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: July 14 to July 18 Quarter: 1st

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content
 art elements and processes by synthesizing and applying prior knowledge and skills
Standard
 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 The learners…
Competencies/  analyze art elements and principles in the production of work following a specific art style from the various art movements
Objectives (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
(A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of art elements and principles
(A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-4)
creates artworks guided by techniques and styles of the various art movements (e.g., Impasto, Encaustic, etc.) (A10PR-Ic-e-1)

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.
II. CONTENT
MODERN ART

a. Impressionism b. Expressionism c. Cubism

d. Dadaism f. Absttract Realism
e. Surrealism
 I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion

II. Process:
6. Painting and/ or Drawing

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
RESOURCES development.
A.REFERENCES
1. Teacher’s TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
Guide pages
2. Learner’s LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
Material pages
3. Textbook 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,
pages 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

4. Additional
Materials from
Learning
Resource (LR)
portal

Page 1 of 5

School: Emilio Jacinto National Highschool Grade Level: 10

GRADES 1 to 12
Teacher: Jomari T. Rafael Learning MAPEH 10 ARTS
DAILY LESSON LOG Area:
 Teaching Dates
and Time: July 14 to July 18 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 PRICIPLES OF ART Ask the students: Give a brief definition of In your opinion, what
Lesson or Presenting As a review, the students the modern art movement does an abstract artwork
New Lessons will be asked to briefly Is the name of the art called expressionism. look like?
describe each of the movement
following principles of art “expressionism” familiar When and where did it Have you heard of the
which they have learned to you? If yes, what do begin? artistic style known as
in their Art classes in the you know about this “cubism”? If yes, why do
earlier grade levels. movement? Name the most think it was named in this
 Line prominent Dadaism artist way?
 Shape Have you heard of the and his works. (5 minutes)
 Form artistic styles known as (5 minutes)
 Space “surrealism” or
 Color “dadaism”?
 Value
 Texture If yes, do you know of
(5 MINUTES) any famous artist who
painted in these styles?

Would you like to own an

artwork in an
expressionist style? Why
or why
not?
(10 minutes)

B.Establishing A Purpose Conduct the following survey to The teacher will ABSTRACT ARTWORK
for the Lesson assess what the students know or present to the class a The teacher will display an abstract work.
have colored reproduction of
experienced concerning modern art an expressionist Let the students identify the image they see in it.
and impressionism. artwork.
Instruct the students to explain what makes it possible
 What comes to mind when The teacher will give them to still identify the image, even if it has been
you hear the term “modern the title of the work and assembled in a
art”? the name of the artist. mis-aligned way.
 Give some qualities or (5 minutes)
 characteristics that make Let the students
you consider an artwork give their comments as
“modern.” to whether this artwork
 How is modern art different fits their ideas about
from earlier styles of art that Modern Art.
you know? (10 minutes)
 Have you heard of the art
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 Students are called The students are given the following
Lesson TECHNIQUE to comment on questions:
To help the how the artworks
students to presented by the Do you know the name of any abstract artist
understand the teacher —foreign or Filipino?
revolutionary make use of these
technique for principles to exhibit Have you heard of Pablo Picasso? What
applying color the qualities of country did he come from? What artistic
introduced by the expressionism. style is he most famous for?
impressionists, (5 minutes)
experiment with 1. Rhythm,
this simplified Movement
process: 2. Balance
3. Emphasis
 Take a set 4. Harmony, Unity,
of and Variety
 watercolor 5. Proportion
s (cake (10 minutes)
type or in
tubes).
Choose
one
 secondary
color:
orange,
green, or
violet.
 Color a
shape on a
paper
using this
single
secondary
color.
 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
“impressio
n” 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 The teacher will discuss impressionism using the Teacher will lead The teacher will discuss
Concepts and links below: discussion on Abstract Realism,
Practicing New Skills # . Origins of the Movement Expressionism- Cubism, Cubist Artworks,
1 . A Break from the Past Dadaism: Foremost Cubist
. Works of Monet, Renoir Painter/Sculptor.
and Monet. https://
www.google.com.ph/url? The teacher will explain
http://www.artquotes.net/masters/monet/la- sa=i&rct=j&q=&esrc=s&s Cubist Styles & Subjects
prominade-75.jpg ource=images&cd=&ved trough the Principles of
=0ahUKEwj2sI6RjerRAh Arts
http://www.jackygallery.com/images/Red%20Boats WMTbwKHRu9DpwQjBw
%20at%20Argenteuil%20by%20Claude%20Monet IBA&url=http%3A%2F https://
%20OSA067.jpg %2Fwww.galleryintell.co www.google.com.ph/url?
m%2Fwp-content sa=i&rct=j&q=&esrc=s&s
%2Fuploads ource=images&cd=&ved
https://www.wikiart.org/en/pierre-auguste-renoir/the- %2F2014%2F03%2FChi =0ahUKEwiPo5Djj-
dancer-1874? rico- rRAhUHp5QKHdl0DXYQ
utm_source=returned&utm_medium=referral&utm_ca MelancholyandMysteryof jBwIBA&url=http%3A
 mpaign=referral aStre1.jpg&bvm=bv.1458 %2F
22982,d.dGc&psig=AFQj %2Fwww.pablopicasso.o
http://www.renoir.net/images/paintings/a-girl-with-a- CNEHx0tGy9WoI5oSdD rg%2Fimages
watering-can.jpg au6nKbMK0cNw&ust=14 %2Fpaintings%2Fthree-
85874137845471 musicians.jpg&bvm=bv.1
https://lh5.googleusercontent.com/-q4LXUKYgQlc/ 45822982,d.dGc&psig=A
TXDlTbL_guI/AAAAAAAABRU/4mKB_kJ-zsc/ .Characteristics FQjCNE3goqTMs7eP0v
s1600/Edouard_Manet_Argenteuil_1874.jpg .Mood BuwkTU9gYvzZFFg&ust
.Idea =1485874430726174
.Message (15 minutes)
https://upload.wikimedia.org/wikipedia/commons/
thumb/e/ .Principles of Arts
e3/%C3%89douard_Manet,_The_Rue_Mosnier_with
_Flags,_1878.jpg/1267px- (30 minutes)
%C3%89douard_Manet,_The_Rue_Mosnier_with_Fl
ags,_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: July 14 to July 18 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.
E. Discussing New
Concepts and The teacher will discuss Post-impressionismn and Principles of Arts.
Practicing New Skills #
2 Works of Cezanne & Van Gogh

http://www.oilpaintings-sales.com/paintings-image/paul-cezanne/paul-cezanne-hortense-fiquet-in-a-striped-
skirt.jpg
 https://www.ibiblio.org/wm/paint/auth/cezanne/sl/compotier/cezanne.compotier.jpg

http://www.vangoghgallery.com/catalog/image/0193/Sheaves-of-Wheat-in-a-Field.jpg

https://www.wikiart.org/en/vincent-van-gogh/the-sower-sower-with-setting-sun-1888?
utm_source=returned&utm_medium=referral&utm_campaign=referral

http://www.vggallery.com/painting/f_0455.jpg
(10 MINUTES)

Teacher will lead discussion on Expressionism-Surrealism:

https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwiD-8Kdj-
rRAhXJkZQKHW_DCp8QjBwIBA&url=http%3A%2F%2Fwww.dalipaintings.com%2Fimages%2Fpaintings%2Fthe-
persistence-of-memory.jpg&bvm=bv.145822982,d.dGc&psig=AFQjCNHB4ZLY-Jwnruy-
gsNFdox4tKZecA&ust=1485874238006980

Roles or Functions of Artwork

History of Art Movement

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

(see attached PowerPoint presentation

CREATING YOUR OWN IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)

G.Finding Practical
Applications of The IMPRESSIONISM Which among the forms of Which form of abstractionism do
Concepts and Skills In AND YOU expressionism (dadaism, you find most striking, and why?
Daily Living The students are expected to the surrealism) appeals to you the
activity by group. most? And which does not appeal Do you consider action painting,
to you at all? Explain why. color field painting, and
Two minutes will be given for each (5 minutes) pictographic painting true art?
group to formulate their answers Why or why not?
while the remaining three minutes (5 minutes)
will be allotted for the
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: July 14 to July 18 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? expressionism and abstractionism.
Abstractions About
The Lesson  Was the term “impressionism” Where did Dadaism get its influences? How did the cubists give a sense of
fitting for this art movement? dynamism and energy to their works?
Why do you say so? Why was the child’s term “dada” fitting for
 From your knowledge of world the art movement known as dadaism? Who is considered the most famous
history during the late 19th abstractionist and cubist artist?
century, do you see a relation (5 minutes)
between the impressionist styles (5 minutes)
and the major events
of that period?
 Do you agree that impressionism
 set the stage for the succeeding
movements of modern art? If so,
in what ways?
 Do you see this style reflected
even in the works of today’s
artists?
 Explain briefly. Do you know of
any Filipino artists who also used
the impressionist style?

If yes, explain how they applied this style

in their works.
(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 depicted theme depicted theme
20 pts. 20 pts. 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 theme theme
15 pts. 15 pts. 15 pts.

Overall impression of the art Overall impression of the art Overall impression of the art
15 pts. 15 pts. 15 pts.

J. Additional activities Preparation for the Culminating “Exhibit of Modern Art”

for application or The teacher will guide the students in preparing their artworks for the culminating exhibit at
remediation the end of the quarter.
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 Expressionism in Philippine Art – Research
concept and techniques of impressionism, online for works by
you Filipino artists who used variations of this
can now prepare your impasto artworks for style (e.g., Cesar Legaspi).
the culminating exhibit at the end of the Give your personal reaction to these.
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: July 14 to July 18 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