COURSE PLAN

Subject: MAPEH IV (Arts) A.Y. / Semester: 2020-2021

Name of Faculty: Danica Mae P. Hisarza Class Schedule: MWF/1:30-2:50
Instructor’s Email: danicahisarza275@gmail.com Schedule of Online Distance Learning:
Synchronous Time: Asynchronous Time:

COURSE DESCRIPTION:
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to
express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.

The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of thinking, communicating,
reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the arts develop the child’s
“SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person.
Furthermore, Art develops and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a
student through the arts. The K12 Arts Curriculum seeks to address these needs of our students for the 21st Century.

The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous materials to strengthen
the student’s identity of being Filipino, before he/she is introduced to the art of other countries.
FIRST QUARTER
Content Performance Learning Instructional
Competencies Content Valuing Assessment Reference
Standard Standard Activities Materials
Discusses the rich variety of cultural Lesson 1 Development of The learner The learner Observation Seatwork Textbook Downloaded
communities in the Philippines and Attire and Body skill in geography demonstrates practices variety pictures and
their uniqueness Accessories of the like map reading understanding of of culture in the Lecture Quiz videos
(1.1 LUZON- Ivatan, Ifugao, Cultural Communities lines, texture, and community by
Kalinga, Bontok, Gaddang, in the Philippines shapes; and way of attire, Oral Performance Powerpoint
Agta) balance of size body questioning task Presentation
1.2 VISAYAS- Ati and repetition of accessories,
1.3 MINDANAO- Badjao, Mangyan, motifs/patterns religious Student Peer
Samal, Yakan, Subanon, Manobo, through drawing. practices, and Conference Assessment
Higaonon, Talaandig, Matigsalog, lifestyle
Bilaan, T’boli, Tiruray, Mansaka, Drawing/
Assignment
Tausug) and the distinctive The learner Creating
characteristics of these cultural creates unique
communities in terms of attire, body design of Thumbs up,
accessories, religious practices, and houses, and
lifestyles other household
(A4EL-Ia) objects used by thumbs down
the cultural
Draws specific clothing, objects, and groups Art exhibit
designs of at least one the cultural
communities by applying an The learner
indigenous cultural motif into a writes a
contemporary design through crayon comparative
etching description of
(A4EL-Ib) (A4EL-Ic) (A4EL-Id) houses and
utensils and
Role plays ideas about the practices utensils used by
of the cultural communities select cultural
(A4PR-Ie) groups from
different
Creates a drawing after close study provinces
and observation of one of the cultural
communities way of dressing and
accessories
(A4PR-Ig)

Produces a crayon resist on any of

the topics:
The unique design of the houses,
household objects, practices, or
rituals of one of the cultural groups
(A4PR-Ih)

Uses crayon resist technique in

showing different ethnic designs or
patterns
(A4PR-Ii)

SECOND QUARTER
Content Performance Learning Instructional
Competencies Content Valuing Assessment Reference
Standard Standard Activities Materials
Discusses pictures of localities where Lesson 2 Preservation of The learner The learner Oral Seatwork Textbook Downloaded
difficult cultural communities live Ways of life of selected one’s culture demonstrates sketches and questioning pictures and
where each group has distinct houses cultural groups in the through art understanding of paints a Quiz videos
and practices Philippines lines and colors, landscape or Write and
(A4EL-Ila) shapes, space and mural using Pass Performance Powerpoint
proportion through shapes and task Presentation
Explains the attire and accessories of drawing colors Hand Signal
selected cultural communities in the appropriate to
country in terms of colors and shapes the way of life One sentence
(A4EL-Ilb) of the cultural summary
Depicts in a role play the importance community
of communities and their culture
(A4EL-Ilc) The learner
realizes the
Compares the geographical location, choice of colors
practices, and festival of the different to use in a
cultural groups in the country landscape gives
(A4EL-Ild) the mood or
feeling of a
Paints the sketched landscape using painting
colors appropriate to the cultural
community’s ways of life
(A4EL-Ile)

Tells a story or relates experience

about cultural communities seen in
the landscape
(A4EL-Ilf)

THIRD QUARTER
Content Performance Learning Instructional
Competencies Content Valuing Assessment Reference
Standard Standard Activities Materials
Discusses the texture and Lesson 3 Communication The learner The learner: Web or Seatwork Textbook Downloaded
characteristics of each materials Printmaking by other skills demonstrates  Creates relief concept map pictures and
(A4EL-Illa) cultural communities in understanding of and found Quiz videos
country Valuing one’s shapes and colors objects using Oral
Analyzes how existing ethnic motifs cultural and the principles ethnic groups questioning Performance Powerpoint
designs are repeated and alternated communities of repetition,  Presents task Presentation
(A4EPL-Illb) contrast, and research on
emphasis through relief prints
Demonstrates the process of creating printmaking created by
relief prints and how these relief (stencils) other cultural
prints make the work more communities
interesting and harmonious in terms in the country
of the elements involved  Produces
(A4EPL-Illc) multiple
copies of a
Designs ethnic motifs by repeating, relief paint
alternating or by radial management using
(A4PR-Illd) industrial
paint/natural
Creates a relief master or mold using dyes to create
additive and subtractive processes decorative
(A4PR-Ille) borders for
boards, panels
Creates simple, interesting and etc
harmoniously arranged relief prints
from a clay design
(A4PR-Illf)

Prints relief with adequate skill to

produce clean prints with a particular
design motif (repeated and
alternated)
(A4PR-Illg)

Creates the relief mold using found

materials: hard foam, cardboard
shapes glued on wood: strings and
buttons, old screws, and metal parts
glued on wood or cardboard
(A4PR-Illi)
Participates in a school/distinct
exhibit and culminating activity in
celebration of the National Arts
Month (February)
(A4PR-Illj-2)

FOURTH QUARTER
Content Performance Learning Instructional
Competencies Content Valuing Assessment Reference
Standard Standard Activities Materials
Differentiates textile traditions in Lesson 4 Measuring The learner The learner: Web or Seatwork Textbook Downloaded
other Asian countries like China, Textile crafts and mat quantities for the demonstrates  Applies concept map pictures and
India, Japan, Indonesia, and in the weaving among the tie-dye output understanding on individually Quiz videos
Philippines in the olden times and cultural communities color (dyes), the intricate Tie-dye
presently Knowing the values, and procedures in output Performance Powerpoint
(A4EL-Iva) culture of different repetition of tie-dying in task Presentation
places through art motifs through clothes or t- Oral
Discusses pictures or actual samples sculpture and 3D shirts and questioning
of different kinds of mat weaving compares
traditions in the Philippines them with one Woven mat
(A4EL-Ivb) another output
 Replicates
Discusses the intricate designs of traditional
mats woven in the Philippines: skills in mat
3.1 Basey, Samar buri mats weaving from
3.2 Iloilo bamban mats indigenous
3.3 Badjao and Samal mats materials like
3.4 Tawi-tawi minusa mats abaca
3.5 Romblon buri mats tapestries
(A4EL-Ivc)  Researches on
tie-dyed crafts
Explains the steps to produce good of the T’boli
tie-dye designs and presents
(A4PL-Ivd) designs made
by them
 Present
Explains the meaning of designs, research on
colors and patterns used in the tie-dyed
artworks products of
(A4PL-Ive) their cultural
communities
Creates a small mat using colored to compare
buri strips or any material that can be their designs
woven, showing different designs: and colors
squares, checks, zigzags and stripes
(A4PL-Ivf)

Weaves own design similar to the

style made by a local ethnic group
(A4PR-Ivg)

Creates original tie-dyed textile

design by following the traditional
steps in tie-dyeing using one or two
colors
(A4PR-Ivh)

Prepared by:

DANICA MAE P. HISARZA

Teacher Approved:
EUNICE A. GALINDEZ
Principal