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DLL ARTS-9 - ARTS

college of education (Catanduanes State University)

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Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson SCHOOL Candon City High School GRADE LEVEL 9 MAPEH
Log in
TEACHER EDMARK B. PONCE LEARNING AREA ARTS

TEACHING DATE AND HUMILITY- QUARTER 1ST

TIME Monday, Tuesday, Thursday -11:00-12:00
Friday- 10:00- 11:00
FORTITUDE-
MAPEH Monday, Thursday, Friday-3:00-4:00,
Wednesday-10:00- 11:00

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
• art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standard • the arts as integral to the development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences, and other external phenomena
The learners...

• performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of a

B. Performance Standard particular artistic period
• recognizes the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)

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Annex1B to DepEd Order No. 42, s. 2016

The learner…

• analyzes art elements and principles in the production of work following the style of a western and
classical
art
(A9EL-Ib-1)
C. Learning Competencies/
Objectives • identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
• identifies representative artists from various art periods (A9EL-Ia-3)
• reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih-1)
• determines the use or function of artworks by evaluating their utilization and combination of art elements
and principles (A9PL-Ih-2)
• uses artworks to derive the traditions/history of an art period (A9PL-Ih-3)
• compares the characteristics of artworks produced in the different art periods (A9PL-Ih-4)
II. CONTENTS

I. Ancient Art II. Classical Art

1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art
III. LEARNING RESOURCES
A. References
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p
1. Teacher’s Guide pages 199

pp 141-142 , p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146 , p 155, p 163 pp 147-149, p 156, p 164
2. Learner’s Mateials 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
3. Textbook pages
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

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon
2

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Annex1B to DepEd Order No. 42, s. 2016

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
from Learning
Resources (LR) portal
https://www.youtube.com/wat
ch?v=84gTmKwL8KQ https://www.youtube.com/watch?v=YKX-Rjb4rag

https://www.youtube.com/wat http://www.historyforkids.net/roman-art.html
B. Other Learning ch?v=oZOsR0TzbJ8
Resources
http://www.thesmartteacher.c
om/exchange/resource/872/Ca
ve_Art_is...Rock_Art_Is

IV. PROCEDURES
A. Reviewing Previous THE EVOLUTION OF ARTS LUCKY 7
Lesson or Presenting The The teacher will ask
New Lesson The teacher will present STUDENT GENERATED POP UP MINDS the following
the lesson using an QUIZbee questions
animation about a cave Teacher will asked the
The teacher will ask a students
drawing that comes to life,
question about the 1. What is the
and travels through What are the words that
previous topic Pre-historic method of
famous art pieces spring to your mind when
Art, a student who will painting water
throughout time. you hear “ANCIENT
answer the question based pigments
EGYPTIAN ARTWORKS”
https://www.youtube.com/w correctly will be the first on a freshly
atch?v=84gTmKwL8KQ and the same student to applied plaster?
Possible answers;
3

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Annex1B to DepEd Order No. 42, s. 2016

The teacher will ask the ask questions to challenge Ans. FRESCO
students: his or her classmates. The Pyramid, symbols, 2. What is Pelike?
LUCKY 7 student Hieroglyphics, Tomb, etc. Ans. Wine
What is the idea/ story Generated Quizbee will
container
behind the video? 5mins
continue until the seventh 3. what are the
student answer the three greek
How did the story of the
cave drawing start and end? question correctly collumns?
(questions to be asked are Ans. DORIC,
5mins IONIC,
based on their assignment)
CORINTHIAN
5mins

Using a time line graph Hieroglyphs The teacher will play a video The teacher will show a
(see pp 140-141 LM MAPEH about GREEK ARTS picture of The Coliseum.
Arts 9) from Ancient Art to Students will write
their own name using
B. Establishing A Purpose Medieval Art Period and
https://www.youtube.com/w Ask the students
pictures as representation the hieroglyph atch?v=YKX-Rjb4rag about the significance
For The Lesson alphabet. Remember
of Art forms let the of the Coliseum in the
students classify the that the Ancient western history.
following images into their Egyptians sometimes
respective periods. wrote in different 5mins
directions.

Ask the students the

following questions: The teacher will ask this
(see attached activity) question;
1. How did you classify
the different Asked the students the What is the video all about?
artworks into their following questions:
respective periods? How can Greek artworks be
1. What is hyroglipics? used to derive the
2. What was your
2. What could be the traditions/history
basis of
idea of Ancient of Classical

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Annex1B to DepEd Order No. 42, s. 2016

classification? Egyptians about this Period?
way of writting?
5mins 10mins
10 mins

The teacher will locate the The teacher will show a CONCEPT MAPPING STORY TELLING
pictures to where it should picture of a pyramid The teacher will story
belong and present the tell about Rome using
the
topic for the day on PRE
following pictures
HISTORIC NATURALISM
ARTS
• Head of Alexander
• The portonacio
Sarchophagus
C. PresentIng Examples/ The teacher will collect
Instances of The New And ask this question: ideas to the students abou • The Colosseum
Lesson How do pyramids help us the word NATURALISM
understand about life in
Ancient Egypt? After collecting ideas
present the lesson by
5mins stating; 5mins
“Greek style was a taste
of Western Realism or
NATURALISM”

5mins

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Annex1B to DepEd Order No. 42, s. 2016

The teacher will The teacher will present the The teacher will discuss the Using a video clip the
discuss the following following through pictures: following: teacher will discuss
prehistoric art: the Roman Art
• Egyptian painting Greek painting
• Painting
D. Discussing New Concepts • Hieroglyphics • Fresco https://www.youtube.co
• Sculpture
And Practicing New Skills • Pyramid of Giza • Encaustic m/watch?v=RM2D7iJHW
• architecture
#1 • Vase painting XQ
20 minutes Greek architecture

15 minutes
15 minutes

Gallery walk The teacher will

Students will explore differentiate Greek orders
multiple texts or images of the GREEK
that are placed outside ARCHITECTURE by
the room. The teacher will drawing images on the
also discuss the lesson board using the following
E. Discussing New Concepts (Prehistoric paintings, descriptions
And Practicing New Skills sculpture and
#2 architecture) and facilitate DORIC- simplest
the learning process.
IONIC- scroll

10mins CORINTHIAN-
encantus leaves 5mins

F. Developing Mastery ACTIVITY TIME: Fill in the box with the Let’s play The teacher will group
(Leads To Formative Analyzing Primary Source characteristics and function DRAW IT? GOT IT? the students into 3 and
Assessment 3) that would best describe will be asked to
The teacher will group the the painting, sculpture and compare and contrast
students into 5 and provide architecture of Ancient paintings of different

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Annex1B to DepEd Order No. 42, s. 2016

Egypt periods,

different pictures of pre The class will be divided sculptures and

historic arts. Members of Ancient Egypt into two (ex. GIRLS vs. architectures using
the group will answer the PAINTINGS BOYS) the following
following questions Each group will chose a indicators:
individually. Their leader Characteristic Function
member to pick an
will collect best answers s
Egyptian art work and • Name of the
and chose a representative draw it on the board their paintin(sculpture
to discuss. remaining group members or architecture)
SCULPTURES will guess the word by
Characteristics Function • Period and era
1. Describe the analyzing each element
presented. The group will when it was
picture
2. What do you think decide for their best created
is the message of ARCHITECTURE answer. If they got it • Material used
the artifact ? Characteristics Function wrong, the other group • Use of elements
3. Is this artifact may answer it. It will be
of arts
done simultaneously. Until
significant? Why? • Distinctive
the best group got 3
Or why not? 20min correct answer. If it ties at characteristics
10mins 3 points, the teacher will
draw tie breaking picture 15mins

PELIKE MYRON
LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN
PARTHENON
10mins

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Annex1B to DepEd Order No. 42, s. 2016

DRAW YOUR ANSWER Teacher will ask the students The teacher will ask the The teacher will ask the
The students will answer this to relate Egyptian art work to students to name at least students:
question by drawing his or some Philippine artworks. 3 establishments here in
her idea on the board. 5mins the Philippines with a What is the greatest
G. Finding Practical What are the implications touch of Greek contribution of Roman
Applications Of Concepts of Ancient art in the architecture. Arts to the modern world?
And Skills In Daily Living modern society?
(or emoticons about the 5mins
emotion that can be
derived from the art works)
5mins

The teacher will ask the FREEDOM WALL The teacher will ask the The students will
following questions: following question recite functions of
Students will be Roman paintings,
• What are the grouped into 3. sculpture and
• What are the use architecture.
characteristics and PAINTING, SCULPTURE
elements of arts and or function of
that make the ARCHIRECTURE Greek artworks ?
following • How does Greek
archaeological Members of the group will architecture
H. Making Generalizations
discoveries be asked to write word or differ from the
And Abstractions About
effective artwork? phrase in a Ancient Artworks
The Lesson
cartolina/manila paper to
• What are the be posted on the board . 5 mins
noticeable influences
of Ancient art to the These are words that they
modern world? can still remember, they
can relate to, or words and
5mins phrase to describe Egyptian
Artworks.

10 mins
8

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Annex1B to DepEd Order No. 42, s. 2016

The teacher will collect the Identify the following: Answer this question:
students’ individual papers Identify 5 elements or
in the activity • The most characteristic of arts How does the sculpture
Analyzing Primary source. substantial ancient that make GREEK ART of Rome, “The
The teacher will score structure of the visually unique. Portonacio
their world Sarcophagu”s differ
answers using this rubrics • Egyptian tomb in from Myron of
I. Evaluating Learning the form of flat Greece
roofed rectangular 5 mins
Focus and details 5pts
structure
Word choice 3pts
• A system of writing
Grammar 2pts
using picture
symbols used in
ancient Egypt
• A large vault used
for burying dead

 Smallest pyramid in
the pyramid of Giza

Do attached worksheet Do attached worksheet In a short bond paper Student will write an
CAVE ART IS... Ancient Civilization Draw a house using the 3 essay about the
J. Additional Activities For Greek columns identify evolution of arts
Application or the columns and write the from Ancient period
Remediation difference of the to classical period
following.
Question and answer.
Create 3 questions about
K. Assignment
the topic and provide
answer.
V. REMARKS

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Annex1B to DepEd Order No. 42, s. 2016

VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation.
B. No. of Learners Who
Require
Additional Activities For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work?
D. No. of Learners Who
Continue To Require
Remediation
E. 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?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish

To Share With Other

Teachers?

10

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