EMILIO JACINTO NATIONAL HIGH Grade

GRADES 1 to 12 School: SCHOOL Level: 10

DAILY LESSON LOG Learning
Teacher: Jomari T. Rafael Area: MAPEH 10 ARTS
Teaching Dates
and Time: June 30 to July 04 Quarter: 1st

DAY 1 DAY 2 DAY 3 DAY 4 DAY

I. OBJECTIVES 5

A. Content Standard
 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural
disasters/ occurrences and other external phenomenon
B. Performance The learners…
Standard  perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art
movements
 recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements,
and principles of art)
C. Learning Competencies/
Objectives
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
MODERN ART
II. CONTENT a. Impressionism b. Expressionism c. Cubism
d. Dadaism f. Absttract Realism
e. Surrealism
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
RESOURCES promotes concept development.
A.REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material pages LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
3. Textbook 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
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 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 Resource
(LR) portal
 Page 1 of 5

School: Emilio Jacinto National Highschool Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Jomari T. Rafael Area: MAPEH 10 ARTS
Teaching Dates
and Time: June 30 to July 04 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
IV. PROCEDURES by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A.Reviewing Previous
Lesson or Presenting PRICIPLES OF ART As a review, the Ask the students: Give a brief definition of In your opinion, what
New Lessons students will be asked to briefly Is the name of the art movement the modern art movement does an abstract
describe each of the following principles “expressionism” familiar to you? called expressionism. artwork look like? Have
of art which they have learned in their If yes, what do you know about this When and where did it you heard of the artistic
Art classes in the earlier grade levels. movement? begin? style known as
 Line Have you heard of the artistic styles Name the most “cubism”? If yes, why
 Shape known as “surrealism” or “dadaism”? If prominent do think it was named in
 Form yes, do you know of any famous artist Dadaism artist and his this way?
 Space who painted in these styles? works. (5 minutes) (5 minutes)
 Color Would you like to own an artwork in an
 Value expressionist style? Why or why not?
 Texture (10 minutes)
(5 MINUTES)
B.Establishing A Purpose Conduct the following survey to The teacher will present ABSTRACT ARTWORK
for the Lesson assess what the students know or to the class a colored The teacher will display
have experienced concerning reproduction of an an abstract work. Let the
modern art and impressionism. expressionist artwork. students identify the
 What comes to mind when you The teacher will give the image they see in it.
hear the term “modern art”? title of the work and the Instruct the students to
 Give some qualities or name of the artist. Let explain what makes it
characteristics that make you the students give their possible for them to still
consider an artwork “modern.” comments as to whether identify the image, even
 How is modern art different from this artwork fits their if it has been assembled
earlier styles of art that you know? ideas about Modern Art. in a mis-aligned way. (5
 Have you heard of the art (10 minutes) minutes)
movement known as
impressionism? If yes, can you
name one famous impressionist
artist that you know of?  Can you
 name or recognize one well-known
artwork in the impressionist style? (5
minutes)

C. Presenting Examples /
Instances of the New THE NEW COLOR TECHNIQUE To help Students are called to comment on how the The students are given the following
Lesson the students to understand the revolutionary artworks presented by the teacher make questions: Do you know the name of any
technique for applying color introduced by use of these principles to exhibit the abstract artist—foreign or Filipino?
the impressionists, experiment with this qualities of expressionism. Have you heard of Pablo Picasso?
simplified process: 1. Rhythm, Movement What country did he come from? What
 Take a set of watercolors (cake type or in 2. Balance artistic style is he most famous for?
tubes). Choose one 3. Emphasis (5 minutes)
 secondary color: orange, green, or violet. 4. Harmony, Unity, and Variety
 Color a shape on a paper using this single 5. Proportion
secondary color. (10 minutes)
 Beside it, color a similar shape using
strokes of the two primary colors
 that are combined in that particular
secondary color (ex: red + yellow
 = orange; blue + yellow = green; red +
blue = violet).
 Hold the paper some distance away and
ask your classmates to

 comment on the “impression” of the

secondary color you have created
 and the actual color itself.
(see attached PowerPoint presentation
“THE NEW COLOR TECHNIQUE”)
(5 minutes)

D.Discussing New
Concepts and The teacher will discuss Teacher will lead The teacher will discuss
Practicing New Skills # impressionism using the discussion on Abstract Realism,
1 links below: Expressionism Cubism, Cubist Artworks,
Origins of the Dadaism: Foremost Cubist
Movement. Painter/Sculptor. The
A Break from the Past. https://www.google.c teacher will explain
Works of Monet, Renoir om.ph/url?sa=i&rct=j Cubist Styles & Subjects
and Monet. &q=&esrc=source trough the Principles of
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0ahUKEwj2sI6RjerRA
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QjBwIBA&url=http% 3A www.google.com.ph/url?
%2F%2Fwww.gall sa=i&rct=j&q=&esrc=s&s
eryintell.com ource=images&cd=&ved
%2Fwpcontent =0ahUKEwiPo5DjjrRAhU
%2Fupload Hp5QKHdl0DXYQjBwIB
%2F2014%2F03%2FChi A&url=http%3A%2F
rico %2Fwww.pablopicasso.o
MelancholyandMyster rg%2Fimages
yofaStre1.jpg&bvm= %2Fpaintings
bv.14582298d.dGc %2Fthreemusicians.jpg&
&psig=AFQjCNEHx0t bvm=bv.145822982,d.dG
Gy9WoI5oSdDau6nK c&psig=AFQjCNE
3goqTMs7eP0vBuwkTU
https:// 9gYvzZFFg&ust=148587
upload.wikimedia.org/ 44307261 74
wikipedia/commons/ (15 minutes)
thumb/e/
e3/%C3%89douard_Man .Characteristics .Mood .I
et,_The_Rue_Mosnier_w dea .Message .Principles
ith_Flags,_1878.jpg/ of Arts (30 minutes)
1267px
%C3%89douard_Manet,
_The_Rue_Mosnier_with
_Flag s,_1878.jpg.
(10 minutes)
 Page 2 of 5

School: Emilio Jacinto National Highschool Grade Level: 10

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Jomari T. Rafael Area: MAPEH 10 ARTS
Teaching Dates
and Time: June 30 to July 04 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New The teacher will discuss Post-impressionismn and Teacher will lead discussion on Expressionism
Concepts and Principles of Arts. Works of Cezanne & Van Gogh Surrealism:
Practicing New
Skills # 2 http://www.oilpaintingssales.com/paintingsimage/ https://www.google.com.ph/url?sa=i&rct=j&q=&e
paul-cezanne/paulcezanne-hortense-fiquetin-a- src=s&source=images&cd=&ved=0ahUKEwiD8KdjrRAhXJkZQKHW_DCp
striped-skirt.jpg 8Qj BwIBA&url=http%3A%2 F%2Fwww.dalipaintings. com%2Fimages
%2Fpaint ings%2Fthpersistenceofmemory.jpg&bvm=bv.14
https://www.ibiblio.org/w m/paint/auth/cezanne/sl/c 5822982,d.dGc&psig=AF QjCNHB4ZLY-JwnruygsNFdox4tKZecA&ust=14
ompotier/cezanne.compotier.jpg 85874238006980
Roles or Functions of Artwork
http://www.vangoghgaller y.com/catalog/image/0193 History of Art Movement
/Sheaves-of-Wheat-in-aField.jpg (20 minutes)

https://www.wikiart.org/en
/vincent-van-gogh/thesower-sower-with-
settingsun1888?utm_source=returne
d&utm_medium=referral& utm_campaign=referral

http://www.vggallery.com/painting/f_0455.jpg
(10 MINUTES)
F. Developing Mastery CREATING YOUR OWN IMPRESSIONIST CREATE A WORK OF CREATE A “PICASSO”
(Leads To ARTWORK : “IMPASTO” One of the most “EXPRESSIONISM” With your  Review the description of Picasso’s
Formative distinctive painting techniques used by groupmates, choose between Dadaism cubist style.
Assessment 3) impressionist artists was impasto. Impasto and Surrealism. Select art materials that  Based on this, plan a cubist artwork for
is the very heavy application of paint to the are readily available, such as one whole your group to create.
canvas— often with a spatula or knife sheet of cartolina; acrylic paints, poster  Prepare a magazine, assorted
 instead of a paintbrush, and sometimes paints, or any available paints; markers, photographs, 1 sheet of oslo paper,
even directly squeezed from the tube. crayons, pastels, or colored pencils; #8  scissors, and glue or paste.
(The teacher will present a sample of an brush; scissors; glue or paste; and pictures  Select a large photograph from the
Impasto to the class.) Materials: ¼ from magazines, newspapers, or magazine and/or the other photos, and cut
illustration board or chipboard Tubes of calendars. Working as a group, plan how these up into segments of different shapes
acrylic paints (can be shared among the to use these materials to express your and sizes.
class members) Paintbrushes Wooden message about your chosen art  Glue or paste the segments on the oslo
popsicle sticks Pencil Rags for clean up movement. Assign a task to each group paper in a creative way, but withthe image
Procedure: member, then create your artwork still recognizable.
 Decide on a simple design for your together. (Note: Remember that  Give your cubist artwork a title.
artwork. Keep in mind what colors of paints expressionism made use of very strong  Display it in front of the class, together
are available to you. images and colors, and expressed deep with the works of the other groups. Join
 Using a pencil, sketch in the general emotions.) Decide on a title for your group your classmates in giving personal
design on the illustration board or artwork. Present your finished artwork to reactions to each other’s work. (see
chipboard. the rest of the class. Join in the discussion attached powerpoint presentation CREATE
 Apply the paints to your design with the about the message of each group’s A “PICASSO”) (20 MINUTES)
brush, then more thickly with artwork.
 the popsicle sticks and, in certain spots, Comment on how each group effectively
squeeze the paint directly from the tube. used the characteristics of expressionism
 Allow the paint to dry thoroughly before (through the elements and principles of art)
handling or displaying the finished artwork. to convey message.
(see attached PowerPoint presentation (see attached PowerPoint presentation
CREATING YOUR OWN IMPRESSIONIST CREATE A WORK OF
ARTWORK : “IMPASTO”) “EXPRESSIONISM”)
(20 minutes) (25 minutes)

G.Finding Practical
Applications of The IMPRESSIONISM AND YOU The students Which among the forms of expressionism Which form of abstractionism do you find
Concepts and Skills are expected to the activity by group. Two (dadaism, surrealism) appeals to you the most striking, and why? Do you consider
In Daily Living minutes will be given for each group to most? And which does not appeal to you at action painting, color field painting, and
formulate their answers while the remaining all? Explain why. (5 minutes) pictographic painting true art? Why or why
three minutes will be allotted for the not? (5 minutes)
presentation.
Group 1 Which among the impressionist
masters— Manet, Monet, Renior, Cezanne
and Van Gogh most relates you. Explain
briefly.
Group 2 Is there a value in learning about art
movements like impressionism that arose
over a century ago, halfway around the
world from us? Why or why not?
Group 3 On a personal level, what struck
you most about the impressionist style of
art?
Group 4 Would you want to experiment
 further with painting in this style? Explain
briefly.
Group 5 Would you want to own an artwork
in the impressionist style? Why or why not?
(5 minutes)

Page 3 of 5

Grade
GRADES 1 to 12 School: Emilio Jacinto National Highschool Level: 10
DAILY LESSON LOG Learning
Teacher: Jomari T. Rafael Area: MAPEH 10 ARTS
Teaching Dates
and Time: June 30 to July 04 Quarter: 1st
/.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn
V. PROCEDURES well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H.Making IMPRESSIONISM AND THE RISE OF What qualities make an artwork Explain the difference between
Generalizations And MODERN ART expressionistic? Where did Dadaism get its expressionism and abstractionism. How did
Abstractions About  Was the term “impressionism” fitting for influences? Why was the child’s term the cubists give a sense of dynamism and
The Lesson this art movement? Why do you say so? “dada” fitting for the art energy to their works? Who is considered
movement known as dadaism? the most famous abstractionist and cubist
(5 minutes) artist?
(5 minutes)

I. Evaluating Learning The artwork of the group shall The artwork of the group shall The artwork of the group shall
be assessed through the be assessed through the be assessed through the
scoring guide: scoring guide: scoring guide:
 Creativity and originality of the  Creativity and originality of the  Creativity and originality of the
depicted theme 20 pts. depicted theme 20 pts. depicted theme 20 pts.
 Quality of artistic composition  Quality of artistic composition  Quality of artistic composition
and overall design based on the and overall design based on the and overall design based on the
theme  15 pts theme 15 pts. theme 15 pts.
 Overall impression of the art  Overall impression of the art  Overall impression of the art
15 pts. 15 pts. 15 pts.

(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)

J. Additional activities Preparation for the Culminating “Exhibit of Expressionism in Philippine Art – Research
for application or Modern Art” The teacher will guide the online for works by Filipino artists who used
remediation students in preparing their artworks for the variations of this style (e.g., Cesar
culminating exhibit at the end of the Legaspi). Give your personal reaction to
quarter. these.
1. All the finished artworks should be
labelled with original titles, the student’s
name or the group members’ names, the
date, and the technique used.
2. Store the finished artworks for inclusion
in the exhibit at the end of the quarter.
 Having learned about and understood the
concept and techniques of impressionism,
you can now prepare your impasto artworks
for the culminating exhibit at the end of the
quarter.
 Properly label your artwork with an
original title, your name, the date, and the
technique used (impasto)
 Your Arts teacher will store the finished
artworks for inclusion in the exhibit at the
end of the quarter.

VI. REMARKS

Page 4 of 5
 Grade
GRADES 1 to 12 School: Emilio Jacinto National Highschool Level: 10
DAILY LESSON LOG Learning
Teacher: Jomari T. Rafael Area: MAPEH 10 ARTS
Teaching Dates
and Time: June 30 to July 04 Quarter: 1st

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. Number of learners
who earned 80% in the
evaluation: _________

B. Number of learners
who scored below 80%
who needs additional
activities for
remediation: ________

C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson: _________

D. Number of learners
who continue to
require remediation:
__________

E. Which of my teaching
strategy/ies worked
well? Why did this
work?
Prepared by:

Jomari T. Rafael
Student Teacher

Checked and reviewed by:

Jennylou A. Custodio
Subject Coordinator

Approved by:

Dr. Joey S. Mancia

Principal II