BUDGET OF WORK IN ARTS IV, V, AND VI

TIME ALLOTMENT: 40 minutes/session

FIRST QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
First Quarter
Week 1
1.Appreciates the 1. identifies events, 1. realizes that art Show pictures with Show picture of an Show picture of a Using checklist Essay Writing with Essay Writing with
rich variety of practices, and processes, different sizes of artwork that depicts digital artwork like answer how you will rubrics rubrics
cultural culture influenced elements and persons in cultural influence of cartoons etc. and appreciate the rich
communities in the by colonizers who principles still communities colonizers discuss how it is variety of cultural
Philippines and have come to our apply even with  Give pictures created communities in the
their uniqueness country by trading the use of new  Group pupils Philippines and
1.1 Luzon-Iatan, technologies. according to their uniqueness.
Ifugao, Kalinga, A6EL-Ia their pictures
Bontoc, Gaddang, within in the
Agta cultural
1.2 Visayas-Ati community
1.3 Mindanao-Badjao,  Use graphic
Mangyan, Samal, organizer
Yakan, Ubanon,  Reporting
Manbo, Higaonon,
Talaandig,
Matigsalog, Bilaan,
T’boli, Tiruray,
Mansaka, Tausug
A4EL-1a

Week 2
2.Distinguishes 2. gives the illusion 2. appreciates the  Group pupils Group Work Group Work: Using real objects Use Rubrics Use rubrics
distinctive of depth/distance elements and  Give pictures or -Draw pictures that Analysis of a or pictures use
characteristic of to simulate a3- principles applied objects shows depth commercial art as to checklist to
several cultural dimensional in commercial art.  Differentiate the -Draw pictures that its elements and distinguish
communities in effect by using A6PL-Ia characteristics shows illusion of principles applied to distinctive
terms of attire, crosshatching of cultural distance it. characteristics of
body accessories, and shading community several cultural
religious techniques in  Report in Note: Use the Create a communities in
practices, and drawings (old graphic techniques cited. commercial art terms of attire body
lifestyles. pottery, boats, organizer accessories,
A4EL-lb jars, musical presentation religious practices,
instruments). and lifestyles.
A5EL
Week 3
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
3. Adapt an 3. shows, describes, 3. applies concepts  Group pupils Study the pictures Discussion of Create a design Use rubrics. Use rubrics in the
indigenous and names on the use of the  Study the of an architectural computer through crayon use of computer
cultural motif into significant parts software pictures of design within the applications. etching using prompts.
a contemporary of the different (commands, indigenous community indigenous cultural
design through architectural menu, etc.). cultural motif Note: Use pictures motif.
crayon etching designs and A6PR-Ib  Tell the Create an or if computer is
techniques artifacts found in procedure of the architectural design present, show the
A4EL-1c the locality. techniques learners how to use
e.g.bahaykubo,  Show varied the prompts.
torogan, design and
bahaynabato, techniques by
simbahan, carcel, group
etc.
A5EL-Ic
Week 4
4.Identifies specific 4. realizes that our 4. utilizes art skills in  Show Philippine Show Philippine Using smart phones Draw attire and Use rubrics Use rubrics in
clothing, objects archipelago is using new Map map or any device that accessories of one checking the
and designs of strategically technologies  Tell and write -Write an essay can create arts, tell of cultural group. artworks.
the cultural located and made (hardware and the place where about how our students to create
communities and us part of a software). the ethnic country’s simple digital arts.
applies it to a vibrant trading A6PR-Ic group located location affects
drawing of the tradition (Chinese  Group the pupils trading
attire and merchants,  Give them
accessories of Galleon Trade, pictures of Create a trade
one of these silk traders) ethnic design map.
cultural groups A5PL-Id  Have them
A4PL-id brainstorming to
answer the task
assignedorgani
zer
 Discuss the
needs of
cultural
communities
 Group the
pupils
 Select cultural
group and draw
specific
clothing, objects
and their design
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Week 5
5. Shares ideas 5. appreciates the 5. creates personal  Present pictures Group Work Group Work  Conduct an Use rubrics for the Use rubrics for logo
about the importance of or class logo as of cultural interview at role play. making.
practices of the artifacts, houses, visual community Role playing of Logo making least 5 people in
different cultural clothes, representation  Compare the trading. contest or the cultural
communities language, lifestyle that can be used way of life and trademark making. community.
A4PR-le - utensils, food, as a product, practices of your
pottery, furniture brand, or community to Note: Focus on the (Guided questions
- influenced by trademark the picture importance of must be prepared
colonizers who A6PR-Id  Let the pupils artifacts, houses, by the teacher.)
have come to our share to their clothes etc.
country classmate
(Manunggul jar,  Group the pupils
balanghai,  Dramatize the
bahaynabato, practices of
kundiman, cultural
Gabaldon community
schools, assigned to your
vaudeville, group
Spanish-inspired
churches).
Emelita
A5PL-Ie

Week 6
6. Create a 6. creates illusion 6. explains ideas  Answer the Show pictures and Write an essay  Draw and use Use rubrics. Use rubrics.
geometric design of space in 3- about the logo puzzle ask them to copy about the logo. the artistic
by contrasting two dimensional A6PR-Id  Unlock the the drawing design of the
kinds of lines in drawings of words focusing on cultural
terms of type or important principle of space. communities.
size archeological  Let the pupils
A3PR-lf artifacts seen in use the
books, checklist to
museums translate
(National research of the
Museum and its artistic designs
branches in the of the cultural
Philippines, and communities
in old buildings  Report by oral
or churches in presentation
the community.
A5PR-If
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Week 7
7. Creates a 7. creates mural CARTOON  Report at least 3 Ask learners to Cartoon Character- Creates a drawing Use rubrics. Use rubrics.
drawing after a and drawings of CHARACTER observation draw their house or making. of the cultural
close study and the old houses, Making from previous their dream house. communities way of
observation of churches or Software: census (in the absence of dressing and
one of the cultural buildings of Inkscape (Open  Discuss the computer, show accessories
communities’ way his/her Source) for situation in the pictures of cartoons
of dressing and community. Laptop/Desktop place and let them create
accessories A5PR-Ig PC Software:  Create a their own version.)
A4PR-lg Sketch n’ Draw drawing from
(Open Source) the report
for Tablet PC observation
The learner…  Present for
1. realizes that art sharing
processes,
elements, and
principles still
apply even with
the use of
technologies.
A6EL-Ie

Week 8
8. Produce a crayon 8. participates in 2. appreciates the  Sing a Song “ Exhibit of Artworks. Create a cartoon Use rubrics Use rubrics. Use rubrics.
resist on any of putting up a elements and Magtanim ay Di character by
the topics: the mini-exhibit with principles Biro.” applying the
unique design of labels of applied in comic  Ask the principles learned.
the houses, Philippine art. practices use by
household artifacts and A6PL-Ie cultural group to
objects, practices houses after the 3. applies concepts improve their
or rituals one of whole class on the lives.
the cultural completes steps/procedure  Show pictures
groups drawings. s in cartoon of different
A4PR-lh A5PR-Ih character topics of cultural
making. groups
A6PR-If  Group the pupils
 Tell the steps in
producing
crayon resist
 Select any
topics to be
used in
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
producing
crayon resist
 Produce a
crayon resist
with the
selected topic
 Present your
work for art
exhibit
Week 9
9.Uses crayon 4. utilizes art skills  Introduce games Create and tell Art Exhibit will be Use rubrics.
resist technique in using new with matching done
in showing technologies pictures of ethnic Ask learners to  Use rubrics
different ethnic (hardware and design to the draw a cartoon
designs or software) in group of people character and tell
Patterns cartoon  Tell them the way why do he draw
A4PR-li character of living and such.
making. concern of ethnic
A6PR-Ig groups to their
5. creates own culture
cartoon  Discuss the steps
character to in making
entertain, placemat with
express ethnic design in
opinions, crayon resist
ideas,etc  Group the pupils
A6PR-Ih for their art work
6. explains ideas  Ask
about the techniques/value
cartoon s use in making
character art success
A6PR-Ih
 BUDGET OF WORK IN ARTS IV, V, AND VI

TIME ALLOTMENT: 40 minutes/session

SECOND QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Second Quarter
Week 1
1. Discusses 1. identifies the DIGITAL  Shows picture in Show pictures of Show pictures of  Draw your - Oral recitation Oral Recitation
pictures of importance of PAINTING one community natural and digitally created community
localities where natural and Software: Gimp  Ask question historical places artworks. -
different cultural historical places (Open Source) for about the
communities live in the community Laptop/Desktop characteristic -Ask them to Let the learners
and understands that have been PC Software:  Let the children describe the identify the
each group has designated as Paint (Windows) share about pictures elements and
distinct houses World Heritage for their community orally/written. principles of arts
and practices Site (e.g., rice Laptop/Desktop  Discuss some present in the
A4EL-lla terraces in PC Software: ethnic groups artwork.
Banawe, Batad; Photo Editor found in the
Paoay Church; (Open Source) for country If computer/smart
Miag-ao Church; Tablet PC  Draw one phone is present, let
landscape of The learner… community them create their
Batanes, Callao 1. realizes that art  Let them identify digital arts.
Caves in processes, the
Cagayan; old elements and  Nearest,
houses inVigan, principles still farthest and
Ilocos Norte; and apply even with center pictures
the torogan in the use of showing
Marawi) technologies. different objects
A5EL-IIa A6EL-IIa and correct
2. Appreciates the distances of
elements and every
principles applied
 Use rubric
in digital art.
A6PL-IIa

Week 2
2. Distinguishes the 2. Identifies and 3. applies concepts  Tell the importance Show pictures and Let the learners  Wear your finish Let them read their Rubrics.
attire and describes the on the use of the of foreground, ask learners to create their artworks product and output. Peer rating
accessories of architectural or software middle and describe an using the prompt. have a parade will be done.
selected cultural natural features (commands, background architectural design or inside the Rubrics will be
communities in of the places menu, etc.)  Show pictures of of natural scenery In the absence of classroom( use given to them.
the country in visited or seen on A6PR-IIb children wearing through essay. digital tech, let rubrics)
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
terms of colors pictures. 4. utilizes art skills accessories learners imagine
and shapes. A5EL-IIb using new  Answer the themselves using the
A4EL-llb technologies question about the prompts but they will
(hardware and pictures be drawing their arts
software) in  Discuss instead.
digital painting. costume/accessori
A6PR-IId es used in every
community
 Make any
costume and
accessories used
by cultural
community using
your recycle
materials.
Week 3
3. Appreciates the 3. realizes that 5. creates a digital  Shows picture Show pictures of Discuss the styles, Write short Use rubrics in Use rubrics in
importance of artists have painting similar of cultural artist and their themes etc. of the paragraph on how checking their checking their
communities and different art styles with the Masters’ groups works and discuss. given masters. to appreciate the artworks. artworks.
their culture in painting (e.g., Van Gogh,  Ask pupils how importance of
A4EL-11c landscapes or Amorsolo, etc.) in they appreciate Let the learners Let the students communities and
significant places terms of style, the picture discover their own create a digital their culture
in their respective theme, etc.  Tell and share style by asking image.
provinces (e.g., A6PR-IIc with your them to create one.
Fabian dela classmate about In the absence of
Rosa, Fernando your community computer, let them
Amorsolo, Carlos  Discuss draw or create their
Francisco,  Group the pupils own masterpiece
Vicente  Give task with the same
Manansala, Jose questions to be theme or style as to
Blanco, answer their chosen artist.
VictorioEdades,  Use big paper
Juan Arellano, for reporting
PrudencioLamarr
oza, and Manuel
Baldemor)
A5EL-IIc
Week 4
4. compares the 4. appreciates the GRAPHIC DESIGN  Let learners Show pictures of Ask the learners to Oral recitation Oral Recitation Oral recitation
geographical artistry of famous (Poster Layout) identify the Filipino artists and create a poster (Reading the
location, Filipino artists in Software: Gimp different their artworks. layout using digital paragraph)
practices, and painting different (Open Source) for festivals in the media.
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
festivals of the landscapes and is Laptop/Desktop PC country using Discuss how each
different cultural able to describe Software: MS pictures. artwork became In the absence of
groups in the what makes each Publisher unique. such media, ask
country. artist’s (Windows) for Ask them to write an them to create a
A4EL-IId masterpiece Laptop/Desktop PC essay using Ask students to layout in a bond
unique from The learner… comparison and write a paragraph paper.
others. 6. realizes that art contrast. about their chosen
A5PL-IId processes, Filipino Artist. Ask the learners to
elements and discuss their
principles still kayout.
apply even with
the use of
technologies.
A6EL-IIe

Week 5
5. Sketches a 5. Sketches and 7. Appreciates the  Ask the learners Discuss Using their lay-out, Use teacher made Use teacher made Oral reading of
landscape of a uses elements and to sketch a complementary let the students to rubrics. rubrics. output. Peer Rating.
cultural complementary principles applied landscape of an colors. identify the Use teacher made
community based colors in painting in layouting. observed elements and rubrics.
on researches a landscape. A6PL-IIf community(can Ask learners to principles of arts
and observations be their own draw a landscape of they had used.
made. community) their community
A4EL-IIe and color it with In a paragraph, let
complementary them write if they
colors. used the elements
and principles
properly.
Week 6
6. Paints the 6. Utilizes skills and 8. Applies skills in  Using the Using the same Let students use Class critiquing Class critiquing Class critiquing
sketched knowledge about layouting and sketch of landscape last smart phones in using a given using a given using a given
landscape using foreground, photo editing landscape last session, ask the photo editing. In the rubrics. rubrics. rubrics.
colors appropriate middle ground, using new session, ask learners to make absence of such
to the cultural and background technologies students to color renovations by media, let them edit
community’s to emphasize (hardware and it with the adding depth to it. a picture by either
ways of life. depth in painting software) in proper colors in adding a layout or
A4EL-IIf a landscape. making a poster. accordance to making it a poster.
A5PR-IIf A6PR-IIg what is
accepted in the
community.
Week 7
7. Exhibits painted 7. Identifies and 9. Creates an  Art exhibit Exhibit of Philippine Make an Use rubrics Use rubrics Use rubrics
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
landscapes to discusses details advertisement/co arts and let them advertisement of
create a mural for of the landscape mmercial or discuss the details the exhibits to be
the class and the significant to the announcement of such artwork. conducted by other
school to history of the poster. grade level. Use
appreciate. country. A6PR-IIh digital media. In the
A4EL-IIg A5PR-IIg absence of such,
use manila paper or
cartolina;
Week 8
8. Tells a story or 8. applies skills in Write a short Create a digital Oral recitation Class critiquing
relates layouting and story about a artwork.
experiences photo editing given
about cultural using new picture/artwork. In the absence of
communities technologies digital media, let
seen in the (hardware and learners create
landscape. software) in using bond paper.
A4EL-IIh making a
poster.
A6PR-IIg
Week 9
9. creates an Using digital media, Let the learners rate
advertisement/ create an the
commercial or announcement or advertisement/anno
announcement advertisement. uncement by voting.
poster.
A6PR-IIh In the absence of
digital media, use
manila paper, oslo,
cartolina and the lie.
 BUDGET OF WORK IN ARTS IV, V, AND VI

TIME ALLOTMENT: 40 minutes/session

THIRD QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Third Quarter
Week 1
1. Explores the 1. Discusses the PRINTMAKING  Show pictures  Share stories  Show  checklist  Paper and  Checklist
texture of each richness of (Silkscreen of materials. from books examples of - pencil
material and Philippine myths Printing) about Philippine silkscreen
describes its and legends 1. knows that myths and printing
characteristic. (Mariang design principles legends.  Discuss print
A4EL-IIIa Makiling, still apply for any  Post pictures of making
Bernardo Carpio, new design characters and (silkscreen
dwende , capre , (contrast of let the students printing)
sirena , Darna, colors, shapes, to describe. 
diwata , and lines
DalagangMagayo produces
n, etc.) from the harmony)
local community whether done by
and other parts of hand or machine
the country. (computer).
A5EL-IIIa A6EL-

Week 2
2. Analyzes how 2. Explores new 2. Understands that  Show pictures of  Show different  Show pictures of  Journal entry  Use rubric in  Checklist
existing ethnic printmaking digital technology ethnic motif design. printed art. printed art the activity.
motif designs technique using a has speeded up  Let them describe  Let the students  Present and
are repeated sheet of thin the printing of the design describe the art. discuss to
and alternated. rubber (used for original designs   Discuss different students new
A4PL-IIIb soles of and made it printmaking techniques in
shoes),linoleum, accessible to techniques. printmaking
or any soft wood many, as  Using different  Demonstrate
that can be emphasized in t- materials, make how the
carved or gouged shirts and poster an artwork technique was
to create different designs. showing lines done
lines and A6PL-IIIb and texture.
textures.
A5EL-IIIb

Week 3
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
3. Discovers the 3. identifies possible 3. Applies concepts  Show video clip on creating relief prints and silkscreen  Individual  Checklist of  Use rubric in
process of uses of the on the printing sharing printed artwork rating their art
creating relief printed artwork steps/procedure  Visual aids can be used as alternative way in presenting  Portfolio
prints and A5EL-IIIc in silkscreen the topics assessment
appreciates how printing.  Discuss the  Discuss some  Discuss the
relief prints A6PR-IIIc process of uses of printed steps/procedur
makes the work creating relief artwork. es in
more interesting prints  Show some silkscreen
and harmonious  Create relief printed artwork printing.
in terms of the print arts and identify its  Create an art
elements  Analyze the uses. using a
involved. elements of simplified
A4PL-IIIc their art. silkscreen
printing
Week 4
4. draws ethnic 4. shows skills in 4. produces own  show an ethnic  Show video  Ask the  Use rubric in  Use checklist  Use rubric for
motifs and create creating a prints from motif design.  clip in creating students to rating their art in checking the the art
a design by linoleum, rubber original design to  Draw ethnic a linoleum, create their  Portfolio group task assessment
repeating, or wood cut print silkscreen printing motif design rubber or wood own design in assessment  Individual
alternating, or by with the proper to convey a  Create unique cut print. silkscreen sharing
radial use of carving message or design based on  Demonstrate printing.  Portfolio
arrangement. tools. statement. ethnic motif how to create  The activity assessment
A4PR-IIId A5PL-IIId A6PR-IIId linoleum, must show
BASIC rubber or wood message.
PHOTOGRAPH cut print.
Y A. Phone  Ask the
Camera B. Point students to
and Shoot perform a
Digital Camera group task in
A6EL-IIIe showing skills
in creating
linoleum,
rubber or wood
cut print
Week 5
5. creates a relief 5. creates variations 5. realizes that art  Demonstrate  Ask the  Discus the  Use rubric in  Use rating  checklist
master or mold of the same print processes, additive and students to application of rating the scale to rate
using additive and by using different elements, and subtractive create art elements in artwork the artwork.
subtractive colors of ink in principles still processes in variations of the use of
processes. printing the apply even with creating a relief printing using technologies.
A4PR-IIIe master plate. the use of  By using different colors  Show
A5PR-IIIe technologies. materials, of ink. examples in
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
create a relief  Use local ink in the discussion.
using additive doing the  Activity arts
and subtractive activity elements in
processes modern
technology
Week 6
6. creates simple, 6. follows the step- 6. understands  Using clay,  Demonstrate  Show different  Use rubric in  Use  Journal entry
interesting, and by-step process concepts and create a simple the process in pictures. rating the observation
harmoniously of creating a print principles of and interesting creating a  Discuss the artwork. checklist
arranged relief : photography. relief print. print. concept and  Portfolio 
prints from a 6.1 sketching the A6PL-IIIf   Let students to principles of assessment
clay design. areas to be experience photography.
A4PR-IIIf carved out and creating a
areas that will print.
remain
6.2 carving the
image on the
rubber or wood
using sharp
cutting tools
6.3 preliminary
rubbing
6.4 final inking of
the plate with
printing ink 6.5
placing paper
over the plate,
rubbing the back
of the paper
6.6 impressing the
print
6.7 repeating the
process to get
several editions
of the print
A5PR-IIIf
Week 7
7. prints reliefs with 7. works with the 7. identifies the  using local  Divide the  Show a  Use rubric in  Share to the  Short quiz
adequate skill to class to produce parts and materials, class into camera assessing their class their
produce clean a compilation of functions of the create print several groups  Discuss the artwork work
prints with a their prints and camera (point reliefs with  Ask the parts and the
particular design create a book or and shoot or particular students to function of a
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
motif (repeated or calendar which phone camera). design motif. gather or make camera
alternated). they can give as A6PR-IIIg  Discuss the printed arts.
A4PR-IIIg gifts, sell, or criteria in rating  Let the
8. prints reliefs display on the their output students think
using found walls of their  Let the of creative way
materials and school. students on how they
discusses the A5PR-IIIg discuss their can use their
finished artwork. work artworks
A4PR-IIIh  The others will
give comments
or observation
in their works
Week 8
9. creates the relief 8. utilizes contrast in 8. applies  using local  Ask the  Students will  Use rubric in  Use checklist  Use rubrics in
mold using found a carved or composition skills materials, students to use be ask to take their work in rating the their work
material: hard textured area in to produce a create relief contrast in a photo inside output
foam; cardboard an artwork. printed mold art. carved or the room.
shapes glued on A5PR-IIIh-1 photograph for a  Discuss the textured area  Ask them to
wood; strings and 9. produces several simple photo criteria on how in an artwork make a simple
buttons, old editions of the essay. their artwork will  Produce photo essay
screws, and same print that A6PR-IIIh be rated. artwork to
metal parts glued are well-inked  Display their practice their
on wood or and evenly artwork for skill
cardboard. printed. critiquing
A4PR-IIIi A5PR-IIIh-2
10. displays the
finished artwork
for others to
critique and
discuss.
A4PR-IIIj-1
Week 9
11. participates in a 10. participates in a 9. participates in  create a simple art exhibit.  Students final performance will be rated according to the
school/district school/ district school/district  Gather all artwork of students and ask to display in the criteria.
exhibit and exhibit and exhibit and exhibit.  Comments, suggestions and observation
culminating culminating culminating  Conduct a simple program/culminating program for the
activity in activity in activity in effort of students in creating artworks.
celebration of the celebration of the celebration of the
National Arts National Arts National Arts
Month (February). Month (February) Month (February)
A4PR-IIIj-2 A5PR-IIIh-3
 BUDGET OF WORK IN ARTS IV, V, AND VI

TIME ALLOTMENT: 40 minutes/session

FOURTH QUARTER

Competencies Suggested Learning Activities Suggested Assessment Strategies

Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Fourth Quarter
Week 1
1. researches and 1. identifies the SCULPTURE –  show pictures of different textile tradition of different  comparison  checklist  journal entry
differentiates materials used in PACKAGE/PRO countries in asia, 3-dimentional craft and sculpture table
textile traditions, making DUCT DESIGN product -
e.g. tie-dye done 3dimensional (Paper Bag)  ask the students to describe the artworks posted
in other countries crafts which
like China, India, express balance 1. knows that  Differentiate  Identify some  Discuss the
Japan, and and repeated design principles the textile materials in importance of
Indonesia in the variation of and elements tradition of making 3- design
olden times and shapes and relates to other countries dimensional principle and
presently,as well colors everyday objects. in tie-dye crafts elements
as in the 1.1 mobile A6EL-IVa  Make a table of  Give other
Philippines, e.g. 1.2 papier- 2. appreciates the comparison examples for
theTinalak made mâché jar elements and guided
by the T’bolis. 1.3 paper beads principles applied discussion
A4EL-Iva A5EL-IVa in product design.  Make a table for
A6PL-Iva materials being
used and the
artworks
Week 2
2. presents pictures 2. identifies the 3. manifests show pictures or  Show different  Discuss  Observation  Reflective
or actual samples different understanding of samples of different techniques in concepts on the checklist journal
of different kinds techniques in concepts on the kinds of mat weaving making 3- use of software
of mat weaving making use of software tradition in the dimensional
traditions in the 3dimensional (commands, Philippines. craft. And
Philippines. crafts menu, etc.) Ask the students to samples.
A4EL-Ivb 2.1 mobile A6PR-IVb describe the artwork 
2.2 papier-mâché
jar
2.3 paper beads
A5EL-IVb

Week 3
3. discusses the 3. explores 4. utilizes art skills  Show intricate  Discuss the 
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
intricate designs of possibilities on in using new mat designs in use of 3-
mats woven in the the use of created technologies the Philippines. dimensional art
Philippines: 3-D crafts. (hardware and  Describe each
3.1 Basey, Samar A5EL-IVc software) in artwork.
buri mats package design.  Make a
3.2 Iloilo bamban A6PR-IVc summary of
mats description
3.3 Badjao&Samal
mats
3.4 Tawi-tawi
laminusa mats
3.5 Romblon buri
mats
A4EL-IVc
Week 4
4. emphasizes 4. applies 5. creates an actual  show pictures of  Create a 3-  Use rubric for  Use rubrics for
textile crafts like knowledge of 3-D digitally- textile crafts. dimensional the assessing
tie-dyeing which colors, shapes, enhanced product  Discuss the craft (mobiles, assessment students
demands careful and balance in design for a steps in making papeir mache output
practices and creating mobiles, paper bag. tie-dye jar and paper
faithful repetition papier mâché A6PR-IVd beads)
of the steps to jars, and paper  Apply color,
produce good beads. shape and
designs. A5PL-IVd balance to the
A4PL-Ivd 3-dimensional
art
 Discuss the
criteria
Week 5
5. gives meaning to 5. displays artistry NEW MEDIA –  Show different  Ask the  checklist  Use rubrics to 
the designs, in making mobiles AUDIOVIDEO ART pictures of students to assess the
colors, patterns with varied colors or ANIMATION textile craft make mobiles. product made
used in the and shapes. (Electronic Collage) designs.  Ask them think
artworks. A5PL-IVe Software: Synfic  Discuss the of creative way
A4PL-Ive Studio for 2D meaning of of making their
Animation (Open designs, colors work in terms
Source) for and patterns of colors and
Laptop/Desktop PC used in shapes.
Software: Blender artworks.  Product-based
for 3D Animation  performance
(Open Source) for
Laptop/Desktop PC
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
Software: MS Movie
Maker (Windows)
for Laptop/Desktop
PC
A6EL-IVe
Week 6
6. creates a small 6. creates designs 6. realizes that art  Show video clips on how to create mat and some designs  Use rubrics for  Individual 
mat using colored for making 3- processes, for making a 3-dimensional craft. assessing the sharing of
buri strips or any dimensional elements and  Art activity:  Ask the  Project-based output designs
material that can crafts principles still creating a students to performance
be woven, 6.1 mobile apply even with small mat. think of  Hands-on
showing different 6.2 papier-mâché the use of  Discuss the creative
designs: jar technologies. criteria for the designs for 3-
squares, checks A5PR-IVf 7. appreciates the output dimensional
zigzags, and elements and craft
stripes. principles applied
A4PR-IVf in audio-video art.
A6PL-IVe

Week 7
7. weaves own 7. shows skills in 8. applies concepts  ask students to  Art activity. Ask  Hands-on  Use rubrics in  Use  checklist
design similar to making a papier- on the use of the design their own the students to assessing observation
the style made by mâché jar software style of ethnic make a paper students checklist while
a local ethnic A5PR-IVg (commands, group using mache jar. output doing the
group. menu, etc.) local materials.  Discuss the activity
A4PR-IVg A6PR-IVf  Discuss the criteria in rating
criteria in rating their output
their output 
Week 8
8. creates original 8. creates paper 9. utilizes art skills  ask the student  Ask the  Ask the  Product-based  Product-based  Product-based
tie-dyed textile beads with artistic in using new to create their students to students to assessment assessment assessment
design by designs and technologies own original tie- create paper create an through rubrics through rubrics through rubrics
following the varied colors out (hardware and dyed textile beads as their audio-video art or checklist or checklist or checklist
traditional steps of old magazines software) design following final output. that promote a
in tie dyeing using and colored A6PR-IVg the traditional  Discuss the product.
one or two colors. papers for 10. creates an steps. process of  Discuss the
A4PR-IVh necklace, audio-video art  Project-based creating the process and
bracelet, ID /animation performance project and the the criteria on
lanyard. promoting a  Ask the criteria on how how the output
A5PR-IVh product. students to they will be be rated.
A6PR-IVh conduct a small rated.  Conduct a
exhibit of their  Conduct a class video
 Competencies Suggested Learning Activities Suggested Assessment Strategies
Grade IV Grade V Grade VI Grade IV Grade V Grade VI Grade IV Grade V Grade VI
product. small exhibit of session.
their product
performance.
Week 9