Teacher: NADALIZA L.
MUSA School: Nalsian-Tomling National High School
MAPEH Date: JUNE 23-27, 2025
Learning Area (Music, Arts, Physical Education, and Health) Teaching Time:
MAPEH Grade Level Grade 7 Quarter FIRST
Components
Music and Arts
WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES CATCH-UP /
REMEDIAL/ LONG
QUIZ
A. Content Standards The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the Philippines and
selected Southeast Asian countries, and their cultural influences, including the subjects, themes, concepts, mediums,
processes, techniques, and/or practices.
B. Performance The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected
Standards representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the
production of their creative works.
C. Learning The learners produce creative works about contemporary and emerging popular performing and visual arts of the
Competencies Philippines and selected Southeast Asian countries using relevant concepts, processes, techniques, and/or practices;
D. Objectives By the conclusion of the lesson, the students ought to possess the capability to:
1. Explain the artistic choices they made in their creative works, linking them to the techniques and concepts
observed in the studied arts.
2. Apply relevant concepts, processes, and techniques to create original creative works inspired by these arts.
3. Produce creative works inspired by these arts using relevant techniques.
4. Participate actively in the culminating activity inspired by contemporary performing and visual arts.
II. LEARNING RESOURCES
A. References NA
1. Teacher’s Guide
pages
2. Learner’s Materials NA
pages
3. Textbook pages NA
4. Additional Materials NA
from Learning Resource
(LR) portal
B. Other Learning http://www.bencabmuseum.org/
Resources (e.g.,
https://www.tatlerasia.com/lifestyle/arts/works-of-ben-cab
Learning technologies /
sites / OERs https://www.theatrefolk.com/blog/the-eight-efforts-laban-movement/
Laban Movement Analysis https://youtu.be/y6JdEyBjrQQ
III. TEACHING AND LEARNING PROCEDURES
A. Before / To recall previous lessons, By using matching-type Classify whether A. Pre- Learners must match
the teacher will show the questions, the learners will Production B. Production or column A with column B.
Pre-Lesson Proper
multiple-choice type be asked to identify the C. Post-Production Draw a line to
questions about: correct answers.
____ 1. Casting link the term to its meaning.
• Subject
____ 2. Filming
• Theme
____ 3. Editing
• Concept
____ 4. Planning
• Medium
____ 5. Directing
• Processes
____ 6. Sequencing
• Techniques
____ 7. Budgeting
____ 8. Blocking
____ 9. Visual and Sound
Effects
____ 10. Scheduling
B. Lesson Purpose / The teacher will show on the The learners must work in Activity 6 “Match Maker” (10 The teacher will group the
Intention monitor Activity 3 entitled groups and decide on the minutes) class into 4: (Draw lots)
“Arrange Me”. stages they want to sort the
Learners must match
terms into. After arranging in
column A with column B.
the appropriate manner, Group 1: Film Making
Draw a line to
the teacher will provide a Group 2: Film Making
link the term to its meaning.
concise overview of each
term. Group 3: Theater
Group 4: Theater
C. During / Lesson The teacher will introduce the The teacher will lead the -The teacher will lead the The group will be given time
Proper key personnel responsible for discussion on the different discussion on the to write down things needed
the filmmaking through in the Film Making or
Stages of Film Production Basic Elements of Theater
videos. Theater. They will have to
write down the names of the
members and their
The teacher may ask the functions in the
The teacher hands out these
paper cutouts to a group of following processing performance output.
ten students. While the questions:
Example:
teacher explains the duties,
1. What are some key
the class determines which Juan Dela Cruz- Director
similarities and differences
person's position is being
in the way actors Maria Santos- Editor
talked about. If the answer is
right, the perform in film versus
theater? How does the
student with that role sticks
audience experience these
the cutout on the board until
performances differently in
the illustration below is
each medium?
achieved.
2. Consider the role of the
audience in both film and
theater. How does the
presence of a live audience
in theatre impact the
performance and the actors'
interactions? How does the
absence of a live audience
in film affect the storytelling
and the actors'
performances?
D. AFTER / POST The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask from
LESSON PROPER following questions: following question: following question: each group a representative
to share their proposed plan
-Who are the key personnel -Given the chance to work in
for the performance tasks.
in film making? film production team, which
How do films and theater
stages are you going to
- Given the chance to work in productions reflect and
choose? Why?
film making, which role are sometimes challenge
you going to choose? Why? cultural norms, values, and
societal perspectives?
IV. EVALUATING Short Quiz: Short Quiz: (10 items) Part 1 – Matching Type Evaluation will be based on
LEARNING the submitted written plan
Matching Type (10 items) Classify whether A. Pre-Production
B. Production or C. Post-Production for their performance tasks.
____ 1. Casting
____ 2. Filming
____ 3. Editing
____ 4. Planning
____ 5. Directing
____ 6. Sequencing
____ 7. Budgeting
____ 8. Blocking
____ 9. Visual and Sound Effects
____ 10. Scheduling
Additional Activities
for Application or
Remediation
(if applicable)
REMARKS
REFLECTION
Prepared by: Checked and Validated: Approved:
NADALIZA L. MUSA
Teacher I
