exhibit based on the rubrics given above.
VI. Reflection:

G. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localize materials did I used/discover which I wish to share with
other teachers
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Department of Education

LESSON PLAN IN MAPEH 7 (ARTS)

Learning Competency and Code:

Quarter: First Week:__________ Day: 1

III. Learning Tasks

1.___________ 2._____________ 3._____________ 4.____________5._____________

1. Paper cutting ___________

2.Kabayan mummies declared National

3. Kadangyan woven by female elders known as burial cloth of the province.

2. Balwasi a female blouse with vertical stripes in the center

G. Which of my teaching strategies worked well? Why did these work?___

LESSON PLAN IN MAPEH 7 (ARTS)

Learning Competency and Code:

Quarter: First Week:________ Day: 2

Strategies: Collaborative Learning

III. Learning Tasks:

TERM DEFINITION Answer

dotted, dashed, broken, thick, thin, zig

a red spiral at the bottom left and top

Objects having three dimensions (3D), or height, width, and

Activity 2. Art of Paper Cutting

3. With extreme precaution cut your design using scissors,

Vakul – Ivatan House-

on the central portion

San Andres Apostol Parish Church-

found on the pediment. The belfry is composed

Has huge side doorways, two standing images

1973 Bricks Cylindrical

San Andres Apostol Church

Parish of Three Kings

V. Assignment /Enrichment (As needed)

RUBRIC: Activity 2. Art of Paper Cutting

source materials student (80% or

LESSON PLAN IN MAPEH 7 (ARTS)

Learning Competency and Code:

Quarter: First Week:________ Day: 3

2. Music and Arts of Asia Learner’s Module 7

III. Learning Tasks:

Sample Pictures to be flashed in the screen:

 Laguna (Paete – Wood Carving Capital of the Philippines)

The most common motifs are leaves

A type of knife that can be folded closed

Activity. Paper Plate Flower Weave

2. Color the plate using poster paint.

5. Start Weaving from the center using the over-under technique.

Category 10 Points 6 Points 4 Points 2 Points Score

the creator the creator construction together at the

V. Assignment /Enrichment (As needed)

A. No. of learners achieve 80%:______

LESSON PLAN IN MAPEH 7 (ARTS)

Learning Competency and Code:

Quarter: First Week:_______ Day: 4

III. Learning Tasks:

Sample pictures to be cut into pieces:

Calle Crisologo (Architecture) Inabel Cloth (Textile)

Higantes Balisong Knife

Arts and Crafts of Ilocos Region

o Vigan, considered as the

o Inabel a hand weaving technique that

1._____ 2._ 3._ 4.5._______

Name:____________ Year & Section: