10

Arts Quarter 1 –
Module 1: Principles of
Design and Elements of
Arts
Arts – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Principles of Design and Elements of Arts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Christine c. Britos Reymond A. Sebastian
Editors: Flora B. Tinaza Maribeth B. Bista
Reviewers: Francis A. Domingo Jowell T. Pilotin
Marlon G. Taloza Jovita de Castro
Frances Jocelle C. Singson
Illustrators: Abihail A. Agcaoili Jasper Etrata
Layout Artists: Abihail A. Agcaoili Sheryl R. Rialubin
Management Team: Tolentino G. Aquino
Arlene A. Niro Maria Salome R. Abero
Gina A. Amoyen Alma R. Tabilang
Editha T. Giron Jovita B. De Castro

Printed in the Philippines by

Department of Education – Region I

Office Address: Flores St., Catbangen, City of San Fernando, La Union

Telefax: (072) 682 – 2324; (072) 607-8137
E-mail Address: region1@deped.gov.ph
 10

Arts Quarter 1 –
Module 1: Principles of
Design and Elements of
Arts
Introductory Message
For the facilitator:

Welcome to the Arts 10 Alternative Delivery Mode (ADM) Module on Principles

of Design and Elements of Arts!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Arts 10 Alternative Delivery Mode (ADM) Module on Principles

of Design and Elements of Arts!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Do you know that there were several areas in which

impressionist artists moved away from the established
practices of art at that time? These involved their use of color,
choice of subject matter and setting, and technique for
capturing light and conveying movement.

After going through this module, you are expected to:

1. Analyze art elements and principles in the production of work following a
specific art style from the various art movements (A10EL-Ib-1).
Specific Objectives:
At the end of the module, you should be able to:
1. identify the different principles of design and the elements of arts present
in the various art movements;
2. appreciate the different principles of design and the elements of arts; and
3. create your own artwork by applying the principles of design and the
elements of arts based on the example of arts.
 What I Know

You begin with the module proper, take this test to find out how much you
already know about our topic.
Directions: Use the pictures below to check how much you know about this topic.
Classify them according to what principle of design they belong. Write your answers
in your test notebook. Choose your answer from the following:

Unity and Variety Emphasis and Subordination Balance

Contrast Repetition and Rhythm Scale and Proportion

2. 1.

3. 4.

2
5. 6.

7. 8.

9. 10.

2
B. Directions: Find and circle all the elements of arts that are hidden in the grid.
The words may be hidden in any direction. Write your answers in your test
notebook.

T K S H A P E X P R L

S P A C E Q J I L F S

V H J U E I E O E I V

R T C O L O R T S Z A

D Y P X I K O E K A L

E L L H H L L X J I U

P E R S P E C T I V E

S S E L G R Y U F H O

C I R K O S T R T J P

W U V T L I N E I K I

Well, how was it? Do you think you did well? Compare
your answers with those in the Answer Key on page 20 to
find
f out.
If all your answers are correct, very good! This shows
t hat you already know much about the topics in this module.
You may still study the module to review what you already
know. Who knows you might learn a few more new things as
well.
If you get a low score, don’t feel bad. This means that
this
i module is for you. It will help you understand some
yimportant concepts that you can apply in your daily life. If
you
t study this module carefully, you will learn the answers
on all the items in the test and a lot more! Are you ready?
You may go now to the next page to begin Lesson 1.
 Lesson

1 Principles of Design

What’s In
Art can be seen in all aspect of life. It is everywhere. It
can be seen in our surroundings. The popular feeling about art
is that it exists only in concert halls, museums, and art
galleries in a world by itself, which are accessible only to those
who can afford to pay for its enjoyment or to the critics and
scholars who take time to study the art and objects of the art.

What’s New
Activity 1
Directions. Analyze the image at the center, then answer the questions provided in
each quadrant. Write your answer in your test notebook.
Analysis
Description

Vincent Van Gogh

Starry Night
1889
Oil Paint

Interpretation Judgement
 Description: Analysis
• What are the things do you see • What elements of arts were used
in the artwork? by the artists?
• Describe each of the things seen • Which among the principles of
in the artwork. design were used by the artist?
Did he use unity and variety,
repetition and rhythm, balance,
contrast, scale and proportion
or emphasis and
subordination?
Interpretation Judgment
• What do you think does Vincent • Is this piece of artwork worthy of
Van Gogh wants to imply in his appreciation? Why? Why not?
artwork? • How is Vincent Van Gogh as an
• Is the title “Starry Night” artist?
appropriate to the image? Why?

Now that you are done, you may proceed to learn more.
Are you ready? Go ahead, read and understand to learn
more.
ENJOY!

What is It

The word design indicates both the process of organizing visual elements and
the product of that process. It is a result of our basic need for meaningful order.
Some designs are so well integrated that they have qualities beyond a mere sum of
their parts. Such are said to be beautiful, interesting, absorbing, or surprising.
Art and beauty can be expressed in many ways- in natural beauty of huge old
trees or in the created beauty of a painting of those trees like in the work of Van Gogh
“Large Plane Trees”.

Large Plane Trees, Vincent Van Gogh

 Depicted in his works are the principles of design that made his work beautiful,
fascinating and expressive. There are six principles of design: unity and variety,
balance, emphasis and subordination, contrast, repetition and rhythm, and scale
and proportion.
Read the information provided below, then do the activities and assessments
prepared for you to do.

A. UNITY AND VARIETY

Unity refers to the appearance or condition of oneness of an artwork. All the
elements such as line, color, texture, and others belong together that result in having
a coherent and harmonious whole. As variety provides diversity yet it acts as
counterbalance to extreme unity.

Going Home, Jacob Lawrence The Immigration Series, Jacob Lawrence

The visual themes were established with the use of lines, shapes, and colors. The
many figures and the objects in the complex compositions of Lawrence formed a
unified design through the artist’s skillful use of abstraction, theme, and variation.

B. BALANCE
Balance is the condition in which acting influences are held in check by opposing
forces or what is in the left side should appear on the right side also in order to
achieve equilibrium.

The near or exact matching of left and right sides of a three-dimensional form or
a two-dimensional composition is called symmetrical balance. Two sides which are
not the same is asymmetrical balance.

Chariot, Alberto Giacometti The Evening Glow Of The Ando,

Suzuki Haranobu
 A symmetrical balance can be seen on the wheels of the chariot in Giacometti’s
bronze, where the slim figure that serves as a vertical attached on an elevation. On
the other hand, Haranobu’s figures on a woodblock print, asymmetrical balance
was achieved with one figure sitting and the other standing. Both heads of the
figure bends to the center.

Indeed, the magic of art is fascinating. Do you want to

learn more? Go on!
HAPPY LEARNING!

C. EMPHASIS AND SUBORDINATION

To draw our attention to an area or areas, the artist uses emphasis. To create
emphasis, position, contrast, color intensity, and size can all be used. Neutral areas
of lesser interest are created by artist through subordination to keep us from being
distracted from the areas of emphasis.

Yacht Approaching the Coast, Joseph Mallord William Turner

D. CONTRAST

The juxtaposition of strongly dissimilar elements is called contrast. Dark set

against light, large against small, bright colors against dull are examples of contrasts.
Visual experience becomes monotonous without contrast. Contrast can be seen also
in the thick and thin areas of a single brushstroke.

Luster-Painted Bowl Spain. Tin-glazed earthenware painted in cobalt blue and luster
E. REPETITION AND RHYTHM
The repetition of visual elements gives a composition of unity, continuity, flow,
and emphasis. Rhythm in the visual art, is created through the regular recurrence of
elements with related variations.

The Maestà, or Maestà of Duccio, Duccio di Buoninsegna

F. SCALE AND PROPORTION

Scale is the relation of one thing to another. It is one of the first decisions an
artist makes when planning a work of art, Proportion is the size relationship of
parts to a whole.

ZAPATISTAS, Jose Clemente Orozco

Great Job! Now you have learned the different principles

of design, let’s check how far you have done with it. Do the
activities and assessments that are prepared for you to work
on. Let’s get it on.
ACTIVITY 1
Materials:
Oslo Paper Color Pastel
Crayons Water Color
Acrylic paint/ any paint available

Procedure:
1. Look around and observe the people around you: your friends, your family and
your neighbor or the nature.
2. Describe them through a drawing or painting applying the principles of design
based on what you see in their faces or actions as they exercise the freedom of
expression in their daily lives.
3. Do this in an Oslo paper. You may use crayons, color pastel, water color, acrylic
paint or any available resources that you have.

ASSESSMENT 1
Create something beautiful and useful artwork to make your life more meaningful
by applying the different principles of design that you have learned in relation to the
talent that God has given you.
Write your reflection on a sheet of paper.

Easy, right? Now, proceed to the next

lesson. Remember what you have learned in
the previous lesson.
 Lesson

2 Elements of Arts

Medium and elements together are the materials the artist uses in creating a work
of art. The distinction between them is easy to see but hard to define. An element
can be known only in some medium, but as an element it is independent of medium.
When we study elements, we consider them with no attention to the means by
which we can come into contact with a work of art. The elements are its qualities or
properties.
The seven elements of art are:

1. Line
2. Shape
3. Space
4. Value
5. Color
6. Texture
7. Perspective

We now look with greater care at the elements of the visual arts as a kind of
“basic language” with which the artist’s work.

1. LINE

Line is our basic means for recording and symbolizing ideas, observations, and
feelings; it is a primary means of visual communication. Lines always have direction.
They are always active.

The following illustrates the line variations (Preble, 1999)

a. Actual Line
b. Implied line and implied curved line
c. Actual straight lone and implied curved line
d. Line created by an edge
e. Vertical line (attitude of alert attention);
horizontal line (attitude of rest)
f. Diagonal lines (slow action, fast action)
g. Sharp jagged lines
h. Dance of curving lines
i. Hard line; soft line
j. Ragged, irregular line
2. SHAPE
Shape refers to the expanse within the outline of a two-dimensional area or
within the outer boundaries of a three-dimensional object. It may be geometric which
tends to be precise or regular (circles, triangles, squares) or organic which are
irregular, often curving or rounded and seem relaxed and more informal. Most
common shapes in human-made world are geometric while most shapes in nature
are organic.

Mass is a physical bulk of a solid body material and it has a three-dimensional

area.

Mass in Three-Dimension Mass in Two-Dimension

RECUMBENT FIGURE, HEAD OF A YOUNG MAN,

Henry Moore, 1938 Green Hornton stone Pablo Picasso, 1923. Grease Crayon Drawing

3. SPACE

Space is the indefinable, general receptacle of all things. It is continuous, infinite,

and ever present. The visual arts are sometimes referred to spatial arts, because
most of the art forms are organized in space.

Architects are especially concerned with space. With three-dimensional objects

such as in architecture and sculpture, one has to move around to get a full
experience of three-dimensional space. With two-dimensional works, such as
drawings, prints, photographs, and paintings, the actual space is defined by its
edges- usually the two-dimensions of height and width. The illusion of third-
dimension in two-dimensional works is spatial depth.

Diagrams of clues to Spatial Depth in two-dimensional surface (Preble, 1999):

a. Overlap b. Overlap and

diminishing size

c. Vertical d. Overlap, vertical

placement placement, and
diminishing size
4. VALUE

Value refers to the lightness and darkness of surfaces. It ranges from white to
various grays to black. It can be a property of color or an element independent color.

Chiaroscuro is the use of gradations of light and shade, in which the forms are
revealed by the subtle shifting from light to dark areas. This technique was developed
during the Renaissance Period to create illusion that figures and objects depicted on
a flat surface appear as they do in the natural light conditions.

VALUE SCALE from White to Black

5. COLOR

Color is a component of light, affects us directly by modifying our thoughts,

moods, actions, and even our health. Color exists only in light, but light itself seems
colorless to the human eye. The so called “color” is the effect on our eyes of light
waves of differing wavelengths or frequencies.

Properties of a Color
• Hue is particular wavelength of spectral color to which we give name.
• In 1666, British scientist Sir Isaac Newton discovered that when the light of the
sun passes through a glass prism. It is separated into the bands of colors that
make up the visible spectrum. The sequence of the spectral colors is: red,
orange, green, blue, indigo, and violet.

Red
Orange
Yellow
Green
White Light Blue
Glass Prism Indigo
Violet
 - Primary Hues are: Red, Yellow, and Blue
- Secondary Hues: Orange, Green, and Violet. This are produced by the mixture
of primary hues.
- Intermediate Hue are red-orange, yellow-green, blue-green, and red-violet. Each
are located between the primary and the secondary hues of which they are
composed.
Primary
intermediate intermediate
(tertiary) (tertiary)
RED
RED- RED-
VIOLET
ORANGE
Secondary Secondary
VIOLET

ORANGE

intermediate BLUE- YELLOW- intermediate

(tertiary) VIOLET ORANGE (tertiary)
YELLOW
BLUE

Primary Primary
BLUE- YELLOW-
GREEN GREEN
GREEN
intermediate intermediate
(tertiary) Secondary (tertiary)

Colors affects our feelings about size and distance as well as temperature.
Yellow-green and red-violet are the poles dividing the color wheel into cool and warm
hues. Cool colors found at the blue-green side of the wheel, while the warm colors at
the red-orange side, appear to expand and advance.

Objects that appear to be black absorbs all the colors; while objects that appear
white reflects all the colors of the spectrum. Black and white are not true colors and
their combination, gray is achromatic and they are often referred to as neutrals.
• Value refers to the relative lightness and darkness from white through grays
and black.

Value Variation in Red

• Intensity also called saturation, refers to the purity of a hue or color. The
pure hue is the most intense form of a given color; the hue at its highest
saturation; and the hue in its brightest form.
6. TEXTURE

The textile qualities of surfaces or to the visual representation of those qualities

is referred to as texture, in visual arts. Actual textures are those we can feel by
touching. Simulated textures are those created to look like something other than
pain on a flat surface. Painters simulate texture, while sculptors and architects make
use of actual texture.

7. PERSPECTIVE
Perspective is point of view. In visual arts, it can refer to any means of
representing three dimensional objects in space on a two-dimensional surface. It is
a system designed to depict the way objects in space appear to the eye. In linear
perspective objects appear smaller at a distance, because parallel lines appear to
converge as they recede into the distance, and the last meeting of the lines on the
horizon is called vanishing point.
• TIME AND MOTION
- Time is nonspatial in which events occur in succession. Our experience of
time depends upon the movements we experienced and vice versa. A sense of
motion can be created by actual change in position.
• LIGHT
- The source, color, intensity, and direction of light greatly affect the way
things appear; as light changes, surfaces illuminated by it also appear to
change. To suggest the way light reveals form, artists use changes in value.

ACTIVITY 2
Directions: Evaluate the designs below. Try to see what elements of art are
applied. Write your answer in your test notebook.

1. 2.
3. 4.

5. 6.

7. 8.

9. 10.
ASSESSMENT 2
Directions: Identify the elements of art that is described in each item. Write your
answer in your test notebook.

1. This tends to be precise and regular in shape.

2. The visual arts are sometimes referred as this because most of the art forms
are organized in space.
3. They always seem to be moving, and we follow them with our fingers, our
gestures, or our eyes.
4. It refers to the lightness and darkness from white through grays to black.
5. Objects appear smaller at a distance because parallel lines appear to converge
as they recede into the distance.
6. Artist’s use this element to heighten the emotional impact.
7. The last meeting of the lines on the horizon.
8. A particular wavelength of spectral color.
9. The mixture of two primary hues.
10. The physical bulk of a solid body of material and a three-dimensional
area.

What I Have Learned

Directions:
Below is a “Reflection Weight” that aims to determine what you have realized
(the attitudes toward learning), the things that you have discovered (skills that you
will cherish to life), and the things you have learned (knowledge that serves as your
foundation to stand and keep you going). Fill in each part of the weight and share it
to your friends, classmates or your family.

Things I have
realized
(Attitude)

Things I have Things I have

discovered learned
(Skills) (Knowledge)
 What I Can Do

Directions: Analyze the sample arts below. Identify what principle of design and
elements of art is applied.

LET’S DIG MORE!

Directions: Copy the design and draw it to your paper.

Materials: Pencil, eraser, short bond paper or oslo paper.

Remember that every person has his/her own God’s unique talent! Go out on
your own world with your passion, embrace your talent and start loving arts!
ASSESSMENT 2
Directions: Complete the crossword by filling in a word that fits each clue.

5 1

4 7 2

10 3

DOWN

1. The achievement of equilibrium, the condition in which acting influences are held
in check by opposing forces.
2. The artist used this principle to draw our attention to an area or areas.
3. In visual art, it is created through the regular recurrence of elements with related
variations.
4. It is the appearance or condition of oneness.
5. Neutral areas of lesser interest are created by artist through this principle of
design.
ACROSS

6. It is the relation of one thing to another.

7. It provides diversity and acts as counterbalance to extreme unity.
8. In visual elements this gives a composition unity, continuity, flow and
emphasis.
9. It is the size relationship of parts to a whole.
10.It can be seen in the thick and thin areas of a single brushstroke.
ASSESSMENT 2 ACTIVITY 2 ASSESSMENT 1.1
1. Geometric 1. Space 1. Balance 6. Scale
2. Spatial Arts 2. Line 2. Emphasis 7. Variety
3. Line 3. Perspective 3. Rhythm 8. Repetition
4. Value 4. Color 4. Unity 9.Proportion
5. Linear Perspective 5. Texture 5. Subordination 10. Contrast
6. Texture 6. Value
7. Vanishing Point 7. Shape
8. Hue 8. Line
9. Secondary hues 9. Perspective
10.Mass 10.Texture

ACTIVITY 1 ASSESSMENT 1

Sample artwork may vary based on the skills and capacity of the students.

What I Know
A. 1. Unity and Variety 6. Balance
2. Scale and Proportion 7. Contrast
3. Repetition and Rhythm 8. Balance
4. Repetition and Rhythm 9. Contrast
5. Emphasis and Subordination 10. Emphasis and Subordination
B. Line, Shape, Space, Value, Color, Texture, Perspective
Rubrics for Activities

BASIC
EXCELLENT MET CRITERIA
REQUIREMENTS
(20 pts.) (15 pts.)
(10 pts.)
The artwork is The art work is The artwork
planned planned shows little
Instruction & carefully; adequately; evidence of
Concepts understanding understanding understanding
of all concepts is of some the concepts in
clearly concepts the use of
demonstrated in demonstrated in subjective color.
using subjective the use of
color. subjective color.
The artwork The artwork The artwork
shows shows average shows minimal
outstanding art art making art making skills
making skills, skills and and little
Craftsmanship/ with clear average attention to
Skill attention to attention to control, selection
control, control, and
selection and selection and experimentation
experimentation experimentation of
of of medium/media
medium/media medium/media for expressing an
for expressing for expressing emotion.
an emotion. an emotion.

The artwork The artwork The artwork

Creativity/ demonstrates demonstrates demonstrates
Originality original personal an average little personal
expression and amount of expression and
outstanding personal problem solving
problem solving expression and skills.
skills. problem solving
skills.
References

• (Raul M. Sunico, Horizons Music and Arts Appreciation for Young Filipinos
(Learner's Material) 2015)
• (Minerva Y. Atanacio 2006)
• Raul M. Sonico, PhD. 2015. "Horizons Music and Arts Appreciation for Young
Filipinos." In Horizons Music and Arts Appreciation for Young Filipinos, 196-
197. Tawid Publications.
• https://www.google.com/imgres?imgurl=https://live.staticflickr.com/7571/28
006968585_2376a46c16_b.jpg&imgrefurl=https://www.flickr.com/photos/thad
z/28006968585&tbnid=yXPt9RFiGFMstM&vet=1&docid=FjwlvRCG1h_0GM&w=
1024&h=780&q=jose+clemente+orozco,+Zapatistas+1931+oil+on+canvas&hl=en
-PH&source=sh/x/im
• https://www.google.com/url?sa=i&url=https%3A%2F%2Fin.pinterest.com%2Fp
in%2F426434658437365296%2F&psig=AOvVaw3lUosKcT3ZaLkc7DGl9SCU&u
st=1590768609737000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCIj3ppn
51ukCFQAAAAAdAAAAABAD
• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.artyfactory.com
%2Fart_appreciation%2Fvisual-
elements%2Fcolor.html&psig=AOvVaw3zkaRLk4Ua1JroJ2V5uTkz&ust=159076
8781113000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCPiu59b51ukCFQ
AAAAAdAAAAABAD
• https://www.google.com/url?sa=i&url=http%3A%2F%2Felements-of-
design.weebly.com%2Ftexture.html&psig=AOvVaw1lCP0yxy1f7Jut3MTzzuhu&u
st=1590768865975000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCKC_74
P61ukCFQAAAAAdAAAAABAD
• https://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&uact=8&ved=
2ahUKEwjm8ufXhNfpAhXNc3AKHfMICEUQjB16BAgBEAM&url=https%3A%2F
%2Fcommons.wikimedia.org%2Fwiki%2FFile%3AClevelandart_1947.209.jpg&ps
ig=AOvVaw2qihrGXehUG8ywX7-7eq_H&ust=1590771744097960
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph