Dlszart05-14 - Namaste



|LASALLIAN LEARNING MODULE |

|Teachers: Camacho, Mariko Ishizuka |Year/Level: Grade 02 |Subject: Art |

|Term Module: Term One |Title: Introduction to the Elements of Art |Time Frame: June – Sept. |

| | |50min/meet, 10 meetings |

| CONTENT STANDARD |PERFORMANCE STANDARD |

|The students will…. |The students will…. |

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|A. identify and demonstrate understanding of line, shape, form, space, texture, value, and |A. adapt a popular song to learn the elements of Art for a class |

|color as found in nature and in local artworks. |“Tree Party.” |

|B. understand the use of recycled materials in artworks to express one’s advocacy. |B. discover recycled materials in artworks through games. |

|C. grasp the historical background of face masks as artworks. |C. create a paper mask using recycled materials. |

|D. use of endemic trees as inspiration for a face mask. |D. engage and appreciate a “Tree Party,” as an advocacy for |

| |Inang Kalikasan. |

|RELATED LASALLIAN GUIDING PRINCIPLES |

|Lasallian educational experiences are dynamic processes that: |

|challenge pupils to realize their full potential by motivating them to make use of their creativity for the good of all; |

|2) bring Christian perspectives to bear on human understanding skills and values of the pupils by engaging them to “learn by playing,” to advocate for Inang Kalikasan. |

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|CONTENT and COMPETENCIES |

|Content 1 – |

|The elements of Art: Line, Shape, Form, Space, Texture, Value, and Color |

|Competency 1 – |

|Identify the seven elements found in Inang Kalikasan and artworks of Filipino artists |

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|Content 2 – |

|Recycled materials |

|Competency 1 – |

|Identify recycled materials used in local artworks |

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|Content 3 – |

|Face masks |

|Competency 1 – |

|Plan and create a face mask using brown paperbag |

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|Content 4 – |

|Philippine Endemic trees |

|Competency 1 – |

|Acquire inspiration from endemic tree species to plan and create a face mask using brown paper bag |

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|REFERENCES/ SOURCES |

|A-D Resources |

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|- Art Teaching Guide, DepEd K to 12 Curriculum |

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|- New dlszart site: |

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|- 12 |

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|isch&sa=X&ei=h82bU8_qONH9oATdoICoCg&ved=0CAYQ_AUoAQ&biw=1440&bih=785 |

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|BLENDED TOOLS |

|Face-to-Face |eLearning |

|Group/ pair discussions |Web research |

|Modeling/role playing |Online games (if wifi is available during art period) |

|Games |Sing-a-along with Youtube videos |

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|STAGE 1: ESTABLISHING DESIRED RESULTS |

|TRANSFER GOAL(S): (from Unpacking the Standards) |

|Students will independently use their learning to… |

|individually use their knowledge to “manipulate by playing” with the elements of art, while enjoying the blessings from Inang Kalikasan to create artworks. |

|BIG IDEA/ENDURING UNDERSTANDING (EU): |

|EU: |

|Students will understand that ... |

|the proper use of the elements of art determines a good work of art. |

|a good work of art is not determined by the price of the materials used. |

|ESSENTIAL QUESTION(S): |

|EQ: |

|How can the elements of art be used to create a good work of art? |

|How can recycled materials be used to make a good work of art? |

|STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT |

|PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT |

|(GRASPS Narrative) |

|(S) During a company outreach to the Haven for Children, you noticed that there were (A) young kids who looked sad and bored sitting under a mango tree doing nothing. The boss of the |

|advertising company where you work challenged you to create a fun activity for these kids using cheap materials. Being a member of the organization (R) Artists for Nature, you decide to (G) |

|share a low-cost and (P) environmental-friendly activity with the kids, and one that would sparkle their interest and curiosity to protect Nature even at their young age through art. You asked|

|the kids to collect recycled materials from their immediate environment and announced that they were going to have a party…a Tree Party for the Mango tree in their garden. To prepare for the |

|party, you told them that they are going to make face masks using brown paper bags and recycled materials. The Art Director, smiled and gave you the “thumbs up,” and told you to present some |

|of the best face masks that the kids will create for evaluation for a possible entry to this year’s Best Low-Cost artwork contest sponsored by the UNESCO! (Standard). |

|ASSESSMENT TOOLS (taken from your Curriculum Map) |

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| (anchored on the transfer goal- choose only the related facet/s) |

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|EXPLANATION –define and give samples of the 7 elements of art, scenario being able to define these to a younger student, e.g. G1 student. |

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|INTERPRETATION – personal visual interpretation of the 7 elements shall be shown in one’s artworks, e.g. Name Drawings and Face masks. |

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|APPLICATION – inclusion of all 7 elements and use of recycled papers in creative artworks. |

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|PERSPECTIVE – develop an intrinsic “love and respect,” for the origin of the 7 elements as they come from Inang Kalikasan. |

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|EMPATHY – understand and being sensitive to acquire inspiration for all artworks from Inang Kalikasan. Self-confidence in one’s accomplished artworks. |

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|SELF-KNOWLEDGE – mindful of the 7 elements of art as building blocks that can be combined to create artworks. |

|STAGE 3: LEARNING PLAN FLOW |

|LESSON PROPER |

(include teaching strategies used, process or guide questions, short description of the activity, flow/procedure numbered)

Day 1: June 23-27, 2014

I. INTRODUCTION OF ESSENTIAL QUESTION and TRANSFER GOAL

Using a teacher-made THINK BOTTLE with the Essential Question (located in the art room), each class will contribute 1 answer. This pool of answers will be in view during each meeting for class revision as the module progresses.

(activity/ies):

1. Watching a video to introduce the 7 Elements of Art.

Start the first masterpiece: Drawing My Name using the Elements of Art. (While WAITING for the MIMEO COPIES OF THE ACTIVITY SHEETS FOR ALL 9 SECTIONS).

Day 2: June 30-July 04, 2014

II. INTERACTION (all activities after the introduction of the EQ)

A class volunteer shall be called to read out loud the answers given by the nine sections. The class shall be asked which of these they think is the best answer for the day.

(activity/ies):

1. Continue the first masterpiece: Drawing My Name using the Elements of Art.

2. Start Activity Sheets-01, pages 1-5. (MADE AVAILABLE only to the teacher last week TUES 06/24/14 AM).

Days 3-5: July 07-21, 2014

INTRODUCTION AND APPLICATION OF KNOWLEDGE ON THE 7 ELEMENTS OF ART

The class will be introduced to the 7 elements of art, focusing on these elements from Inang Kalikasan that have inspired artists to create their artworks.

(activities):

1. PPT on the 7 Elements of Art. Discovering the elements from Inang Kalikasan outdoor.

2. Finish the Activity Sheets #1, pages 01-06.

3. Finish the first masterpiece: Drawing My Name using the Elements of Art.

III. INTEGRATION

(Performance Task/GRASPS)

(objective can be applicable for several days)

(activity/ies):

(APPENDICES)

e.g. Rubric scoring guide, activity sheets/ worksheets, test

At the end part of the module

Font and Font Size: Arial 11

G2-G4 ART RUBRIC

T1 AY14-15

| |Exceptional |Acceptable |Developing |Beginning |T |

| |13 – 15 |9 - 12 |5 - 8 |1-4 | |

| |The student has acquired |The student has acquired |The student has acquired |The student has yet to | |

|Knowledge |all the pertinent |most of the pertinent |some of the pertinent |acquire the pertinent | |

|15% |information needed |information needed |information needed |information needed | |

| | |(9 – 12 points) |(5 – 8 points) | | |

| |(13 – 15 points) | | |(1 -4 points) | |

| |The student has |The student has |The student has |The student has to develop | |

| |successfully derived |successfully derived two |successfully derived his |his/her own method to | |

| |several methods in |or more methods in |or her own method in |create the project based on| |

|Process |creating the project based|creating the project based|creating the project |the various examples given | |

|25% |on the various examples |on the various examples |based on the various | | |

| |given |given |examples given |(1-6 points) | |

| | | | | | |

| |(21 – 25 points) |(14 – 20 points) |(7 – 13 points) | | |

| |The student fully grasped |The student grasped the |The student has some |The student has yet to | |

|Under-standing |the big idea behind the |big idea behind the |understanding of the big |understand the concept of | |

|30% |project |project |idea behind the project |the big idea behind the | |

| | | | |project | |

| |(27 – 30 points) |(18 – 26 points) |(9 – 17 points) | | |

| | | | |(1 – 8 points) | |

| |The product manifests all |The product manifests most|The product manifests |The product has to manifest| |

| |the necessary skills and |of the necessary skills |some of the necessary |the necessary skills and | |

|Product |understanding behind the |and understanding behind |skills and understanding |understanding behind the | |

|30% |given project |the given project |behind the given project |given project | |

| | | | | | |

| |(27 – 30 points) |(18 – 26 points) |(9 – 17 points) |(1 – 8 points) | |

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| | | | |Total | |

| | | | | |/100 |

G ACTIVITY SHEETS #1 (Including Assessments)

T1 AY14-15

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