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    ARTS Week 3

    Uploaded by

    Gladz Aryan Diola
    The document outlines a weekly learning plan for an arts class focusing on drawing cultural communities in the Philippines. Over the course of 5 days, students will learn about the unique designs, clothing, and crafts of communities like the Ati through photos, videos, and objects. They will practice identifying lines, shapes, and patterns and apply these concepts by sketching drawings of cultural attire and accessories. To assess learning, students will answer questions about communities and complete drawings, with performance tasks involving creating an original drawing of a community's attire using shapes and colors or adapting an indigenous motif into a contemporary design using crayon etching.

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    © All Rights Reserved
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    ARTS Week 3

    Uploaded by

    Gladz Aryan Diola
    47 views3 pages
    The document outlines a weekly learning plan for an arts class focusing on drawing cultural communities in the Philippines. Over the course of 5 days, students will learn about the unique designs, clothing, and crafts of communities like the Ati through photos, videos, and objects. They will practice identifying lines, shapes, and patterns and apply these concepts by sketching drawings of cultural attire and accessories. To assess learning, students will answer questions about communities and complete drawings, with performance tasks involving creating an original drawing of a community's attire using shapes and colors or adapting an indigenous motif into a contemporary design using crayon etching.

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    ARTS week 3

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    The document outlines a weekly learning plan for an arts class focusing on drawing cultural communities in the Philippines. Over the course of 5 days, students will learn about the unique designs, clothing, and crafts of communities like the Ati through photos, videos, and objects. They will practice identifying lines, shapes, and patterns and apply these concepts by sketching drawings of cultural attire and accessories. To assess learning, students will answer questions about communities and complete drawings, with performance tasks involving creating an original drawing of a community's attire using shapes and colors or adapting an indigenous motif into a contemporary design using crayon etching.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views3 pages

    ARTS Week 3

    Uploaded by

    Gladz Aryan Diola
    The document outlines a weekly learning plan for an arts class focusing on drawing cultural communities in the Philippines. Over the course of 5 days, students will learn about the unique designs, clothing, and crafts of communities like the Ati through photos, videos, and objects. They will practice identifying lines, shapes, and patterns and apply these concepts by sketching drawings of cultural attire and accessories. To assess learning, students will answer questions about communities and complete drawings, with performance tasks involving creating an original drawing of a community's attire using shapes and colors or adapting an indigenous motif into a contemporary design using crayon etching.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    CEBU CHERISH SCHOOL, INC.

    Waling-Waling St., Capitol Site, Cebu City, Philippines

    Weekly Learning Plan in


    ARTS
    Date: August 7-15 Schedule: 1:25 – 2:05 Teacher: Ms. Kimberly Datchile

    The learner demonstrates understanding of lines, texture, and shapes; and balance of
    CONTENT STANDARD size and repetition of motifs/patterns through drawing.

    The learner practices variety of culture in the community by way of attire, body
    PERFORMANCE
    accessories, religious practices and lifestyle.
    STANDARD

    I. SUBJECT MATTER
    A. TOPIC : DRAWING
    Lesson 1: Drawing the Cultural Communities of Visayas
    Lesson 2: Drawing the Cultural Communities of Luzon
    Lesson 3: Drawing the Cultural Communities of Mindanao
    B. TIME ALLOTMENT : 50 minutes
    C. REFERENCES : Enjoying Life through Music, Art, PE, and Health 4 (pages
    14-33)
    D. INSTRUCTIONAL MATERIALS : PowerPoint Presentation, Textbook, Videos, Pictures

    II. LEARNING OBJECTIVES


    At the end of the lesson, the class will be able to:
    a. Appreciate the rich variety of cultural communities in the Philippines and their uniqueness,
    such as the Ati of Visayas
    b. Identify specific clothing, objects, and designs of the cultural communities and apply it to a
    drawing of the Ati
    c. Create a drawing after close study and observation of one of the cultural communities’ way
    of dressing and accessories.
    d. Produce a crayon resist on any of the topics, the unique design of the houses, household
    objects, practices, or rituals of the Ati

    III. LESSON PROPER

    Stimulating Activity
    Day 1. The teacher will wear a body accessories or jewelry made by Philippine cultural communities.
    Using the What Is It? Strategy, teacher show them what she brought or wearing. The students will
    guess in which cultural community it was made. Follow up questions will be given to introduce the
    topic.

    Actual Activity
    Day 2. The teacher will show photos of how current artists are inspired by the art and crafts of the
    indigenous Filipinos. Show samples of the Ati’s handicrafts. Let the student hold it, observe the
    details, then pass it around. Follow up questions will be given. Afterwards, let the students define and
    give examples of organic lines, inorganized lines, and stylized shapes.
    Day 3. The teacher will lead the students to Let’s Get Ready on page 12 of the worktext. Use a photo
    collage of tattoos of indigenous communities by the used of PowerPoint presentation. Follow up
    questions will be given.
    Follow-up Activity
    Day 4-5. The teacher will tell the class to sketch their drawings of Let’s Apply A on page 34 and Let’s
    Apply B on page 35 of the worktext. Stress the importance of observing the details closely so that they
    can easily draw these. At the back of their paper, have them think of a title for their artwork.

    IV. ASSESSMENT
    A. Diagnostic
    1. What are the examples of cultural communities in the Philippines?
    2. What are organic lines, inorganic lines, stylized shapes?
    3. What are the primary colors and secondary colors?
    4. What is crayon resist and crayon etching?
    5. What are the materials do the Ati use for their handicrafts? Why?
    6. Why is it important to learn about the cultural communities?
    7. What is an ukkil? What does it look like?
    8. Which type of craft are the Samals and Badjaos known for?

    B. Formative (Evaluation)
    Answer Let’s Practice on page 20-21 on your MAPEH workbook
    Answer Summative Test on page 37 on your MAPEH workbook

    C. Performance Task
    A. Drawing the attire of a cultural community of Luzon
    Create a drawing of the cultural community assigned to you. After close study and
    observations, show their way of dressing and accessories using lines, shapes, and colors.
    Use an oslo paper for your drawing. Follow the rubric below.

    CRITERIA FOR GRADING

    B. Adapting indigenous cultural motif into a contemporary design through crayon etching.
    Choose one cultural motif that interests you. Adapt it into a contemporary design through
    crayon etching. Do this on an oslo paper. Follow the rubric below.
    CRITERIA FOR GRADING

    V. ASSIGNMENT

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