TG - Art 3 - Q1
TG - Art 3 - Q1
TG - Art 3 - Q1
Lesson Summary:
Art
Art History Art Production Art Criticism
Appreciation
The weave patterns and Draw a design Compare one’s Appreciate
the lines and colors, for a gift wrap output/design designs
used in the woven using different with that of the created
textiles of the different kinds of lines. creative design which can
Ethnic Groups/ done by some be used for
Indigenous People artists. the crafts.
(T’nalak of T’boli, of
Ifugao, etc.), which
correspond to certain
meanings or symbols,
DRAFT
emphasize their cultural
heritage.
II- Objectives:
CREATING A GIFT WRAP
IV – Procedure:
A. Pre-Activity
Review:
Show pictures of beautiful scenery found in your locality.
Let the pupils talk about the pictures.
1 | P a g e
B. Activity Proper :
1. Motivation :
2.
Presentation and
Discussion:
2. Presentation
DRAFT
Say: Look and examine the drawing. Does the picture show
different kinds of lines?
In the drawing, you can see several linear designs. Linear designs
are designs out of different kinds of lines that form rectangles, triangles,
circles. The kinds of lines are straight and curve while the types of lines
are thin and thick.
2 | P a g e
The weave patterns and the lines and colors, used in the woven
textiles of the different ethnic groups/ indigenous people (T’nalak of
T’boli, Ifugao, etc.) emphasize their cultural heritage.
3. Art Activity:
DRAFT
C. Post- Activity:
1. Generalization:
Ask:
What makes your design artistic and creative?
2. Values Integration:
How can you make your art design different and unique?
How can you show appreciation of other’s artwork?
V- Assessment/Evaluation :
3 | P a g e
VI. Assignment:
Look for a picture of cloth with geometric designs from old
magazines or newspapers. Ask the assistance of your parents or
guardian in cutting the picture.
DRAFT
April 22, 2014
4 | P a g e
First Quarter : Drawing
Lesson No. 2 : People of Different Sizes
Code A3EL-Ia : Distinguishes the size of persons in the
drawing, by their distance from the
viewer
Lesson Summary:
DRAFT
distance of the objects
from one another and
from the viewer.
Fernando Amorsolo
(local artist) have good
I. Objectives:
2. Draw a picture of persons in different sizes in a composition to show
distance.
3. Give value on one’s ability and confidence in making an artwork showing
distance.
IV. Procedure:
A Pre- Activity:
1. Review
What are the elements of art? (Line, shapes, form, color, texture, size)
Describe each element.
B. Activity Proper:
DRAFT
1. Motivation
2. Presentation and Discussion
Say:
In a drawing composition, the sizes of objects differ because of
their distance from the viewer. There is overlapping of objects and less
detail as the image seems farther away from the viewer. Objects look
smaller when they are far from the viewer, and larger when they are
near. This is how perspective is shown in a drawing.
DRAFT
Show a picture of the community to the pupils and talk about it.
Show them also the works of Fernando Amorsolo (local artist) and
Edgar Degas (foreign artist) with works that emphasize perspective and
Philippine Landscape/Cityscape.
Activity 1
(Please refer to LM page ___.)
4. Processing and Critiquing
Ask:
What elements of art did you use? How did you show distance in
your drawing composition? Did you enjoy the activity? Why?
C. Post Activity:
1. Generalization
Ask:
How will you show distance in your drawing?
In a drawing, objects that are near to the viewer are bigger
while objects that are far from the viewer are smaller.
2. Values Integration
Ask:
How did you show confidence in making an artwork?
V. Assessment/ Evaluation
DRAFT
Questions 3 1
V. Assignment/ Agreement:
First Quarter : Drawing
Lesson No. 3 : Illusion of Space
Code: A3EL-Ib : Shows illusion of space in drawing objects and persons
of different sizes
Lesson Summary:
DRAFT
as Canaletto(foreign one’s artwork.
artist) have good
works that emphasize
cityscape and
Philippine
community/daily life
II. Objectives
1. Explain the concept of illusion of space.
2. Create an artwork that shows the illusion of space.
3. Appreciate the ability and skill of the artist in using lines to create the
illusion of space.
2002 BEC Sining 6- p122, Art in the Elementary School, PJV, Phil.
Normal College Manila September, 1959.pp.48,
Lesson Plans in Art 4, Division of Iloilo 2008-2011 ,Lesson 6 to 8, pp.11-16
http:// www.bing.com/images/search?q=optical+illusion+picture
IV. Procedure:
A. Pre- Activity
1. Review
Ask the children to look at the picture they drew in the previous
lesson. Let them examine the picture: the sizes of objects, the distance,
etc.
Then, ask:
How do we know that an object is near or far from the viewer’s
DRAFT
eye?
B. Activity Proper
1. Motivation
Picture A Picture B
Let the pupils give their own opinion or idea on the sizes and
distance of objects in pictures A and B.
2. Presentation
Say:
DRAFT
April 22, 2014
Show them also the artwork of Manuel Baldemor (local artist) and
Giovanni Antonio Canal better known as Canaletto(foreign artist) who
have good works that emphasize cityscape and Philippine
community/daily life.
3. Art Activity
Activity 1
Ask the following questions to the pupils after they finished their
work:
1. What have you observed about the sizes of objects that are near
or far from the viewer?
1. Generalization
In a drawing, the smaller the object, the farther its distance from the
viewer. On the other hand, the bigger the object, the nearer its
distance from the viewer. This is called illusion of space.
2. Values Integration
How can you show appreciation for your own artwork and the
DRAFT
works of others?
3. Application
DRAFT
April 22, 2014
First Quarter : Drawing
Lesson 4 : Visual Texture
Code A3PL-Ic : Appreciates that artists create visual textures by
using lines, dots, and colors
Lesson Summary :
Art History Art Production Art Criticism Art Appreciation
Things around us Create a still life Observe how lines Give importance
have different drawing with the and colors are to the artworks
textures. Texture use of cross hatch used in a still life that show visual
can be tactile or lines or dots to drawing to create textures by using
visual. Visual show visual a visual texture. lines, dots, and
texture is the texture. colors.
perceived texture
of an object
without touching
DRAFT
it.
I Art Activity: Still Life Drawing Using Cross Hatch Lines or Dots
II Objectives
1. Discuss visual texture in a still life drawing with the use of cross
hatch lines or dots.
2. Draw a still life drawing that shows visual textures using lines, dots, and
colors.
3. Show appreciation of one’s skill in using variety of lines, dots, and colors
in artwork.
B. Activity
1. Motivation
Distribute sets of jigsaw puzzles to groups of pupils. Let each
group assemble the puzzle.
Example:
DRAFT
April 22, 2014
Ask:
What picture was formed by the puzzle?
Does it show texture, lines and colors? Identify them.
DRAFT
in picture B?
4. Processing/Critiquing
Let the pupils show their artworks to the class. Then, ask them
about their experiences and learning while doing the activity.
C. Post Activity
1. Generalization
DRAFT
(Visual texture is the texture of an object perceived without
touching it. It that can only be determined by looking at the object.)
2. Value Integration
3. Application
(Refer to Take the Challenge of the LM, p.___)
IV Assessment/Evaluation:
V. Agreement/Assignment
DRAFT
Plateau, composition.
Chocolate Hills,
Mt. Apo, etc.
II Objectives
1. Identify and describe the foreground, middle ground, and
the background in a picture of a landscape.
2. Draw a landscape that shows balance.
3. Appreciate the beauty of landscapes in the province or region through
creative drawing.
A. Preliminary Activity
1. Review
B. Developmental Activity
1. Motivation
DRAFT
(The teacher can use pictures of land formations and
landscapes found in their locality/province.)
Tell the pupils that there are famous landscape and land
.
Chocolate hills Mayon Volcano Mount Apo
Ask:
Say:
Show your artwork to your classmates and share your
experiences while doing the activity.
DRAFT
C. Post Activity
1. Generalization
Ask:
2. Value Integration
3. Application
V Assessment/ Evaluation
Lesson Summary:
Art History/ Art Production Art Criticism Art Appreciation
Colors, textures and On –the- spot Identify the Share one’s feeling
shapes are sketching of plants, textures and about finding other
elements of art that flowers or trees shapes of things in ways in using
can be seen in with different the drawing. textures and
natural and man- textures and shapes in the
made objects. shapes using artwork.
These elements, pencil, black
when used properly crayon, or ballpen.
in drawing,
contribute and add
DRAFT
beauty to the
artwork
II- Objective:
1. Identify the textures and shapes of in natural and man-made objects.
2. Draw on-the-spot sketches of objects seen outside the school like plants,
flowers, or trees and objects found inside the room.
3. Develop awareness on texture of objects found in the natural environment
through drawing.
III – Procedure
A. Pre-Activity:
1. Review:
1. Motivation
Show different kinds of real flowers. Let the pupils take turns to
examine and identify the texture and shape of the flowers.
Bring the children outside to observe the flowers, plants and trees in
the garden. Allow them to touch and discover the different textures
and shapes of the leaves, stems, and flowers of plants and trees.
Ask: What are the different textures and shapes you observed in the
plants?
Let the pupils give/share their experiences about the different
textures and shapes of the plants.
( The discussion can be done outside the classroom.)
DRAFT
theme in their works.
3. Art Activity:
Drawing of a Plant, a Flower or a Tree
C. Post activity:
1. Generalization
Ask:
What elements are to be emphasized in sketching
natural objects like plants, flowers or trees?
2. Application
(Refer to TAKE THE CHALLENGE on LM p.___)
3. Value Integration:
How will you value the things around us?
IV – Assessment/Evaluation:
V. Assignment/Agreement:
DRAFT
April 22, 2014
First Quarter : Drawing
Lesson No. 7 : Pencil/ Pen Drawing
Code A3PR‐lh & Ie : 1. Creates a pencil or pen drawing of scene in daily
life, where people in the province/region show their
occupation by the action they are doing.
2. Describe the way of life of people in the cultural
community.
Lesson Summary:
Art History Art Production Art Criticism Art Appreciation
The works of the Create a pencil Evaluate own Give importance
people in the or pen drawing artwork/drawing to
locality depend of a scene in on the use of lines one’s culture by
on the kind of daily life of and shapes. sharing the way of
topography, people in the life of people in
climate, and province/region the community
culture of a through their
place. works.
DRAFT
Elements and Principles of Art: Lines and Shapes
Value Focus:
Time Allotment:
Pride in one’s culture and work
1 session (40 minutes)
II. Objectives:
References: a. en.wikipedia.org
b. stella-arnaldo.blogspot.com
c. rizalprovince.ph
IV. Procedure:
A. Pre Activity:
1. Review
DRAFT
Tell the pupils to identify the lines and shapes in the picture.
B. Activity Proper:
1. Motivation
Say:
DRAFT
Show the painting of Fernando Amorsolo entitled, “Planting Rice”
Activity 1
Ask:
Did you enjoy the activity? Why? Why not?
What kind of works or occupations do people in your
province or region have?
In what ways can we be proud of the works or
occupations of the people in our place?
DRAFT
D. Post Activity:
1. Generalization
Ask:
What are the works or occupations of the people in your
province or region?
VI. Assignment/Agreement:
DRAFT
Elements and Principle of Art
Value Focus
Time Allotment
:
:
:
Lines, shapes
Preservation of Houses and Buildings
I session (40 minutes)
II. Objectives :
III. Materials:
crayon, pencil, bond paper
IV. Procedure:
A. Preparatory Activity:
Review:
Ask: What art materials did you use in making a sketch of the
occupations of people in your community?
B. Activity Proper :
1. Motivation:
Pictures of Historical Houses
Or
pictures historical houses and buildings from
other regions
DRAFT
Ask:
Where can these houses/buildings be found?
3. Art Activity:
Let pupils describe the kinds of lines and shapes they used to
make their drawings of historical houses or buildings
unique and different.
C. Post Activity:
1. Generalization;
2. Value Integration
V. Assessment/Evaluation
DRAFT
April 22, 2014
SUMMATIV TEST FOR QUARTER 1
1. What did you observe about the objects that appear nearer to the
viewer’s eyes?
A. It glows.
B. It becomes dark.
C. It appears bigger than the other objects.
D. It appears brighter than the other objects.
3. What did you observe about the objects that appear farther from the
DRAFT
viewer’s eye?
A. They appear glossy.
B. They are shinier than the other objects.
C. They are wider than the other objects.
D. They are smaller than the other objects.
A. B. C. D.
6. How will you create a design?
A. By drawing shapes B. By drawing shapes and lines
C. By drawing lines D. By coloring
B. / - X
C. = = = = =
DRAFT
D. ( ) ) )
13. If you connect four equal length of lines to form a figure, what shape is
formed?
A. triangle B. square C. rectangle D. circle
14. What figure is formed if two diagonal lines meet at a sharp angle?
A. curved lines B. zigzag lines C. angular lines D. vertical lines
16. What do you call the work of art that appears to be at the back part of a
picture and is the farthest object from the viewer?
A. foreground B. background C. middle Ground D. center of interest
17. Look at the picture in the box, which object/s is considered as the middle
ground?
DRAFT
April 22, 2014
A. B. C. D.
18. What principle of design is shown when we show foreground, middle ground,
and background in an artwork?
A. emphasis B. balance C. contrast D. variation
A. B. C. D.
21. What are the elements and principles involved in visual texture?
A. Texture, lines, colors B. Lines, colors, contrast
C. Emphasis, lines, shape D. Colors, shapes, texture
DRAFT
23. This is a way of applying small strokes or dots of color to a surface.
A. Texture B. Contrast C. Pointillism D. Cross Hatch
26. The elements of art that refers to the contour and profile of an object.
A. Form B. Line C. Color D. Value
28. Refers to the quality or kind of light that reflects from the surface of the
object.
A. Line B. Form C. Color D. Value
29. This is a line that suggests grace, femininity, variation, and movement.
A. light B. Heavy C. Straight D. Curve
33. This is an element of art that depicts the feelings of the viewer towards
DRAFT
certain object/artwork. It also refers to the smoothness or roughness of an
object.
A. Color B. Shape C. Texture D. Harmony
36. It is the part of a work of art that lies between the foreground and the
background.
A. Foreground B. Middle Ground C. Background D. Ground
37. It is the part of a work of art that appears to be in the front and nearest to
the viewer.
A. Foreground B. Middle Ground C. Background D. Ground
38. It is the part of a work of art that appears to be in the back and farthest
from the viewer.
A. Foreground B. Middle Ground C. Background D. Ground
39. Which of the following pictures shows a modern Filipino house?
A. B.
C. D.
DRAFT
April 22, 2014
40. How would you differentiate a traditional Filipino house from a modern
house?
A. Traditional Filipino houses were made of bamboo, wood, metal and
other concrete materials.
B. Modern houses are made of bamboo, wood, metal and other
concrete materials.
C. Traditional houses were made of stones, metal and galvanized iron
while houses modern houses are made of bamboo, wood and nipa or
anahaw leaves.
D. Traditional Filipino houses were made of bamboo, wood and nipa or
anahaw leaves while modern houses nowadays mostly are made of
stones, metal and galvanized iron.