Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson
Log in
SCHOOL
BAYUGAN NATIONAL COMPREHENSIVE
HIGH SCHOOL
TEACHER
ARGIE E. CARO
TEACHING DATE AND
TIME
GRADE LEVEL
LEARNING AREA
QUARTER
JANUARY 3-5, 2024
9 MAPEH
ARTS
2nd
MAPEH
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
I. OBJECTIVES
The learner will be able to learn...
A. Content Standard
B. Performance Standard
• art elements and processes by synthesizing and applying prior knowledge and skills
• the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
natural disasters/ occurrences, and other external phenomena
The learners...
• perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular
artistic period
• recognize the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)
1
Annex1B to DepEd Order No. 42, s. 2016
Learners....
• compare the characteristics of artworks produced in
the different art periods (A9PL-IIh-4)
C. Learning Competencies/
Objectives
• create artworks guided by techniques and styles of
the Neoclassic and Romantic periods (e.g., linear
style and painterly style) (A9PR-IIIc-e-1)
• describe the influence of iconic artists belonging to
the Neoclassic and Romantic periods (A9PR-IIIce2)
apply different media techniques and processes to
communicate ideas, experiences, and stories
showing the characteristics of the Neoclassic and
Romantic periods. (A9PR-IIIc-e-3)
The learners...
evaluate works of art
in terms of artistic
concepts and ideas
using criteria from
the Neoclassic and
Romantic
periods
(A9PR-IIIf-4)
The learners mount
exhibit using completed
artworks with Neoclassic
and Romantic periods
characteristics (A9PRIII-g -7)
show the influences of
Neoclassic and
Romantic periods on
Philippine art forms
(A9PR-IIIf-4)
II. CONTENTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Mateials pages
pp. 231-239
pp. 247-249
pp. 231-249
pp 195-201
pp 206-207
pp 195-207
2
Annex1B to DepEd Order No. 42, s. 2016
Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House
Textbook pages
Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and
Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing House Corporation
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon
City. St. Bernadette Publishing House Corporation
Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical
Education and Health. Manila. St. Agustine Publications, Inc.
3. Additional Materials from
Learning Resources (LR)
portal
https://youtu.be/KrSaQNY8QT
g
Other Learning Resources
IV. PROCEDURES
WORD LIGHTNING
A. Reviewing Previous
Lesson or Presenting The
New Lesson
The teacher will ask the
students to give words
which are related to
Baroque period, and it
should be in alphabetical
order.
(Ex. A= Arts, B= Barocco
C= Caravagio )
5 min
CLASSTIME
COMMERCIAL
A group of students will
perform their 1-3-minute
'commercial' that reviews
key instructional content
about the difference
between Renaissance and
Baroque Period
VENN DIAGRAM
TOUR GUIDE RECALL
Compare and contrast
Renaissance and baroque
arts
The class tour guide will
recall facts about
BAROQUE PERIOD
5 min
5 min
5 min
3
Annex1B to DepEd Order No. 42, s. 2016
PICTURE GUESS
Guess the secret word or
phrase using only your
group mate’s drawing
Separate everyone into
teams of 4. Have one
volunteer from each team
come up to be the first
round of drawers. The
drawers are not allowed to
talk or motion during the
game, or draw symbols,
numbers, or letters.
B. Establishing A Purpose For
The Lesson
The first team that raises
their hand and guesses the
object correctly wins one
point for their team.
(see attachments)
VIRTUAL TOUR
VIDEO PRESENTION a tour
to the Philippines
expectacular churches
https://youtu.be/KrSaQNY8QT
g
Let the student complete
the attached worksheet.
(see attachment)
15 min
FASTEN YOUR SEAT BELT!
The class tour guide will
remind the students about
the following guidelines
inside the exhibit room •
Bags, cameras, video,
mobile phones w/ camera
are allowed in the museum.
• eating and drinking inside
the galleries are not
allowed • Tour
coordinators are responsible
for the behavior of the
group. Students should stay
with their group until the
end of the tour.
• Anybody caught violating
the abovementioned rules is
subject to appropriate
disciplinary actions. The
Museum reserves the right
to cut the tour short and ask
the entire group to leave
the premises
5mins
10 min
4
Annex1B to DepEd Order No. 42, s. 2016
C. PresentIng Examples/
Instances of The New
Lesson
The teacher will present the
lesson by explaining the
importance of color
harmony in achieving
proper contrast and values
of colors.
The teacher will present the
lesson by asking this
question:
What are the characteristics
of the viewed Philippine
churches that has similar
characteristic with
Renaissance and Baroque
Period?
5 min
D. Discussing New Concepts
And Practicing New Skills
#1
The teacher will discuss the
influences of iconic artist.
• Da vinci
• Donatello
• Caravaggio
• Velasquez
The teacher will discuss the
artforms in the Philippines
with western influences.
Using the presented video
and pictures
15 min
The teacher will discuss
the Rubrics or criteria for
the exhibition.
(See attachment. ART
EXHIBIT RUBRICS)
5 min
5
Annex1B to DepEd Order No. 42, s. 2016
E. Discussing New Concepts
And Practicing New Skills
#2
The teacher will present the
rubrics for the Baroque Art
outputs
(see attachment)
EXHIBIT TIME
Students will tour to their
prepared exhibition.
5 min
30 min
6
Annex1B to DepEd Order No. 42, s. 2016
COMPARE
GROUP ACTIVITY
Student will explain the
relations and influences of
the Baroque art traditions
to Philippine art form
Students will be group into
4 individually members of
the group will do their task.
Group 1 will paint their
output in an illustration
board. Students will paint
any object in accordance
with the principle of art of
Baroque Style.
F. Developing Mastery
(Leads To Formative
Assessment 3)
Group 2 will design a
Renaissance inspired house
in an illustration board
Students will answer the 10 min
following questions.
• Compare the two
architecture using
the elements of art
•
In what period you
can classify the two
structure? Why?
15 min
Group 3 will design a
Baroque church using
magazine strips
Group 4 will paint portrait of
their own picture
35 min
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
The students will explain the
importance of applying
different media techniques
and processes to
communicate ideas,
experiences, and stories in
their artworks.
The students will express
their insight about the
influence of Baroque arts in
Religion
5 min
Students will share ideas
how to identify the
influence of any artworks.
5 min
7
Annex1B to DepEd Order No. 42, s. 2016
5mins
H.
Making Generalizations
And Abstractions About
The Lesson
STICKY NOTE WALL
Students will write in a sticky
note pad the lessons they
learn about
Renaissance and Baroque
Arts
Students will name some
Philippine artworks and
churches with influence of
Baroque period.
Students will write their
experiences about the
tour in a sheet of paper
and pass it to the teacher.
5 min
5 min
5 min
Evaluate students output using attached Rubrics
I. Evaluating Learning
5 min
The teacher will evaluate
the EXHIBIT using the
Rubrics or criteria for the
exhibition.
(see attachment. ART
EXHIBIT RUBRICS)
5 min
J. Additional Activities For
Application or
Remediation
Research 3 Renaissance
Artworks, and 3 Baroque
artworks
Name the following works,
corresponding name of
artist, and identify the era
when they were created.
Collect picture of different
Philippine churches and
make an album out of it
Collect pictures and
information about the
activity and make a
documentation.
8
Annex1B to DepEd Order No. 42, s. 2016
K. Assignment
1 group will be assigned to
do a Classtime
commercial they will
create a 1-3-minute
'commercial' that reviews
key instructional content
about the difference
between Renaissance and
Baroque period
Chosen tour guide for
tommorows activity will
Students will Continue doing prepare and present an
the group activity
entertainment travelouge
that will help the class
experience a museum as if
they were on fieldtrip
Bring: illustration board,
paint, pencil
V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation.
B. No. of Learners Who Require
Additional Activities For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work?
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why
Did These Work?
F. What Difficulties Did I
Encounter Which My Principal
or Supervisor Can Help Me
Solve?
9
Annex1B to DepEd Order No. 42, s. 2016
G. What Innovation Or Localized
Materials Did I Use/Discover
Which I Wish To Share With
Other Teachers?
Prepared by:
ARGIE E. CARO
Volunteer Teacher
Checked by:
MA. ANITA M. CLAVATON
MAPEH Coordinator
10