7 Houses in The Philippines

ART Grade 1 Teaching Guide
UNIT 1
FIRST QUARTER: Drawing
Module B: Drawing Involves Creating Different Kinds of Lines and Shapes
7: Houses in the Philippines
Lesson Summary
Art History/ Art Production Art Criticism/ Art Appreciation

Connecting Creating Looking and Seeing Appreciating
There are many Draw houses that you Describe the materials Appreciate the uses
different kinds of see or live in ( real) that are used to of several parts of
houses in the and draw houses make the different their house; that
Philippines. Some are from the houses shelter is an important
on stilts and others imagination. part of living in the
are above the water! world.
Others are built on
top of the mountains. Appreciate the
Some are near a rice differences and
field. What kind of uniqueness of houses
house do you see on stilts (Badjao);
often? stone houses in
Batanes; Nipa houses
in the countryside.
TIME ALLOTMENT: 1 SESSION (40 minutes)
OBJECTIVES
The learners will:
1. See the difference between man-made and natural objects.
2. Identify the different kinds of materials used to make houses.
3. Appreciate the lines, shapes, and textures of buildings, and houses of different
communities living in different parts of the Philippines.
4. Draw houses from imagination
5. Draw their own houses from real life
ART VOCABULARY
Man-made objects Objects that did not come from nature and are created by man.
Proportion Comparing parts to each other in terms of size. Is one too big for the
other? Does something seem so much smaller because it is standing next to something
that is way too big?
Architecture buildings, houses; the design and building of structures.
Architect A person who designs, creates, and builds buildings, houses, malls, other
structures.
Elements and Principles

1. Shape
2. Line
3. Form
4. Proportion
14
(Unit 1, First Quarter, Drawing, Lesson 7)
Materials
Possible References:
Balai Vernacular, Ma. Corazon A. Hila, Rodrigo D. Perez, Julian E. Dacanay, Museo ng
Kalinangang Pilipino.
Philippine Folk Architecture
Philippine Ancestral Houses
To avoid using up time looking through the whole book, the teacher should sketch
or copy images that represents houses that that the students will be able to relate
to. Limit the viewing to these two or three images.
Ideally, one nipa or bamboo hut; one bahay na bato; and one regular house, the
kind that they live in right now.
Newsprint, size A3 or bigger
Bond paper sized paper.
Carpenters crayons, pencil or charcoal.
Wax crayons
MOTIVATION
GAME: Architect-architect
Each student gets to design a house from their imagination.
Leading question: If you got to live in any kind of house, anywhere country, beach, outer space
where would you live and what kind of house would you have?
PROCEDURE
1. Distribute small paper and pencil or crayons.

2. Have the kids draw an imaginary house. The rules: They have to pick a place, and design
a house to be built in that place.
a. Mention: any country; it could be the mountains, beach, or even outer space.
b. Suggesting outer space is important as it allows the student room for creativity.
3. After a few minutes, post their drawing of imaginary houses on the wall.
4. Explain that they have just designed their first house. Appreciate the unique drawings.
5. Take out the photos or drawings of houses (from the books).
6. As the class looks at the pictures, explain that the architects or builders of these houses
built them as such because of their location, use, and availability of materials.
a. For example, the bahay na bato actually had the garage for the carriage pulled by
horses built in underneath the house. The holes under the windows, or the
ventanillas were so that air could get in even if the windows were closed
(remember that there were no electric fans at the time!)
b. Another example would be the Cordillera huts sloping roof sloped so that rain
would slide down the sides, and not cause the roof to fall inside the house.
7. After viewing the last house, return the students work and ask them if the house they
drew will be strong enough to withstand the elements of its location. Also ask if the
houses will serve its purpose? Will the house in outer space, for example, have built in
oxygen tanks? Or will the beach house be raised so that the sand doesnt get inside too
often?
8. Distribute the bigger paper and the crayons.
9. Have the students make an even better house filling up the paper or they can draw
their own homes.
15
PROCESSING, EVALUATION
For their imaginary houses:

when the students are finished, or if some finish early, gather in a circle and have the students
present their designs, just like architects do right before they build the houses that they
designed. Encourage the students to comment on each others work, constructively, and
positively.
For drawings of their real houses:

Let students describe the materials that their houses are built of, and its location (are they
near the sea or river? near the road or ricefield? On top of the mountain? Near the road?
What do they like about their houses? What dont they like about their houses? Why? If they
are architects and they can improve their houses, what would they do?
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ART Grade 1 Teaching Guide

7: Houses in the Philippines

Art History/ Art Production Art Criticism/ Art Appreciation

TIME ALLOTMENT: 1 SESSION (40 minutes)

Elements and Principles

(Unit 1, First Quarter, Drawing, Lesson 7)

1. Distribute small paper and pencil or crayons.

For their imaginary houses:

For drawings of their real houses:

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