I. OBJECTIVES: Appreciates the distinctive designs, color schemes, figures and objects coming from the

Mountain Province. Creates an AV Presentation with a group that compares the distinct artistic designs of artifacts

coming from the Mountain Province and explains what inspired or influenced the design. Joins a group to do a research on the culture of Mountain Province and creates an audio-visual

presentation (drawings, paintings) for the class. II. SUBJECT MATTER: A. The Indigenous Art of the Mountain Province B. Materials: research materials C. References:

SMART 7, pp. 99 103 DepEd Music and Art Curriculum Guide for Music and Art, p. 84

III. PROCEDURE: A. Lesson Proper: 1. Who among you have been to Baguio? What artifacts have you seen there? 2. Look at this picture.

The Indigenous Art of the Mountain Province

3. The people of Mountain Province are composed of several ethnic groups: The Ifugao, Kankanay, Itneg or Tinguian, Ibaloi, Kalinga, Bontoc, and Apayao. (Discuss pages 99 102.) IV. GROUP ASSIGNMENT: Do a research on the culture of Mountain Province and creates an audio-visual presentation (drawings, paintings) for the class.

I. OBJECTIVES: Presents an AV Presentation with a group that compares the distinct artistic designs of

artifacts coming from the Mountain Province and explains what inspired or influenced the design.

II. SUBJECT MATTER: A. The Indigenous Art of the Mountain Province B. Materials: research materials C. References:

SMART 7, pp. 99 103 DepEd Music and Art Curriculum Guide for Music and Art, p. 84

III. PROCEDURE: A. Preliminary Activity: 1. Review: What are the different artifacts of Mountain Province? B. Lesson Proper: 1. Did you have fun doing your research?

The Indigenous Art of the Mountain Province

2. Group Presentation: (Ask each group to present their research on the class. Ask for some feedbacks and other members of the class after all groups have presented.) IV. EVALUATION:

COMPETENCIES POINTS The learners presented a very informative AV of correct artifacts from the Mountain Province. They explained clearly what inspired or influenced the designs.

10

The learners presented a very informative AV of correct artifacts from the Mountain Province. They have some difficulties on explaining what inspired or influenced the designs.

9

The learners presented a very informative AV but some artifacts are not from the Mountain Province. They explained clearly what inspired or influenced the designs

8

The learners presented a very informative AV but some artifacts are not from the Mountain Province. They have some difficulties on explaining what inspired or influenced the designs.

7

The learners did a research but they did not make an audio-visual presentation. 5 No work. 0

I. OBJECTIVES: Appreciates the distinctive designs, color schemes, figures and objects coming from Mindanao. Creates an AV Presentation with a group that compares the distinct artistic designs of artifacts

coming from Mindanao and explains what inspired or influenced the design. Joins a group to do a research on the culture of Mindanao and creates an audio-visual

presentation (drawings, paintings) for the class. II. SUBJECT MATTER: A. The Indigenous Art of Muslim Mindanao B. Materials: research materials C. References:

SMART 7, pp. 104 - 107

The Indigenous Art of Muslim Mindanao

DepEd Music and Art Curriculum Guide for Music and Art, p. 84

III. PROCEDURE: A. Preliminary Activity: 1. Review: What are the different artifacts of Mountain Province? B. Lesson Proper: 1. Who among you have been to Mindanao? What artifacts have you seen there? 2. Look at these pictures.

The Muslim people are composed of nine ethnic groups; they are the Badjao, Samal, Jama Mapun, Malbog, Tausug, Maranao, Maguindanao, Sanggil, and Yakan. Muslim art is easily recognized by their decorative motifs.

3. Discuss pages 105 - 106 IV. GROUP ASSIGNMENT: Performance Check, Exercise 1.

I. OBJECTIVES: Presents an AV Presentation with a group that compares the distinct artistic designs of

artifacts coming from the Mindanao and explains what inspired or influenced the design. II. SUBJECT MATTER: A. The Indigenous Art of Muslim Mindanao B. Materials: research materials C. References:

SMART 7, pp. 104 - 107 DepEd Music and Art Curriculum Guide for Music and Art, p. 84

III. PROCEDURE: A. Preliminary Activity: 1. Review: What are the different artifacts of Muslim Mindanao? B. Lesson Proper: 1. Did you have fun doing your research? 2. Group Presentation: (Ask each group to present their research on the class. Ask for some feedbacks and other members of the class after all groups have presented.) IV. EVALUATION:

COMPETENCIES POINTS The learners presented a very informative AV of correct artifacts from the Mindanao. They explained clearly what inspired or influenced the designs.

10

The learners presented a very informative AV of correct artifacts from the Mindanao. They have some difficulties on explaining what inspired or influenced the designs.

9

The Indigenous Art of Muslim Mindanao

The learners presented a very informative AV but some artifacts are not from Mindanao. They explained clearly what inspired or influenced the designs

8

The learners presented a very informative AV but some artifacts are not from the Mindanao. They have some difficulties on explaining what inspired or influenced the designs.

7

The learners did a research but they did not make an audio-visual presentation. 5 No work. 0 V. ASSIGNMENT: Performance Check, Exercise 2, p. 107

I. OBJECTIVES: After the lesson, learners are expected to be able to:

sees the strong influence of the Spanish (400 yrs) colonizers on Phil. culture and lifeways (houses, churches, celebrations, education, food, daily utensils, clothing, accessories, paintings of churches and plazas; pictures of cottages at John Hay, Teachers Camp; Vigan, Taal, Batangas, Iloilo, Bacolod-these places have bahay na bato.);

writes a comparative visual report on the influences of the Spanish in the architecture of the Philippines, particularly in the churches and the houses around the plaza, and the distinct features found in it.; and

joins a group to write a report on how the Spaniards influenced the culture of the Filipinos.

II. SUBJECT MATTER: A. Philippine Art during the Spanish Era B. Materials: report materials C. References:

SMART 7, pp. 108 - 119 DepEd Music and Art Curriculum Guide for Music and Art, pp. 84 - 85

III. PROCEDURE: A. Preliminary Activity:

Philippine Art during the Spanish Era

1. Submission of Assignment 1. Review: What are the different artifacts of Muslim Mindanao? B. Lesson Proper: 1. Who among you have been to the City of Manila? What different artifacts have you seen there? 2. Discuss pages 109 118. 3. Ask the learners to form their respective groups and do Exercise 1, p. 119. IV. EVALUATION:

COMPETENCIES POINTS The learners presented a correct and very informative report on the influences of the Spaniards in the art of the Filipinos. They explained clearly what inspired or influenced the designs.

10

The learners presented a correct and very informative report on the influences of the Spaniards in the art of the Filipinos. They have some difficulties on explaining what inspired or influenced the designs.

9

The learners presented a correct and very informative report on the influences of the Spaniards in the art of the Filipinos but some facts are not correct. They explained clearly what inspired or influenced the designs

8

The learners presented a correct and very informative report on the influences of the Spaniards in the art of the Filipinos but some facts are not correct. They have some difficulties on explaining what inspired or influenced the designs.

7

The learners did a report but they were not able to present their work clearly. 5 No work. 0 V. ASSIGNMENT: Knowledge Check, Exercise 2, p. 119.

I. OBJECTIVES: After the lesson, learners are expected to be able to:

sees the strong influence of the American colonizers on Phil. culture and lifeways (houses, churches, celebrations, education, food, daily utensils, clothing, accessories, paintings of churches and plazas; pictures of cottages at John Hay, Teachers Camp; Vigan, Taal, Batangas, Iloilo, Bacolod-these places have bahay na bato.);

writes a comparative visual report on the influences of the Americans in the architecture of the Philippines, particularly in the churches and the houses around the plaza, and the distinct features found in it.; and

joins a group to write a report on how the Americans influenced the culture of the Filipinos.

II. SUBJECT MATTER: A. The American Influence on Philippine Art B. Materials: report materials C. References:

SMART 7, pp. 120 - 125 DepEd Music and Art Curriculum Guide for Music and Art, pp. 84 - 85

III. PROCEDURE: A. Preliminary Activity: 1. Submission of Assignment 1. Review: What are the different influences of the Spaniards in Philippine Art? B. Lesson Proper: 1. Show pictures of different American celebrities. Ask: Do you know these people? What made them well known? How did their works influences our daily lives?

The American Influence on Philippine Art

2. Look at this picture.

The tranvia service started in 1905 during the American era. The Americans came after being under the Spanish rule for more than three centuries. They

came to vanquish the Filipinos through governance and education. With their arrival came an alteration in art patronage. The new patrons, tourists, and foreign investors preferred still life, genre, and landscape themes that showcase the beauty of the land and the people. Portraits were also favored by public officials.

The period for rebuilding came after World War II. Different art forms emanated and became popular. The sixties and the seventies became a period of exploration of new techniques, and styles in art. 3. Discuss pages 120 124. 4. Ask the learners to for their respective groups and do Knowledge Check, p. 125 IV. EVALUATION:

COMPETENCIES POINTS The learners presented a correct and very informative report on the influences of the Americasn in the art of the Filipinos. They explained clearly what inspired or influenced the designs.

10

The learners presented a correct and very informative report on the influences of the Americans in the art of the Filipinos. They have some difficulties on explaining what inspired or influenced the designs.

9

The learners presented a correct and very informative report on the influences of the Americans in the art of the Filipinos but some facts are not correct. They explained clearly what inspired or influenced the designs

8

The learners presented a correct and very informative report on the influences of the Americans in the art of the Filipinos but some facts are not correct. They have some difficulties on explaining what inspired or influenced the designs.

7

The learners did a report but they were not able to present their work clearly. 5 No work. 0