School Grade Level 8

DAILY LESSON Teacher Learning MAPEH (ARTS)

Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 1 SEESION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard
art elements and art elements and art elements and the salient features of
processes by synthesizing processes by synthesizing processes by synthesizing the arts of South, West,
and applying prior and applying prior and applying prior and Central Asia by
knowledge and skills knowledge and skills knowledge and skills showing the relationship
of the elements of art
and processes among
culturally diverse
communities in the
region

Performance Standard create artworks showing create artworks showing create artworks showing create artworks showing
the characteristic the characteristic the characteristic the characteristic
elements of the arts of elements of the arts of elements of the arts of elements of the arts of
South, West, and Central South, West, and Central South, West, and Central East Asia
Asia Asia Asia

Learning
Competency/Objectives analyze elements and identify characteristics of reflect on and derive the appreciate the artifacts
Write the LC code for each. principles of art in the arts and crafts in specific mood, idea or message and art objects in terms
production of arts and countries in South, West, from selected artifacts of their utilization and
crafts inspired by the and Central Asia: India and art objects their distinct use of art
cultures of South Asia, (rangoli, katak, mendhi, elements and principles
West Asia, and Central diwali); Saudi Arabia
Asia (carpet design); Pakistan
(truck art); and Tibet

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 (mandala), etc

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts ofSouth Asia– India, Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India,
II. CONTENT West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING RESOURCES
A. References
Music and Arts 8 Music and Arts 8 Music and Arts 8 Music and Arts 8
Learner’s Module and Learner’s Module and Learner’s Module and Learner’s Module and
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teacher’s Guide p.63 A8EL-IIIb-1 A8EL-IIIa-2 A8PL-IIIh-1 A8PL-IIIh-2

pages

Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
Reviewing previous lesson Let the student recall Yesterday, we learned Today we will learn
or presenting the new some of their remarkable about the arts of the about the We had discussed the
lesson childhood memories. Ask South Asia– India, West derived the mood, idea unique arts and crafts of
them to fill up the circles Asia – Iran, Saudi Arabia, or message from South Asia– India, West
by drawing or sketching and Turkey selected artifacts and Asia – Iran, Saudi Arabia,
the places that have Central Asia – Pakistan, art objects and Turkey
been a part of their lives. Tibetnations that Central Asia – Pakistan,
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 adherently reflects to Tibet, now we will give
their rich cultures, now appreciation on the
we shall identify their artifacts and art objects
different arts and crafts in terms of their utilization
of each country. and their distinct use of
art elements and
principles

Establishing a purpose for Ask them to make use of How important is the Why is it important to How important is the
the lesson the different types of idea of understanding acknowledge the mood, application of elements
lines and curves to the arts and crafts of the idea or message of the and principles of arts in
connect the places that South Asia– India, West artifacts and arts objects the production of art
have been of interest to Asia – Iran, Saudi Arabia, of South Asia– India, and crafts in the South
their family. Ask the and Turkey West Asia – Iran, Saudi Asia– India, West Asia –
students to answer the Central Asia – Pakistan, Arabia, and Turkey Iran, Saudi Arabia, and
guide questions and Tibet? Central Asia – Pakistan, Turkey
present their work. Tibet? Central Asia – Pakistan,
(activity 2 in their Tibet?
module)
Presenting Show some examples of Analyze how the If we do not give Let the students realize
examples/Instances of Indian art, focusing on historical and cultural importance to the the importance of
the new lesson the designs, shapes, phenomena in the world traditional arts and crafts enhancing their skills in
elements and principles. of art influenced by the of the South Asia– India, creating new designs
artworks of the South West Asia – Iran, Saudi showing the elements of
Asia– India, West Asia – Arabia, and Turkey arts aside from shapes
Iran, Saudi Arabia, and Central Asia – Pakistan, and designs.
Turkey Tibet, what will happen?
Central Asia – Pakistan,
Tibet South Asia– India,
West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet
Discussing new concepts Let us visit and enjoy the Ask the students to Discuss the derived Discuss the different
and practicing new skills beauty of the different report on the different mood, idea or message elements of arts in South
#1 countries of periods of Indian art from selected artifacts Asia– India, West Asia –
South Asia– India, West featuring its contributions and art objects of the Iran, Saudi Arabia, and
Asia – Iran, Saudi Arabia, to World art and festivals. South Asia– India, West Turkey
and Turkey Asia – Iran, Saudi Arabia, Central Asia – Pakistan,
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 Central Asia – Pakistan,
Tibetand experience
their exquisite and
fascinating art works by
engaging in different
activities
Discussing new concepts Discuss the elements and
and practicing new skills principles used of art in Ask few students to share
#2 the production of arts their ideas/opinion to the
and crafts inspired by class.
the cultures of South
Asia– India, West Asia –
Iran, Saudi Arabia, and
Turkey
Central Asia – Pakistan,
Tibet
Developing mastery What are the South Asia–
(leads to Formative India, West Asia – Iran,
Assessment 3) Saudi Arabia, and Turkey
, Central Asia – Pakistan,
Tibet countries?
What are the elements
of arts usually used in the
South Asia– India, West
Asia – Iran, Saudi Arabia,
and Turkey
Central Asia – Pakistan,
Tibet?
Finding practical Group the students into 4
application of concepts groups. Let the group
and skills in daily living choose the topics to be
reported/presented in
the class showcasing the
arts, culture and the
contribution made to
world art.
1. Pakistan
and Turkey Tibet.
Central Asia – Pakistan, .
Tibet.
Discuss how mood Discuss the applied
transferred into arts and elements in the
crafts of the South Asia– production of the arts
India, West Asia – Iran, and crafts of South Asia–
Saudi Arabia, and Turkey India, West Asia – Iran,
Central Asia – Pakistan, Saudi Arabia, and Turkey
Tibet. Central Asia – Pakistan,
Tibet
Determine and evaluate How the artifacts and art
Compare the similarities the effectiveness of objects do utilized the
and differences of the mood, idea, or message elements and principles
South Asia– India, West as shown by the visual of arts in terms of their
Asia – Iran, Saudi Arabia, image in the arts and distinct culture and
and Turkey crafts of South Asia– tradition?
Central Asia – Pakistan, India, West Asia – Iran,
Tibetartworks. Saudi Arabia, and Turkey
Central Asia – Pakistan,
Tibet.
How the visual art were Ask your students to
produced and can be imagine that they are Create an artwork
classified into specific from India and are applying the
periods, each reflecting about to take part in the characteristics elements
particular religious, Diwali celebration. The and principles of East
political and cultural place of celebration is Asian arts.
developments fully lighted with diya.
Everyone is asked to This activity may be use
hold a diya to make the to improve the skills of
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 2. Uzbekistan, place look festive and the students in designing
Kazakhstan and brighter. and showcasing the art
Tajikistan of Tajikistan.
3. Turkmenistan and Set the students mood in Ask the students to
Kyrgyzstan preparation for their prepare the materials
4. Arts and crafts of the activity on Diwali Mobile. needed in making the
Middle East candle sculpture.

Making generalizations In your opinion, how Explain the importance What did you observe
and abstractions about could the arts of the What make the arts of following the about the arts of South
the lesson South Asia– India, West South Asia– India, West directions/ instructions Asia– India, West Asia –
Asia – Iran, Saudi Arabia, Asia – Iran, Saudi Arabia, correctly. Display their Iran, Saudi Arabia, and
and Turkey and Turkey artwork. Turkey
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibetbe unique from one Tibet unique? Tibet?
another?
Evaluating learning Was I able to employ Analyze the art elements
Based on the discussion Ask your students to different art elements and principles in the
about Rangoli art, let the share their reflections to and principles in making production of art and
students enumerate the class about the this project? crafts in South Asia–
examples of designs important aspects about India, West Asia – Iran,
usually seen in this form South Asia– India, West Saudi Arabia, and Turkey
of art. Asia – Iran, Saudi Arabia, Central Asia – Pakistan,
and Turkey Tibet
Central Asia – Pakistan,
Tibet arts.
Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?

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 What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
No. of learners who
earned 80% in the
evaluation

No. of learners who

require additional
activities for remediation
who scored below 80%

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who

continue to require
remediation

Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I

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 use/discover which I wish
to share with other
teachers?

School Grade Level 8

DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 5 SESSION 6 SESSION 7 SESSION 8

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard
the salient features of the salient features of the salient features of that the South, West,
the arts of South, West, the arts of South, West, the arts of South, West, and Central Asian
and Central Asia by and Central Asia by and Central Asia by countries have a rich,
showing the relationship showing the relationship showing the relationship artistic and cultural
of the elements of art of the elements of art of the elements of art tradition from prehistoric
and processes among and processes among and processes among to
culturally diverse culturally diverse culturally diverse present times
communities in the communities in the communities in the
region region region

Performance Standard create artworks showing create artworks showing create artworks showing create artworks showing
the characteristic the characteristic the characteristic the characteristic
elements of the arts of elements of the arts of elements of the arts of elements of the arts of
East Asia East Asia East Asia East Asia

Learning incorporate the design, trace the external Create arts and crafts derive elements from

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 Competency/Objectives
Write the LC code for each.
form, and spirit of South, (foreign) and internal that can be locally traditions/history of a
West, and Central Asian (indigenous) influences assembled with local community for one’s
artifacts and objects to that are reflected in the materials, guided by artwork
one’s creation design of an artwork and local traditional
in the making of a craft techniques (e.g.,
Ghonghdis, Marbling
Technique, etc.)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India,
II. CONTENT West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Music and Arts 8 Music and Arts 8
Learner’s Module and Learner’s Module and Learner’s Module and Learner’s Module and
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teacher’s Guide p.62 A8PL-IIIh-3 A8PL-IIIh-4 A8PR-IIIc-e-1 A8PR-IIIf-2

pages

Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.

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Reviewing previous lesson Let the learners read the
or presenting the new lesson about the art of
lesson Pakistan
Establishing a purpose for learn the importance of
the lesson appreciating a work of
art
Presenting Let us tour the Pakistan
examples/Instances of and incorporate the
the new lesson design, form, and spirit of
artifacts and objects to
one’s creation
Discussing new concepts Describe the unique
and practicing new skills lines, color, forms and
#1 shapes found in
Pakistan‟s truck art.
Discussing new concepts Use the different motifs
and practicing new skills and designs as
#2 manifested in
representative folk arts
Yesterday, we learned
about the art of
Pakistan, let’s now visit
the neighbouring
countries of Uzbekistan,
Kazakhstan, and
Tajikistan.
Explain the importance
of following the direction
correctly to clearly see
the visual details on the
said project.
Present some pictures of
artworks contributed by
Tajiks like inscriptions with
images of people,
architectural
monuments, household
structure and souvenirs.
Ask the students to
prepare the workplace
for smooth application
of procedures on clay
pot designing.
Let students compare
this art work with the
artworks of the
Philippines.
Present some pictures of
artworks contributed by
Tajiks like inscriptions with
images of people,
architectural
monuments, household
structure and souvenirs.
Explain the importance
of following the direction
correctly to clearly see
the visual details on the
said project.
Ask the students to
prepare the workplace
for smooth application
of procedures on clay
pot designing
Plan the design you
want to be painted on
your pot. Keep
in mind the elements
and principles of design
in Indian art
Use the different motifs
and designs as
manifested in
representative folk arts
We had discussed the
unique arts and crafts of
South Asia– India, West
Asia – Iran, Saudi Arabia,
and Turkey Central Asia
– Pakistan, Tibet. Now,
we will talk about the
elements from
traditions/history of a
community for one’s
artwork
How important is the
elements from
traditions/history of a
community for one’s
artwork in the South
Asia– India, West Asia –
Iran, Saudi Arabia, and
Turkey Central Asia –
Pakistan, Tibet?
How it intertwines with
the enriching history,
religions and
philosophies of the
subcontinent
How strong sense of
design can be observed
in their modern as well as
in their traditional forms
Show the picture of the
doll. Ask the students to
choose the right dress to
signify the country where
it came from in Central
Asia
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Developing mastery Identify contributions Why do you think that Compare the
(leads to Formative Give your impressions on made by the named most common theme in development of crafts in
Assessment 3) how Pakistanis use the countries in the field of Japan for printmaking specific areas of a
elements of arts in their arts like architecture, describes scenes from country, according to
artwork painting and folk arts everyday life? traditional specialized
expertise, functionality,
and availability of
resources
Finding practical Show video presentation Now, let the learners Tell the learners to follow SUMMATIVE EVALUATION
application of concepts about the truck art of process the things that the instruction in clay pot DRESS ME UP!!!
and skills in daily living Pakistan to further they have learned about designing and border Dress me up according
understand how lines, Central Asia – Pakistan, design in their to the country I came
colors, shapes, balance Tibet art. Through art Module on page from in Central Asia.
and repetition can give work in their module. __. Describe the designs,
more meaning and forms, colors and style to
significance to the art of signify the country I
Central Asia came from. Part III-
Activity 1.
Making generalizations How strong sense of How do you feel while How do you apply the What did you observe
and abstractions about design can be observed doing the activity? usual theme of South about the arts of South
the lesson in their modern as well as Asia– India, West Asia – Asia– India, West Asia –
in their traditional forms Iran, Saudi Arabia, and Iran, Saudi Arabia, and
Turkey Central Asia – Turkey Central Asia –
Pakistan, Tibet and the Pakistan, Tibet
use of indigenous
materials available in the
locality?
Evaluating learning Compare our Pinoy jeep Which part of the Did I enjoy working on Analyze the elements
with their truck art with procedure did you find this praise-worthy from traditions/history of
regards to the color, difficult to do? project? a community for one’s
design, forms and artwork
shapes.
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
VI. REFLECTION
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for

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 you so when you meet them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who continue

to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I

encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

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 School Grade Level 8
DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 9 SESSION 10
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard That the South, West, That the South, West, and Central
and Central Asian Asian countries have a rich,
countries have a rich, artistic and cultural tradition from
artistic and cultural prehistoric to
tradition from present times
prehistoric to
present times

Performance Standard exhibit completed exhibit completed artworks for

artworks for appreciation and critiquing
appreciation and
critiquing

Learning show the relationship of

Competency/Objectives
Write the LC code for each.
the development of
crafts in specific
countries in South Asia,
West Asia, and Central
Asia, according to
functionality, traditional
specialized expertise,
and availability of
resources
 show the commonalities
and differences of the
cultures of the South Asian,
West Asian, and Central
Asian countries in relation
to Philippine culture

mount an exhibit using
completed South-West-
Central Asian-inspired
crafts in an organized
manner

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 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Arts of South Asia– Arts of South Asia– India, West
II. CONTENT India, West Asia – Iran, Asia – Iran, Saudi Arabia, and
Saudi Arabia, and Turkey, Central Asia – Pakistan,
Turkey, Central Asia – Tibet
Pakistan, Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Learner’s
Learner’s Module and Module and Curriculum Guide
Curriculum Guide

Teacher’s Guide p.64A8PR-IIIf-3 P. 65A8PR-IIIh-4 /A8PR-IIIg-5

pages

Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
Reviewing previous Show some examples Summary of the arts of South,
lesson or presenting the of border designs to West, and Central Asia.
new lesson class.
Establishing a purpose for Ask the students why Appreciate the ethnic and
the lesson created designs are unique characteristics of art form
usually with repeated, and style through creating and
radial, alternative viewing similar artworks
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 motifs or border design.
Presenting Let the students Appreciate the use of art to
examples/Instances of prepare the work place discover the glorious past of their
the new lesson and the materials. people
Explain to the class the
importance of following
the
directions/instructions
correctly.
Discussing new concepts Compare the Discuss how they exhibit ornate,
and practicing new skills development of crafts very intricate and colorful motifs
#1 in specific areas of a where a voluptuous feeling is
country, according to given unusually free expression.
traditional specialized
expertise, functionality,
and availability of
resources
Discussing new concepts What Philippine designs Discuss the commonalities and
and practicing new skills look similar to the differences of the cultures of the
#2 designs of India? South Asian, West Asian, and
Central Asian countries in relation
to Philippine culture

Developing mastery Is my work worth Compare the work of arts of the

(leads to Formative emulating? How was I Philippines with the work of arts in
Assessment 3) able to come up with terms of forms, motifs, shapes and
this emulous project? designs.
Finding practical Ask students to give Create an art exhibit focusing on
application of concepts any suggestion on how the arts of central and West Asia
and skills in daily living to improve the design using your own artworks.
as border for picture
frame, bulletin board,
notebooks and others.
Making generalizations Did I enjoy working on What did you learn about South,
and abstractions about my border design and West, and Central Asian Arts?
the lesson soap sculpture art? What did you feel while doing the
activities?

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 Evaluating learning Encourage students to Each student will compile all their
display their work for outputs about the arts of South,
assessment. West, and Central Asia. Show
creativity in presenting their
output about the lesson
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who continue

to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I

encounter which my

15
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principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

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