1. 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content 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 phenomenon
B. Performance Standard The learners…
 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal)
from the various art movements
 recognize the difference and uniqueness of the art styles of the various art movements
(techniques, process, elements, and principles of art)
1. Learning Competencies/
Objectives
The learners…
 analyze art elements and principles in the production of work following a specific art style from
the various art movements (A10EL-Ib-1)
 identifies distinct characteristics of arts from the various art movements (A10EL-Ia-2)
 identifies representative artists and Filipino counterparts from the various art movements
o (A10EL-Ia-3)
 reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
 determines the role or function of artworks by evaluating their utilization and combination of
art elements and principles (A10PL-Ih-2)
 uses artworks to derive the traditions/history of the various art movements (A10PL-Ih-3)
 compares the characteristics of artworks produced in the various art movements (A10PL-Ih-
4)
 creates artworks guided by techniques and styles of the various art movements (e.g., Impasto,
Encaustic, etc.) (A10PR-Ic-e-1)
Daily Lesson Log
in
MAPEH
SCHOOL LECHERIA NATIONALHIGHSCHOOL GRADE LEVEL 10
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 1 (4 Sessions) QUARTER FIRST

2. 2
II. CONTENT
MODERN ART
a. Impressionism b. Expressionism
d. Dadaism
e. Surrealism
c. Cubism
f. Absttract
Realism
I. Principles of Art
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion
II. Process:
6. Painting and/ or Drawing
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 96 - 102 TG pages 102 - 106 TG pages 106 - 110
2. Learner’s Material
pages
LM pages 196 - 206 LM pages 207 - 212 LM pages 212 - 220
3. Textbook pages
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
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

3. 3
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.
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
PRICIPLES OF ART
As a review, the students
will be asked to briefly
describe each of the
following principles of art
which they have learned in
their Art classes in the
earlier grade levels.
 Line
 Shape
 Form
 Space
 Color
 Value
 Texture
(5 MINUTES)
Ask the students:
Is the name of the
art movement
“expressionism”
familiar to you? If
yes, what do you
know about this
movement?
Have you heard of
the artistic styles
known as
“surrealism” or
“dadaism”?
If yes, do you know
of any famous artist
who painted in these
styles?
Would you like to
own an artwork in an
expressionist style?
Why or why
not?
(10 minutes)
Give a brief definition of
the modern art
movement called
expressionism.
When and where did it
begin?
Name the most
prominent Dadaism artist
and his works.
(5 minutes)
In your opinion, what does
an abstract artwork look
like?
Have you heard of the
artistic style known as
“cubism”? If yes, why do
think it was named in this
way?
(5 minutes)

4. 4
B. Establishing A Purpose for
the Lesson
Conduct the following
survey to assess what the
students know or have
experienced concerning
modern art and
impressionism.
 What comes to
mind when you
hear the term
“modern art”?
 Give some qualities
or characteristics
that make you
consider an artwork
“modern.”
 How is modern art
different from
earlier styles of art
that you know?
 Have you heard of
the art movement
known as
impressionism? If
yes, can you name
one famous
impressionist artist
that you know of?
 Can you name or
recognize one well-
known artwork in
the impressionist
style?
(5 minutes)
The teacher will
present to the class a
colored reproduction
of an expressionist
artwork.
The teacher will give
the title of the work
and the name of the
artist.
Let the students
give their comments
as to whether this
artwork fits their
ideas about
Modern Art.
(10 minutes)
ABSTRACT ARTWORK
The teacher will display an
abstract work.
Let the students identify the
image they see in it.
Instruct the students to
explain what makes it
possible for them to still
identify the image, even if it
has been assembled in a
mis-aligned way.
(5 minutes)

5. 5
C. Presenting Examples /
Instances of the New
Lesson
THE NEW COLOR
TECHNIQUE
To help the students to
understand the
revolutionary technique for
applying color introduced
by the impressionists,
experiment with this
simplified process:
 Take a set of
watercolors (cake
type or in tubes).
Choose one
 secondary color:
orange, green, or
violet.
 Color a shape on a
paper using this
single secondary
color.
 Beside it, color a
similar shape using
strokes of the two
primary colors
 that are combined
in that particular
secondary color
(ex: red + yellow
 = orange; blue +
yellow = green; red
+ blue = violet).
 Hold the paper
some distance
away and ask your
classmates to
Students are called to
comment on how the
artworks presented
by the teacher
make use of these
principles to exhibit
the qualities of
expressionism.
1. Rhythm,
Movement
2. Balance
3. Emphasis
4. Harmony, Unity,
and Variety
5. Proportion
(10 minutes)
The students are given the
following questions:
Do you know the name of
any abstract artist—foreign
or Filipino?
Have you heard of Pablo
Picasso? What country did
he come from? What artistic
style is he most famous for?
(5 minutes)

6. 6
 comment on the
“impression” of the
secondary color you
have created
 and the actual color
itself.
(see attached powerpoint
presentation “THE NEW
COLOR TECHNIQUE”)
(5 minutes)
D. Discussing New Concepts
and Practicing New Skills
# 1
The teacher will discuss
impressionism using the
links below:
. Origins of the Movement
. A Break from the Past
. Works of Monet, Renoir
and Monet.
http://www.artquotes.net/
masters/monet/la-
prominade-75.jpg
http://www.jackygallery.co
m/images/Red%20Boats%
20at%20Argenteuil%20by
%20Claude%20Monet%20
OSA067.jpg
https://www.wikiart.org/en
/pierre-auguste-renoir/the-
dancer-
1874?utm_source=returne
Teacher will lead
discussion on
Expressionism-
Dadaism:
https://www.google.c
om.ph/url?sa=i&rct=j
&q=&esrc=s&source
=images&cd=&ved=
0ahUKEwj2sI6RjerRA
hWMTbwKHRu9Dpw
QjBwIBA&url=http%
3A%2F%2Fwww.gall
eryintell.com%2Fwp-
content%2Fuploads
%2F2014%2F03%2F
Chirico-
MelancholyandMyster
yofaStre1.jpg&bvm=
bv.145822982,d.dGc
&psig=AFQjCNEHx0t
Gy9WoI5oSdDau6nK
The teacher will discuss
Abstract Realism, Cubism,
Cubist Artworks, Foremost
Cubist Painter/Sculptor.
The teacher will explain
Cubist Styles & Subjects
trough the Principles of Arts
https://www.google.com.ph/
url?sa=i&rct=j&q=&esrc=s&
source=images&cd=&ved=0
ahUKEwiPo5Djj-
rRAhUHp5QKHdl0DXYQjBwI
BA&url=http%3A%2F%2Fw
ww.pablopicasso.org%2Fima
ges%2Fpaintings%2Fthree-
musicians.jpg&bvm=bv.1458
22982,d.dGc&psig=AFQjCNE
3goqTMs7eP0vBuwkTU9gYvz
ZFFg&ust=14858744307261
74
(15 minutes)

7. 7
d&utm_medium=referral&
utm_campaign=referral
http://www.renoir.net/ima
ges/paintings/a-girl-with-a-
watering-can.jpg
https://lh5.googleusercont
ent.com/-
q4LXUKYgQlc/TXDlTbL_guI
/AAAAAAAABRU/4mKB_kJ-
zsc/s1600/Edouard_Manet
_Argenteuil_1874.jpg
https://upload.wikimedia.o
rg/wikipedia/commons/thu
mb/e/e3/%C3%89douard_
Manet,_The_Rue_Mosnier_
with_Flags,_1878.jpg/1267
px-
%C3%89douard_Manet,_T
he_Rue_Mosnier_with_Flag
s,_1878.jpg
(10 minutes)
bMK0cNw&ust=1485
874137845471
.Characteristics
.Mood
.Idea
.Message
.Principles of Arts
(30 minutes)
E. Discussing New Concepts
and Practicing New Skills
# 2
The teacher will discuss
Post-impressionismn and
Principles of Arts.
Works of Cezanne & Van
Gogh
Teacher will lead
discussion on
Expressionism-
Surrealism:

8. 8
http://www.oilpaintings-
sales.com/paintings-
image/paul-cezanne/paul-
cezanne-hortense-fiquet-
in-a-striped-skirt.jpg
https://www.ibiblio.org/w
m/paint/auth/cezanne/sl/c
ompotier/cezanne.compoti
er.jpg
http://www.vangoghgaller
y.com/catalog/image/0193
/Sheaves-of-Wheat-in-a-
Field.jpg
https://www.wikiart.org/en
/vincent-van-gogh/the-
sower-sower-with-setting-
sun-
1888?utm_source=returne
d&utm_medium=referral&
utm_campaign=referral
http://www.vggallery.com/p
ainting/f_0455.jpg
(10 MINUTES)
https://www.google.com.
ph/url?sa=i&rct=j&q=&e
src=s&source=images&c
d=&ved=0ahUKEwiD-
8Kdj-
rRAhXJkZQKHW_DCp8Qj
BwIBA&url=http%3A%2
F%2Fwww.dalipaintings.
com%2Fimages%2Fpaint
ings%2Fthe-persistence-
of-
memory.jpg&bvm=bv.14
5822982,d.dGc&psig=AF
QjCNHB4ZLY-Jwnruy-
gsNFdox4tKZecA&ust=14
85874238006980
Roles or Functions of
Artwork
History of Art Movement
(20 minutes)
F. DEVELOPINGMASTERY
(LEADSTO FORMATIVE
ASSESSMENT3)
CREATING YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”
One of the most distinctive
painting techniques used
by impressionist artists
was impasto. Impasto is
the very heavy application
CREATE A WORK OF
“EXPRESSIONISM”
With your groupmates,
choose between Dadaism
and Surrealism.
Select art materials that
are readily available,
such as one whole sheet
CREATE A “PICASSO”
 Review the
description of
Picasso’s cubist style.
 Based on this, plan a
cubist artwork for
your group to create.

9. 9
of paint to the canvas—
often with a
spatula or knife instead of
a paintbrush, and
sometimes even directly
squeezed from the
tube.
(The teacher will present a
sample of an Impasto to
the class.)
Materials: ¼ illustration
board or chipboard
Tubes of acrylic paints
(can be shared among the
class members)
Paintbrushes
Wooden popsicle sticks
Pencil
Rags for clean up
Procedure:
 Decide on a simple
design for your
artwork. Keep in
mind what colors of
paints are available
to you.
 Using a pencil,
sketch in the
general design on
the illustration
board or chipboard.
 Apply the paints to
your design with
the brush, then
more thickly with
of cartolina; acrylic
paints, poster paints, or
any available paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and pictures
from magazines,
newspapers, or
calendars.
Working as a group, plan
how to use these
materials to express your
message about your
chosen art movement.
Assign a task to each
group member, then
create your artwork
together. (Note:
Remember that
expressionism made use
of very strong images
and colors, and
expressed deep
emotions.)
Decide on a title for your
group artwork.
Present your finished
artwork to the rest of the
class.
Join in the discussion
about the message of
each group’s
artwork.
 Prepare a magazine,
assorted
photographs, 1 sheet
of oslo paper,
 scissors, and glue or
paste.
 Select a large
photograph from the
magazine and/or the
other photos,
and cut these up into
segments of different
shapes and sizes.
 Glue or paste the
segments on the oslo
paper in a creative
way, but withthe
image still
recognizable.
 Give your cubist
artwork a title.
 Display it in front of
the class, together
with the works of the
other groups.
Join your classmates in
giving personal reactions to
each other’s work.
(see attached powerpoint
presentation CREATE A
“PICASSO”)
(20 MINUTES)

10. 10
 the popsicle sticks
and, in certain
spots, squeeze the
paint directly from
the tube.
 Allow the paint to
dry thoroughly
before handling or
displaying the
finished artwork.
(see attached powerpoint
presentation CREATING
YOUR OWN
IMPRESSIONIST
ARTWORK : “IMPASTO”)
(20 minutes)
Comment on how each
group effectively used
the characteristics
of expressionism
(through the elements
and principles of art) to
convey message.
(see attached powerpoint
presentation CREATE A
WORK OF
“EXPRESSIONISM”)
(25 minutes)
G. Finding Practical
Applications of The
Concepts And Skills In
Daily Living
IMPRESSIONISM
AND YOU
The students are expected
to the activity by group.
Two minutes will be given
for each group to
formulate their answers
while the remaining three
minutes will be allotted for
the presentation.
Group 1
Which among the
impressionist masters—
Manet, Monet, Renior,
Cezanne and Van Gogh
most relates you. Explain
briefly.
Which among the forms
of expressionism
(dadaism, surrealism)
appeals to you the most?
And which does not
appeal to you at all?
Explain why.
(5 minutes)
Which form of
abstractionism do you find
most striking, and why?
Do you consider action
painting, color field painting,
and pictographic painting
true art? Why or why not?
(5 minutes)

11. 11
Group 2
Is there a value in learning
about art movements like
impressionism that
arose over a century ago,
halfway around the world
from us? Why or
why not?
Group 3
On a personal level, what
struck you most about the
impressionist style
of art?
Group 4
Would you want to
experiment further with
painting in this style?
Explain briefly.
Group 5
Would you want to own an
artwork in the
impressionist style? Why or
why not?
(5 minutes)
H. Making Generalizations
And Abstractions About
The Lesson
IMPRESSIONISM AND THE
RISE OF MODERN ART
 Was the term
“impressionism”
fitting for this art
movement? Why do
you say so?
What qualities make an
artwork expressionistic?
Where did Dadaism get
its influences?
Why was the child’s term
“dada” fitting for the art
Explain the difference
between expressionism and
abstractionism.
How did the cubists give a
sense of dynamism and
energy to their works?
Who is considered the most

12. 12
 From your
knowledge of world
history during the
late 19th century,
do you see a
relation between
the impressionist
styles and the
major events
of that period?
 Do you agree that
impressionism set
the stage for the
succeeding
movements of
modern art? If so,
in what ways?
 Do you see this
style reflected even
in the works of
today’s artists?
 Explain briefly. Do
you know of any
Filipino artists who
also used the
impressionist style?
If yes, explain how they
applied this style in their
works.
(5 minutes)
movement known as
dadaism?
(5 minutes)
famous abstractionist and
cubist artist?
(5 minutes)

13. 13
I. Evaluating Learning  The artwork of the group
shall be assessed through
the scoring guide:
 Creativity and originality of
the depicted theme
 20 pts.

 Quality of artistic
composition and overall
design based on the theme
 15 pts.

 Overall impression of the
art
15 pts.
 The artwork of the group
shall be assessed
through the scoring
guide:
 Creativity and originality
of the depicted theme
 20 pts.

 Quality of artistic
composition and overall
design based on the
theme
 15 pts.

 Overall impression of the
art
15 pts.
 The artwork of the group
shall be assessed through
the scoring guide:
 Creativity and originality of
the depicted theme
 20 pts.

 Quality of artistic
composition and overall
design based on the theme
 15 pts.

 Overall impression of the art
15 pts.
(The scoring guide will be used in the assessment of the activity in “Developing Mastery”)
J. Additional Activities For
Application And
Remediation
Preparation for the Culminating “Exhibit of Modern Art”
The teacher will guide the students in preparing their artworks for the culminating exhibit at
the end of the quarter.
1. All the finished artworks should be labelled with original titles, the
student’s name or the group members’ names, the date, and the technique used.
2. Store the finished artworks for inclusion in the exhibit at the end of the
quarter.

14. 14
Having learned about and
understood the concept
and techniques of
impressionism, you
can now prepare your
impasto artworks for the
culminating exhibit at the
end of the
quarter.
 Properly label your
artwork with an
original title, your
name, the date,
and the technique
used (impasto)
 Your Arts teacher
will store the
finished artworks
for inclusion in the
exhibit at the end
of the quarter.
Expressionism in
Philippine Art – Research
online for works by
Filipino artists who used
variations of this style
(e.g., Cesar Legaspi).
Give your personal
reaction to these.
K. ASSIGNMENT Bring art materials
that are readily
available, such as
one whole sheet of
cartolina; acrylic
paints, poster paints,
or any available
paints;
markers, crayons,
pastels, or colored
pencils; #8 brush;
scissors; glue
or paste; and
pictures from

15. 15
magazines,
newspapers, or
calendars.
V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

16. 16