ARTS – Teaching Arts in Elementary Grades
Course Pack
LEARNING MODULE FOR
ARTS
(Based on CMO No. 74 Series of 2017)
Prepared by:
Queenie Froozan N. Osorio LPT, MAEM
Disclaimer:
No part of this publication may be
reproduced, stored in a retrieval
system or transmitted in any form or by
any means, electronic, mechanical,
photocopying, recording or otherwise,
without the prior written consent of
the
Jose
Maria
College.
This
| P a g eby Jose
document is owned 1officially
Maria College. All rights reserved 2021.
ARTS – Teaching Arts in Elementary Grades
Course Pack
Welcome!
Welcome future educator to the world of Visual Arts or simply “Arts”!
This is your modified learning module on “The Teaching of Arts in the
Elementary Grades” as a response to your need for a supplementary instructional
material that addresses online and self-paced learning. Your module for the 3-unit
course of the New Teacher Education Curriculum by virtue of CMO 74 Series of
2017 is also aligned with the philosophy, vision, and mission of the Jose Maria
College and program outcomes of the College of Teacher Education. This is
designed to provide you the opportunity amidst the CoVid19 pandemic to acquire
and apply the understanding and needs in teaching of arts. Here in your learning
material, your module is designed mainly using the 4 A’s (Activity, Analysis,
Abstraction, Application) in the development of its lessons. Each lesson is allotted
with specific hours of focused study with varied activities which can be done offline
or online and hyperlinks are provided for you to explore and discover related
lessons.
Your module hopes that you, as an aspiring teacher, would gain a level of
competence and confidence; deeper understanding and commitment to the world of
teaching at the culmination of study with your learning module.
If you have questions, concerns and clarifications do not hesitate to drop a
message in my Email address or Messenger account or contact me in my number.
As you turn each page and learn from each lesson, always have the spirit of
hope and faith that whatever circumstances or struggles that you will encounter, you
will never give up in your dream, and that is to become a “PROFESSIONAL
TEACHER!” Good luck and God bless you! 
Faculty information
Name
Email Address
Office
Consultation Hours
: Queenie Froozan N. Osorio
: queenie.osorio@jmc.edu.ph
: College of Teacher Education
: Fridays – 9:00am to 3:00pm
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ARTS – Teaching Arts in Elementary Grades
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TABLE OF CONTENTS
No. of
weeks
1&2
LESSON
PAGE
History of Arts
11
3
Colors
20
4
Principles of Art
28
5
Art and Design
36
6
Painting
43
7
Architecture
49
8
Sculpture
57
9
Landscape, Cityscape & Seascape
65
10 & 11
Notable Art forms in Asia
71
12 & 13
Basic Photography
79
Introducing the Teaching of Arts
94
15 & 16
Lesson Planning
100
17 & 18
Demo Teaching
104
14
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ARTS – Teaching Arts in Elementary Grades
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JOSE MARIA COLLEGE
Foundation Inc.
PHILOSOPHY
Jose Maria College believes that an assured, consistent, and quality education is an
ennobling force that leads to the development and transformation of individuals.
VISION
Committed to become a world class university producing globally competitive individuals
who are adaptive and productive leaders in nation-building.
MISSION
Jose Maria College seeks excellence in the areas of instruction, research, and extension
to produce competent graduates that meet global standards.
GOALS
Its commitment to excellence is reflected in its six over-arching goals, which are
articulated below:
1.
Produce globally competitive graduates that shall exemplify the values of the
institution
2.
Increase student’s population with evenly subscribed academic programs
3.
Upgrade human resource and employee productivity
4.
Establish quality assurance mechanisms
5.
Strengthen research and community extension activities aligned with educational
and accreditation standards
6.
Secure Financial Future
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ARTS – Teaching Arts in Elementary Grades
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CORE VALUES
The following core values underpin and shape JMC’s plans for growth and development,
and CULTURE OF EXCELLENCE.
 Justice. Commits us to fairness and equal opportunities for all.
 Order. Compels us to promote teamwork, unity, accuracy, and prudence in all our
endeavors; and to provide a learning environment where orderliness, peace,
security, harmony, love, and compassion thrive.
 Spirituality. Moves us to have faith in the Divine providence and be God-fearing
in order to live a righteous life.
 Empowerment. Reflects JMC’s commitment to excellence in research, teaching
and public engagement, where everyone is valued and supported in achieving
his/her full potential.
 Motivation. Leads to discovery of knowledge, creativity, innovation and
collaborative leadership that will effect positive change.
 Accountability. Makes us value discipline and take responsibility for our own
actions.
 Respect. Echoes our aspiration to provide a healthy community and environment,
and to treat others in a way that reflects JMC’s qualities and values.
 Integrity. Compels us to uphold honesty in both academic and non-academic
pursuits; to be ethical in all our actions.
 Action-oriented. Being action-oriented ricochets JMC’s commitment to value
efficiency and effectiveness by taking practical actions to accomplish tasks; and to
develop in students and employees a result-driven attitude that will inspire others
to become self-motivated individuals.
GRADUATE OUTCOMES
1. Professional Competence
Demonstrate proficiency in their respective area of specialization in
consonance with regulatory and global standard. (Assured Education)
2. Leadership Skills
Execute sustainable leadership in the practice and engagement in the world
of work. (Consistent Education)
3. Value-Oriented
Exhibit exemplified learning with passion for people, creations and resources.
(Quality Education)
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ARTS – Teaching Arts in Elementary Grades
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COURSE OVERVIEW
Course Title
: Teaching Arts in the Elementary Grades
Credit/s
: 3 units
Semester
: Second Semester
Timeframe
: 18 Weeks
Course Description
This course deals with the education foundations of Arts as
these apply to teaching and learning in the elementary
grades. Various teaching strategies and assessment
appropriate for each area shall be given emphases in the
course.




COURSE OUTCOMES
Make an act on how they can improve and maintain our natural environment
beautiful and ensure that the man-made environment can’t damage our mother
earth.
Develop awareness how art can add life to each person in their lives.
Demonstrate the proper use of teaching strategies in each area of arts in
teaching elementary grades
Create a good lesson plan by using the appropriate teaching strategies and
assessments for the said course
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ARTS – Teaching Arts in Elementary Grades
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COURSE ASSESSMENT
GRADING SYSTEM AND MEASUREMENT RUBRICS
A. GRADING SYSTEM
The College adopts the averaging system where the computation
of the Final Grade is obtained by adding the grades in the four (4)
Grading periods: Prelim, Midterm, Pre – Final, and the Tentative Final. Then
the sum is divided by four (4) and the result is the Final Grade for the
semester.
Scores for every component in a grading period will be converted
to percentage rating using the formula below.
Components:
Criteria
a) Projects
Research
Requirements
Assignments, etc
b) Participation/Performance
c) Quizzes
d) Periodic Exam
TOTAL
Weight
15%
20%
25%
40%
100%
There are four (4) grading periods in the semester namely: Prelim, Midterm,
Semi-Final, and Pre-Final.
The Final Grade (FG) shall be the total rating after each grade is multiplied
to 25%.
Transmutation:
1.0 = 100%
1.1 = 99%
1.2 = 98%
1.3 = 97%
1.4 = 96%
1.5 = 95%
1.6 = 94%
1.7 = 93%
1.8 = 92%
1.9 = 91%
2.0 = 90%
2.1 = 89%
2.2 = 88%
2.3 = 87%
2.4 = 86%
2.5 = 85%
2.6 = 84%
2.7 = 83%
2.8 = 82%
2.9 = 81%
3.0 = 80%
3.1 = 79%
3.2 = 78%
3.3 = 77%
3.4 = 76%
3.5 = 75%
4.0 = Incomplete
5.0 = Failed (74% and Below)
9.0 = Dropped
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ARTS – Teaching Arts in Elementary Grades
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B. RUBRICS
Rubric
Excellent
5
Very
Satisfactory
4
Satisfactory
3
Poor
2
IDEAS
Presents ideas in
an original
manner.
Presents ideas
in a consistent
manner
Ideas are too
general
Ideas are
vague or
unclear
UNDERSTANDING
Writing shows
strong
understanding
Writing shows
a clear
understanding
Writing shows
adequate
understanding
Writing
shows little
understandin
g
QUALITY OF
WRITING
Piece was written
in an extraordinary
style and voice.
Very informative
and wellorganized.
Piece was
written in an
interesting
style and
voice.
Somewhat
informative
and organized.
Piece had little
style or voice.
Gives some new
information but
poorly
organized.
Piece had no
style or voice.
Gives no new
information
and very
poorly
organized.
Score
Total Score
Criteria
Very
Excellent
Satisfactory
Satisfactory
Clarity 30%
( 25-30 )
Clear
relationship
between
concepts.
( 19-24 )
Relationship
between
concepts is
evident
( 14-18 )
Unclear
relationship
between
concepts
Score
Poor
( 1-10 )
Little or No
attempt at
all to explain
( 20-25 )
( 1-9 )
( 15-19 )
( 10-14 )
Information is
Little or No
Comprehensiveness
Information is Information is
clear accurate
attempt at
25%
accurate
inaccurate
and precise
all to explain
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ARTS – Teaching Arts in Elementary Grades
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Criteria
Score
Very
Excellent
Satisfactory
Poor
Satisfactory
( 20-25 )
( 10-14 )
( 15-19 )
Logical
( 1-9 )
Components
organization Components
and subLittle or No
from
and subcomponents attempt at
components to components
are not
all to explain
subare present.
organized
components
Coherence 25%
( 16-20 )
( 1-5 )
( 11-15 )
( 6-10 )
Presentation is
Little or No
Presentation Presentation is
orderly and
attempt at
is orderly
not orderly
effective
all to explain
Presentation 20%
Total Score
RUBRIC FOR PERFORMANCE
Criteria
Elements of
design: line,
texture, color,
shape/form,
value, space
principles of
design:
repetition,
balance,
emphasis,
contrast,
unity
5
Planned carefully,
made several
sketches, and
showed an
awareness of the
elements and
principles of
design; chose color
scheme carefully,
used space
effectively.
4
The artwork
shows that
the student
applied the
principles of
design while
using one or
more
elements
effectively;
showed an
awareness of
filling the
space
adequately.
3
2
1
Score
The student
did the
assignment
adequately,
yet it shows
lack of
planning and
little evidence
that an overall
composition
was planned.
The
assignment
was
completed and
turned in, but
showed little
evidence of
any
understanding
of the
elements and
principles of
art; no
evidence of
planning.
The student
did the
minimum or
the artwork
was never
completed.
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ARTS – Teaching Arts in Elementary Grades
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RUBRIC FOR PERFORMANCE
Criteria
5
4
3
2
1
Creativity/
Originality
The student
explored several
choices before
selecting one;
generating many
ideas; tried unusual
combinations or
changes on several
ideas; made
connections to
previous
knowledge;
demonstrated
understanding
problem solving
skills.
The student
tried a few
ideas for
selecting
one; or
based his or
her work on
someone
else's idea;
made
decisions
after
referring to
one source;
solve the
problem in
logical way.
The student
tried in idea,
and helps out
adequately,
but it lacked
originality;
substituted
"symbols" for
personal
observation;
might have
copied work.
The student
fulfills the
assignment,
but gave no
evidence of
trying
anything
unusual.
The student
showed no
evidence of
original
thought.
Effort/
Perseverance
Craftsmanship/
Skill/
Consistency
The project was
continued until it
was complete as
the student could
make it; gave it
effort far beyond
that required; to
pride in going well
beyond the
requirement.
The student
work hard
and
completed
the project,
but with a
loom or
effort it
might have
been
outstanding.
The artwork was
beautiful and
patiently done; it
was as good as
hard work could
make it.
With a little
more effort,
the work
could have
been
outstanding;
lacks the
finishing
touches.
Score
The student
finished the
project, but it
could have
been
improved with
The project
more effort;
was
The student
adequate
completed
did not finish
interpretation
with
the work
of the
minimum
adequately.
assignment,
effort.
but lacking to
finish; chose
an easy
project and
did it
indifferently.
The student
The student
showed
The student
average
showed below showed poor
craftsmanship;
craftsmanship;
average
evidence of
adequate, but craftsmanship,
lazy this or
not as good as lack of pride
lack of
it could have
in finished
understanding.
been, a bit
work.
careless.
Total Score
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Lesson 1 – History of Arts
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. discuss the culture and art crafts of our ancestors through a timeline
2. influence other people how the antiques and old ways of having art is still
alive and useful in these days
3. improve one art craft of our ancestors
TIME FRAME: 1st and 2nd Week
Introduction
“Few will have the greatness to bend history itself; but each of us can work to
change a small portion of events, and in the total; of all those acts will be written the
history of this generation.” –Robert Kennedy
Welcome to your first lesson for this module. Your lesson for today will talk
about the past or what we call “History”. It is very important for us to know our history
about arts because there are a lot of artworks nowadays that they enhanced or
revised it and if we will not revisit the history we will not be aware of the original
artists or artworks. Through this we can appreciate what really an art is and how
important it is in our lives.
ACTIVITY
#Let’sBringBackthePAST 1.1
Instructions: This is what you are going to do. Think, search and listen to
your favorite song. While listening can you recall the things you like to do when you
are still young and write it down below.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Upon doing the ‘think, search and listen’, what are the things you
remember you like to do when you are still young?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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 Why do you think you like to do those things?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think being an artist is a gift or a passion? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Did you encounter at least 1 artwork of our ancestor? If yes, what was the first
thing that comes to your mind upon observing and critiquing the artwork? If
no, do you wish to see one personally and try to interpret it in on your own
perspective?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
In the Paleolithic period (about 10,000 BC), pre-historic cavemen
began paintings of drawing pictures of animals and human figures on their
walls. This art, which is true to nature, although slightly stylized, depicts
animals, some now extinct, such as the cave paintings of Altamira, Spain. Below are
the different types of arts:
1. Egyptian and Mesopotamian Art
Among the nations with a recorded history, Egypt and
the countries of Mesopotamia between the Tigris and
Euphrates Rivers produced some of the oldest examples of
the fine arts.
2. Greek art
The art of the Greeks developed
gradually under Egyptian and Minoan
influences from 1300 BC to 600 BC.
Then, suddenly and dramatically, it
achieved independence and maturity.
The Greeks revered the world of scenery and physically beauty, and
they sought to find an ideal expression for their love of the natural world.
They followed the idea that man is the measure of all things.
3. Roman Art
The Romans, whose civilization spans roughly
the period 200 BC to 300 AD were greater builders and
architectural engineers than the Greeks. Only with the
mellowing of Roman civilization did Greek culture and
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art permeate the Roman consciousness.
4. Early Christian Art
The earliest examples of Christian art are the paintings,
rich in Christian symbolism, on the walls of the
catacombs of Rome. By the 4th century, a new style of
church architecture had reached full development in the
basilica plan.
5. Romanesque Art
Romanesque painting consists
mainly of figured murals, decorations
with
abstracts
patterns,
and
representations of hanging fabrics which
is characterized by intricate geometric
interlacing forms frequently enriched with
representations of grotesque human
figures birds and beasts.
6. Gothic Art
In the 12th century, Romanesque art passed through a period of
transition, and from about 1150, it was
increasingly displaced by later styles of
French origin, known as Gothic.
Gothic art flourished in Western Europe until
about 1450, spreading from its center in
France to Germany, Italy, Flanders, England
and Spain. The greatest works of the
movement were produced in architecture.
7. Renaissance Art
a. Italian Renaissance Art. In Italy, the intellectual
movement known as the Renaissance first
arose. This art is an artful composition of
figures in groups.
b.
Northern Renaissance Art. The art of the Latin
people is characterized by formal clarity, plastic
emphasis and monumental concepts.
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8. Mannerist Art
In an attempt to separate clearly the last
phases of Renaissance from the Baroque styles
of the 17th and 18th century, modern art
historians have designated the era between
1520 to 1600 as to mannerism. Outstanding
painters were Jacopo de Pamtormo and Juan
Mbuse.
9. Baroque Art
In a last glorious outburst of Christian art, the dramatic
stories of the Nativity, the Crucifixion, and the Day of
Judgment were presented with tremendous vitality
and force.
CUBISM
Cubism is a movement begun by Picasso and Baroque in 1967 as a result of
a statement by Cezanne, “You must see in nature the cylinder, the sphere and the
cone”. – Compton – 1967, p. 68.
A form of abstraction. The objects were reduced to geometric shapes then
flattened into two-dimensional shapes superimposing each other thus giving a
feeling if relationship.
The following are styles derived from cubism with the artists:
1. Orphism – Robert Delaunay
2. Synchronism – Morgan Russell and Stanton Macdonald Wright
3. Supprematism – Kasimir Malevick and EJ Lissitsky
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4. Constructivism – Mohaly – Nagy, Tatlin, Rodchen cko Pevsner and Gabo
5. Purism – Amadeo Ozenfant and Le Corbusier
The abstract style called “Synthetic Cubism” shows little consideration of the
subject but a beautiful relationship of abstract shapes, brilliant colors and unusual
textures on the surface of the canvas.
Example: Guitar - Pablo Picasso 1881 – Synthetic Cubism. The pleasure in
this type of painting comes from the enjoyment of patterns and colors in the design.
ROMANTICISM
The Romantic Movement gave emphasis on emotion and
imagination. Nature, with its rich colors, was used as subject.
Swirling movements were used. This period was led by Eugene
Delacraix.
NEOCLASSICISM
This period came after Napoleon I’s reign. It
opposed the luxury and elegance of the Rococo
period. Artists showed a hard linear style derived
from the Romans. Heroic events and mythological
characters were the subjects. The leaders were
Jacques Louis David and Jeans August Ingres.
NATURALISM
In this movement artists portrayed objects they saw and
experienced. It opened the accepted conventions. The
physical appearance of things was painted, an imitation of
nature. Gustave Courbet led this movement.
IMPRESSIONISM
This period came about as a reaction to the specific
character of realistic art. This was more concerned with the
subject matter but with technique of suggesting light and color.
The artist painted objects not by mixing colors together in a
palette but by means of brush strokes of different colors put
next to each other. Such painting showed vitality and sense of
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light. This method of painting was introduced by Édouard Manet. Then this idea was
carried further by Claude Monet.
Monet is one of the leaders of Impressionism. Impressionists are not
concerned with form. They are more interested in giving the sensation of the
appearance of colors in nature. They avoid the browns and blacks of earlier
paintings. They use pure colors instead.
SYMBOLISM
This art movement gave symbolic meaning or significance to things,
events or relationships. Objects were used to stand for something other
than themselves. The effectiveness of symbols depended on whether
the observer understood the meanings given to the objects.
APPLICATION
#IChallengeYou 1.2
Instructions: This is what you are going to do. Make a simple photo collage
of different paintings belonging to the different Art Periods. Pick five paintings or
artworks or artifacts for this activity. Describe each painting and write the period it
represents. Through this you can tell the people how we should preserve and
continue to be proud of the artworks of our ancestors.
Your work:
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#IChallengeYou 1.3
Instructions: This is what you are going to do. Choose 3 types of artwork
from our ancestor and explain how these artworks draw your attention to them. What
was your own basis in selecting these kinds of artworks. You don’t need to paste a
photo. Example: Cubism – (name of the artwork and the artist) – (your reason and
explanation – reference/s
Artwork no. 1:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Artwork no. 2:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Artwork no. 3:
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EVALUATION
#ItisTIME 1.4
Instructions: This is what you are going to do. Make a simple timeline of the
history of art that shows better understanding of the past. You can use the
sample timeline below or you can make your own timeline that can help you easily
remember the past. Do not limit your boxes to the given sample.
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CONCLUSION / CLOSURE
Things to remember about the history of art:
 From time to time artworks and artifacts will change depending on the
generations to come and change it or revised it.
 When you want to make a history with your name on it just remember to see
and revisit the genre of art you will make to avoid plagiarism or to serve as
your reference.
Congratulations! You are done with your first lesson – the
history of arts. You may now proceed to Lesson 2 and continue to
explore things in art. Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://en.wikipedia.org/wiki/Egypt%E2%80%93Mesopotamia_relations
 http://www.sffireapp.org/RomanArchitecture/roman-art-architecture
 https://smarthistory.org/author/dr-andreas-petzold/
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















https://www.pikist.com/free-photo-satuz
https://mymodernmet.com/gothic-architecture-characteristics/2/
https://www.theartstory.org/movement/gothic-art-and-architecture/
https://www.artyfactory.com/art_appreciation/art_movements/italianrenaissance/italian-renaissance-art.html
https://www.theartist.me/art-movement/the-northern-renaissance/
https://mymodernmet.com/what-is-mannerism/
https://www.artic.edu/artworks/80084/the-crucifixion
https://www.artyfactory.com/art_appreciation/art_movements/cubism.htm
https://sermegans.blogspot.com/2020/07/guitar-picasso-cubismpaintings.html
http://scihi.org/robert-delaunay-orphism/
https://www.hisour.com/purism-34738/
https://www.hisour.com/german-romanticism-35736/
https://www.theartstory.org/movement/neoclassicism/artworks/
https://www.theartstory.org/movement/naturalism/artworks/
https://en.wikipedia.org/wiki/Impressionism
https://www.dailyartmagazine.com/5-facts-that-will-help-you-understandsymbolism/
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Lesson 2 – Colors
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the 3 groups of colors and the color wheel
2. create your own artwork or design using the different kinds of colors
3. appreciate the beauty of nature using colors
TIME FRAME: 3rd Week
Introduction
“Colors are the SMILES of nature”. – Leigh Hunt
Welcome to lesson 2 with the topic, “colors”. The lesson will be about colors
who give this world a beautiful sight to live in. Colors which represent something that
everyone should know ad never neglect. It is also important that you know its
significance in this world because without it our place or our mother earth will be dull
and a lonely place to live. I’m excited to learn with you and together we will make a
colorful significance to our society!
ACTIVITY
#CanYouSEE&READMe?2.1
Instructions: Below is a box of colors where you need to read it according to
its color and not with its word. Let us see how good your eyesight is. Do the exercise
and enjoy!
#YouDriveMeCrazy1.2
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Instructions: You will draw the color wheel and label it. Do not search in the internet
nor ask anybody what is the colors in the color wheel. This is a test how much are
you acquainted with the color wheel. You will only do this within 5 minutes.
Your Color Wheel:
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 How was the reading of the colors? What did you feel after you had
your first attempt? How many attempts did you make to make it perfect?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 For the color wheel, what are your realizations about it? Is it hard or too easy
for a college student? What was your first reaction and how do you make it?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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 How well are you acquainted with colors?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you think is the importance of getting to know the colors and its
meaning?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Colors and Its Characteristics
RED
Signifies fire, heart & blood
Symbolizes bravery, war, violence energy, danger & love
YELLOW
Color of LIGHT
Gay, brilliant & inspiring
Symbolizes
moonlight
&
starlight,
life,
happiness,
cheerfulness,
magnificence, splendor and hospitality
BLUE
For PEACE
Impression of nobility, vastness & infinity
Symbolizes tranquility, calmness & peace
COOLEST of all colors
For WARMTH
Signifies knowledge & wisdom
Symbolizes warmth, sunshine & deliciousness
GREEN
For GROWTH
Still water and vegetation
Symbolizes growth, freshness, fertility, abundance, restfulness & hope
VIOLET
For ROYALTY & WEALTH
Suggests shadow, mourning & pomp
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For PURITY
The lightest color
Symbolizes purity, innocence, simplicity, clarity and cleanliness
BLACK
For GRIEF & DEATH
Darkest of all colors
Symbolizes sorrow, despair, grief, gloom, selfishness, conceitedness
The Three Dimensions of Color
1. Hue – name of color or the family of color – warmth or coolness
a. Primary colors – the sources of all colors, even though there are
thousands and thousands of colors in the world
b. Secondary colors – are produced when mixing two equal amount of
primary colors
c. Tertiary/Intermediate colors – are produced by mixing two equal amount
of primary and secondary colors
2. Value – the second dimension of color. It is the lightness and darkness of a
color. White is the highest value. Black is the lowest value. It can be changed by
adding whiten to lighten and by adding more pigment or black to darken it.
a. Tint – a value that is lighter than the normal color
b. Shade – the value that is darker
Light value increases the size of an object. It also creates an impression of
distance.
Black or dark value decreases the size of an object.
3. Intensity or Chrome – the third dimension of color. It tells the brightness or
dullness of a color.
Color Schemes
The beauty of any color scheme depends upon how well the colors harmonize. To
harmonize, colors must appear to belong together.
1. One-color harmony (monochromatic color) – the easiest color scheme to follow
is one that uses the same color in different values and intensity. Example, dark
blue suit with very dark blue accessories and a light blue blouse.
2. Adjacent color harmony – or analogous color harmony. Since they are near
each other on the color wheel, neighbor color harmony. Example, yellow-orange,
orange, and yellow green are next to each other on the color wheel; therefore, a
pleasing adjacent color harmony may be made from them.
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3. Complementary Color Harmony – these are colors that are opposite in the color
wheel. Using these colors may be very pleasing.
a. Complementary colors – directly opposite in the color wheel. Example,
red and green, blue and orange, yellow and violet.
b. Split complementary colors – a variation of the complementary color
scheme. In addition to the base color, it uses the two colors adjacent to
its complement
c. Triad - A triadic color scheme uses colors that are evenly spaced around
the color wheel. Triadic color harmonies tend to be quite vibrant, even if
you use pale or unsaturated versions of your hues
APPLICATION
#IChallengeYou 2.2
Instructions: Make your own design or artwork about the colors. You will
only make 1 artwork for the color of your choice. See the example below.
Red
Blue
Violet
Green
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Your work:
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EVALUATION
# Who I am? 2.3
Instructions: Can you give the correct color that was asked below? Try to
name them and let us see how you truly know the colors and its symbols
and meanings. Write your answers in the space provide.
_______________ 1. I am a beautiful color that signifies fire, heart and blood, who I
am?
_______________ 2. I am known to be the color of light, brilliant and inspiring, who I
am?
_______________ 3. They say that I am the coolest among them and also a
representation of peace, who I am?
_______________ 4. Intelligent people will like me because I represent them for
who they are. With me you can feel the warmth of my presence, who I am?
_______________ 5. Cleanliness also define me, I am the color of growth, who I
am?
_______________ 6. Kings and queens I belong, but then sadness owns me too,
who I am?
_______________ 7. I am pure and clear, lightest among them all, who I am?
_______________ 8. I owe my life to the king of darkness because the grief of a
dead person brings sadness to a person, who I am?
CONCLUSION / CLOSURE
Color can affect our feelings and influence our attention.
 Color can affect our feelings and influence our attention.
 Warm hues are stimulating; cool hues are quieting. Warm and cool hues
together give a balanced effect.
 High values are cheering; low values are restful; contrasts are stimulating
 Full intensities are strong and exciting and low intensities are peaceful and
relaxing.
 Colors also affect the size of the objects, their spatial position and the
sharpness of the outlines. Attention is guided by the choice and organization
of hue, values and intensity.
 Pure Colors – are the primary, secondary and intermediate colors because
they have no white, black and gray in them. Pure colors are also called
―normal, true and basic colors
 Neutrals – are white, black and gray. They look well with another and with all
other colors. The more grayed colors becomes, the more different colors it will
harmonize with.
Congratulations! You are done with your second lesson. You
may now proceed to Lesson 3 and continue to explore things in
arts. Good luck and God bless!
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REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://www.youtube.com/watch?v=O9MvdMqKvpU
 (Picture
2.1)
https://www.google.com/search?q=read+the+color+not+the+word+game&tbm
=isch&ved=2ahUKEwjbkffyjvLqAhUBEKYKHQlzC-AQ2cCegQIABAA&oq=read+the+color+not+the+&gs_lcp=CgNpbWcQARgAMgIIA
DICCAA6BQgAELEDOgQIABBDOgcIABCxAxBDOgYIABAIEB46BAgAEB46
BAgAEBhQ00xYtmxg3XRoAHAAeACAAcABiAH_HZIBBDAuMjOYAQCgAQ
GqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=Fj0hX9uuE4GgmAWJ5q2AD
g&bih=576&biw=1349&hl=en#imgrc=EshD67wmbm-CaM
 (Picture 2.2) https://www.artwanted.com/imageview.cfm?id=1000357
 (Picture 2.3) Picserio.com, Phoenix Bird Wallpaper #632598W (234x216)
 (Picture 2.4) http://rebloggy.com/post/drawing-art-painting-flower-purplecolor-violet-colorblog/14567468567
 (Picture 2.5) https://all-free-download.com/free-vector/tree-drawing.html
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Lesson 3 – Principles of Art
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. differentiate the principles of art from each other
2. draw something out of the different principles of art
3. critic an artwork according to the principles of art
TIME FRAME: 4th Week
Introduction
“The aim of art is not to represent the outward appearance of things, but their
inward significance.” - Aristotle
Hello future educator! This is your third lesson that is all about the principles
of art. There are 7 principles of art but I will give emphasis to the 5 most important
principles in art and the other 2 will just be shown through pictures as they are just
easy to be seen and observed in an artwork. So, be ready to be challenged again to
see what really art is to our lives!
ACTIVITY
#Don’tJustJUDGEME 3.1
Instructions: Look at the picture and say your evaluation or thoughts about
the picture. Don’t just judge it by what you have seen but judge it according to what
you see deep inside it. Be an artist today and say it all. Enjoy!
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Upon observing the photos above, what were your first thoughts? Are
you confident with your answers above?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What difficulty/ies you have encountered in the activity?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 If you will be given a chance to make a memorable artwork what would it be
and why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What do you think are the things an artists should consider in making an
artwork?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
PRINCIPLES OF ART
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Harmony – The First Principle of Art
Harmony is the art principle which produces an impression
of unity through the selection and arrangement of consistent
objects and ideas.
There are five aspects
according to Goldstein
1. Line and shape
2. Size
3. Texture
of
harmony
4. Idea
5. Color
1. Line and shape
3 main groups of lines
d. Lines which follow or repeat one another create shapes which show
perfect harmony
e. Lines which contrast with one another
f. Transitional lines – which soften or modify the others
A combination of lines forms shapes. Shapes corresponding to one another
are in perfect harmony. The use of any of the three types of lines has definite
effect on the appearance of the shape against which the lines are placed.
2. Size – in order to obtain harmony, sizes should be consistent with each other.
3. Texture – “How does it feel?” Remember that fine textures have no
relationship to the coarse group. Silk should not be used with mohair.
4. Idea – in art, idea can be in decorative motif or architectural detail or design.
5. Color – the combination of colors should be done in a war that is pleasing to
the eyes.
Balance – The Second Principle of Art
Balance in design comes very naturally. Balance is
defined as “rest or response”.
Three kinds of Balance
1. Formal balance or Symmetrical balance is the type
of equilibrium obtained when the objects on each
side of the center are the same. This kind of balance gives a sense of
dignity and precision. Example – Last supper of Leonardo da Vince
2. Informal or Asymmetrical Balance is the type of equilibrium
obtained when the objects on each side of the center are
not the same. The objects do not attract the same
attention. The balancing is not alike.
3. Radial Balance is the characterized that all parts radiate
from the center like the spokes in a wheel or petals of a
daisy.
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Rhythm – the Third Principle of Art
Goldstein defines rhythm as an “easy connected path along which the eyes
travel in any arrangement of lines, form and colors”. It is also the
flow or movement, continuity, a recurrence of objects. Our dry and
wet season can be classified as rhythm.
There are 3 methods of obtaining rhythmic movement
(Goldstein, 1964, p. 109)
1. Through repetition of shapes - When a shape is regularly
repeated at proper intervals, a movement is created which
carries the eye from one unit to the next.
2. Through progression of sizes – Progressing sizes create a
rapid movement of the eye. This is more dynamic than
repetition. It is increasing and decreasing one or more
quality.
3. Through a continuous line movement
The principle of rhythmic line movement comes into frequent
use in the design of a house of furniture. Curved lines give
movement. Example: The shell of a paper nautilus is an example of rhythm found is
nature.
Emphasis – The Fourth Principle of Art
Emphasis is giving proper importance to the parts and to the whole; the
principle of emphasis is basic to all life’s activities.
Goldstein defines emphasis as “the art principle by which the eye is carried
first to the most important thing in any arrangement and from that point to every
other detail in the order of its importance”.
Different ways of creating emphasis (Goldstein, 1964, p. 134):
1. Grouping of objects
4. Put sufficient plain background
space
2. Use contrasting colors
around the objects
3. Use decorations
5. Use unusual lines, shapes or
sizes.
An artist should remember to limit the dominant points to create emphasis.
The decorations should have a center of interest but decorations should always be
simple. Example: “The Presentation in the Temple” by Rembrandt (below) shows
good emphasis – with strong contrast of light and dark. The Door of the Erechtheum
in Athens is one of the most perfect examples of emphasis.
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Proportion – The Fifth Principle of Art
The principle of proportion is called “The Law of Relationships”. The Ancient
Greeks used the oblong as the basis of their space division; it is called “The Golden
Oblong”. The Greek oblong is a standard of good proportion. The Parthenon of
Athens is considered the most perfectly proportioned building in the world.
Another aspect of the principle of proportion is the “scale”. It means that the
sizes of all the elements making up the structure have pleasing relationship to the
structure and to each other.
Example: The Greek Oblong (below) is a standard of good proportion. The
sides are in the relation of 2 parts to 3. The Parthenon of Athens (below) is a good
example of proportion.
APPLICATION
#IChallengeYou 3.2
Instructions: Draw a living room arrangement with different pieces of
furniture, colored TV, cassette tape recorder with stand, lampshades, side tables or
things seen in a living room. Present and analyze your drawing according to the
Principles of Art – Balance, Proportion, Rhythm, Harmony and Emphasis. After your
own analysis your classmates will also evaluate and critic your own work, a rotation
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of artworks will be done. Your teacher will be the one who will give you time for this
activity and rotating the drawing.
YOUR WORK
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EVALUATION
#SeetheDifference? 3.3
Instructions: This is what you are going to do; you have to look carefully on
the pictures below. You will critique the artwork according to the lesson we
discussed. You just need to state the similarities and differences of the pictures. You
can have it in a paragraph form or bullet style.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________
___________________________________________________________________
CONCLUSION / CLOSURE
Things to remember about the principles of art:
 Harmony is the art principle which produces an impression of unity
through the selection and arrangement of consistent objects and ideas.
 Balance in design comes very naturally. Balance is defined as “rest or
response”.
 Rhythm is also the flow or movement, continuity, a recurrence of objects.
 Emphasis is giving proper importance to the parts and to the whole; the
principle of emphasis is basic to all life’s activities.
 The principle of proportion is called “The Law of Relationships”.
Congratulations! You are done with your third lesson. You may
now proceed to Lesson 4 and continue to explore things in art.
Good luck and God bless!
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REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 (Picture 3.1)
https://thevirtualinstructor.com/principles-of-artdesign.html
 (Picture 3.2) https://www.artistsnetwork.com/art-techniques/composition/15elements-and-principles-of-art/
 (Picture 3.3) https://www.liveabout.com/principles-of-art-and-design-2578740
 (Picture
3.4)
https://ibvisualarts.wordpress.com/notes/the-principles-ofart/harmony/
 (Picture 3.5) https://fineartamerica.com/featured/harmony-alima-newton.html
 (Picture 3.6-3.8) Pinterest.com
 (Picture
3.9)
https://www.brainkart.com/article/Principles-of-Design-inClothing_37472/
 (Picture
3.10)
https://artclasscurator.com/proportion-and-scale-artworkexamples/
 (Picture 3.11) https://www.britannica.com/topic/Parthenon
 https://www.newimagecollege.com/the-7-principles-of-art-and-design/
 https://www.artistsnetwork.com/art-techniques/composition/15-elements-andprinciples-of-art/
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Lesson 4 – Art & Design
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. describe the different elements of art and designs
2. draw an artwork using the lines and elements of designs
3. actively participate in the given artwork tasks
TIME FRAME: 5th Week
Introduction
“Art is not a handicraft, it is the transmission of feeling the artists has
experienced.” - Leo Tolstoy
Hello future educator! We are now in lesson 4 that is all about the elements of
art and what designs an artist could have in their artworks. This might be the starting
point of knowing that you have a hidden talent of being an artist and you can finish a
wonderful art piece that might be known to the world. So, open your mind and heart
as we learn about art and design. Enjoy!
ACTIVITY
#4pics1word 4.1
Instructions: Guess the group of pictures with one word only. You need to
use your analytic skills to unlock the words. Good luck!
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 After doing the activity above, what are the new words that you have
learned?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Can you give your own meaning with the given words using your own
understanding?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 How will you connect these words to the arts and design?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
What is Art?
Webster defined arts as “Human creativity – the making of things that
have form and beauty” (Webster 1993.) – it is an expression of man’s
thoughts and feelings. Art is also organizing our experiences into an ordered form.
Everything around us has art; therefore, one should have a knowledge
fundamental to good taste – that is applying the principles of design in order to
create something beautiful and useful.
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Elements of Art
1. Line – is a thin threadlike mark – when
lines are drawn together they form
different shapes. Lines offer remarkable
opportunities to express ideas.
a. Movement and direction of lines
i. Vertical lines add height to
an object and vertical
movement makes an object
look taller and more slender
ii. Horizontal lines add width
and horizontal movement
creates an impression of
stability.
iii. Curved lines give a feeling of grace and movement.
b. Reminders:
i. Too many straight lines in furniture result in monotony while
curved lines give movement
ii. Curved lines are used in many pieces of furniture, the room will
look restless
iii. Put enough lines to relieve the severity of the design
2. Shapes – organized lines create shapes. They are geometric shapes. A
woman should select the neck opening of her dress to enhance the face. If
the shape of the neckline repeats or contradicts the shape of the face, it
emphasizes it.
The Effects of Different Lines and Shapes
a. Vertical lines in furniture, wall decoration, or hanging make objects or
rooms
seem
taller
and
narrower.
b. Horizontal lines are most often
associated with long, low
objects such as couches, beds
and dining tables. They suggest
relaxation, comfort and restful in
feeling.
c. Straight lines parallel to each
other suggest harmony and
peacefulness.
d. Straight lines in a combination
of vertical and horizontal are
essential in decorating.
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e. Slanting lines organized with balance between backward and forward
slant as in the herringbone design, produce an agreeably strong and
substantial effect.
f. Rectangles are more interesting than squares or cubes because the
eye naturally follow the line of length.
g. Curved lines in the form of regularly repeated scallops or small curves
in a design are informal yet restrained, sometimes even prim.
h. Curved lines repeated irregularly are entirely different from scallops in
feeling.
i. The oval has more appeal than the circle and can be used freely, for
the same reason that the rectangle is more attractive than
the square.
3. Texture – the surface quality of an object; the
roughness and smoothness of materials. It is important in
architecture, furniture, as well as in clothes.
4. Space – in graphic art - space exists, as “illusion” but
in sculpture, space is present. Space can be manipulated by
the artist.
5. Color – the eye’s perception of wavelengths of light
(Webster, 1993). It is an instrument that affects the
appearance of a place and our feelings
What is Design?
Design according to Faulkner series in several ways (Faulkner 1954 p. 352)
1. Design is one of the mean through which artists express and
communicate their ideas.
2. Design makes things around us readily comprehensible.
3. The organization of an art object should be satisfying and stimulating.
Goldstein defines design as “any arrangement of lines, forms, colors and
textures”. It is the selecting and arranging of materials with two aims – order and
beauty.
There are two kinds of Design
1. Structural design – the design made by the size, form, color and texture of
an object.
Example: A plain dining table
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2. Decorative design – is the surface enrichment of the structural design.
Example: The carvings put on the dining table.
APPLICATION
#YouApplyIt 4.2
Instructions: Choose between structural or decorative design and make your
own design of your dream bedroom. Do not forget to label the parts of the bedroom.
YOUR WORK
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EVALUATION
#DoYouKNOWme? 4.3
Instructions: Collect 10 different objects such as shells, leaves, flower
twigs, etc. (or anything that you can find around your place). Identify and
describe them according to lines, shapes and textures. You will also attach the photo
of the things you got. (3 points each correct answer)
Photos
Description
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
CONCLUSION / CLOSURE
Things to remember in arts and design:
 Always remember the things you need to know in applying the
elements of arts and design.
 Do not always choose one type of line especially in your clothes.
 Textures should be suited to you.
 Structural design is needed as your guide in making your dream house or any
buildings or artifacts while decorative is how you apply the designs you want
to in an artwork or artifacts.
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Congratulations! You are done with your fourth lesson. You
may now proceed to Lesson 5 and continue to explore things in art.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://theconstructor.org/structural-engg/types-structural-designprocess/1673/
 https://www.amazon.in/TRADERS-Royal-Fancy-LampMulticolor/dp/B082W4XRVK
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Lesson 5 – Painting
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. Identify the different painting of the Filipinos and their artists
2. compare the paintings through timeline
3. discuss how paintings were made
TIME FRAME: 6th Week
Introduction
“Every artist was first an amateur”. – Ralph Waldo Emerson
Welcome to lesson 5! Did you know that designing or creating a concept is a
talent that should be taken care of and used in a right way to express feelings and
emotions? The whole lesson 5 will revolve around paintings that every student
should know its origin together with the famous painters. This is now our time to get
along with this lesson and try to express our own idea in making one artwork by
painting it.
ACTIVITY
#YouDoIt 5.1
Instructions: Watch the following videos below and be prepared to answer
the following questions that I prepared for you.
https://www.youtube.com/watch?v=NmXRlKpYL8Y
https://www.youtube.com/watch?v=M6ZlcscNVhY
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 In those paintings that you saw what is your impression about
painting?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you find it difficult? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think paintings bring emotions or can show messages? Why do you
think so?
Your answers: ______________________________________________________
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___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Painting is an art form on a two dimensional surface.
Paintings are used as decorations in business
establishments, homes and schools. Small paintings can be
seen in fans, vases, plates and in different pieces of furniture.
Artists use tempera, oil and polymer paints for painting on
canvass, stone, plaster, brick, clay, metal, wood and cloth. Most
painters apply the paint with a brush, palette knife or their fingers.
Kinds of Paintings According to subject
 Portrait – painting of one’s picture, usually halfbody
 Still life – painting lifeless objects in a group
 Figure – painting of human figure
 Genre – painting of people’s everyday life
 Landscape – painting of the beauty of nature
Early mediums in painting
 Encaustic – this is a mixture of pigment, wax (beeswax), and resin.
 Fresco – pigment mixed with water and applied to thin layers or either dry
plaster or wet plaster.
 Tempera – a fast-drying medium which is pigment mixed with a glutinous
material (usually egg yolk)
 Ink – a medium containing pigments or dyes which may be in liquid or paste
form and is used for pen and brush drawing, or printing.
Common mediums used in contemporary painting
 Oil paint – consists of pigment mixed with oil
(linseed oil) as its binder. It dries slowly, but
lasts long.
 Watercolor – consists of pigment combined with
water and gum arabic. Colors are less
luminous, and transparent.
 Acrylic – a quick-drying synthetic medium with
emulsion as its binder. It is favored by a lot of artists because of its ease of
use and its versatility.
Selected Styles/ Movements in Western Art
 Realism – a naturalistic approach to subject matter.
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




Impressionism – a style wherein paintings are usually
done outdoors. Brushstrokes are fast and colors used
are light or pastel.
Expressionism – an art movement that centers on the
expression of inner emotions. Colors used are vibrant
and distortion is usually used.
Abstract – non-representational or non-figurative
imagery. It could also be a distortion or simplification
of forms.
Dada or Dadaism – an aggressive reaction against conventional art. Dadaists
produced (anti) art objects using unconventional methods.
Surrealism – an art movement where artists gathered inspiration from the
depths of the subconscious mind.
 Pop Art – an art movement which is centered
on, or inspired from familiar images of popular culture,
such as advertisements, comics, and commercial
products.
 Social Realism – an art movement which
portrays social and racial injustice and economic
hardship, marked by its realistic depiction of social
problems
Notable Philippine painters and their works:
19th century
Famous Painters
Paintings
Jose Honorato Lozano known for paintings of letras y figures
Damian Domingo
He headed the Academia de Dibujo y Pintura in 1821. He
is known for his paintings of tipos del pais.
Juan Luna
His work Spoliarium won the gold medal in the 1884
Exposicion Nacional de Bellas Artes.
Felix
Resurreccion Las Virgenes Cristianas Expuestas al Populacho won the
Hidalgo
silver medal in the 1884 Exposicion Nacional de Bellas
Artes.
20th century
Genre painters
Fabian dela Rosa
Fernando Amorsolo
Paintings
Women working in a Rice Field (1902)
Fruit Gatherers (1950), Sunday Morning going to Church
(1953) The “Triumvirate of modern art”
Victorio Edades
The Builders (1928)
Galo Ocampo
Brown Madonna (1938), The River of Life (1954)
Carlos
“Botong” Harana (1957)
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Genre painters
Francisco
Other Modernists
Hernando Ocampo
Diosdado Lorenzo
Vicente Manansala
Cesar Legaspi
Anita Magsaysay-Ho
Jose Joya
Arturo Luz
Selected
contemporary artists
Antipas Delotavo
Benedicto Cabrera
Danilo Dalena
Onib Olmedo
Brenda Fajardo
Other Famous
Painters
Degos
Leonardo da Vinci
Michael Angelo
Peter Paul Renkens
Rembrandt Van Ryn
Francisco Goya
Jean Francois Millen
Paul Cezanne
Vincent Van Gogh
Pablo Picasson
Monet
Pissaro
Renoir
Paintings
Paintings
Homage to Tandang Sora (1977)
Ilog ng Cabiao (1970)
Madonna of the Slums (1950)
Gadgets II (1949)
Fruit Vendors (1975)
Pagdiriwang (1976)
Black Form, White Space (1976)
Paintings
Itak sa Puso ni Mang Juan (1977)
EDSA Event (1986)
Komedya sa Pakil
Mother and Child
Baraha ng Buhay Pilipino (1989)
Paintings
The Dance Class
The Last Supper and Mona Lisa
Sistine Chapel Ceiling
Virgin and Child
Parable of the Merciles Servant
The Reconciliation of David and Absalom
King Ferdinand VII of Spain
The Giant
The Gleaners
Mountains in Provence
Cornfield with Cross, View of Le Saintes Maries de la Mer
and Self Portrait as a Painter
Violin and Grapes and Head of a Young Boy
The Church at Vetheuil
A Street in Auvers
Lunch at the Restaurant Fournaise
APPLICATION
#IChallengeYou 5.2
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Instructions: Think of an experience in your life with joy, sorrow, love, frustration,
anger or fear. Express this feeling by painting it in the entire surface of a bond paper.
Do not forget to state what style you used in making the painting.
YOUR WORK
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
#WeAreMatch 5.4
Instructions: Match the following paintings in column A to the authors in
column B. You just need to write the capital LETTER of the best answer.
Column A
_____ 1. Pagdiriwang
_____ 2. Spoliarium
_____ 3. The Reconciliation of David and Absalom
_____ 4. Baraha ng Buhay Pilipino
_____ 5. The “Triumvirate of modern art”
_____ 6. The River of Life
_____ 7. Gadgets II
_____ 8. A Street in Auvers
_____ 9. Mountains in Provence
_____ 10. Komedya sa Pakil
Column B
a. Brenda Fajardo
b. Cesar Legaspi
c. Danilo Dalena
d. Fernando Amorsolo
e. Galo Ocampo
f. Jose Joya
g. Juan Luna
h. Michael Angelo
i. Paul Cezanne
j. Pissaro
k. Rembrandt Van Ryn
CONCLUSION / CLOSURE
Things to remember about the lesson:
 Painting is an art form on a two dimensional surface.
 Paintings are used as decorations in business establishments, homes and
schools.
Congratulations! You are done with your fifth lesson. You may
now proceed to Lesson 6 and continue to explore things in arts.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D, 2002, Teaching Strategies in Social Science
for Elementary Grades
 Philippine Normal University (PNU), 2013, MAPEH (Music, Arts,
Physical Education and Health), A Reviewer for the Licensure Examination
for Teachers
 https://www.youtube.com/watch?v=NmXRlKpYL8Y
 https://www.youtube.com/watch?v=M6ZlcscNVhY
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Lesson 6 – Architecture
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the architectural designs of our different ancestors
2. examine architectural designs by knowing its feature and background
TIME FRAME: 7th Week
Introduction
“Architecture is a visual art and the buildings speak for themselves.” - Julia
Morgan
Welcome to lesson 6! Did you know that designing or creating a concept is a
talent that should be taken care of and used in a right way to express feelings and
emotions? The whole lesson 6 will revolve around architectural designs that every
student should know its origin together with the famous architectures. This is now
our time to get along with this lesson and try to express our own idea in making one
artwork by making it.
ACTIVITY
#YouDoIt 6.1
Instructions: Draw a top view of your dream house. You will also write the
details of your house. See the picture below for your reference.
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YOUR WORK
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 Why do you choose this kind of house?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What are the things you consider before coming up with the final design and
concept?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Where did you base your design?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Did you know one building or structure that is famous and explain why it was
considered as famous?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Architecture is probably the oldest of the fine arts. Certainty it is the
most useful and in some respect, is the prerequisite for the other arts.
Architecture is the planning and creating of buildings.
Architectural styles depend on different
conditions,
such
as
regional
climate,
geographical location, and different aspects of life
– social, political, economic, spiritual, ideological,
and technological. These styles also vary through
time. Western classical architectural works were
bound to the conventions of classicism, which
include balance, proportion, and an emphasis on
form. Baroque and Rococo’s energetic styles
include intense ornamentation both on the interior and exterior. Modernist
architecture tends to become more straightforward and minimal.
Architectural Development
Architecture is most readily grasped by studying its development in
successive historical periods, the development of building techniques from one era
to the next as well as from one culture to the next, and nothing the evolution of each
successive architectural style.
Commonly used materials:
 Organic – wood, bamboo, yakal, sawali, etc.
 Construction – cement, sand, gravel, reinforced concrete
 Stone – adobe, granite
 Fabricated materials – bricks, tiles, glass
 Metal – structural steel, steel bars
 Synthetic materials – plastic, rubber
Brief history of Philippine architecture:
 Pre-colonial period
Native houses were single-room constructions built
using indigenous materials (bamboo, palm leaves, etc.) Roofs
were typically pyramidal, windows were wide and the floor
was raised above the ground.
 Spanish colonial period
The Spaniards introduced European styles in
architecture and started the construction of numerous
churches. Some of today’s famous Baroque churches
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include the San Agustin Church in Intramuros, the Paoay Church in Ilocos, and
the Miagao Church in Iloilo.
The bahay na bato was also formed.
This period also marked the construction of the walls of Intramuros.
 American occupation
The arrival of the Americans signaled the emergence of monumental neoclassical structures.
Daniel H. Burnham was sent by
the US government to create
urban plans for Manila and
Baguio.
Juan Arellano designed the
Manila Post Office, Legislative
building,
and
the
Manila
Metropolitan Theater.
Antonio Toledo designed the Manila City Hall, and the Agriculture and
Finance buildings at the Agrifina circle in Luneta.
Tomas Mapua designed the Philippine General Hospital and the
Normal school.
Juan Nakpil – responsible for the rebuilding of the Quiapo Church in
1930
 Middle to late 20th century
Leandro V. Locsin was commissioned by
the Marcos administration to design numerous
edifices for the government. Among these are:
The Cultural Center of the Philippines (CCP),
and the Philippine International Convention
Center (PICC). Locsin also designed the Church
of the Holy Sacrifice at UP Diliman.
Froilan Hong – Manila Film Center
Francisco Mañosa – Coconut
Palace
Mañosa Brothers – San Miguel Building, Ortigas
Famous Architects
Frank Lloyd Wright
Mies Van der Rohe
Le Corbusier
Their Works
Fallingwater
Fritz and Grete Tugendhat House Brno.
House for Parents La Chaux-des-Fonds
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Famous Architects
Alvas Aalto
Walter Gropius
Ieoh Ming Pei
Frank Gehry
Robert AM Stern
Michael Graves
Cesar Pelli
Their Works
Churchof Vuokseniska Imatra, Finland
Harvard University Graduate Center
JFK Library Building, Boston, MA
Reception Center, MD Columbia
Mexx Int’l Headquarters, Netherlands
Disney World Swan & Dolphin Hotel Lake Buena Vista,
FL
Century City Medical Plaza, LA
APPLICATION
#IChallengeYou 6.2
Instructions: Collect some pictures of the following and try to describe it
accordingly:
a. Pre-colonial period
b. Spanish colonial period
c. American occupation
d. Middle to late 20th century
Collected pictures
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EVALUATION
#YouOnlyHave1choice 6.3
Instructions: You will read and analyze the following statements and
choose the best answer.
1. In Architecture, needs of people are provided for by high-rise buildings
through efficient utilization of limited spaces. How is space maximized in the
most comprehensive manner?
A. Reinforced concrete, structural and pre-fabricated units are used for the
structure and plastic, glass and other synthetic materials are used for
finishing touches.
B. High-rise structures contain mechanical equipment like air-conditioning
units, elevators, and fire protection systems.
C. A building is built with all functional needs like commercial establishments,
offices, residential areas, parking spaces, and other multi-functional
features.
D. Massive and monumental structures are evidences of progress and
modernization.
2. When an architect designs a building, he wants to answer _____________.
A. the needs of men
B. the satisfaction of men
C. the demands of men
D. all can be considered
3. A tiered tower with several eaves. Its structure is derived from the Indian
stupa and is most commonly Buddhist.
A. Wat
B. Temple
C. Pagoda
D. Minaret
4. When you create a three-dimensional artwork through different processes
such as carving, modeling, assembling, or casting, the visual art being
considered is ______.
A. sculpture
B. architecture
C. painting
D. printmaking
5. Styles and designs of architectural works reflect the demands of different
aspects in life. Which are considered before designing a structure?
A. Social and economic
B. Political and ideological
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C. Technological and geographical
D. All of the above
6. The Miag-ao, San Agustin, and Paoay church’s architectural designs are in
accordance with which western style?
A. Renaissance
B. Baroque
C. Neo-Classical
D. Gothic
7. Some native Philippine architecture possesses motifs, like the Naga, which
may be seen in other countries. Where did we get this influence?
A. Southeast Asia
B. Spain
C. America
D. Japan
8. Numerous monumental structures possessing Greco-Roman motifs were built
in Manila during the American occupation. These include the City Hall, the
former Legislative building, and the Post Office. What is the dominant style of
these architectural icons?
A. Baroque
B. Renaissance
C. Gothic
D. Neo-Classical
9. One of the pioneers in Philippine architecture; he was responsible for the
rebuilding of the Quiapo Church in 1930. He is
.
A. Juan Arellano
B. Juan Nakpil
C. Jose Mañosa
D. Leandro Locsin
10. If you were to build a structure in accordance with the Modernist style, which
of the following would best describe your design?
A. It possesses Greco-Roman motifs
B. It is straightforward and minimal.
C. It is energetic and ornamented.
D. All of the above
CONCLUSION / CLOSURE
Things to remember about the lesson:
 Architecture is probably the oldest of the fine arts.
 Architecture is the planning and creating of buildings.
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 Architectural designs should be serviceable, with sufficient space and firm
enough to withstand tension.
Congratulations! You are done with your sixth lesson. You may
now proceed to Lesson 7 and continue to explore things in art.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 Philippine Normal University (PNU), 2013, MAPEH (Music, Arts,
Physical Education and Health), A Reviewer for the Licensure Examination
for Teachers
 (Picture 6.1) https://cadbull.com/detail/82007/Two-bedroom-house-top-viewlayout-plan-with-furniture-drawing-details-dwg-file
 (Picture 6.2 & 6.3) https://pptcrafter.wordpress.com/2016/09/07/cityscape-3dhouse-basics/
 (Picture 6.4) https://iconscout.com/illustration/top-view-of-houses-1527597
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Lesson 7 – Sculpture
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the sculptors of our different ancestors
2. make your own sculpture that shows inspiration to young ones
TIME FRAME: 8th Week
Introduction
“What sculpture is to a block of marble, education is to a human soul.” –
Joseph Addison
Welcome to your lesson 7! Did you know that designing or creating a concept
is a talent that should be taken care of and used in a right way to express feelings
and emotions? The whole lesson 7 will revolve around sculptures that every student
should know its origin together with the famous sculptors. This is now our time to get
along with this lesson and try to express our own idea in making one artwork by
forming it.
ACTIVITY
#YouDoIt 7.1
Instructions: Prepare all the materials that I required you. You will be making
a paper line sculpture for 5 minutes. All you need to do is be creative and plan your
design as quick as you can. Refer to this video for an idea.
https://www.youtube.com/watch?v=kpqjB_ocFlE
Materials needed:
Paper (any available paper, magazine, newspapers or colored papers)
Glue
Scissors
Pencil
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Your work:
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 In making the paper line sculptor, what is your edge in making this?
How about the difficulties you encountered while making it?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Did you achieve the design or concept you wanted your paper sculpture to
be? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think you have the hands of a good sculptor? Explain.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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 In your own words, define sculpture.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Sculpture is a creation of art in three dimensions. It can be produced
by 3 processes such as carving, modeling and
assembling. Any material can be shaped in three
dimensions may be used for sculpture. The principal
formal elements of sculpture are space and mass.
The art of carving covers molding or assembling
wood, stone, metal or other materials into three
dimensional works of art. Monuments, statues, busts,
reliefs, and architectural ornaments are familiar forms
of sculptures have worked with light, space, and nature,
greatly expanding the traditional concept of sculpture.
Sculptures are used for religion and civic purposes: others were made for
people to appreciate them for their own sake.
Mediums used in sculpture
•
Wood
•
Metal
•
Stone
•
Granite
•
Marble
•
Wood
•
Jade
•
Ivory
•
Brass
•
Gold
•
Lead
•
Aluminum
•
Glass
•
Clay
•
Plastic
•
bronze and others
Processes/Techniques
sculpture
 Additive
used
in
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
 Modeling – process of creating a form through altering the figure of a
medium, such as clay.
 Molding and Casting – a complex process of creating a negative and
positive replica from a model. It is ideal for mass production.
 Assemblage – putting together found objects
 Welding – process of joining metals
 Mobile – kinetic or moving sculpture
 Pottery – the process of shaping a
material to produce earthenware,
stoneware, or porcelain.
Subtractive
 Carving – cutting away pieces of
material until the desired form is
reached.
Notable Philippine sculptors:
 Mariano Madrinian
– a santero
from Paete, Laguna
 Guillermo Tolentino
– Bonifacio
Monument, UP Oblation
 Napoleon Abueva
– Judas’ Kiss
(1955), Allegorical Harpoon (1964)
 Lamberto Hechanova
– Crucifix
 Abdulmari Imao
– Sarimanok (1975)
 Eduardo Castrillo
– Pieta (1966)
 Solomon Saprid
– Tikbalang (1971)
 Ramon Orlina
– Venus V (2006)
 Roberto Feleo
– Tau-Tao (1994)
Sculptors
Donatella
Michelangelo
Buonarroti
Bernini Gian Lorenzo
Chevalier Rodin
Camille Claudel
Antony Caro
Their Works
Abramo e Isacco, 1421; Ascensione, 1461
Battle of the Centaurs, Madonna of The Stairs, 14891492
Angelo Reggicartiglio, 1667-1669
Apollo e Dafne, 1622 – 1625
The Gates of Hell, The Burghers of Calias
The External Idol, Jeune Fille a la Gerbe, 1887
Midday, After Olympia
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Sculptors
Alexander Calder
Robert Irwin
Nancy Grossman
Tony Smith
Their Works
La Grande Vitesse
“Prologue:X183” – Dia Center for the Arts, NY
“Opus Volcanus’, “B.S.T.”
“Light Up”, “Song”
ART CRITICISM
The word has at least several meanings, one is “to find fault” the other is “to
understand and appreciate or appraise”. The second meaning is much more
important to an art critic.
In order to make criticism more meaningful, the critic should first have a
thorough background of the arts. It can be a knowledge of the history, as well as
other aspects of the arts.
The critic attempts to analyze an art work by looking carefully at the viewpoint
of the artist, the structure, organization and materials used to determine how the
things fit together.
The critic should clearly state the context in which he is making his value
judgment.
APPLICATION
#IChallengeYou 7.2
Instructions: Carve any design of any subject on a bar of soap. Name your
design and describe it. Just paste it below.
YOUR WORK
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EVALUATION
#YouOnlyHave1choice 7.3
Instructions: You will read and analyze the following statements and
choose the best answer. Encircle the word/s of your answer.
1. From the different techniques in sculpting, carving is considered the most
painstaking and time consuming process. What makes it so?
A. Different tools are used as the artist chips off pieces of the medium little
by little until the desired image is achieved.
B. It involves adding or building up pieces of the medium little by little to form
the desired image
C. A finishing method of firing and glazing is needed at the end of the whole
process.
D. The process is composed of two stages: creating a negative, then a
positive
2. Two processes are used in sculpting. One is additive and the other is subtractive. What type of additive technique is used if you put together different
objects or scraps?
A. assemblage
B. molding
C. welding
D. casting
3. Philippine modern sculptors use different mediums and styles in their pieces.
Who is the sculptor who usually finished his welded sculpture without
polishing its surface, as seen in his works “Tikbakang” and “Penitensiya”?
A. Napoleon Abueva
B. Arturo Luz
C. Solomon Saprid
D. Eduardo Castrillo
4. A sculptor and National Artist from Mindanao known for his sculpture “Sari
manok”.
A. Abdul Mohammed
B. Abdulmari Imao
C. Ismail Acar
D. Abed Abdi
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5. The small figurines for sale in malls are identically produced sculptures. What
process is used to create these items?
A. welding
B. modeling
C. casting
D. carving
6. Which Filipino sculptor was known for the Bonifacio Monument in Caloocan,
and the UP Oblation?
A. Napoleon Abueva
B. Solomon Saprid
C. Guillermo Tolentino
D. Ramon Orlina
7. After classical trends in Philippine sculpture, later sculptors began to embrace
the styles of modernism in their artworks. Which modern sculptor was known
for his works Judas’ Kiss and Transfiguration and Kagampanan?
A. Eduardo Castrillo
B. Guillermo Tolentino
C. Napoleon Abueva
D. Roberto Feleo
8. When you create a three-dimensional artwork through different processes
such as carving, modeling, assembling, or casting, the visual art being
considered is ____.
A. sculpture
B. architecture
C. painting
D. printmaking
9. A genre of art in Japan, mainly in the medium of woodblock print. It is an old
and common art form and its subjects include narratives from history,
landscapes, and townscapes.
A. Bunraku
B. Suibokuga
C. Butsuga
D. Ukiyo-e
10. Which of the following statements about art is false?
A. Art is readily appreciated by all people, regardless of culture.
B. Art refers to a process or product of creative skill.
C. Art reflects the characteristic of a certain period in mankind’s history.
D. Art may be a ‘mimesis’, a representation of reality.
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CONCLUSION / CLOSURE
Things to remember about the sculpture:
 Sculpture is a creation of art in three dimensions. It can be produced by
3 processes such as carving, modeling and assembling.
 The art of carving covers molding or assembling wood, stone, metal or other
materials into three dimensional works of art.
 Sculptures are used for religion and civic purposes: others were made for
people to appreciate them for their own sake.
 In order to make criticism more meaningful, the critic should first have a
thorough background of the arts. It can be a knowledge of the history, as well
as other aspects of the arts.
Congratulations! You are done with your seventh lesson. You
may now proceed to Lesson 8 and continue to explore things in art.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://www.youtube.com/watch?v=kpqjB_ocFlE
 https://mymodernmet.com/famous-sculptures-art-history/
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Lesson 8 – Landscape, Cityscape & Seascape
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. discuss the differences of landscaping, seascaping and cityscaping
2. make scenery about bird’s eye view, worm’s eye view or a vanishing point
3. realize the beauty of nature through an artwork
TIME FRAME: 9th Week
Introduction
“Art is the perfection of nature, … Nature is the art of God.” – Thomas Browne
Welcome to lesson 8 future educator! This lesson will be about different
scapes that we see yet we do not know that it was an art and has a name. In this
part you will discover the three major things you usually see around you. You might
not appreciate these things before but now as you learn about it you will surely learn
to take these things as a piece of art.
ACTIVITY
#Watch&Learn 8.1
Instructions: Watch the following videos below and analyze it. After watching
you will answer the questions in the analysis part.
https://www.youtube.com/watch?v=CdQBIpXzbq8
https://www.youtube.com/watch?v=JgvLSjbvjOs
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 From the videos above, how will you describe mother earth?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Write one hashtag where you can use so share how important mother earth is
to us.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

Can you describe landscape, city scape and seascape in your own
understanding?
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Can you see a vanishing point?
Vanishing point - Every picture, inside or outdoors, it has one or two
vanishing points; you just don’t see them in the finished piece.
2 point perspective
Bird’s eye view
Worm’s eye view
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Cityscape
The horizontal line is usually buildings
A scene including city buildings, bridges,
streets or traffic lights.
A cityscape might include a river or a park
surrounded by skyscrapers.
Seascape
The horizontal line is usually water or things in or on the
water
A scene at sea (a ship on the water) or a scene
including a portion of the sea, like waves along the
beach.
The water (ocean or sea) is the focal point, or a larger
part of the scene.
Landscape
The horizontal line is usually made of
trees, hills, mountains, or other natural or manmade objects.
An outdoor view of nature, such as
mountains, rivers, sky desert, fields or forests.
Some
landscapes
include
people,
animals, buildings (barns, houses, or sheds),
quiet roads or streets.
If people or animals are included, they are
not the focal point.
We use the element of space to make a 2D picture look by 3D picture by;
 Making objects close to the viewer larger and objects farther away smaller
 Show a background, middle ground and foreground in your picture
 Closer objects will overlap objects farther away
 Color become lighter as the background recedes
 Showing shadows and reflections in the picture
APPLICATION
#IChallengeYou 8.2
Instructions: You will pick one of the following and draw a sketch out of it:
a. Bird’s eye view
b. Worm’s eye view
c. Vanishing point
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YOUR WORK
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EVALUATION
#IChallengeYou 8.3
Instructions: You will pick one of the following and you will draw an
example of it.
a. Landscape
b. Sea scape
c. City scape
YOUR WORK
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CONCLUSION / CLOSURE
One point perspective
 All landscapes, cityscapes and seascape have a horizontal line
 It is not always flat
 In a Landscape, Seascape, or Cityscape, an artist creates the illusion of a
three-dimensional world on a flat canvas or paper.
Congratulations! You are done with your eighth lesson . You may
now proceed to Lesson 9 and continue to explore things in art.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://slideplayer.com/slide/3727359/
 https://artdiscovery.info/become-an-art-volunteer/art-definitions/
 (Photo 8.1) https://artprojectsforkids.org/perspective-drawing-for-beginners/
 (Photo 8.2) https://www.tes.com/lessons/aX59bCqaV4XCmQ/perspectivecity-scape
 (Photo
8.3)
http://isfdn.org/art-docent-lessons/4th-grade/one-pointperspective/
 (Photo
8.4)
https://fineartamerica.com/featured/birds-eye-view-sea-inletpainting-stephen-lo-piano.html
 (Photo
8.5)
https://www.oreilly.com/library/view/learn-clipstudio/9781789347036/93343985-0643-49a9-a80b-ad5248c27790.xhtml
 (Photo 8.6) https://www.artuk.org/discover/artworks/shrewsbury-birds-eyeview-53111
 (Photo
8.7)
https://www.judithbaratharts.com/articles4q-wndopk/articles/chicago-from-a-worm-s-eye-view
 (Photo 8.8) https://www.flickr.com/photos/d90nikon/5421950977
 (Photo 8.9) https://www.pinterest.ph/pin/29414203796522505/
 (Photo 8.10) https://hdqwalls.com/anime-cityscape-landscape-scenery-5kwallpaper
 (Photo
8.11)
https://watercolorpainting.com/watercolor-paintingtutorials/classic-seascape/
 (Photo 8.12) http://www.environmentguide.org.nz/issues/landscape/threatsto-landscapes-and-features/
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Lesson 9 – Notable Art forms in Asia
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. discuss the different notable arts found in Asia
2. promote the notable arts in Asia
3. design one artwork that can be included as notable artwork in Art
TIME FRAME: 10th and 11th Week
Introduction
“Art is not what you see, but what you make others see.” – Edgar Degas
Welcome to lesson 9! This lesson will be meaningful because we will discuss
about the notable arts found in You might not appreciate these things before but now
as you learn about it you will surely learn to take these things as a piece of art. Be
ready to have some short tour around Asia!
ACTIVITY
#Watch&Learn 9.1
Instructions: Watch the following videos below and analyze it. After watching
you will answer the questions in the analysis part.
https://www.youtube.com/watch?v=G8ItnFGFS9w
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 From the video above, how will you describe the arts in Asia?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Why do you think we need to preserve those artworks and fix those artworks
that was damaged and forgotten?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Have you tried to visit in a museum? What did you do? Why did you come to
that place?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
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ABSTRACTION
Art Forms and Symbols common in Asia
 Batik - A technique of dyeing cloth which
includes the use of removable wax to repel the
dye on parts of a design. Batik or fabrics with the
traditional batik patterns are found in Indonesia,
Malaysia, Japan, China, and India.
 Calligraphy - decorative art of lettering in an
ornamental style. This is particularly well-known
is East Asian arts.
 Wat – an entire religious complex with multiple
buildings. Numerous wats are found across Asia,
especially in Thailand and Cambodia.
 Mandala – In Buddhism, a diagram with pictures or
statues of gods in specific positions. Mandala literally
means “circle”.
 Stupa – An architectural form which originated in
pre-Buddhist India. It can either be a burial marker or
container of precious relics.
 Pagoda - a tiered tower with several eaves.
Pagodas are derived from the Indian stupa and are most commonly Buddhist.
 Masjid – commonly known as “Mosque”, a place of worship for followers of
Islam. One of its architectural features is the minaret, a tall spire from which
summons to prayer are called.
 Naga – literally means “snake” but normally refers
to serpent deities. The Naga motif is found in both
Hinduism and Buddhism and is pre- sent in
different Southeast Asian countries.
 Apsara – In Hindu and Buddhist mythology, a
female spirit of the clouds and waters, or a nymph
of the sky.
 Jataka – tales of the lives of the Buddha, found in different parts of Asia, such
as on the walls of Indonesia’s Borobudur temple.
Ancient pottery and ceramics are also found all across the Asian continent
Famous architectural works in Asia:
 India – Taj Mahal, Kandariya Mahadeva
temple
 China – The Forbidden City (Palace
complex), The Great Wall of China
 Japan – Himeji Castle, Osaka Castle,
traditional Japanese gardens
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




Cambodia – Angkor Wat (Hindu temple)
Thailand – Wat Phra Kaew, Wat Arun (Buddhist temples)
Myanmar – Shwedagon Pagoda, Ananda Temple (Buddhist temples)
Malaysia – Zahir Mosque, Ubudiah Mosque
Indonesia – Borobudur (Buddhist temple), Prambanan (Hindu temple)
Indian Art
Indian art is deeply rooted on religious beliefs, primarily on Buddhism and
Hinduism. Multitudes of Buddhist and Hindu paintings, sculptures, and architecture
are found in the Indian subcontinent and its influences scattered all across Asia.
An example is the Great Stupa in
Sanchi, India. It was built around the 3rd
century B.C.E.
Numerous temples and sculptures
of the Buddha were made. One of these
structures
includes
the
Kandariya
Mahadeva temple.
Hindu and Buddhist images are
usually depicted showing a specific mudra,
a symbolic gesture. Most mudras are
performed with the hands and fingers, and some involve the entire body.
A new culture developed in India with the arrival of the Mughals, an Islamic
people from Central Asia. Persian forms mixed with Indian elements to create a
uniquely Indian form of Islamic art. The most celebrated Mughal architecture in India
is the Taj Mahal.
Chinese Art
The arts of China are shaped by different
succeeding dynasties and influenced by
different philosophies such as Confucianism,
Taoism, and Buddhism.
Chinese Brush Painting
Started around 4000 BC, executed by
using a Chinese brush and Chinese ink. The
same ink is used in calligraphy, and is applied
to either paper or silk. Usual subjects are landscapes (4th century), and birds and
flowers (9th century).
One essential rule in painting: “See the great in the small” and “See the small
in the perspective of the great”
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Qualities of Chinese Brush Painting (Lu Ch’ang)
 To display brushstroke power with good brushwork control o
To possess
sturdy simplicity with refinement of true talent
 To possess delicacy of skill with vigor of execution.
 To exhibit originality, even to the point of eccentricity, without violating the li
(the principles or essence) of things.
 In rendering space by leaving the silk or paper untouched, to be able
nevertheless to convey nuances of tone.
 On the flatness of the picture plane, to
achieve depth and space
In sculpture, the accidental discovery of
the buried terracotta army (221 B.C.E) was one of
the most stunning moments in archaeology. It is a
collection of terracotta sculptures representing the
armies of Qin Shi Huang, the first Emperor of
China.
Japanese Art
Traditional arts were influenced by Shinto, the indigenous spirituality of the
people of Japan. Eventually, Zen Buddhism from China also be- came a dominant
influence in Japan’s arts and culture.
Ukiyo-e
A genre of art, mainly in the medium of
woodblock print. It is an old and common art
form and its subjects include narratives from
history, landscapes, and townscapes, among
others. Katsushika Hokusai was known in this
genre.
Types of traditional painting
Buddhist painting (Butsuga)
Scroll pain- ting (Emakimono)
Ink painting (Suibokuga)
Screen and Wall Painting (Shoheiga).
Japanese Gardens
Gardens with symbolic aesthetics arising
from the expression of Shinto beliefs and
Buddhist intellectual conventions.
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Ikebana
Japanese flower arrangement with origins in early Buddhist flower offerings. It
developed into a distinctive art form in the 15th century.
Origami
The art of paper folding, which started around the 17th century.
Bunraku
Japanese puppetry which developed also in the 17th century.
Korean Art
The earliest historical record of painting
in Korea comes from the area of Lelang in
Korea where a tradition of painting existed
from sometime around 108 B.C.
Korean Painting was deeply influenced
by Chinese art.
Painting was also very evident on the
walls of the Koguryo tombs. The murals are
strongly colored and show daily life and
Korean mythologies of the time.
Indonesian Art
Indonesian traditional arts are rooted on Buddhism and Hinduism. Even
though the nation is predominantly Islamic at
present, cultural heritage is well preserved.
Wayang
A Javanese term for particular kinds of
theatre. These are usually accompanied by a
gamelan, a musical ensemble composed of different
metallophones.
 Wayang Kulit – traditional Indonesian shadow
play/ shadow puppets
 Wayang Golek – wooden rod puppets
 Dalang - the puppeteer in an Indonesian wayang performance.
Vietnamese Art
Pottery in Vietnam dates back to the Stone Age. In the Bronze Age, the Dong
Son culture developed unique drums cast in bronze. These are known as the Dong
Son drums.
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Lacquer Painting
Paintings applied on wood. A wooden panel is covered with a piece of cloth
glued to it using the sap of a lacquer tree. This is then coated with a layer of the sap
mixed with earth. The board is then polished and recoated with another layer of sap.
Lacquer paintings incorporate the traditional colours -- brown, black, red,
yellow, white -- and the technique of
inlaying egg, crab and snail shells.
As far back as the 11th century,
lacquer was widely used in the
ornamentation of palaces, communal
halls, temples, pagodas and shrines.
Water Puppetry
A tradition of water puppets which
may have started in the 12th century. It
is still a very popular art form in
Vietnam.
APPLICATION
#IChallengeYou 9.2
Instructions: Make one artwork that has an influence of the Asian arts. Do
not forget to put the original photo that you were inspired to and used it as an
influence in making your artwork.
YOUR WORK
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EVALUATION
#IChallengeYou 9.3
Instructions: Make a 1 simple photo collage of the different arts found in
Asia. Do not forget to put some caption about the collage you make. Let us
try to influence and inform young learners how important it is to look in the different
arts around Asia and know its importance.
YOUR WORK
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CONCLUSION / CLOSURE
Congratulations! You are done with your ninth lesson. You
may now proceed to Lesson 10 and continue to explore things in
art. Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://indianartideas.in/blog/indian-art/interesting-facts-about-indianart-industry
 https://www.worldhistory.org/Chinese_Art/
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.ampersandtrav
el.com%2Fblog%2F2019%2Fjapanese-art-thecourtesan%2F&psig=AOvVaw3K9zLFxXVkS3gIKHoyH5oS&ust=1629968508
255000&source=images&cd=vfe&ved=0CA0Q3YkBahcKEwjggbSC6MvyAhU
AAAAAHQAAAAAQAw
 https://www.artelino.com/articles/japanese_art.asp
 https://indonesiadesign.com/story/indonesian-visual-art-reflects-the-brillianceof-indonesias-culture
 https://www.nguyenartgallery.com/top-8-most-influential-painters-in-vietnam/
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Lesson 10– Basic Photography
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the principles applied in the area of basic photography
2. perform the areas to apply photography in a specific task given
3. apply the principles of basic photography in your own photo portfolio
4. appreciate the importance of having photos in the past as a memory in the
present
TIME FRAME: 12th and 13th Week
Introduction
“We are making photographs to understand what our lives mean to us.” –
Ralph Hattersley
Photographs may be considered as a memory but it treasures and shows
beautiful and sad memories. This whole lesson will cater about basic photography
that will enlighten each individual who loves to take photos to other people, places or
thing or even to theirselves. This will discuss different principles and types that will
help an ordinary photographer to become like a pro photographer.
ACTIVITY
#ReadBetweentheLines 10.1
Instructions: What you are going to do is to read the following quotations
below. Analyze what each quotation means.
Quotation A: “Photography is a way of feeling, of touching, of loving. What you
have caught on film is captured forever… It remembers little things, long after you
have forgotten everything.” — Aaron Siskind
Quotation B: “The best thing about a picture is that it never changes, even when
the people in it do.” — Andy Warhol
Quotation C: “Taking pictures is like tiptoeing into the kitchen late at night and
stealing Oreo cookies.” — Diane Arbus
Quotation D: “Photographs open doors into the past, but they also allow a look into
the future” – Sally Mann
ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 In the quotations above, which of the following best describes
photography?
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Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Describe photography with your own words.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Make your own quotation about photography and explain it.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Photography (derived from the Greek photos- for "light" and -graphos
for "drawing") — is the art, science,
and practice of creating durable
images by recording light or other
electromagnetic radiation, either chemically
by means of a light sensitive material such
as photographic film, or electronically by
means of an image sensor.
It is a two-dimensional representation
of people, events, objects or any threedimensional form.
Types of Photography:
Advertising Photography - A type of photography
that illustrates a service or
product
Editorial Photography - Illustrates a story or idea
within the context of a MAGAZINE
Photojournalism - Photographs made in this
concept is accepted as a documentation of a
NEWS story.
Portrait and wedding Photography - Made and
sold directly to the end user of the images
Fine Art Photography - Is creative production of
images using the camera, special lightings and other effects for artistic
expression.
The 6 Things to Know
Know your camera
Hold the camera still
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The 2-second rule
Take a few more
Tell a “story”
Capture the “mood”
C.E.L.L.
•C omposition
•E xposure
•L ens
•L ight
Composition
Principle 1 - Un-clutter the picture. Zoom in.
A good photograph is a subject, a context, and nothing else.
Remove any clutter that detracts from your message. Get closer -- zoom in -and crop as tightly as possible
Principle 2 - Put subject off-centre / Rule of thirds
The center of the frame is the weakest place -- it's static, dull, and gives no
value to the context. The more you move the subject away from the center, the more
relevance you give to the context
Principle 3 - Use of frames, lines &
diagonals
Create impact by using frames and real or
inferred lines that lead the viewer's eye into and
around the picture
Principle 4 - Dramatic Perspective
Create impact by photographing your
subjects from unexpected angles. Imagine
yourself as an electron spinning around the
subject, which is the nucleus of an atom
SUBJECT- The main focus of your photograph. This is what you want the
viewers want to see first when they see the image.
FOREGROUND
and
BACKGROUND – What is in front of your
subject is the foreground. What is behind your
subject is your background. Both of foreground
and background should enhance the beauty of
the main subject.
RULE OF THIRDS – The subject
should be located either above or below the
center of the frame because the viewer’s eyes
are naturally drawn to the spaces within the frame and not to its center.
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Exposure
Aperture
Shutter speed
ISO (International
Standardization)
Organization
for
Aperture: General Rules and tips
 A larger lens opening (f1.8-3.5) offers
the following advantages:
 Allows you to shoot more often with
just natural lighting
 Helps to reduce harsh shadows
and red-eye caused by flash.
 Allows more light to pass through,
the camera will be able to choose a
slightly higher shutter speed
 Helps to reduce motion blur.
 Helps to reduce "depth-of-field“ (for
effect).

Aperture- controls the amount of light your camera receives. It also
controls the sharpness of the photo. The smaller the opening, the sharper
your photo will be
Principle - Affect depth of field (range of distance in focus)
When shooting a landscape, as much of the photograph in sharp focus as
possible (f11 to f22). In a portrait, shallower dof (f2.8-8) will isolate your subject from
distracting backgrounds
Shutter speed: General Rules and tips
 To capture blur-free "action" photographs (e.g. Sports), you need to make
sure the camera is using a high shutter
speed, e.g.1/125th of a second or more.

Less light gets through to
the imager as shutter speed is increased,
thus difficult to use higher shutter speeds
in lower light situations.

Alternatives: Allow more
light to pass through the lens (larger
aperture setting), the other is to increase
the ISO

If you don’t want traces of
light movements on your photos make
sure to set your shutter speed high.
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Always take note of how much light your subject has.
Principle - Freezing motion (achieve the desired effect)
Absolutely sharp images are not always the best. They can look static and
dull. At slow shutter speeds the camera blurs the image of moving objects, and can
create a more convincing image of movement.
ISO
 If the setting has an
abundant light, lower
down ISO. If in a dark
place, set the ISO to
max or set it on auto.
**Note: the higher the
ISO the more grains
will appear on the
photograph.
General Rules and tips
 ISO settings are often rated at 100, 200, 400, 800, 1600, and even 3200
on some models
 Use an ISO of 100 or 200 when taking photographs outside in sunny
conditions.
 If the sky is overcast or it is evening time, or in a darkened room, then use
an ISO within the range of 400 to 800.
 Night time or in cases of low light you might need to set your digital
camera ISO to 1600. If not your photo will appear too dark, if at all.
ISO Setting
Principle - Set the lowest setting possible to avoid noise
ISO measures the sensitivity of the image sensor. The lower the number the
less sensitive your camera is to light and the finer the grain.
Lens
Principle – Wide Angle (35mm) or Telephoto
(70mm)
Wide-angle lenses allow more of a picture to be
captured (need focal point) while telephoto lenses tighten
the scene and isolate the subject (but affect the depth of
field & increase camera shake)
Light
Principle 1 - Avoid using flash, even for night
shots
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The indiscriminate blast of flash destroys the intimate mood of existing light
Principle 2 - Side Lighting instead of front or overhead (noon-time)
lighting
The use of frontal flash lighting tends to flatten faces.
Use side lighting as much as possible, even moving your subject, if
necessary, next to a window.
Principle 3 - Use fill-in flash, for backlit situations or
overhead sun.
Overhead sun creates dark eye sockets and unattractive
shadows, which can be reduced by using a flash. Use fill-in flash
also for situations where the subject is backlit (camera auto
exposure will be confused)
LIGHTINGS – Photographs without lighting are dull because one
of the basic ingredients in photography is light. Avoid strong
direct light on your subject. Make sure that background lighting is
not stronger than the subject
Types of Shot
Keep in mind that you can do a long shot, medium shot, close up and an
extreme close up when taking pictures.
Types of Shot
Focus
Description
Adjust the distance setting on a lens to define the subject
sharply. Basically, always try to produce a sharp image.
Center of Interest
Each picture should have only one principal idea, topic, or
center of interest to which the viewer's eyes are attracted.
A picture without a dominant center of interest or one with
more than one dominant center of interest is puzzling to a
viewer.
The viewer becomes confused and wonders what the
picture is all about.
When the picture has one, and only one, dominant "point
of interest," the viewer quickly understands the picture.
A photographer usually has many factors or elements that
can be used and arranged within the picture area to draw
or direct attention.
Some of these elements are lines, shapes, human figures,
tone, and texture.
Try to avoid placing your subject in the middle of the
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frame. It makes the picture uninteresting to look at.
Rule of Thirds
This is an easy way to create emphasis, balance and
interest in your work.
Divide the picture area into thirds, both vertically and
horizontally. Locate the center of interest at one of the
intersections of the lines (marked in green). You can then
create a feeling of balance to the composition.
Emphasis
Connected to the centre of interest and composition, is
emphasis. Emphasis is the focal point in a composition.
It is where one area stands out or draws the viewer's eye.
The photographer decides to do this through various
techniques.
This can be done through framing, composition and by
contrast.
A photographer can show emphasis through framing
choice, whether he uses a vertical or horizontal format. Or
he might show emphasis by the placement of the subject,
governed by the rule of thirds.
Various positions of the camera (high, medium, or low;
and left, right, or straight on) can give a different
viewpoint, perspective or visual effect.
The proper viewpoint or camera angle is an important
factor in good composition. Repositioning your subject
within the viewfinder frame and changing the camera
viewpoint or camera angle are two simple ways of
controlling composition.
Angle/Viewpoint
Light & Shadows
Lighting is an important creative element of composition.
By controlling the light and directing it where you want it,
you can subdue objects or distracting elements in the
scene to give more emphasis to the main point of interest.
Light and shadows can be used in composition to create
mood, to draw attention to an area, to modify or distort
shape, or to bring out form and texture in the subject.
Shadows are a key to apparent form in photographs.
Without shadows, the subject records without form,
curvature, or texture, appearing flat and lifeless.
Framing
Framing is a technique photographers use to direct the
viewer's attention to the main subject of a picture.
Positioned around the subject, a tree, an archway, or even
people, for example, can create a frame within the picture
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area.
Subjects enclosed by a frame become separated from the
rest of the picture and are emphasized.
Looking across a broad expanse of land or water at some
object can make a rather dull uninteresting view. Moving
back a few feet and framing the object between trees
improves the composition.
Line
Lines can give structure to your photographs. They can
unify composition by directing the viewer's eyes and
attention to the main point of the picture or lead the eyes
from one part of the picture to another. They can lead the
eyes to infinity, divide the picture, and create patterns.
Through linear perspective, lines can lend a sense of
depth to a photograph. Parallel lines appear to converge,
creating the illusion of depth.
Vertical, diagonal, horizontal, and curved lines create
different moods. Vertical lines communicate a sense of
strength, rigidity, power, and solidarity to the viewer. On
the other hand, horizontal lines represent peace,
tranquility, and quietness.
Diagonal lines represent movement, action, and speed. A
picture with diagonal lines conveys a feeling of dynamic
action even when the subject is static.
Pattern
Patterns, both natural and man-made, bring a sense of
visual rhythm and harmony to photographs.
Patterns appear whenever strong graphic elements (lines,
colors, shapes, or forms) repeat themselves.
Creating your pictures around repeating elements or
patterns provides picture unity and structure. Pattern
repetition creates rhythm that the eyes enjoy following.
When lines, shapes, and colors within a picture occur in
an orderly way (as in wallpaper), they create patterns that
often enhance the attractiveness of photographs.
Texture
Texture is about how things feel to the touch. There are
several different types of textures:
• rough
• soft
• smooth
• shiny
• jagged
• others
Textures can bring a tactile dimension to your
photographs.
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Framing is important, too, especially when you want to
give texture a leading role.
Texture helps to emphasize the features and details in a
photograph
Contrast
Contrast is using elements that conflict with one another.
Contrast can create interest in a work, or direct the
viewer's attention to a particular point of interest within the
piece.
Some examples could be:
-Using complementary colours (opposite colours on a
colour wheel)
-Value (light vs. dark)
-Size (large vs. small)
-Texture (smooth vs. rough)
-Age (old vs. new)
-Space (positive vs. negative)
-Line (thick vs. thin / long vs. short)
-Shape (organic vs. geometric)
-Subject matter (pleasure vs. pain)
Contrast is an effective means of directing the viewer's
attention to the center of interest. Positioning of subject
elements to create contrast gives them added emphasis
and directs the viewer's attention.
Balance
The arrangements of elements so that no one area
overpowers.
Balance includes how all the elements are arranged to
create stability in a piece of work.
The subject placement within the picture area is the factor
that must be carefully considered.
Composition is kept in balance by two different methods:
symmetrical and asymmetrical.
Symmetry
Symmetry conveys balance and proportion in
photography. It is a form of pattern that illustrates spatial
awareness, often through reflection and rotation
Using symmetry or asymmetry as an artistic tool allows
one to fully explore different compositions.
Reflections can be an example of this.
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Color
Color can help tell stories and it can be used to
communicate on an emotional level.
Color can make a photo feel exciting, lively, or sad.
Color may also simply be used as an element to focus on
when taking photographs.
Rhythm/Movement
Having a repetition of elements in your photo, can
produce the look and feel of movement
Movement is the path the viewer’s eye takes through the
work of art, often to focal areas.
Such movement can be directed along lines, edges,
shape, and color within the work of art.
Negative Space
Using negative space (or empty space), can give your
photograph an entirely different feel.
Negative space can add a stronger emphasis on the
subject and evoke emotions or moods.
Depth of Field
Depth of Field is the amount of distance between the
nearest and farthest objects that appear in acceptably
sharp focus in a photograph.
Depth of field depends on the lens opening, the focal
length of the lens, and the distance from the lens to the
subject.
Portrait Tips
 When taking a portrait, don’t forget to try different angles. Also have your
subject look down, or to the side for a few shots.
 When taking a portrait, try to get your subject to move their eyeballs around. It
will loosen them up and the photo result may be surprisingly good.
 Try to capture candid moments and emotion. Your photos will look more
genuine.
 Everyone has special details about them: features, interests, likes & dislikes
etc. Why not try to capture them in photos?
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 Try profile pictures. They can often feel more
dramatic. If so, get your subject in front of a
simple background.
 Get close for portrait photography, especially
when taking photographs of children.
 When taking a portrait of a baby, try a pic
hanging them upside down. (Really, and
yeah…provide them a gentle landing.)
 Avoid busy backgrounds when photographing
a person or object.
 Try different crops. Try super close-ups to
highlight someone’s eyes or smile. Try full
body shots with a lot of negative space to highlight a pose or the environment.
Further tips
 Try shooting your subject from a variety of viewpoints:!
-from above!
-at the same level!
-looking up!
-from various different angles
 If you are photographing a
subject that has movement, don’t
worry so much about composition.
 Instead, keep snapping away
or you might miss a special moment.
Technical corrections can be made
later.
 Avoid using flash. !
 It yields unnatural results most
of the time.
 Be aware of your light source, where the light is coming from and how strong
it is.
 It is usually best to shoot photos in morning and early evening sunlight,
instead of harsh afternoon sun.
 Overcast and partly sunny days also make for
good lighting.
 Take vertical as well as horizontal photographs of
the same subject to see which best captures your
subject.
 Compose photos in which your focal point is not
always in the dead center of the composition.
 Experiment with putting your subject matter in a
corner of the composition or slightly off center.
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 Capture as much light as you can, especially if you are using a cheaper
camera. Move or ask your subject to move to the best light source as
possible.
 If using a cell phone camera, get close! Use your cropping skills to fill the
frame and find the perfect angle.
 Try experimenting with some camera apps and effects.
APPLICATION
#IChallengeYou 10.2
Instructions: In 5 photos, show the CELL and explain the principles used in
the photo/s. You need also to identify what type of photography you are doing. You
can paste photos from a magazine, newspapers or brochures or any available things
you can get as an example.
YOUR WORK
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#Before&After 10.3
Instructions: Look for your previous photos (it may be your childhood or high
school photo) and your latest photo or may be your best photo of the year. After
putting it here, answer the questions below in 1 to 3 sentences only.
Your photos:
Before
After
1. Before photo: What are you doing in the photo? Or do you know the history of
that photo?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
2. After photo: Why did you pick that photo as your BEST photo of the year?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Compare the two photos of yours and think of the photographers view, what
do you think is the objective/s of the photographer while taking these
pictures?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
4. What kind of shot are the photos you presented and explain why?
Your answers:_______________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
#IChallengeYou 10.4
Instructions: Look at your area where you can take shots or cut paper from
magazine, newspapers or brochures. You just need to pick 5 types of photos
below for this activity. (NOTE: Make sure it is a safe place to roam around and take
some photos)
Photo A: Showing laughter or happiness
Photo B: Showing care and love
Photo C: Showing the beauty of nature
Photo D: Showing struggle and problems
Photo E: Showing you as a person
Photo F: Showing your family’s recreation time
YOUR WORK
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CONCLUSION / CLOSURE
Photography:
 the art or practice of taking and processing photographs
 knowledge about CELL is needed to capture a beautiful and perfect picture
 choose what type of photography you want before you capture photos
because it may not be your genre and it will end to an ordinary photo
 make sure to consider the types of shots that you want to take because there
are things you just ignore and still end up to an ordinary and dull photo
Remember, make it a habit to take photos daily. The camera you use doesn’t
matter, but the act of taking the photo does.
There is no better way to improve at photography than to simply do it and do it
often.
Congratulations! You are done with your tenth lesson. You
may now proceed to Lesson 11 and continue to explore things in
art. Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 https://www.slideshare.net/hweeling/basic-photography-lesson
 https://www.slideshare.net/elemICT/photography-101-how-to-take-betterphotos
 https://www.slideshare.net/allenski07/basic-photography-types-andelement?qid=a3fb0814-d0fc-4d90-89833f9c7d487727&v=&b=&from_search=11
 https://www.slideshare.net/ThePrimacy/photography-101-43479923
 https://www.slideshare.net/Bassow/basic-photography-101
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Lesson 11 – Introducing the Teaching of Arts
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. identify the different strategies and methods to use in teaching art
2. compare the different teaching strategies used in teaching art
3. formulate appropriate teaching –learning strategies for the 21st century
learners
TIME FRAME: 14th Week
Introduction
“Art has the role in education of helping children become like themselves
instead of more like everyone else.” – Sydney Gurewitz Clemens
Welcome again future educators! Almost there in finishing this module and
this lesson will revolve about what is Teaching of Arts together with its methods and
suggested activities a teacher can use. It will give a vision to you, as educators, on
what Arts is as you will enter into the real world of teaching.
ACTIVITY
#YouLookatME 11.1
Instructions: Think of a phrase or phrases you can describe the 3 pictures
below. Observe and internalize what are the first things that came up into your mind
upon seeing the three pictures.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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ANALYSIS
#ShareItToME! – Share everything you know to answer the given questions.
 After doing the activity above, what is now your calling as a future
educator? Explain your answer.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 Do you think teaching arts could be your strength or weakness as you enter in
the world of teaching elementary pupils? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
 What are the things you realize right now as you internalize the things you
need to be a complete BEED teacher? Is it hard or easy for you? Why?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
ABSTRACTION
Basic Principles in the Teaching of Art
Like music education, art education deserves a place in the school
curriculum because of the following:
1. Arts for all, rich and poor, young and old.
Art is for everybody especially those who have the ability to create any
symbolic expression of one’s experience. Everyday life in enhanced by the
wide range of expressive activity.
2. Art is an instrument in the well-rounded development of pupils.
In order that the pupils can have a well-rounded development, the
aesthetic growth should be considered aside from the social, intellectual and
physical development. Art works give the pupils pleasure and satisfaction.
3. Art is relevant to cultural and educational requirements.
Art education as an important part of the school curriculum develops
Filipinism by utilizing all resources found in the Philippines, thus meeting the
present thrust of the Philippine Education.
4. Art is a part of one’s daily life. Man expresses himself through art.
Art is a vehicle for creativity. It helps pupils do beautifully the simple
things of life as well as the most unusual. It depends on what a person is,
what his past experiences have been.
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Methods of Teaching – Art Education
Strategy – suggest a teacher’s unique way of presenting a topic to the
learners.
Techniques – refers to the art, style or manner of a teacher’s performance in
following a procedure.
Method – This is a systematic plan to achieve a learning objective. It is a
procedure that must be followed “strictly” to attain a goal.
1. Field Trip – this method gives the pupils firsthand information and
experience s with things in their natural setting.
2. Project Method – this method offers the pupils the opportunity of learning
by doing, seeing and handling. The project method consists of the
following steps.
a. Purposing – determining the goals and nature of the project. Pupils’
interest and abilities are considered.
b. Planning – planning what to do
c. Executing – carrying out the pland and activities decided upon
d. Evaluating – judging the finished project, whether the goals are
accomplished or not.
3. Free expression – the teacher motivates the pupils to draw or paint
whatever ideas they have in their minds. After a given time, the finished
works are evaluated.
4. Directed teaching – this is used to gain a mastery of technique in design,
drawing, modeling, color painting, lettering, etc. this method is traditional
and the activities are preplanned by the teacher.
5. Core teaching – this method has art education as the center, around
which the other activities revolve
6. Correlated Teaching – Art activities are related to the other subjects
being studied.
7. Group process – this is planning, discussing, doing and evaluating art
works by the group. It promotes cooperation in the leaning as pupils and
teachers plan together. This method develops goals and values among
the pupils.
Activities for Art Classes
Art class should provide certain activities that will lead the pupils to discover
that art serves a basic need of man and continues to be of great importance to him.
Activities should provide opportunities to:
1. Evaluate and analyze the nature of art, giving more emphasis on the intrinsic
values;
2. Compare the different forms of art as to their similarities and differences;
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3. Observe the principle of contrast and repetition as a basis to all arts;
4. Discover the elements which are basic to each of the arts nothing those which
are unique and those which seem to relate to two or more art forms;
5. Develop an understanding that all arts stem from the desire on the part of the
creator to express something;
6. Appreciate all forms of art and evaluate how these different forms have been
aesthetic influences in the pupils’ lives.
APPLICATION
#YouApplyIt 11.2
Instructions: Create an activity in your art class. State also your objectives.
Lesson: Abstract Artwork
Time: 30 minutes art activity
Explain: Why do you think this kind of activity can help the children learn and
understand the topic?
Your work:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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EVALUATION
#YouDoIt 11.3
Instructions: Answer the following questions below with 3 to 10 sentences.
1. Compare and contrast the different methods in teaching arts.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Do you think all of the teaching methods and strategies are applicable for the
21st century? Why or why not?
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Which of the methods and activities can you use in this time or crisis that we
are experiencing right now? Justify your answer.
Your answers: ______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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CONCLUSION / CLOSURE
THEREFORE, teaching arts is:
 Not just about the content itself but also how it will be valued by your
learners.
 A way of expressing the students’ creativity in doing artworks
 All about appreciating God’s wonderful works and God given talents in
teaching or doing arts
Congratulations! You are done with your eleventh lesson. You
may now proceed to Lesson 2 and continue to explore things in art.
Good luck and God bless!
REFERENCES
 Songco, Evelyn A., Tovera, Miriam Grace G., Angeles, Thelma D.,
Espiritu, Jose Dakila N., Ph.D (2002), Teaching Strategies in Social Science
for Elementary Grades
 (Picture
11.1)
https://www.google.com/search?q=nature&tbm=isch&chips=q:nature,g_1:wall
paper:V95FckRJpA%3D&hl=en&sa=X&ved=2ahUKEwiW6JPauPHqAhUIfpQKHdpYB
yYQ4lYoAXoECAEQFw&biw=1349&bih=576#imgrc=N1r1WaSUL-hIfM
 (Picture 11.2) https://artist.com/olha-darchuk/waterfall-in-woods/?artid=2749
 (Picture 11.3) Deepali Gurjal , Pune, Abstract Nature 1, 2014
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Lesson 12 – Lesson Plan
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. create your own semi-detailed lesson plan in Arts
2. apply the teaching strategies that can be used in teaching Arts in
elementary grades.
3. value the importance in making lesson plans.
TIME FRAME: 15th and 16th Week
Introduction
Welcome to your twelfth lesson and in this lesson you will now apply what you
have known in teaching elementary grades about Arts. You will also use the 4As
format. This will be used in your demo teaching in this subject. There will be also a
sample lesson plan for reference and guidance.
Best wishes and God's blessing!
Lesson Plan Format
Semi-detailed Lesson Plan in Arts ___ (choose your own grade level from
grades 4 to 6)
I.
Objectives
At the end of the lesson, 95% of the pupils are expected to:
1.
C (Cognitive)
2.
P (Psychomotor)
3.
A (Affective)
II.
Content
Topic:
Reference/s:
Learning materials:
III.
Procedures
a.
Preliminary
b.
Activity
c.
Analysis
d.
Abstraction
e.
Application
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IV.
V.
Assessment/Evaluation
Assignment (Optional)
Prepared by:
SIGNATURE OVER PRINTED NAME
RUBRIC FOR THE LESSON PLAN
Instruction
Goals and
Objectives
Instructional
Strategies
Beginning
1
 Instructional
goals and
objectives
are not
stated.
 Learners
cannot tell
what is
expected of
them.
 Learners
cannot
determine
what they
should know
and be able
to do as a
result of
learning and
instruction.
 Instructional
strategies are
missing or
strategies
used are
inappropriat
e.
Developing
2
 Instructional
goals and
objectives are
stated but are
not easy to
understand.
 Learners are
given some
information
regarding
what is
expected of
them.
 Learners are
not given
enough
information to
determine
what they
should know
and be able to
do as a result
of learning
and
instruction.
 Some
instructional
strategies are
appropriate
for learning
outcome (s).
 Most
Accomplished
3
 Instructional
goals and
objectives are
stated.
 Learners have
an
understanding
of what is
expected of
them.
 Learners can
determine what
they should
know and be
able to do as a
result of
learning and
instruction.
Exemplary
4
 Instructional
goals and
objectives are
clearly stated.
 Learners have a
clear
understanding
of what is
expected of
them.
 Learners can
determine what
they should
know and be
able to do as a
result of
learning and
instruction.
 Most
instructional
strategies are
appropriate for
learning
outcome(s).
 Most strategies
 Instructional
strategies are
appropriate for
learning
outcome(s).
 Strategies are
based on a
Score
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Assessment
 Method for
assessing
student
learning and
evaluating
instruction is
missing.
Technology
Used
 Selection
and
application
of
technologies
is
inappropriat
e (or
nonexistent)
for
environment
and
outcomes.
 Material list
is missing.
Materials
Needed
Organization
and
Presentation
 Lesson Plan
is
unorganized
and is not
strategies area
based on
combination
of practical
experience,
theory,
research, and
documented
best practice.
 Method for
assessing
student
learning and
evaluating
instruction is
vaguely
stated.
 Assessment is
teacher
dependent.
 Selection and
application of
technologies
is beginning
to be
appropriate
for learning
environment
and outcomes.
 Technologies
applied do not
affect
learning.
 Some
materials
necessary for
students and
teachers to
complete
lesson are
listed
incomplete.
 Lesson Plan is
organized, but
not
professionally
are based on
combination of
experience,
theory, and
documented
best practice.
combination of
practical
experience,
theory,
research, and
documented
best practice.
 Method for
assessing
student learning
and evaluating
instruction is
present.
 Can be readily
used for expert,
peer, and/or
self-evaluation.
 Method for
assessing
student learning
and evaluating
instruction is
clearly
delineated and
authentic.
 Can be readily
used for expert,
peer, and/or
self-evaluation.
 Selection and
application of
technologies is
appropriate for
learning
environment
and outcomes.
 Technologies
applied enhance
learning.
 Selection and
application of
technologies is
basically
appropriate for
learning
environment
and outcomes.
 Some
technologies
applied enhance
learning.
 Most materials
necessary for
students and
teachers to
complete lesson
are listed.
 All materials
necessary for
students and
teachers to
complete the
lesson are
clearly stated.
 Lesson Plan is
organized and
neatly
presented.
 Complete
package
presented
lesson is in well
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presented in
a neat
manner.
presented.
organized and
professional
fashion.
Total Points
Observed by:
__________________________________________
Signature over printed name
___/24
Date:
_________________
CONCLUSION / CLOSURE
Congratulations! You are done with your twelfth lesson. You
may now proceed to Lesson 13 and continue to explore things in
art. Good luck and God bless!
REFERENCE
 Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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Lesson 13 – Demo Teaching
LEARNING OUTCOMES
At the end of these lessons you are expected to:
1. Perform the teaching strategies that can be used in teaching TLE in
elementary grades.
TIME FRAME: 17th and 18th Week
Introduction
Welcome to your last lesson in this module! This lesson will be the
measurement on how you will be graded in your demo teaching for TLE 2. Through
this, you will be able to know what are the important things you need to do and
prepare for your demo teaching.
Best wishes and God's blessing!
RUBRIC FOR THE LESSON PLAN & DEMO TEACHING
Below will be the basis of your Demo teaching and Lesson Plan
Legend:
4 – Outstanding
2 - Fair
3 - Very Satisfactory
1 – Needs Improvement
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
A. The teacher demonstrates in depth knowledge of the
subject matter.
4
3
2
1
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B. He/She is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the
field
D. Gives sufficient and concrete examples to create
meaningful
learning experiences.
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students.
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities.
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test
after
teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework/Agreement
3. Practice exercises
4. Group/work/projects
5. Passing in and out of the room.
6. Correcting, distributing and collecting paper.
B. Order and discipline were present in the classroom.
C. Visual aids were within easy reach of the teacher during
his/her teaching.
VI. QUESTIONING SKILLS
The teacher’s questions skill stimulates discussion in different ways such as:
1. probing for learner’s understanding
2. helping students articulate their ideas and
thinking process
3. promote risk-taking and problem solving
4. facilitate factual recall
5. encourage convergent and divergent thinking
6. stimulate curiosity
7. help students ask questions
VII. COMMUNICATION SKILLS
1. The teacher establishes strong projection and
proper
enunciation.
2. The teacher uses standard/functional English.
VII. Summary of description and total points
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Strengths observed:
Suggestions for
improvement:
Observed by:
_____________________________________
Signature over printed name
Overall impression of
teaching effectiveness:
Date:
_________________
CONCLUSION / CLOSURE
Congratulations! You are done with your thirteenth lesson.
This is the last lesson in this course pack and I am happy that
you’ve reach the end part. Hope you enjoy learning and doing
simple things with me. Hope to see you again next time for another fun
learning! God bless and Keep safe!
REFERENCE
 Experiential Learning Courses Handbook: A project of the Teacher
Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007
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