Music Teacher`s Guide - depeddivisionofquezon

Transcription

UNIT 3
UNIT 3
I.
Lesson 9:
Rhythm: Part 4
II.
Time Allotment: 2 meetings of 40 minutes
III. Overview of the Lesson:
The lesson aims to have the children maintain a steady beat while chanting, clapping,
walking, tapping and playing instruments. It further aims to have the pupils respond to sound
in groupings of 4.
IV. Competencies/Objectives
The learner
 Claps, taps, chants, and plays musical instruments in response to sound with correct
rhythm:
 In groupings of 2s
 Responds to music grouped in 4s by playing and moving.
 Creates and performs simple ostinato patterns in groupings of 4s with body movements or
instruments available in the classroom.
V.
Prior Skills & Assessment
The learner must have acquired the following skills in the previous level:
 Demonstrates simple understanding of simple steady beats through chanting, clapping,
tapping, walking and playing simple percussion instruments.
 Imitates a simple series of rhythmic sounds (“echo clapping”)
VI. Content/Topic:
RHYTHM – organization of sound and silence in time. Time being represented as METER
a. CONCEPT MAP
b. PROCEDURE
DAY 1
1. CLASS ENCOUNTER
 Greet with the usual SO-MI greeting.
2. DEVELOPMENT OF THE LESSON
 Review the song Twinkle, Twinkle, Little Star and have them clap the beats while
singing.
1

Guide the children in locating the Strong beats of the song and ask them to answer
Activity 1.
3. APPLICATION
 Explain the concept of the Double bar and have them follow the direction at the
bottom of Activity 1.
 Check the answers in their book and have them sing and perform the Strong and
Weak beats (choose a body movement which would best demonstrate the Strong
Beat and the Weak Beat.
4. SYNTHESIS
Ask the children:
 Did you find it hard or easy to find the Strong beats in the song?
 Why? Why not?
 As an assignment, have the children create their own Body Movements for the
Strong Beats/Weak Beats in the song. Have them ready to perform it in class next
meeting.
DAY 2
1. CLASS ENCOUNTER
 SO-MI greeting.
 Greet individual students with their names in the greeting.
 Invite some students to show the Body Movements they have chosen to describe
the Strong and Weak Beats of the song “Twinkle, Twinkle, Little Star”
 Check the assignment and have the class follow the movements made by their
classmate. Call on two more students.
3.





APPLICATION
Do Activity 2 and have the class sing and perform their assignment together.
After two rounds, have them answer Activity 3.
Check their answers.
Using the correct answers in Activity 3, have them perform the Beats for 4-time
Meter (with the appropriate body movement) while singing “Pan de Sal”. You may
also encourage the pupils to use the available instruments in the classroom - guide
them in their choice of instruments.
Do the same activity for 3-time meter while singing “Pong-Pong Piyangaw” (2nd
Quarter song).
2
4. SYNTHESIS
Ask the children:
 Which part of your body did you use the most, to find the Strong and Weak beats of
the songs? (our EARS)
 How do we take good care of our EARS?
 Explain the importance of taking care of their bodies and keeping their body parts
clean at all times.
 Proceed to end the class with the GOOD BYE greeting song.
VII. Summative Assessment
Performance Standard
Perform: Maintain a steady beat when chanting, tapping, clapping and playing classroom
instruments.
Create: Improvise body movements that would best describe music moving in two’s three’s,
and four’s.
Respond: Respond to music grouped in two’s, three’s, or four’s by playing or moving.
I. Lesson 10:
Form
II. Time Allotment:
2 meetings x 40 minutes
The lesson aims to have students identify
identify these as same or different.
changes in the musical lines of a song and
IV. Competencies/Objectives:
The learner
 Shows recognition of phrase changes with movement.
 Uses movement to demonstrate awareness of phrases, the whole, and parts of music.
 Organize geometric shapes to show understanding of Same-Different.
 Follow illustrations that help discover the form of songs and listening examples.
V. Prior Skills & Assessment:
 Demonstrates the ability to identify a tune heard as the same or different from the existing
one given by the teacher.
 Follow illustrations to help mark the phrase changes in the listening examples.
VI. Content/Topic:
FORM- Similarities and Differences of the parts of a musical whole
3
a. CONCEPT MAP
b. PROCEDURE
DAY 1
1. CLASS ENCOUNTER

SO-MI greeting.
2.




3.






4.





DEVELOPMENT OF THE LESSON
Review the game “Doggie, Doggie” with the class.
Introduce the concept of a Musical Phrase (small parts of a whole song) and sing a
sample phrase from the song “Doggie, Doggie”.
Demonstrate the concept of a Phrase with the use of your arms- much like drawing a
Rainbow, starting from your LEFT at the beginning of the Phrase and going down at your
RIGHT at the END of the phrase.
Have the pupils follow the ARM of the teacher while singing “Doggie, Doggie”.
APPLICATION
Help the pupils answer ACTIVITY 1 in their books.
Check the answers in their book and have them sing the song again while following the
labels they have written. Have them extend their arms higher when following directions
of the phrases of the song.
Review the song “Pan de Sal” and challenge the class to answer ACTIVITY 2. Have them
use the shapes provided to label the similarities and differences of the phrases found in
the song.
Check their answers and have them sing the song again with their Arms showing the
BEGINNING and ENDING of each Phrase.
It is important to note that the Pupils must be able to accurately show and sense when
a Phrase STARTS and ENDS.
Do the additional activity found in ACTIVITY 2 after the pupils have checked their
answers.
SYNTHESIS
Ask the children:
Did you find it easy to identify when a Phrase STARTS and ENDS?
Why/ Why not?
What must we do to be able to identify if a Phrase has Started or Ended?
As an assignment, invite the pupils to sing songs that are familiar to them and have
them practice identifying the Beginning and the Ending of Musical Phrases with the help
of their Arm.
Proceed to round up the class and sing the Goodbye song while clapping the
LONG/SHORT sounds in the song.
4
DAY 2
1. CLASS ENCOUNTER

Start the class with a Q & A greeting.

Greet individual students and use their name in the greeting.
2.


3.








Recall the lesson on Musical Phrases and ask the pupils if they enjoyed practicing and
identifying the Musical Phrases of their chosen songs?
Call on some students to demonstrate the musical Phrases of the songs they chose to
work on at home. Do this with 2 other pupils.
APPLICATION
Review the song “Are You Sleeping, Brother John?” with the class and have them
answer ACTIVITY 3 of their book.
Guide the class by stating that a song can have more than 2 Musical Phrases and that
more shapes can be used to show this.
Check their answers and invite the pupils to sing the Phrases while demonstrating these
with their arm gestures to show the Beginning and Ending of the Phrase.
Invite them to come choose Body Movements for each phrase and have them perform
these movements while singing the song. This will help them to show the SIMILARITIES
and DIFFERENCES of the Musical Phrases found in the song.
As a challenge, have the children listen to the recording of “Kalesa” and explain that
MARKING BIGGER PARTS OR SECTIONS of music can be used to identify its FORM. One
can identify a NEW SECTION or NEW PART by listening very well to the TUNE and the
MOOD of the MUSIC being played.
1st Listening activity: For familiarity, have the pupils raise their right hand if they think a
NEW PART or NEW SECTION has started.
2nd Listening activity: Have the students choose body movements which best describe or
represent the mood or character of the PARTS found in the song. Have them perform
the chosen movements whenever they hear the corresponding PART or SECTION being
played.
Reinforce the concept of FORM with the use of SHAPES to show the FORM of a song:
“We have learned in this lesson that Music is made up of small parts which we call
Phrases. These Phrases can be similar or different as the music continues.
When musicians examine and MARK the similarities and differences of the Musical
Phrases found in a song, they call these MARKS as parts of the FORM of the song.
Therefore, the FORM of the song “Pan de Sal” is: “
5
4.



SYNTHESIS
Ask the children if they enjoyed the activity? Ask the class:
 Did you find it easier or more difficult to identify the BIGGER PARTS or SECTIONS of
a song?
 Why? Why not?
 Following the explanation earlier on marking the FORM of a song, what would be
the FORM of the song “ARE YOU SLEEPING, BROTHER JOHN”?
Ask the children to complete the sentence below based on their answers to the
previous questions:
“To identify the FORM of a song, one must LISTEN TO the ______________ and
______________ of the Musical Phrases found in the song.”
Proceed to end the class with the GOOD BYE greeting.
VII. Summative Assessment:
Perform: Use body movements to demonstrate awareness of phrases, and the whole
and parts of a listening material.
Create:
Improvise movements that would reflect the different sections of the
listening selections.
Respond: Use the terms SAME and DIFFERENT to describe the SECTIONS found in the
listening examples.
I.
Lesson 11:
II.
Time Allotment:
Melody
The lesson aims to have pupils match the given pitches with the use of their voices and
available sound sources. It further encourages the pupils to respond to High and Low sounds
with body movements.
The learner
 Identifies the pitches heard as:
 High
 Low
 Respond to High and Low tones through body movements and playing other available sound
sources.
6
V.
Prior Skills & Assessment:
 Develop ability to echo melodies and match pitches.
 Hear and identify the difference between a High melody and a Lower melody.
 Sing or use vocal inflection following pictures of melodic contours.
VI. Content/Topic:
MELODY – Highness and Lowness of sound
a. CONCEPT MAP
b. PROCEDURE
DAY 1
1. CLASS ENCOUNTER

Greet with SO-MI greeting.

Do the greeting again and ask the pupils to touch their heads when they think they
are singing a HIGH sound and touch their waists when they think they are singing a
LOW sound.

Guide the class in the beginning and have them do it a second time with minimal
teacher assistance.

Have the children look at the line drawn in their books.

Have them follow the line with their fingers as they also sound the syllable “Aah”.
Their voices must also be able to follow the directions the line is taking.


Have the children encircle the Highest and the Lowest points in the line. Mark these
as HIGH sound and LOW sound.
Have the pupils choose other syllables and use these to follow the line above.
3. APPLICATION
 Have the pupils “compose” their first composition by drawing their very own line in
ACTIVITY 1. Encourage them to make their lines interesting and to choose a syllable
that has not been chosen for the earlier activity.
7



4.



Have them share their compositions with their seatmates and have them try out each
other’s compositions.
Call on some students to draw their compositions on the board for the whole class to
try out. Call on 3 students for this activity.
Review the song Bounce High with the class and do ACTIVTY 2 with the pupils. Have
them change partners after each round.
SYNTHESIS
Ask the children:
Did you find the activity easy or difficult? Why?
Did you have a hard time identifying the HIGH sound and the LOW sound? Why?
Proceed to end the class with the Goodbye song and invite them to TOUCH their
HEADS again when they are singing a HIGH sound and to touch their WAISTS when
they are singing a LOW sound.
DAY 2
1. CLASS ENCOUNTER
 Begin the class with a SO-MI greeting with the teacher touching her HEAD for the High
sound and her WAIST for the LOW sound.
 Encourage the pupils to do the same when they answer the teacher’s greeting.
 Greet individual students with their names in the greeting song. Encourage them to
also touch their HEADS/WAISTS when they answer the teachers’ greeting.

Recall the lesson on HIGH and LOW sounds.

Read the story in ACTIVITY 3 and explain the mechanics of the story.

All underlined words in the story means there should be a pause after the word to
allow the pupils to make the sound needed.

Do the story a second time and ask the pupils to put movements while making the
needed sound for the story.

The movements must match the sound being produced.
3. APPLICATION
 Explain the concept of NOTES as the symbol used by musicians to show the HIGHNESS
and LOWNESS of a sound.
 Connect these to the STAFF and how musicians place these NOTES on the STAFF
according to the HIGHNESS and LOWNESS of the sound.
 Have the class do ACTIVITY 3.
 Check the answers.
 Encourage them to draw the NOTES for the Goodbye greeting on a 2-line staff at
home.
8
4. SYNTHESIS
 Ask the children if they liked the story.
 Ask: If you were to choose one activity which you would like to do again, which one
would it be and why? What did we learn about the SOUNDS in MUSIC today?
VII.
I.
Summative Assessment:
Perform: Sing a repertoire of songs with tonal accuracy THROUGHOUT. Use a range of
vocal inflections when performing poetry, chants and nursery rhymes.
Create:
Improvise tonal stories using vocal inflection and classroom instruments, if
available.
Respond: Show melodic contour with body and hand movements.
Lesson 12:
II. Time Allotment:
Review of Unit 3
The lesson aims to evaluate the children’s musical growth, resulting from their exposure and
active involvement in the presentation of musical ideas in the Lessons 9 – 11.
The learner
 Demonstrates all the necessary competencies required from the previous lessons.
V.
 The learner must have acquired all the skills stated in the lessons.
VI. Content/Topic:
EVALUATION: Review and evaluate concepts and skills taken in Unit 3
a. PROCEDURE
DAY 1
1. CLASS ENCOUNTER
 Greet with SO-MI greeting with movements showing High sounds and Low sounds.
9
2.









3.








4.

Ask the children if they know the game “Sawsaw Suka”?
Have the children play the game 3 times.
Introduce “Piko-Piko Angking” and tell them that this is the song used by the children
from Maguindanao to play the game “Sawsaw Suka”.
Show the pupils where Maguindanao is in the Philippine map and give a short
introduction about the place and its people.
Teach the song by phrase and by rote.
Have them sing the song and do the game. The hand of the “IT” must close and try to
catch the pointer finger of the other pupil only after the word BO- TE- TE!
For mastery, have the pupils do the game 3-4 times.
Check the assignment on ACTIVITY 4 of LESSON 11.
Find out the result of the assignment and ask the pupils if they found the assignment
hard or easy, then ask them why.
APPLICATION
Guide the pupils in answering ACTIVITY 1 of LESSON 12. Encourage them to answer
the BONUS item at the bottom.
Check the answers and in their book and have them create new body movements for
the HIGH sounds and the LOW sounds.
Perform the song using the movements created by the class.
Proceed to group the students into 4, and discuss the graded activity for the next
meeting.
Discuss the rubric for Activity Evaluation 2.
Have the pupils do ACTIVITY 3 and give the groups time to practice and prepare for
their graded activity next meeting. Go around and note the song choices of each
group and monitor the practice.
End the class 5 minutes before the time and explain ACTIVITY 2. Give it as an
assignment.
Remind the pupils to find time during the week to practice their group number.
SYNTHESIS
Ask the children:
Did you find it hard to identify the HIGH sounds and the LOW sounds of a song? Why?
10


After playing “Sawsaw Suka” and “Piko-Piko Angking”, what did you discover about
the games we play in our own province and the games that other children your age
are also playing in their own provinces?
Bid the class goodbye and sing the goodbye song and wish them well in their group
practices.
DAY 2
1. CLASS ENCOUNTER

Do the So-Mi greeting while touching your head and shoulders for the HIGH and LOW
sounds.

Have the pupils do the same when they sing back their greeting.

Greet individual students with their name in the greeting. Follow the same body
movement.
2.





Recall the lesson on HIGH and LOW sounds.
Check the assignment given on ACTIVITY 2.
Invite the class to sing the song and follow the corrected assignment.
Have the class suggest a body movement for the High sound and the LOW sound.
Have the class execute it while singing.
3.

APPLICATION
Give the group 5-10 minutes to gather, and then proceed to call on each group for
their presentation.
After the presentations, review the rubric for Activity Evaluation 3 and have the
pupils answer it.
Students who are done with Activity Evaluation 3 may proceed to answer the SelfEvaluation rubric for the Third Quarter.


4.


SYNTHESIS
Ask the class what they thought of their short presentations and how they can
improve their performances in the future.
Bid the class goodbye and sing the goodbye song. Congratulate all the groups for
their achievement this quarter.
11
VII. Summative Assessment:
Evaluation
1. The FORM of the song was correctly identified as seen in
the body movements of the group.
2. The melody is clear and in pitch from the beginning to
the end of the song.
3. The movements chosen by the group clearly showed the
individual parts, the FORM, and the HIGH and LOW
sounds of the chosen song/rhyme.
Evident
Developing
Self-Evaluation
Directions: Show how well you have learned the lessons in this quarter by drawing
a smiling face
in the box that best describes what you have learned.
Can Do
Self-Evaluation
1. Identify same and different musical
phrases using shapes.
2. Recognize and show the up-down
contour of a melody by drawing curves
in the air.
3. Perform movements that would show the
musical phrases/parts of a listening
material.
4. Use the voice to demonstrate the
different directions of a melody.
5. Listen to and follow rules and directions.
6. Show appropriate effort, consistently.
7. Demonstrate cooperation, self-control,
mutual respect, and citizenship.
12
Getting
There
UNIT 4
UNIT 3
I.
Lesson 13:
Melody: Part 2
II.
Time Allotment:
The lesson aims to reinforce the concept of High and Low sounds through visual images
and vocal matching of the melodies heard.
The learner
 Develop the ability to vocally match pitches.
 Use own vocabulary to describe HIGH-LOW and melodic direction.
 Sing or play short melodic patterns while showing awareness of UP-DOWN and HIGHER and
LOWER.
 Improvise simple SO-MI melodic “conversations”.
 Sing or use vocal inflection following pictures of melodic contours.
V.
 Develop ability to echo melodies and match pitches.
 Listen and identify the difference between a High/Higher melody and a Low/Lower melody.
 Respond to High and Low tones with body movements and by playing other available sound
sources.
VI. Content/Topic:
MELODY – Highness and Lowness of sound.
a. CONCEPT MAP
13
b. PROCEDURE
DAY 1
1. CLASS ENCOUNTER
 Greet with the usual SO-MI greeting.
 Sing different questions to the pupils in SO-MI and encourage the pupils to improvise
their SO-MI answers to your questions.
Example:
Pupil:
Teacher:
Introduce the song/game “Bitin BItin” and give a short explanation about the location of
SAGADA, MOUNTAIN PROVINCE in the Philippine map (the province where the game is
from), their language (Kankana-ey) and their means of livelihood (FARMING and WEAVING).
Also mention its proximity to the famous BANAUE RICE TERRACES (a UN Heritage Site).
Game mechanics: more than 3 in a group (the more the merrier!)
a. Players gather in one spot and lay one of their hands on top of each other’s
hands, to build a tower.
b. As the song begins, players lift their hands a little so they can hold a part of the
back of each other’s hands to move up and down with the beat.
c. At the end of the song, players let go of their hands, spreading them with a
sudden motion.
d. Have the pupils play the game for 3 rounds.
14
3. APPLICATION
 Guide the children in locating the HIGH and LOW sounds in the song. (NOTE: the X’s at the
end of the song mean that the last 2 syllables are to be recited – no tune).
 Have them STAND when they think they are singing a HIGH sound and SIT when they think
they are singing a LOW sound.
 Have the pupils answer ACTIVITY 2, and then check their answers.
 This time, have them sing the completed ACTIVITY, using the words HIGH and LOW instead
of the words of the song. Have the pupils do the STAND OR SIT movements while singing
the song.
 Invite them to sing the Goodbye greeting and ask them to change the words to HIGH and
LOW as they sing the corresponding pitches. Then you can proceed to end the class as
usual with the Goodbye song.
8.
SYNTHESIS
Ask the children:
Do you think you have learned to sing HIGH and LOW sounds? Why?
What can you do to get better in SINGING and IDENTIFYING HIGH and LOW sounds?
Inform the children that they will have more exercises on HIGH and LOW sounds next
meeting to help them improve.
Proceed to bid the class goodbye as they use the words HIGH and LOW while singing.
Have them practice singing the HIGH and LOW patterns in ACTIVITY 3 as an assignment
(it will be answered next meeting).




DAY 2
1. CLASS ENCOUNTER


Greet individual students with their names in the greeting.

Sing different SO-MI questions to the pupils who were NOT CALLED last meeting and
encourage the same pupils to improvise their SO-MI answers to your SO-MI
questions.

Recall the lesson/activities on HIGH and LOW sounds.

Review the game BITIN BITIN.

Invite the class to travel with you from the mountains of the SAGADA province
(where BITIN BITIN is from) to the United States of America where they also have a
famous song about their mountains. Introduce or teach “Rocky Mountain” by rote
and invite the class to note the direction of the melody for each phrase.
3.

APPLICATION
Have them do ACTIVITY 2 and check their answers.
15





Have them sing ROCKY MOUNTAIN again while following their answers in ACTIVITY 2.
Ask them to show the melodic contour of each phrase with their right hand.
Ask them if they did their assignment by practicing the HIGH-LOW patterns in
ACTIVITY 3.
Review the patterns in ACTIVITY 3 and ask the pupils to sing the patterns and come
up with corresponding HIGH and LOW body movements to show the melodic
patterns.
Do ACTIVITY 3 and SING the patterns 2x or as many times to the pupils until they are
familiar with the pattern. Please follow the suggested order : 1. D, 2. B, 3. A, 4. C,
5. E
Check their answers and encourage them to create their own HIGH and LOW patterns
for the end of the quarter.
4.SYNTHESIS
Ask the children if they have finally mastered identifying the HIGH and LOW sounds in
their songs (since the start of the quarter)?

Have them think about what they can already do on their own with minimal
assistance from the teacher and have them rate their HIGH and LOW abilities by
answering the ASSESSMENT.

Ask the pupils to recall their ANSWERS to the Synthesis questions last meeting and
ask them how they felt listening to a piece of music using only one sound all
THROUGHOUT?
16


VII.
Complete the sentence:
It is important to combine HIGH and LOW sounds in a song because
____________________________________________________________________
____________________________________________________________________.
Proceed to end the class and sing the GOOD BYE.
Summative Assessment
Perform: Use the voice and body sounds to demonstrate and perform LONG and
SHORT sounds.
Create:
Create a short work containing LONG and SHORT patterns.
Respond: Respond to the melodic contour heard with body and hand movements.
I. Lesson 14:
II. Time Allotment:
Texture
The lesson is an introduction to the musical element of TEXTURE and aims to have the
children aware of the concept that musical lines OCCURING AT THE SAME TIME make up the
thickness of the sound of music, while a single musical line makes the thinness of sound of
music.
The learner
 Hears when two or more musical lines occur at the same time in the listening examples.
 Responds to the varying textures with appropriate movements.
 Uses visual images to demonstrate awareness of musical texture.
V. Prior Skills & Assessment:
 No Prior skills acquired yet, as this is the first time the pupils will be introduced and made
aware of the element.
17
VI. Content/Topic:
TEXTURE- Thickness and thinness of the sound of music
a. CONCEPT MAP
b. PROCEDURE
DAY 1
1. CLASS ENCOUNTER


Greet individual students with their name in the greeting.

Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and
encourage the pupils to improvise their SO-MI answers to your SO-MI questions.
 Review the song “Are you Sleeping, Brother John?”
 Ask the children to choose actions to make the performance more interesting.
3. APPLICATION
 Have the class sing the song again as one group but tell them that you will be doing
something different.
 Divide the class into two groups. Tell them that the second and third group will start the
song at different times and to watch the teacher for the signal to start. Tell them that
they will sing this song in a different way.
 Ask the class to pay special attention to the sound of the song when the second group
joined the singing. Did they hear the sound as different from the song when it was sung
by one group? What happened with the addition of each musical line by the second
group? Did the sound become Thick?
 Discuss the concept of the element of texture and have them differentiate the words
THICK and THIN.
 Guide them in imagining a HUGE sandwich where each musical line added is like an
additional topping/filling in the sandwich. The more LINES- the more filling, the THICKER
the sandwich/SOUND. The lesser the LINES, the THINNER the sandwich/SOUND.
18



Divide the class into 2 groups and ask them to do to sing the song with movements as
two groups, starting at different times with your signal.
Inform the class, that when one song is sung by two or more groups starting at different
times according to a definite order or place in the song, musicians call this ROUND
singing.
Challenge the class to do the same song in 3 or 4 groups. Give each group enough time
to practice before doing the challenge.
4. SYNTHESIS
 Ask the children:
1. Did you enjoy the activity?
2. How did you find singing in a ROUND with the other groups? Why?
 As an advance assignment, have the pupils answer ACTIVITY 1 as a group activity for the
next meeting.
 Proceed to end the class with the Goodbye song and invite them to TOUCH their HEADS
again when singing a HIGH sound and to touch their WAISTS when singing a LOW
sound (as a review of the last LESSON).
DAY 2
1. CLASS ENCOUNTER
 Start the class with a Q & A greeting.
 Greet individual students with their name in the greeting.
 Sing different questions to the pupils who were NOT CALLED last meeting in SO-MI, and
encourage the pupils to improvise their SO-MI answers to your questions.
 Recall the lesson on TEXTURE.
 Show them the OSTINATO you have made and have the pupils try it out with their
chosen body movements.
 Divide the class into 2 big groups and have the 1st group do the OSTINATO and the 2nd
group to perform their respective OSTINATO patterns on available classroom
instruments.


Exchange groups.
Ask them about what happened to the Texture when two groups perform OSTINATO.
19
3. APPLICATION
 Group the class into smaller groups of 10 to 15 each and have the pupils present the
OSTINATO they have made by group.
 Have the groups choose one OSTINATO and have them try it out with half of the group
playing or moving to the same OSTINATO. Have them exchange groups.
 Call on 1-2 groups to show their performance to the class.
 Ask the class how they found the activity and inform them that the TEXTURE of the
music can be made THICKER with the addition of a second sound or instrument.
 Have them answer ACTIVITY 2 and encourage them to listen very well before answering
each number.
 Check their answers using the CHECKLIST below.
A. One Musical line – 1st colored note
B. Two or More Musical lines – BOTH notes colored
C. Two or More Musical lines – BOTH notes colored
D. One Musical line – 1st colored note
4.




SYNTHESIS
How did you find the LISTENING ACTIVITY?
Did you find it hard to identify the TEXTURE of the different selections? Why/Why not?
What things do you need to remember to be able to identify the Texture of Music?
Have them complete the sentences below in their books:
We must listen very well to Musical ___________ that happen in the music,
whether alone, or more than one, happening at the _________ time. Only after listening
very well can we say if the Texture of the sound of Music is ___________ or
____________.

Proceed to end the class with the Goodbye song.
Perform: Sing a melody accurately in relation to ROUND-SINGING.
Create:
Improvise simple patterns on classroom instruments or other sound sources
to create different textures.
Respond: Use visual images to show awareness of texture.
20
I.
Lesson 15:
Review of All
II.
Time Allotment:
The lesson aims to review ALL elements studied during the past four quarters and to
prepare the pupils for a year-end assessment of ALL the skills or competencies expected for
each element.
The learner
 Demonstrates the Skills and Competencies expected in all the lessons specifically the
SUMMATIVE ASSESSMENT STANDARDS found at the end of each Lesson.
V.
The learner must have acquired ALL skills in the previous level.
VI. Content/Topic:
REVIEW of all ELEMENTS studied from Lesson 1 to Lesson 14.
a. PROCEDURE
DAY 1
1. CLASS ENCOUNTER
 Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and
encourage the pupils to improvise their SO-MI answers to your SO-MI questions.

Mention that the school year will soon come to a close and that it is the perfect time
to review all the ELEMENTS they have taken the whole year.

Ask some of the pupils to recall the ELEMENT and the ACTIVITY or SONG or GAME
they did in the ELEMENT.

Recall ALL activities and SONGS for each ELEMENT (Pls. look at the table in the next
page as reference).
21
ELEMENT
DYNAMICS – Loudness and Softness of sound
ACITIVITY/SONG
“Ang Susi Nakatago”
TEMPO – Speed of music (FAST and SLOW)
“Jack and Jill”
TIMBRE- Sounds in the environment, vocal &
instrumental sounds.
“Doggie, Doggie” / The Circus (Sound
Story)
RHYTHM - organization of sound and silence
in time
- Beat and Ostinato
- Strong & Weak beats/Meter
( 2-time meter, 3-time meter & 4-time meter)
“See Saw”/ “Pan de Sal”
“Chimpoy Champoy”
“Bounce High”/Pedro Penduko”
“Twinkle, Twinkle”
FORM- Similarities and Differences of the
parts of a musical whole
“Kalesa”
MELODY – High and Low sounds
“Piko-Piko Angking”/”Rocky Mountain”
The Journey to the Moon (High and
Low Story)
“Are You Sleeping, Brother John?”
TEXTURE – Thickness and Thinness of Music
3.



APPLICATION
Help the pupils recall the SONGS or ACTIVITIES or GAMES.
Divide the class according to the number of ELEMENTS and proceed to do ACTIVITY 2.
Guide the pupils in each group and encourage them to perform the SONGS/ACTIVITIES
from memory.
4. SYNTHESIS
 Ask the children:
 After reviewing the ELEMENT you have picked together with the GAMES or
SONGS or STORIES learned, how did your group prepare/practice your
presentation?
 Did you have a hard/easy time? Why?
DAY 2
1. CLASS ENCOUNTER


Greet individual students with their names in the greeting.

Sing different questions to the pupils which were NOT YET CALLED last meeting in SOMI, and encourage the pupils to improvise their SO-MI answers to your questions.
22
2.


3.


4.



Recall the activity last meeting and call on representatives from each group to give an
update about their groups’ performance.
Review the SKILLS expected from each ELEMENT and ask the group if their
performance will show it.
APPLICATION
After checking the progress of all groups, devote the rest of the class time to the
group’s last chance to practice.
Closely monitor the groups having difficulty and offer them more help.
SYNTHESIS
After your group’s last practice today, was there an improvement from last week’s
performance to today’s practice?
Can you name some of the improvements?
Proceed to end the class with the goodbye song and wish them good luck on their
group’s performance next meeting.
ALL SKILLS mentioned in the areas of PERFORM, CREATE and RESPOND must be
DEMONSTRATED in the Performances of the Pupils.
I.
II.
Lesson 16:
Evaluation
Time Allotment: 2 meetings x 40 minutes
The lesson aims to evaluate the children’s musical growth, resulting from their exposure
and active involvement in the musical elements presented in the Lessons 1 -14.
The learner
 Demonstrates all the necessary competencies required in all the Units 1-4.
23
V.
VI.
 Demonstrates basic understanding of simple steady beats through chanting, clapping,
tapping, walking and playing simple percussion instruments.
 Imitates and replicates a simple series of rhythmic sounds (“echo clapping”).
Content/Topic:
EVALUATION - Evaluate concepts learned and skills acquired in all the units.
a. PROCEDURE
DAY 1
1. CLASS ENCOUNTER
 Sing different SO-MI questions to the pupils who were NOT CALLED last meeting,
and encourage the pupils to improvise their SO-MI answers to your SO-MI
questions.
 Ask the children how they are and if they are ready for the day’s Class-Concert?
 Review proper decorum during concerts and how people are expected to behave in
such gatherings:
 Talking is strictly not allowed while a performance is going on.
 Leaving your seats during a performance is also not good behaviour.
 You must give the performers your full attention as a sign of respect.
3.



4.

APPLICATION
Call on each group representing an ELEMENT (seven Elements – Dynamics, Tempo,
Timbre, Rhythm, Form, Melody, and Texture) and rate their performance according
to the skills expected from the ELEMENT they are representing and showcasing.
Congratulate all the groups for a job well done.
As an assignment, have them read the rubric for their performance and think about
their group’s performance.
SYNTHESIS
Ask the children:
 Did you enjoy the class-concert?
24

 Which group do you think had the best performance and why?
Proceed to end the class with the Goodbye song.
DAY 2
1. CLASS ENCOUNTER


Greet individual students and use their name in the greeting.

Sing different SO-MI questions to the pupils who were NOT CALLED in the previous
meeting, and encourage the pupils to improvise SO-MI answers to your SO-MI
questions.
2.



3.



4.




Recall the performances in the previous meeting and review the necessary decorum
of the class during the CLASS CONCERT.
Discuss some points for improvement in terms of their behaviour during a
performance.
Ask them what they thought about their group’s performance and explain the rubric
found in ACTIVITY 2.
APPLICATION
Have the pupils get together according to their respective groups to discuss their
performance in relation to the RUBRIC in ACTIVITY 2.
After the group evaluation, have the pupils go back to their seats and answer
ACTIVITY 3 for their SELF EVALUATION.
Discuss each group’s own ratings and the rating you gave as their teacher. Include the
best points of each group and some of the points they can improve on as they move
on to GRADE TWO.
SYNTHESIS
Ask the children if they enjoyed MUSIC CLASS this year and what things they would
be looking forward to in MUSIC CLASS next year?
Ask them to give some important lessons they learned about the FILIPINO CULTURE
(especially our FOLK SONGS AND GAMES), about taking care of our BELONGINGS or
ENVIRONMENT, and about learning to live in COMMUNITY with classmates.
Thank the class for a very good year and wish the class all the best in their MUSIC
CLASS in GRADE TWO.
Proceed to end the class with the GOOD BYE greeting for the last time.
25
Activity: Evaluation 4
Directions: Show how well your group performed by writing a check mark in one of
the boxes below.
Evaluation
1. The Musical Element was clear from the beginning to the end of
the song.
2. The group showed the SKILLS required by the Musical Element.
Evident Developing
3. The movements chosen by the group clearly showed and
described the ELEMENT.
4. 4. The performance was well memorized and was full of energy.
Unit 4 Self-Evaluation
Directions: Show how much you have learned in Music during this quarter by writing a
check mark in one of the boxes that best describes what you have achieved.
Self-Evaluation
Can Do
1. I can execute and demonstrate all the musical skills
expected of me in Grade 1.
2. I can perform very well all the musical skills expected from
a Grade 1 pupil with a level of mastery and ease.
3. I listen to and follow directions and rules, show appropriate
effort, consistently demonstrate cooperation, self-control,
mutual respect, and citizenship.
26
Getting
There
Teacher’s Guide
(Part Two)
i
TABLE OF CONTENTS
(Part Two)
UNIT 3: Sculptures
Lesson 19: Introduction to Nature
Sculptures.................................................................27
Lesson 20: A Coin Container or a Pencil Holder..........................29
Lesson 21: My Pendant………......................................................31
Lesson 22: My Bowl…….............................................................34
Lesson 23: Recycled Sculpture: Simulated Food and Fruits……..37
Lesson 24: Recycled Sculpture: Building My Own House……….40
Lesson 25: Recycled Sculpture: Making a Diorama…...............43
Lesson 26: Papier Mache: Necklace……….................................46
Lesson 27: Papier Mache: Toys……..........................................49
UNIT 4: Printmaking and Other Media
Lesson 28: Finger Prints............................................................51
Lesson 29: Nature Prints…………...............................................53
Lesson 30: Man-made Prints………...........................................56
Lesson 31: Collage…….............................................................59
Lesson 32: Mail Art: Letters………............................................60
Lesson 33: Mail Art: Postcards………......................................63
Lesson 34: Puppets…………................................................….66
Lesson 35: Mobiles: Moving Artworks (Kinetic
Art)………..............................................................68
Lesson 36: Exhibit……..............................................................71
ii
UNIT 3 - SCULPTURE
UNIT 3
I. Lesson 19:
Introduction to Sculpture: Nature Sculptures
II. Summary
Art History/
Connecting
Before cities, and fancy
sculpture, Filipinos created art
out of nature. They used wood
and leaves to make houses, or
clothes, or even as a place for
planting rice. Sometimes things
found in nature can be
arranged in patterns to
decorate outside the house.
Art
Production
Creating
Create
sculptures
using natural
materials.
Art
Criticism/
Looking and
Seeing
Identifying and
recognizing
natural materials
that can be used
as sculptures.
Art Appreciation
Appreciating
Ask the students (oral
or written): what kind
of natural sculptures
do you see outside
your house, or in the
park?
Nature’s
sculptures
change, just like nature
itself.
III. Objectives
The learner will:
1. Explore the artistic quality of natural forms.
2. Define the given IV. ART VOCABULARY.
3. Arrange natural objects into patterns.
IV. Art Vocabulary
 Sculpture: Three-dimensional (or “3D”) models. They are not flat, like drawings and
paintings. Sculpture is art that you can look at from all sides; the front, the side, and the back.
 Sculptor: A kind of artist who creates sculptures.
 Form: When something is three dimensional, it has form.
 Pattern: When an object or design is repeated. They can be the exact same object; or
different objects that are arranged so that none of the objects will stand out. A one-month
calendar has a pattern. The days of the week are different, but they are arranged a certain
way. Saturday always comes after Friday, and Sunday always comes before Monday.
 Balance: In art, something has balance when it looks even. There are three kinds of balance:
 Symmetrical (or symmetry): When one side of your artwork reflects the other side, like
when you look into a mirror.
 Asymmetrical (or asymmetry): When 2 sides of your artwork or sculpture don’t mirror each
other exactly. One side may have a big circle and the other side will have two small circles.
This is like when you put items on a scale, and one weighs more, you can put more items on the
lighter side to even out the weight.
 Radial balance: When your items are arranged in a circle, and they are evenly spaced out
from the center of the circle.
1
 Installation art: Artwork that is temporary. It is visible for some time, but will eventually be
dismantled or destroyed.
V. Elements and Principles
1. Form
2. Pattern
3. Balance
VI. Materials
1. Paper
2.Pencil
3. Crayons
4. Small stones, leaves, other natural materials.
a. If the students will bring leaves or flowers, remind them to bring only natural things that
have dried, or fallen.
b. Rose petals or petals can be bought inexpensively at flower stalls in the market or
flower shop.
c. You can also use seeds (cleaned and dried) or beans.
d. You may use sand or gravel also.
5. Cutouts of leaves, flowers, rocks, and trees. Photos from magazines may be helpful.
Ideally, however, the teacher should draw an cut out her own organic shapes (to ensure a
uniformity in the pattern)
6. Masking tape, rolled up, stuck to the back of each cutout.
7. References:
a. Pictures of natural sculptures, like the Banawe Rice terraces, or pictures of different
flower arrangements.
b. Pictures of bonsai plants (easily found on the internet)
c. Pictures of rock formations (you may invite “rock balancers”1
d. If you can bring a real potted plant (to best illustrate the three-dimensionality of the
object; and so that it stands on its own and the students can walk around it.
* This lesson will work best outdoors, but lacking that, bring as much of the outdoors into the
classroom.
VII.
Motivation
OPTION 1:

Did you know nature is a sculptor? (Define sculptor, and sculpture)

Show pictures of natural formations.
OPTION 2
 Put the plant on a table and have the students walk around it as form is explained.
 They can also draw this plant when they do the learning guide exercise.
VIII. Procedure
1. Do the MOTIVATION (above)
2. Have the students sketch the plant or, if using pictures, ask the students to imagine what
the other sides of the objects in the pictures look like. Do a demonstration if necessary.
3. Divide the class into groups, so they may share their natural objects.
1
See Rock Balancing Philippines, on Facebook or search for them on the internet.
2
4.
5.
6.
7.
Distribute, or have the students get their natural objects ready.
Using the cutouts, demonstrate (and define) different kinds of patterns; and the different
kinds of balance.
Have the students arrange their natural objects in a pattern, and remind them to make
sure there is balance.
 Any of the three kinds of balance will work, although radial balance takes up much less
space.
 Encourage the students to “trade” their materials, to put more variety into the
sculpture.
 If there are minimal materials, have the students make their nature sculpture as a
group. They can make one nature sculpture per group.
When they are finished, have them draw their nature sculpture; and color it.
IX. Processing , Evaluation
1. Have the students explain the kind of balance they used.
2. Ask the students how different their sculptures are from nature’s sculptures.
3. Explain to the students that this artwork is a kind of INSTALLATION ART, which is temporary.
Explain that nature is the same way. It changes. If the nature sculpture is outdoors, the
wind and weather, and perhaps small animals will change the sculpture as well.
I. Lesson 20:
A Coin Container or a Pencil Holder
II. Summary
Art History/
Connecting
Before cities, and fancy
sculpture, Filipinos created art
that they can use around the
house, like bowls; or they
made things for religious
purposes, like the bulol and
crosses carved out of wood.
Art Production
Creating
Create a
useful
sculpture.
Art Criticism/
Looking
and
Seeing
Art
Appreciation
Appreciating
Identifying and
recognizing objects
they use everyday as
sculpture.
Ask the students
(oral or written):
what is the most
beautiful but also
most useful item
you have ever
used?
III. Objectives
The learner will:
1. Explore the utility, or usefulness, of sculpture.
2. Define the given ART VOCABULARY.
3. Create sculpture that they can use.
4. Explore the elements and principles of art in everyday objects they use.
3
IV. Art Vocabulary

Form: When something is three dimensional, it has form.

Artifact: An artifact refers to a sculpture that is made for a particular purpose. Before
cities, and the arrival of the colonizers, tribes in the Philippines created items that they
needed, like tools, weapons, even cooking pots.

Useful Arts: Although not a widely used term, the 1800s referred to hand-crafted
household items as useful arts. It is optional to this lesson to mention this, although
referring to items. In the early 20th century, Walter Gropius started a movement called
functional craftsmanship, where artists prioritized an items utility or usefulness before its
looks. Useful Arts is more popularly known, and mostly referred to as Functional Art.

Function: The purpose or use of an item.
V.
1.
Element and Principle
Form
VI. Materials
1. Plastic cup, or plastic bottles with the top cut off
2. White glue
o If the school is providing glue, put the glue in bowls and dilute it with a bit of water so
that it is easier to spread.
3. Yarn, ideally at least 3 colors, but one will suffice.
4. Wash bucket, or bucket with water, for washing their hands after the project.
5. Rags, one (or two, depending on the number of students) for wiping hands, and some
more for wiping the tables.

Avoid putting newspaper on the work surface as this is more inconvenient to clean
once it has glue on it.
2.
Popsicle sticks, for spreading.
3.
Permanent Marker (any color) or pentel pen.
4.
References: ● Pictures of historical artifacts, particularly Filipino.

Those with Spanish influence, like the pamaypay or the Tribal arts such as those
found here: http://tribalartasia.com/Tribal%20Art%20Asia%20Ifugao%20Tribe/TribalArt-Ifugao-Tribe.html

Household items

Spoons (no sharp objects, please!)
●Bowls
●Cups or mugs
VII.
Motivation
1. SET UP: Put household items on a table. If possible, have this table in the middle of the
room so the students can walk around them.
2. Introduce the lesson by pointing out that these objects are also forms, like sculpture. If
there is time, point out the other elements and principles of art as well, color, line,
balance; to show that the object is also art.
3. Explain the history of how artifacts and other items were used. (See Vocabulary )
4. Explain that the students will be making their own useful or functional art.
4


Begin by telling asking them what a pencil holder is.
Then explain that they are going to make one.
VIII. Procedure
2. Ask the student to bring out the plastic cups, and the yarn.
3. Pass the marker around so the students can write their names under the base of the cup.
4. Before using the glue, teacher should show the students what they are going to do.

Hold the cup by the rim and spread the glue on the bottom part of the cup first.
Spread this all around the bottom. Fingers or Popsicle sticks may be used to spread
the glue.

Have the students do the same.

Take one end of yarn and start wrapping it around the bottom of the glass. Once the
part with glue is covered, add glue to the rest of the cup, or another portion of the
cup if the cup is a big one. At least enough to cover any design that is printed on the
cup.

Leave the cups on a shelf or under their chairs as the students takes turns washing
their hands and cleaning their own work surfaces.
IX Processing and Evaluation
1. Gather the students in a circle when everyone is finished.
2. Talk about a few of the students’ designs in terms of the elements and principles of art.
Ask about color, line, shape, balance.
3. Besides pencils and other writing tools, what else can be put in the cup?
4. Ask: What household items do you consider art?
I.
Lesson 21:
II.
Summary
My Pendant
Art History/
Connecting
Art Production
Creating
Filipinos have many religious
artifacts in churches and
inside their houses. Before
there were churches and
priests in the Philippines,
Filipinos worshipped
different gods for specific
things: there was a rice god,
a god for animals, a god to
Make a pendant
that is similar to the
amulets worn by our
ancestors
and
heroes we read
about in books or
see in the movies
and TV
5
Art Criticism/
Looking
and
Seeing
Identify
and
recognize objects
they used every
day as sculpture.
Examine pendants
worn by
our
ancestors and by
present
day
Filipinos.
Art
Appreciation
Appreciating
Appreciate
items
that
are not only
useful
but
also artistic
like the
pendants
made by
our
protect the house.
Sometimes they would wear
these religious artifacts
around their necks, or keep
small ones in pouches near
their bodies for protection
and luck.
Time Allotment: 1 session (40 minutes)
ancestors for
different
purposed
and out of
different
materials.
III. Objectives
The learner will:
1. Explore the meaning of pendants and amulets for the Filipinos.
3. Make a pendant.
4. Describe the particular magic or protection that the amulet or pendant brings the person.
5. Give a good luck pendant to a classmate.
IV. Art Vocabulary
 Form: When something is three dimensional, it has form.
 Religious Artifact: These are sculptures created for religious purposes. Before Christianity
came to the Philippines, different communities made statues to show respect to their
deities, or gods. When we were Christinized, our artists created crucifixes and statues of
saints.
 Pendant or Charm, Talisman, or Amulet: our Filipino ancestors carried these for their
supposed or perceived magical or protective powers.
1. Form – pendants or amulets were usually oval or circular in shape.
2. Texture – they were made of metal, clay or wood and had designs on them.
VI. Materials
1 Salt-Dough Clay (make beforehand – these can be stored in the refrigerator overnight)
 Flour ● Iodized salt ● Water
Mix a ratio of 1 is to ½ of flour and salt. (One cup of flour to half a cup of salt, for example).
For any container of flour, use half of that same container to measure the salt. Add water,
little by little, until a dough forms. It should not be more than the measurement of flour (for
easy measuring, use the same container for water.
2 Bottle (with no texture) or toilet paper tubes, to use as rolling pins. (OPTIONAL, depending
on availability)
3 Old newspapers to help absorb the liquid from the salt-dough clay
4 Newspaper or scratch paper folded like envelopes or paper bags (for storage, and transport
of their artwork)
5 Plastic utensils for cutting.
6
6 Barbecue sticks for “drawing” on the dough
7 Pencil or crayon or any other drawing tool.
8 Pail of water for washing hands, cleaning tables.
9 Rags for drying hands
10 References: Pictures of religious artifacts, particularly those found in the Philippines.
 Catholic or Christian rosaries, cross pendants, scapulars depicting patron saints, etc.
 Tribal arts such as those found here:
http://tribalartasia.com/Tribal%20Art%20Asia%20Ifugao%20Tribe/Tribal-Art-IfugaoTribe.html
 Actual samples of pendants or actual artifacts (modern reproductions will do) that
represent, signify, or symbolize protective powers or specific or general magic.
VII. Motivation
 Ask the students about magic or supernatural powers. What do they think of it? Is it
real? Ask them about items they are familiar with related to religion: scapulars, crosses
(the kind used as pendants), rosaries. Why do some people carry them? And what do
they do for the people who carry them? Pictures can be shown at this point, or the
actual items. Explain the following:
 These items are also forms of sculpture. They are called religious artifacts or talismans,
amulets, charms or pendants. In local language, they are sometimes referred to agimat
or anting-anting. If there are regional or provincial references to or versions of such
items, refer to those as well (or show actual samples).
 Discuss about super heroes of the Philippines and also those they see in the movies and
TV. What are their good luck symbols and pendants?
 Explain that they will be making their own versions using found material.
 If there is extra time, they will make one for a friend as well.
VIII. Procedure
1. Cover the work surfaces with newspapers.
3. Have the students discussed the magic or protective power they want (or perceive to
need) and then they can sketch it on the newspaper or scratch paper.
4. Distribute the salt-dough. Start with a handful for each child – a lump of dough that will fit
in their hands.
5. Ask them to flatten it, either by rolling the toilet paper over it, or using the palm of their
hand to press the dough into a flatter shape.
6. They can make shapes using the plastic utensils.
7. Then they can draw on the dough using a barbecue stick. They can embed small stones or
other small, flat items if they want.
8. When the students are done, and there is extra time, have the students make another one
for a friend or family member.
9. Store the pendants/talismans on the newspaper. Store them in a safe place until they are
dry.
7
IX. Processing, Evaluation
Discuss their pendants or talismans.
Ask them what they are, and what special protection it is supposed to give. Make sure to tell
the students that nobody really knows if they work. Some people believe it, some people do
not. And that either way is alright. What is more important is what the person believes he can
do on his own. If the students make extra pendants, they can exchange it before the class is
over.
I.
Lesson 22:
II.
Summary
My Bowl
Art History/
Connecting
Many different provinces in the
Philippines are known for their
pottery. Vigan, in Ilocos Norte is one
of them. Sagada, Mountain
Province, is another. Pottery clay is
made out from wet soil, or mud. It
is heated in big, and very hot ovens
called kilns, so that the clay will stick
together to harden.
III.
Art
Production
Creating
Make a
clay pot by
pinching.
Art Criticism/
Looking and
Seeing
Identifying and
recognizing
shapes and
textures in
objects.
Art
Appreciation
Appreciating
What kind of
pottery do
they see
around the
neighborhood
? The
province?
Objectives
The learner will:
1. Explore the pottery and pottery making.
3. Make a small bowl.
4. Apply previous learning.
IV. Art Vocabulary
 Pottery: This is a term used because the process of pottery was first used to make pots for
cooking. In modern times, however, pottery is a term that is also used to describe any item
made using the pottery process and pottery clay.
 Pottery Clay: Unlike the clay that can be bought in the stores, pottery clay is mined from
different places in the Philippines. It is made from earth or mud. The kind of clay depends a
lot on where or what province it is from.
 Kiln: A special oven for heating clay to make pottery. When a pot is made from clay, and
then heated at very high temperatures, the clay becomes hard and solid. Pottery clay that
isn’t “baked” in a kiln will harden also, except it will disintegrate when it gets very wet.
8
When it is cooked in a kiln, the clay hardens so much that the pots can be used, and washed
again and again.
 Potter: A kind of artist that makes pottery.
 Pinching: A process or technique in which pottery is made. This means, literally, that the
potter will pinch the clay to give it its shape, form, or sometimes texture.
V.
Elements and Principles
1. Form
2.Shape
VI.
3.Texture
Materials
1. Store-bought, commercial clay. One small bar per student.
o If there is a local potter, it would be advisable to invite him or her to the school to
explain the process.
o If there is access to pottery clay, and a kiln, you may also use these. However,
baking pottery in a kiln takes a long time, usually most of the day; and the students
will not be able to take their pottery home right away.
o If there is no clay, make Salt-Dough Clay again.

Flour ●Iodized salt ●Water
o Mix a ratio of 1 is to ½ of flour and salt. (one cup of flour to half a cup of salt, for
example). For any container of flour, use half of that same container to measure the
salt.
o Add water, little by little, until a dough forms. It should not be more than the
measurement of flour (for easy measuring, use the same container for water.
2. Bottle (with no texture) or toilet paper tubes, to use as rolling pins. (OPTIONAL,
depending on availability)
3. Old newspapers to help absorb the liquid from the salt-dough clay
4. Newspaper or scratch paper folded like envelopes or paper bags (for storage, and
transport of their artwork)
5. Plastic utensils for cutting.
6. Barbecue sticks for “drawing” on the dough
7. Pencil or crayon or any other drawing tool.
8. Wash Bucket
9. Rags
10. Towel for drying hands
11. References:
o Pictures of potter from Vigan, or Sagada
o Contact the pottery organization in the Philippines, called Putik.
o Catalogs from local museums (who have pottery on permanent display) may also be
used.
VII.
Motivation
Show the students pictures of pottery. Ask them if they recognize shapes, and to
describe the texture of the pots. Ask them to hypothesize, or make an educated guess,
about how it was made.
9
If anyone gets close to how it is made (see II. Summary under Connecting, above), proceed
to explain the process. Explain that pottery comes in different sizes, for different uses
(eating, display, as burial urns, or large storage jars for fermented rice wine)
At this point the students should be asked to sketch, on newspaper or scratch paper, their
own pottery. One sketch per student will be enough. Ask them to describe its shape as
well.
VIII. Procedure
1. SET UP: Cover the work surfaces with newspapers. Use masking tape to secure the
newspaper to the work surface, particularly if the work surface is near the fan.
 If students are using individual desk-chairs, the desks may be set around the
classroom and students can work on the floor.
3. Distribute the clay, or the dough, and ask the students to roll them into a ball. Show
them how to do this.
 If the clay is in bars, compress it first, and squeeze it a few times.
 Then put the clay on the palm of one hand, and putting the other hand on top of
the clay.
 Keeping the palms flat against the clay, have the students make circular motions
with their hands; with each hand going in the opposite direction.

If necessary, have a practice session first, without the clay.
4. Once the clay or dough resembles a ball, not necessarily a perfect sphere, have the
students hold it in one hand. With their free hand they will push their thumb into the
top of the ball, but not so far into it that their thumbs will come out of the opposite
end. Tell them to push their forefinger just until the middle of the ball.
5. Using their thumb and forefinger (or pointing finger), they will then “pinch” the clay.
Their thumb will be pulling the center towards the forefinger, creating a crater in the
ball.
 Caution: make sure the students don’t pinch the clay too hard so that there will be
a thickness to their bowl.
6. Turn the clay to one side, and then pinch again. Repeat the process until they arrive
at the part where they first pinched the clay.
7. Then put the “bowl” on the work surface, with the crater facing upward. Put a little
pressure on the clay so that the bottom of the “bowl” will be flat.
8. For students who finish early, and who have extra clay, suggest adding clay as
decoration, or to make a handle.
 To make the handle:
 Take a small ball of clay and lay it flat on the work surface.
 With two fingers, roll the clay against the table while moving the fingers outwards
towards the ends.
 When a long piece of clay is made, break the necessary length to make a handle.
9. The students may also “draw” on the clay with barbecue sticks as decoration.
10. Remind the students to clear and clean up the work area.
10
11. Wash hands and dry them.
NOTE: Store-bought clay doesn’t harden, but it will generally hold its shape. Leave in the
classroom until the students are able to bring boxes, or containers, for easier transport.
Show of pottery: Display the pottery around the room, or in the center of the circle. Have
the students point out the shapes that they see, and the textures. Ask for a few volunteers
– pick their favorite and say why it is their favorite. They may also be asked to speculate as
to the possible uses for the pottery, other than what it was originally made for.
I. Lesson 23:
Recycled Sculpture: Simulated Food and Fruits
II. Summary
Art History/
Connecting
Art
Production
Creating
Food has always been a big Simulate food
part of Filipino culture. Apart using
from everyday, Food is always recyclable
present at special occasions. materials
Celebrations, sad moments,
like funerals, food is also
present. Filipinos have such a
respect for food that everyone
grows up being taught not to
waste food.
Art Criticism/
Art Appreciation
Looking and
Appreciating
Seeing
How real does the What is your
food look?
favorite food?
Recognizing
similarities
(in
shape,
texture,
color)
between
real food and
simulated food.
Does
the
simulated food
look
as
appetizing
as
the real food?
III. Objectives
The learner will:
1. Explore the similarities and differences of art elements between real and simulated.
3. Simulate food using recyclable materials
5. Explore re-purposing.
6. If the lesson is done around the holidays, the learner will learn about Filipino traditions.
IV. Art Vocabulary
 Recyclable materials: Materials that can be used again and again.
 Re-purpose: Using material for something other than its original purpose. To give
something a new “use.” Old tarpaulins, for example, can be cut and sewn and re-purposed
as bags.
11
 Simulate; or simulated: To simulate something means to re-create it using different
materials. To make one thing out of other materials. Simulated food, for example is not
really food, but looks like food.
1. Form
2. Shape
3. Texture
4. Color
VI. Materials
1. Materials for re-purposing (feel free to add your own)
 Newspapers
●Scraps of fabric
 Cardboard boxes
●Empty plastic bottles and bottle caps
 Plastic straws
●Metal bottle caps, or tansan
 Plastic cups, plates, and bowls
●other scraps of paper or cartolina.
 Paper cups, plates, bowls.
●Barbecue sticks
 String or yarn
●Cotton balls
 Cotton buds, with the tips cut off (put the tips in a separate container)
Ask the other teachers if they have materials that they will be disposing of; if they can be
used to simulate food, ask the teacher if you can have them.
Groceries and other stores throw away a lot of packaging material; you can write a letter
and solicit these materials from them.
Make sure all items have been washed and dried.
2. Japanese paper, in different colors. At least have green and yellow. You may add more
colors. Cut these into bond paper sizes. Or even smaller.
3. Scissors
4. Glue
4. References: ● Pictures of Filipino food; ideally food lay out on a table during a celebration
(birthday, Christmas, etc.). ● Halo-Halo Espesyal (Adarna book), or other stories about
cooking, food, or traditions that involve food.
Set Up: Have all the materials (except glue and scissors) against one wall of the room. Use a
table, or lacking that, line up some of the chairs or desks to form a long “table.” Lay the
prepared materials out buffet style. Table cloth is optional (although it makes the materials
a little more special and adds to the celebratory feel of the lesson). Put the materials,
particularly the smaller items in bowls, or boxes, or paper plates. Clear the area so students
can work on the floor.
VII. Motivation
Form a circle. Read Halo-Halo Espesyal. Ask the students what their favorite food is, or what
their mother or grandmother cooks that they like best. What food does their family celebrate
with? Talk about holidays and special occasions where the family and extended family get
together to eat.
Explain that the class will be having its own celebration today (teacher can think of a
particular occasion, or have the students say what they would like to celebrate – a good grade
on a test, making a new friend, taking care of a pet)
12
VIII. Procedure
2. Separate the students into groups.
3. Assign a particular meal course to each group.

For example, one group can be the Halo-Halo group; another can be the vegetable
group; or a viand, (or ulam) group (you can have two or three of these); perhaps even
a pansit group.

Do not assign “rice” to any group, as that involves minimal sculpting and creating.
Teacher can be assigned to make the rice.
 TO MAKE RICE: Cut off cotton bud tips, put in bowl.
 TO MAKE FRIED RICE: Cut off cotton bud tips, put in bowl. Roll up small pieces of red
Japanese paper, green Japanese paper, and put them in the same bowl as the cotton
bud tip. Cut small strips of yellow Japanese paper (less than one inch long, about ¼”
thick) and add them to the rice bowl. Mix them up.
4. Explain that they will be making simulated food. Explain what simulated means; and
explain the materials. Remember to mention that using recyclable and re-purposed
material; and that making new things out of old ones are good for the environment.
5. Also explain that the students will be using the materials lined up against the wall; and
that only one person from each group at a time gets to go to the “buffet” table to get
materials for their group.
 Have them decide on the order of who gets to go to the buffet first, second, etc.
 Each of the group representatives will then form a line at one end of the buffet table.
 Limit each students’ material, so that every group will get a chance to use each of the
material; and hoarding can be avoided.
 Tell the students that if a group needs more, they can send one person to get some
more materials, but only after every group has had the chance to get some.
6. Make suggestions about what material to use for a certain kind of food.
 For example, the Halo-halo group has to use plastic cups, and they have to make more
than one; since one glass of halo-halo will certainly not be enough for a lot of people!
 Another example would be to use string as noodles (for pasta or pansit)
 Roll up small pieces of brown Japanese paper to make meat balls.
 Cotton balls, or even kapok, can be placed in a cup to simulate ice cream. The students
in the dessert group can even roll newspaper or paper scraps to make ice cream cones.
 Thick card board pieces can be crackers, or bread.
 There are endless possibilities for food simulation. Allow the students’ imaginations to
roam free. Perhaps the students can make suggestions to other students as well.
7. Distribute the scissors and glue.
 The glue can be kept with the teacher, and the students can ask for some as needed.
Remember, only one person per group may walk to the teacher or the materials table.
8. When the students are finished, and there are left over materials, each group should
assign one person to put the materials back (this person can be different from the others
who have already gone to the materials area) so that they can be used at a different time,
for different artwork.
13
9.
Have each group write the name of the dish on a piece of paper or cardboard; they should
also write their names on the back.
10. Wash hands and dry them.
Each group takes a turn at explaining the food they simulated. Why did they decide to
make that? What are they celebrating? Commend them on a job well done, and remind them
to commend their mothers or grandmothers after they cook real food as well.
If possible, arrange the finished food into a buffet, or a spread, on one side of the room.
Invite other teachers (and parents as well) during the week to view the buffet. Make sure to
display the cards with the names on them next to the food.
I. Lesson 24:
Recycled Sculpture : Building My Own House
II. Summary
Art History/
Connecting
Architecture is not just a
visual art form. It is also
sculptural. The
structures where people
live changes depending
on the time and place
they live in. In the
Philippines alone, there
are many different kinds
of houses. From the
Bahay Kubo to the Bahay
na Bato, architects build
houses that adjust to
their environment.
Art
Production
Creating
Art Criticism/
Looking
and
Seeing
Create
houses
using
recyclable
materials
Explaining the
material they
used for
building a
certain space
in the house.
Seeing form
and texture in
Architecture.
Art Appreciation
Appreciating
Description of the house
structure.
Is the house on the
ground? Is it on stilts? Are
the walls made of nipa? Or
stone? Is there a rug on
the floor? Or is it bare?
Giving reasons for the
descriptions above. For
example, the ceiling is high
so that more air gets in.
There are a lot of windows
so sunlight can be used
instead of electricity.
III. Objectives
The learner will:
1. Explore Architecture as sculpture.
3. Create a house using recyclable materials
IV. Art Vocabulary
 Architectural Model: A simulation of a structure, building, or house.
14






Exterior: Outer, or outside
Cylinder: A basic three dimensional form. An elongated circle or oval
Cube: A basic three dimensional form. This is a square box.
Rectangular Prism: The rectangular version of the cube. This is a box that is longer on one
side, or dimension, that another.
Triangular Prism: An elongated triangle.
Tetrahedron: A three dimensional form that looks like a pyramid.
1. Form
2.Texture
3. Balance
VI. Materials

Newspapers and other scraps of paper or cartolina.

Cardboard boxes

Plastic cups, plates, and bowls

Empty plastic bottles and bottle caps

Empty containers – egg cartons, cans (make sure all sharp edges have been removed,
and all the remaining food particles have been cleaned out)

Flat cardboard (these can be cut from bigger boxes), to use as bases for the
structures.

Material left over from the previous activity can also be used.
2. Scissors
3. Masking tape or scotch tape. Lots of it.
4. Drawing tools like crayons or markers. Markers work best as crayons is not very visible on
plastic items.
5. Cutter (for teacher only)
6. References: ● Balai Vernacular, Ma. Corazon A. Hila, Rodrigo D. Perez, Julian E.
Dacanay, Museo ng Kalinangang Pilipino.
●Philippine Folk Architecture
●Philippine Ancestral Houses
Note: To avoid using up time looking through the whole book, the teacher should sketch or
copy images that represents houses that that the students will be able to relate to. Limit
the viewing to these two or three images. Ideally, one nipa or bamboo hut; one bahay na
bato; and one “regular” house, the kind that they live in right now.
Set Up: Have all the materials (except tape and scissors) against one wall of the room. Organize
them according to their size and shape. Clear the area so students can work on the floor.
VII. Motivation
Form a circle. Show selected pictures from the books. Talk about architecture. The teacher
can recall lesson 7 in the first quarter, where drawings of houses and buildings were done.
Students may also refer to their old drawings.
Ask the students what kind of house they would like to have. Then specifically, what forms or
shapes would they like their house to be. Explain to the students that houses are not strictly
15
shaped like cubes and triangular prisms. It is also possible to make cylindrical buildings. Go
through the list of basic three-dimensional forms.
Explain that the class will be able to make an architectural model of the house in which they
would like to live; using different the different forms, and using recyclable materials.
VIII. Procedure
2. Distribute the Flat cardboard. Explain that this will be used as the base for their structure.
Students may work in pairs or threes if there is a lack of material.
3. Divide the students into small groups. They will work individually (or in small groups,
depending on the teacher), but share some of the materials like masking tape, or maybe
scissors.
4. Remind the students about the proper way of getting materials.
 Limit each student’s material, so that everyone will get a chance to use each of the
 When getting materials from the end of the room, students should line up. It might also
be advisable to allow about 5 students at a time to get materials.
5. Distribute the masking tape to each group, and distribute the scissors.
6. Start with the “main” structure: Each student or small group should have a box. They will
be designing a house from the outside, or exterior. They may draw windows and doors on
the outside of the boxes.
7. After the main box, allow the students to add on to the structure. Suggest possible uses
for materials, but generally encourage the students to use their imagination.
 Bowls can be inverted to be roofs; or kept right side up, to be a swimming pool.
 Cylindrical materials can be where the winding staircases are housed.
 Plastic bottles can be tunnels (teacher should be the one to cut any of the plastic using
the cutter)
8. Walk around the room and assist where needed. Expect students to ask for help when
it comes to securing the items on the base with the tape.
9. When the students are finished, have everyone hold up their structure. They should be
holding the base, not the structure itself. Explain that you will be giving this sculpture a
“Shake Test” – because Architecture needs to be strong, and not easily fall – to see if there
are places in the sculpture that need more tape; or that need to be more secure.
10. Fix or adjust any loose items.
11. Have the students write their name on the base.
12. Clean the work area, and return the materials to the materials area. Return scissors and
tape to the teacher.
Sit in a big circle, have each student hold their house. Take a few seconds, or a minute, and
have everyone look around at each other’s work. Ask the students about the form, and
texture that they see in their classmates’ (or their own) work. Review the lesson about
balance – then ask them what kind of balance they see in their own work, then their
classmates’ work.
16
I. Lesson 25:
Recycled Sculpture: Making a Diorama
II. Summary
Art History/
Connecting
Along with architecture,
designing interiors have also
been around for a very long
time. A person’s surroundings,
especially inside the house
make them feel a certain way.
Messy interiors makes people
feel messy inside also; while
interiors that are neat make
people feel more relaxed.
Art
Production/
Creating
Create a
diorama.
Design a room
using recyclable
materials.
Art Criticism/
Looking and
Seeing
What forms are
in the diorama?
What are the
proportions?
Art Appreciation/
Appreciating
What kind of
balance does
the interior (of
the diorama)
look like?
Where do you go
that you feel most
happy and safe?
How do the colors
and textures of the
interior make you
feel?
III. Objectives
The learner will:
1. Explore Interior Design as an art form.
3. Create a diorama
4. Apply previous learned elements and principles of art looking at, and appreciating the
diorama.
5. Associate feelings with compositions.
IV.




Art Vocabulary
Exterior: Outer, or outside
Interior: Inner, or inside
Interior Designer: Someone who designs the insides of a building or structure.
Proportion – Comparing parts to each other in terms of size. Is one too big for the other?
Does something seem so much smaller because it is standing next to something that is way
too big?
1. Color 2.
Texture
3. Balance
4. Proportion
VI. Materials
o Newspapers and other scraps of paper or cartolina.
o Medium sized cardboard boxes
 Empty plastic bottles and bottle caps
17

Empty containers – egg cartons, cans (make sure all sharp edges have been removed,
and all the remaining food particles have been cleaned out)
 Fabric scraps
 Ribbon scraps, and string scraps
 Small discarded items, like tansan or stray beads.
 Popsicle sticks, barbecue sticks.
 Flat cardboard
 Old gift wrapper, cut into small rectangles
 Material left over from the previous activity can also be used. If there is any paper that
is too big, cut them into smaller pieces.
2. Scissors
3. Masking tape or scotch tape.
4. Glue
5. Drawing tools like crayons or markers. Markers work best as crayons is not very visible on
plastic items.
6. Cutter (for teacher only)
7. Magazine cutouts of furniture from different rooms in a house. Roll a small piece of
masking tape and attach it to the back of the cutout.
8. References: ● Books on Filipino interiors or tropical interiors.
●Pictures of different rooms inside a house (these can easily be found in old
magazines)
Set Up: Have all the materials (except tape and scissors) against one wall of the room. Organize
them according to their size, shape, and texture. Attach the furniture cutouts to different parts
of the classroom. Make sure the places they are attached is within reach of the child, and
unobstructed. Clear the area so students can work on the floor.
VII. Motivation
GAME:
1. Depending on how many rooms in the house there are, divide the children into groups – the
number of groups should equal the number of rooms. Double the number of bedrooms if
necessary and one bedroom can be the baby’s room, the parents’ room, etc.
2. Have the students stand with their groups. Distribute the flat cardboard. This is where they
will attach the furniture pieces they find.
3. When teacher says, “go,” the students will search for their furniture and attach it to the flat
cardboard.
4. Gather everyone and sit in a circle when all the furniture has been found. Have each group
arrange the furniture on the flat cardboard, like they would a room. Remind them about
balance, and proportion. After all the groups are done, the students should look at each
other’s work and identify the elements of art – color, shape, form, texture – that they see;
the principles as well – balance, proportion.
Then explain that they will be making their own interiors in a diorama. Explain what a diorama
is, as well as interiors. Tell the students what an interior designer is, and tell them that they
will be one today. Attach each group’s room on the wall above the materials area.
18
VIII. Procedure
2. Distribute the boxes, without the lids or covers.
3. Divide the students into small groups. They will work individually (or in small groups,
depending on the teacher), but share some of the materials like masking tape, or maybe
scissors.
4. Remind the students about the proper way of getting materials.
 Limit each student’s material, so that everyone will get a chance to use each of the
 When getting materials from the end of the room, students should line up. It might
also be advisable to allow about 5 students at a time to get materials.
5. Distribute the masking tape to each group, and distribute the scissors. The students can
get glue from teacher, or the glue can be separated into bowls or cups, to be shared by
each group.
6. Explain that the box is going to stand on its side, as though they are looking into a room
from one side, as opposed to from the top.
7. Have the students decide what room they want to design (or they can be assigned the
room that they had during the game)
8. Start with the walls and the floor. What color will they make the walls? The floor? They
can use paper scrap and the old gift wrapper to cover the floors and walls.
9. The students can then go into making furniture.
 Bottle caps can be stools, or side tables
 Smaller boxes, like match boxes can be beds or sofas.
 Popsicle sticks can be glued together to make furniture also.
10. Encourage them to think about lighting, windows (windows can be simulated by attaching
a picture of the outdoors on one wall then drawing a frame around it), even accessories,
like tablecloths and plants.
11. Walk around the room and assist where needed. Expect students to ask for help when it
comes to securing the items on the base with the tape.
12. Have the students write their name on the outside of the box when they are finished.
13. Clean the work area, and return the materials to the materials area.
Sit in a big circle, have each student hold their dioramas facing the rest of the class.
Take a few seconds, or a minute, and have everyone look around at each other’s work. Ask the
students about the form, and texture that they see in their classmates’ (or their own) work.
Have the students described their rooms, and what they do there; they should also talk about
how the colors and arrangement of the room makes them feel.
19
I.
Lesson 26:
Papier Mache - Necklace
II. Summary
Art History/
Connecting
All sorts of things can be
made out of paper.
Cards, plates and cups,
even toys!
Art Production
Creating
Create 3-D
shapes using
papier mâché.
Before there was plastic,
children made toys out of
paper.
Art Criticism/
Looking and Seeing
An animal’s body is
composed of
different organic
shapes.
A toy object is
composed of
different geometric
shapes
Papier Mâché is one such
technique. This is a
French word for “chewed
paper” or paper pulp.
Art Appreciation
Appreciating
Newspaper can be
used as art
material, and it is
good for the
environment
because it
minimizes waste!
III. Objectives
The learner will:
2. Sculpt using papier mâché.
4. Explore papier mâché as an alternative to clay.
IV. Art Vocabulary

Sphere: A round three dimensional figure that is basically a ball. Something that is shapes
like a sphere is referred to as spherical.

Papier Mâché: Material that is basically paper, water, and flour; sometimes it is paper,
water, and glue.
 Pendant: The thing or shape that hangs from a necklace.
I. Elements and Principles
1. Form 2. Texture
II.
1.
2.
3.
Materials
Newspaper, for the work surface. Cloth may also be used.
Newspaper, torn into 1” x 1” squares. It doesn’t have to be exact, just roughly 1 inch.
Papier Mâché paste (make beforehand)
 To make:
a. Mix 3 parts warm water to 1 part flour. One cup of flour, for example, should be mixed
with three cups of water. The mixture should result in something that resembles a milky and
lumpy paste, like gawgaw.
20
b. Another mixture would be 2 parts glue to 1 part water. If using 2 bottles of glue, for
example, use the same bottle to measure 1 part of water. Paste made of glue and water
stores for an indefinite period of time.
4. Big plastic or glass bowls, for the paste. Small basins, or timba, may be used.
5. Plastic spoons, or scoops for scooping paste. A small plastic cup may also be used.
6. Containers like bowls or tabo for the torn strips of newspaper, one per child.
7. Plastic straws. One per child. Straws can be cut in half or thirds in case there isn’t enough.
8. Wash bucket
9. Rags for cleaning the work surface
10. Rags for drying hands.
11. References: ● Pictures of items that are made using papier mâché – piñatas usually are
made from papier mâché.

If the teacher can make something beforehand, it would be best.
Set Up: Clear the area so students can work on the floor. Students will work in groups so
materials the paste can be shared.
III. Motivation
Form a big circle. Show the pictures or the item. Pass the item around and ask each
student to give a one word description as to what it looks like, feels like, its weight, and its
use. Explain the term papier mâché, and explain that it is one of the things people can do to
minimize waste – recycle newspapers into toys, decorations, or even Christmas ornaments!
VIII. Procedure
2. Divide the students into small groups. Lay a thick layer of newspaper or newspaper with a
piece of cloth on top. This will absorb excess liquid from the pulp.
3. Put one bowl of paste, in the center of each group. The paste is for sharing. Add one plastic
spoon or plastic cup to the paste bowl.
4. Distribute the basins of newspaper squares to each student. Distribute rags also, one per
group, in case anyone will need to wipe their hands during the activity.
5. Distribute the straws.
6. Have each student take a turn in scooping a small amount of paste and putting it on top of
their newspaper squares.
7. Instruct the students to squeeze paste into the newspapers by taking handfuls of
newspaper and paste and squeezing them together until the mixture becomes like clay with
texture. Add paste as needed.
8. When the pulp is done, have the students shape the pulp into a sphere about the size of
their hand. Unlike clay, pulp cannot be rolled around on the palm. The students will have
to push or lightly squeeze the sphere into its form.
9. Have them lay the sphere on the newspaper and then flatten it with their palm to turn it
into a circle.
10. Then they poke a hole at the upper part of the circle using the straw. They should be
careful not to tear the rest of the circle.
21
11. If there is pulp left over, have the students make as many spheres as they can, or flat
circles if they prefer.
 If the students are flattening their spheres to make pendants, remind them to put
holes in the circular pulp.
12. Lay them on the newspaper; set them aside.
13. Have the students write their name on the newspaper.
14. Clean the work area, and return the materials to the teacher. If there is paste left over,
these may be stored. Wash and dry hands.
Have the students describe what the newspaper felt like before it became pulp. Then have
them describe what it felt like while they were making the pulp; and what the newspaper felt
like after the pulp was finished.Talk about the shapes and forms
Explain to the students that it will take a while for the pulp to dry completely, and that at
the next session; they will be able to make their pendants and paint their spheres.
I. Lesson 27:
Papier Mache - Toys
II. Summary
Art History/
Connecting
Art is not always finished
in one sitting. Sometimes
artists take a while to
finish a sculpture because
of the material or its size.
Art
Production
Creating
Finish their
papier
mâché
projects.
Art Criticism/
Looking and Seeing
Art Appreciation
Appreciating
Explaining the shape
and form. How did
one thing go from a
sphere to a flat circle?
Spheres are the
same shape as
marbles. The
spheres that are
made can be used
as toys or
decoration.
What other things do
you know that is
spherical in shape?
Man made spheres?
How about natural
spheres?
Spheres have been used as
toys for a long time – in
ancient cultures, before
the invention of
basketball, s cloth sphere
was thrown through a
hoop.
Necklaces have been
around or a long time as
well; and are worn for
different reasons.
22
Appreciating the
work that is
behind hand
crafted items.
III. Objectives
The learner will:
2. Paint their papier mâché projects.
4. String their own pendants.
5. Appreciate items that they made by themselves.
IV. Art Vocabulary
Refer to Art Vocabulary in Lesson 26
 Handcrafted: This term is synonymous to “handmade”. It refers to items that are made
by hand.
1. Form
2.Texture
3. Color
II.
1.
2.
3.
4.
5.
6.
7.
Materials
Acrylic house paint, in red, blue, yellow, and white. Poured into several cups.
Brushes or other tools that may be used to apply paint.
Plastic cups for paint
paper plates (coated), for mixing colors
Water buckets, for rinsing their brushes.
Rags for dabbing the brush.
String, cut into long child-sized “necklaces”. Thick pieces of string, like twine or yarn are
ideal. Sewing thread or crochet thread may be too thin for their age group.
8. Wash bucket
9. Rags for cleaning the work surface
10.Rags for drying hands.
VII. Motivation
Distribute the students’ projects from the previous lesson.
Explain that today they will finish their papier mâché projects. Mention that artists do not
always finish their art in one sitting. Sometimes it takes longer – days, months, even years.
Then tell the students that the reason they had to wait until today, apart from the time limit of
the class, is because things made using papier mâché takes a long time to dry.
Ask the students how the items feel now that they are dry. Compare this to how it felt last
time, when they completed the first part of the project.
Remind the students about the paint rules and VII. Procedure. Go through the motions
again if necessary. Except this time they will share the water bucket within their groups.
 First dip the brush in the water cup, dab it on the cloth.
 Paint – move hand or arm as though painting an arc.
 Repeat. (Dip, dab, paint, – dip, dab, paint…)
A practice session for tying can also be done during this time. The students can practice
tying the string through openings on the backs of their chair.
23
VIII. Procedure
2. Divide the students into small groups. Have them put the newspaper with all the sculptures
in front of them. Put a water bucket in the middle of the group.
3. Distribute brushes, and rags for dabbing paint.
4. Have the students paint one side of the pendants first.
5. While they wait for that to dry a little bit, they can paint parts of their other items, whether
spheres or pendants.
6. They can then go back to the first pendant, and if a little bit dry (sticky is okay), they can turn
it over and paint the other side.
7. They can continue to paint the other items until all are painted.
8. Set everything aside except the first pendant.
9. Distribute the string and show the students how to string the pendant.
 Put the string through the hole.
 Tie the ends of the string together, just as was practiced.
10.If the paint on the pendant is completely dry, tell the students to wear them. If the paint is
still a little sticky, the students can hang their pendants on the back of the chairs until they
dry.
11.A marker may be used to write their names on the back of the pendant.
12.Set aside all other items for drying.
13.Clean the work area, and return the materials to the teacher. If there is paste left over,
these may be stored.
IX Processing, Evaluation
As the finished product is admired, compliment the students on doing a great job.
Commend them for putting effort into their handcrafted items. This is also a good time to
review recycling and re-purposing. Ask them how they re-purposed the newspaper. They
can suggest (orally or by writing, or by drawing) other things they might be able to do with
papier mâché.
24
UNIT 4 – PRINTMAKING AND OTHER MEDIA
I. Lesson 28:
Finger Prints
II. Summary
Art History/
Connecting
The invention of the Printing
Press was a big one in the history
of Art. By making art using
machines, people were able to
make more than one piece of the
same artwork.
Art
Production
Creating
Create
prints
using their
fingers.
Art Criticism/
Looking and
Seeing
Art Appreciation
Appreciating
Describing the
shapes they can
make using their
hands.
Describe the lines
on the face of
the fingers? Are
they straight?
Are they round?
Before a machine was invented
for this, people printed everything
by hand. For children, beginning
to make art was also done by
hand.
Realizing that
their hands are
very useful tools.
Relating to the
handmade
process.
Appreciating their
uniqueness as
shown by
fingerprints.
III. Objectives
The learner will:
1. Explore the art form called Printing.
3. Use their hands and fingers to make art.
4. Describe their artwork in terms of shapes.
5. Relating the elements of art to their own bodies; their hands in particular.
IV. Art Vocabulary

Printing: An art process by which a certain design is on a tool used for stamping. The
design is then stamped on paper, or other surfaces. This way, the design doesn’t have to
be drawn or made again and again.

Print: The artwork made by printing

Fingerprints: The print made by the texture of skin on the face of the fingers. The texture
of the skin of the face of the fingers is also referred to as fingerprints.

Ellipse: A two-dimensional shape more commonly known as oval.

Unique: One of a kind.
1.
Line
2. Shape
3. Color
4. Pattern
VI. Materials
1. Paper Scraps (no bigger than bond paper)
2. Stamp pad or ink pad
25
5. Texture
 An alternative to an office stamp pad would be a sponge. Take an ordinary sponge, and
soak it in water colored with a few drops of food coloring.
 Have a few of these, in different colors. One color can be assigned to one group, and
after a few minutes, the groups can switch colors.
3. Wash bucket
4. Rags for wiping hands
5. Rags for wiping work surfaces
III. Motivation
Form a circle. Sing the song, “Where is Thumbkin?” And do the actions – see lyrics below,
with the corresponding actions
LYRICS
ACTION
Where is Thumbkin?
Everybody’s hands should be behind their backs
Where is Thumbkin?
Here I am
Bring one hand to the front, with just the thumb up; bend the
thumb, make a motion as though the thumb is “talking”
Here I am
Bring the OTHER hand to the front, with just the thumb up; bend
the thumb, make a motion as though the thumb is “talking” to the
first thumb.
How are you today,
Move the first thumb, as though replying to the second the thumb
sir?
Very Well, I thank you
Move the SECOND thumb, as though replying to the first one
Run away
Put first thumb back behind your back
Run away
Put second thumb behind your back.
Repeat the song. If there is enough time, repeat the song with different fingers talking to
each other. The fingers (in order after the thumb)
 Pointy – Pointing finger
 Tall Man (you may use boy or child) – middle finger
 Ring Man (you may use boy or child) – ring finger
 Pinky – pinky finger
After the song, have the students examine their fingerprints; and explain that no two
fingerprints are alike. Each person has a unique patter of lines on their fingers. They may
compare fingerprints as well.
Explain to the students that they will be using their fingers to makes prints today. Explain
prints and printing.
VII. Procedure
2. Separate the students into groups. The number of groups should equal the number of
colors.
3. Distribute the ink pads or stamp pads to each group. Explain that they will be given a few
minutes to make prints with one color, and then they will be switching colors with the other
groups.
26

4.
5.
6.
7.
8.
9.
Remind the students that they should take turns, and not grab the ink pad from their
classmate while they are inking their fingers.
Distribute the paper.
Have students press one or two of their fingers on the ink pad, then press it on the paper.
Have them do it more than once, as ink will not dry completely and this will allow them to
make more than one print.
 Initially, the students will stamp at random, and eventually some of them will start
forming patters with their fingerprints.
Once everyone in the group has taken a turn with the ink pad, switch ink pads with other
groups. This may be done clockwise or counter clockwise for smoother transitions between
printings.
When the prints are finished, collect the ink pads and have the students clean up their work
area, and wash and dry their hands. Remind the students to write their names on the
paper.
While the students are cleaning up, attach the prints to the walls (they should be dry, since
the students did not use too much liquid) or hold them in a pile.
VIII. Processing, Evaluation
Sit in a circle again, and show random artwork from the pile. If there is time, show
everything. As each artwork is shown, ask the students to describe the shape made by their
fingerprint. Most, if not all, of them will say “oval” or “oblong” – explain that the art term for
this shape is “Ellipse.” This is like a circle that has been squeezed (or a circle that got taller).
Point out the lines made by their fingerprints and show them that no two are alike.
As each artwork is shown, the artist may also be asked as to the title of their artwork.
I.
Lesson 29:
Nature Prints
II. Summary
Art History/
Connecting
Art Production
Creating
Art Criticism/
Looking and Seeing
As seen before, nature in
Make prints using
itself can be art. Items
materials found in
found in nature can be
nature.
used to create art. They
can also be used to make
prints.
Nature, a leaf for example,
is a lot like our fingers, they
have their own unique
patterns. These can be
used to make prints!
27
Describing lines and
shapes, as well as
colors, which can be
created by nature?
Art Appreciation
Appreciating
Nature and uses
its natural
texture to make
interesting lines
and shapes.
III. Objectives
The learner will:
2. Use natural material, or nature’s discards, to make prints.
3. Explore the lines, shapes and patters that are created by nature.
4. Use “found” printing material, as opposed to store-bought stamps.
IV. Art Vocabulary
 Printing: An art process by which a certain design is on a tool used for stamping. The
design is then stamped on paper, or other surfaces. This way, the design doesn’t have to be
drawn or made again and again.
 Print: The artwork made by printing
1. Line
2. Shape
3. Balance
4. Pattern
5. Texture
VI. Materials
1. Paper Scraps (no bigger than bond paper), that are thicker than newspaper.
2. Newspaper for the work surface.
o An alternative to an office stamp pad would be a sponge. Take an ordinary sponge, and
soak it in water colored with a few drops of food coloring.
o Have a few of these, in different colors. One color can be assigned to one group, and
after a few minutes, the groups can switch colors.
4. Found natural objects:
√Leaves
√Rind of Kalamasi or other similar fruit
Rind of kalamansi or other similar fruit.
 After the juice has been squeezed out of the fruit, push the rind or skin back into its
original shape
o Banana stalks, cut into small pieces Barks of tress
o Barks of trees
o Stems of thick plants or vegetables (cut crosswise).
o Other parts of fruit and vegetables that are not eaten
o The students may be asked to bring their own fruit and vegetable discards.
5. Wash bucket
VII. Motivation
Sit in a circle, as before, clear work area. Spread the newspaper on the work surface, lay
out materials. Have the students examine the items. Discuss each items texture, and then
proceed to describe the lines that go with them. Compare the items.
Are there patterns?
What kind of patterns do they see? Ask about balance as well.
28
Review “Printing” or the printing activity last time. Explain that the class will be doing the same
thing, except this time, instead of using their hands’ or fingers’ lines and patterns, they are
going to use patterns and lines that they see in fruit peels and vegetable stems. (E.g. Radial
balance in the kalamansi half)
VII. Procedure
colors.
minutes to make prints with one color, and then they will be switching colors with the other
groups.
 Remind the students that they should take turns.
4. Distribute the paper.
5. Have students press one or two of their nature stamps on the ink pad, then press it on the
paper.
6. Have them do it more than once, as ink will not dry completely and this will allow them to
make more than one print.
 Initially, the students will stamp at random, and eventually some of them will start
forming patters with their fingerprints.
7. Once everyone in the group has taken a turn with the ink pad, switch ink pads with other
groups. This may be done clockwise or counter clockwise for smoother transitions between
printings.
8. When the prints are finished, collect the ink pads and have the students clean up their work
area, and wash and dry their hands. Remind the students to write their names on the
paper.
9. While the students are cleaning up, attach the prints to the walls (they should be dry, since
the students did not use too much liquid) or hold them in a pile.
VIII. Processing, Evaluation
everything. As each artwork is shown, ask the students to describe the shape made by the
different items they used.
Suggest that they can hang the prints, or make some more and use them to wrap gifts, or
make Christmas and birthday cards.
29
I. Lesson 30:
Man-made Prints
II. Summary
Art History/
Connecting
Other things can be used to
make prints. Usually, there
are special items like stamps,
carved out of rubber or
sometimes carved out of the
same material as erasers, to
use for stamping.
Art
Production
Creating
Art Criticism/
Looking and Seeing
Make prints
using found
objects.
Comparing nature’s
lines ad patterns to
man-made lines
and patterns.
Identify similarities
and differences.
Art Appreciation
Appreciating
Art is all around us.
Each item when
used creatively can
be used as a tool,
or medium to
make art.
III. Objectives
The learner will:
2. Use found items to make prints.
3. Explore the lines, shapes and patters that are in the man-made found objects.
4. Compare man-made objects to nature’s things.
5. Use “found” printing material, as opposed to store-bought stamps.
IV. Art Vocabulary

Printing: An art process by which a certain design is on a tool used for stamping. The
design is then stamped on paper, or other surfaces. This way, the design doesn’t have to
be drawn or made again and again.

Print: The artwork made by printing

Similarity: What is the same about two or more things?

Difference: What makes one object different from another
1. Line
2. Shape
3. Balance
4. Pattern
5. Texture
VI. Materials
1. Paper Scraps (no bigger than bond paper), that are thicker than newspaper.
2. Newspaper for the work surface.

An alternative to an office stamp pad would be a sponge. Take an ordinary sponge,
and soak it in water colored with a few drops of food coloring.

Have a few of these, in different colors. One color can be assigned to one group,
and after a few minutes, the groups can switch colors.
4. Found Man-made objects:

Cloth scrap
● Rolled up pieces of string

Toilet paper tubes
● Crumpled paper
30

Mesh or net scrap.
5. Wash bucket
●
Cleaning sponge
VII.
Motivation
Sit in a circle, as before, clear work area. Spread the newspaper on the work surface, lay
out materials. Have the students examine the items. Discuss each items texture, and then
proceed to describe the lines that go with them. Compare the items. Are there patterns?
What kind of patterns do they see? Ask about balance as well. Ask the students top recall
their nature prints. Previous artwork may be brought out for comparison. Have the students
compare the items – what are the differences and similarities?
VIII. Procedure
colors.
minutes to make prints with one color, and then they will be switching colors with the
other groups. Remind the students that they should take turns.
4. Distribute the paper.
5. Have students press one or two of their objects on the ink pad, then press it on the paper.
*Encourage the students to turn or twist their “stamps” as this will give them a different
print.
6. Have them do it more than once, as ink will not dry completely and this will allow them to
make more than one print. Initially, the students will stamp at random, and eventually
some of them will start forming patters with their fingerprints.
7. Once everyone in the group has taken a turn with the ink pad, switch ink pads with other
groups. This may be done clockwise or counter clockwise for smoother transitions
between printings.
8. When the prints are finished, collect the ink pads and have the students clean up their
work area, and wash and dry their hands. Remind the students to write their names on
the paper.
9. While the students are cleaning up, attach the prints to the walls (they should be dry,
since the students did not use too much liquid) or hold them in a pile.
everything. As each artwork is shown, ask the students to describe the shape made by the
different items they used.
Choose artwork from the previous class, and lay them next to some of the manmade
prints. Hold the nature prints next to the new prints. Are they the same or different? Ask
the students to compare them. Remind them that almost anything can be used to print.
Hands, nature, or even man-made items!
31
I. Lesson 31:
Collage
II. Summary
Art History/
Connecting
Before there were scrapbooks,
people put their memories
toget6her in the form of a collage.
Ticket stubs, drawings, pictures,
pressed flowers, and any flat
items.
Art
Production
Creating
Art Criticism/
Looking and
Seeing
Each student Looking for the
will make a
emphasis in a
collage about certain
themselves.
artwork.
Art Appreciation
Appreciating
Representing
and recognizing
oneself in
artwork.
They would arrange it nicely, in a
way that makes the collection
easy and pleasant to look at.
Every time they look at it, they
would remember a lot of good
times.
Some artists use collage to show a
collection, or to show how
something is grouped together.
III. Objectives
The learner will:
2. Make a collage.
3. Explore and be introduced to the principle of art called emphasis.
4. Use Emphasis in their art work.
5. Apply previous knowledge (the different kinds of balance)
IV. Art Vocabulary
 Collage: An art process by which a collection of photos, magazine clippings or cut-outs to
show or to explain a subject. In the case of this lesson, they will be showing themselves.
 Emphasis: A principle of art. Emphasis means to highlight or to call attention to something.
In a work of art, the “emphasis” refers to the main attraction or the part of the artwork that the
artist wants everyone to see.
 Layout: How the images are arranged on the paper.
1. Balance
2. Emphasis
VI. Materials
1. Paper (no bigger than bond paper)
32

2.
3.
4.
7.
As an alternative to plain paper, magazine pages may be used as the paper on which
the images and words will be used. These are much stronger than newspapers
(newspapers will not withstand the amount of glue)
Magazine or newspaper cut-outs of any image that the students like.
 Images, words, even pieces of color.
 These can be cut, or even torn.
 Ideally, these have been assigned as homework, so when the students arrive, the
cutouts are ready.
Popsicle sticks (optional) to use to apply glue. The students may also use their hands.
Scissors
5. Glue
6. Wash bucket
Damp rags for wiping hands 8. Slightly damp rags for wiping work surfaces
VII.
Motivation
Sit in a circle, as before, clear work area. Have the students bring their images, and pick
their favorites to use in the collage. Explain what a collage is, as well as the layout. Have the
student pick one item that will be the main attraction, or the bida, of their collage – this will be
the biggest, or the most colorful, or if they are using a lot of color, the emphasis will be the one
with the least color.
Everything else that will go around the main attraction will also be about them, but the
emphasis should be on their favorite. Explain to the students that these images are pictures
they like and it will tell the viewer a little about who they are.
VIII.
1.
2.

Procedure
Do the MOTIVATION (above)
Divide the students into groups, to share a glue bowl. Distribute the wiping rags as well.
Two per group; one for hands, and another for the glue drips on the work surface. Remind
them to wipe the glue as it spills or drips, to make everything easier to clean up later.
3. Distribute the “background” paper – the paper to which everything else will be attached.
4. The first thing that the students will attach is the main attraction, or the emphasis.
5. After that they can layout everything around it.
6. As they walk, the teacher should walk around and take not of the artwork that shows the
three kinds of balance – symmetric, asymmetric, and radial – so these can be pointed out
to the students later.
7. When the students are finished, have them set aside the artwork. Some place where it
will be “safe” from other people (somewhere “safe” means low foot-traffic areas in the
room, or on top of tables or desks, away from the electric fan).
8. Return the glue bowls (and popsicle sticks, if they were used) then wipe the work surface.
9. Return cleaning rag, and have the students wipe their hands with the damp rag.
10. Then everyone should sit in a circle again, with their collage.
Have everyone hold up their artwork. Bring everyone’s attention to the collages;
students identify which part of the artwork show the emphasis. Or which part of the art
33
work stands out from the rest. Choose a few random artworks to show the class, and ask
the class what they think the collages show about the person who made it (the artist).
Some questions to lead with:
 What is the artist’s favorite color?
 What does artist like to eat? To read? To play with?
After a few answers are given, direct the same questions to artist.
IMPORTANT: Explain that these collages are personal, and that every should respect the artist’s
ideas. Do not tolerate sarcasm, or demeaning or disrespectful remarks (like “Ang pangit…”).
Likewise, do not tolerate demeaning and disrespectful tones. Explain that it would others’
feelings, and nobody likes getting their feelings hurt.
Explain that the viewer can tell a lot about the artist from this particular work; and at the same
time, the artist can tell a lot about the viewer by how they react to the work (did they smile?
Did they get excited? Do they have something in common with the artist?). Explain that this is
also a good way to see who in the class likes the same things.
I.
Lesson 32:
Mail Art - Letters
II. Summary
Art History/
Connecting
Art
Production
Creating
Art Criticism/
Looking and Seeing
Art Appreciation
Appreciating
People did not always
communicate using a
cellular phone, or even a
landline. Email and
chatting online is also a
very new invention.
Create Mail
Art: Write a
letter, and
draw on it.
Seeing letter-writing
as an art form.
What images
(shapes, lines,
colors) can be seen
in a particular piece
of mail art?
How does receiving
a beautifully done
piece of artwork
make you feel?
Before that, people
communicated by talking
to each other in person; or
if they lived far away, they
wrote letters.
Writing is like
drawing. Letters are
a series of lines and
shapes.
III. Objectives
The learner will:
2. Create mail art by writing a letter.
3. Connect art to social studies (the mail carrier is a community helper, after all)
4. See that writing is like drawing; and consequently appreciate writing.
34
IV. Art Vocabulary

Mail Art: A letter (mail) that is done such that there are drawings around the words. Hand
drawn borders are also considered a part of mail art.
VI. Elements and Principles
1. Lines 2. Shapes
VII. Materials
1. Paper (no bigger than bond paper)
o Magazine pages or newspaper pages may be used.
2. Envelope
o The teacher can pre-make envelopes by taking apart a letter envelope and make a
pattern.
o To do this, an ordinary letter envelope can be steamed (hold it over the rice as it is
cooking) to loosen the adhesive; or a cutter can be used.
3. Crayons
4. Pencils or Ball pen
5. Markers or Pentel pen
6. Colored paper, or scrap paper (that looks different from the letter paper and the
envelope); pre-cut into 1” x 1” squares. This is going to be the stamp.
o The size is a bigger that real stamps, but for first-graders’ hands, 1” x 1” is already
small.
o If there are time limitations, the “stamps” can be randomly cut out of colored
magazine pages, so they do not have to draw on them.
7. Glue. Although for this particular project, a glue stick works best as it is less messy.
However, one drop of white glue will be enough to attach this “stamp” to the envelope.
o One small bottle will be enough. Teacher should be the one in control of the glue.
8. A box that will fit all the students’ letters. Attach a sign on the outside that says,
“MAIL.” Lacking that, canvas bag can be used for this as well.
o Place this near away from the teacher’s desk so as not to have a big crowd at the
desk.
9. References:
Teacher should make mail art (addressed to the students, perhaps?) to be read out
loud. The sample of the letter should be a big one, on Manila paper, with big words.
There should also be an envelope, even just a regular sized one, to illustrate that the art
part of mail art also extends to the envelope.
o Kartero (part of Museo Pambata’s “Paglaki Ko, Gusto Ko Maging…” series)
Set-up; Students can remain at their desks for this particular project; although it is strongly
suggested that the desks be arranged so that two to four students are facing each other,
and the desks can be used like a table. [Optional] For effect, the teacher can attach a sign
the teacher’s desk which reads, “Post Office.” Write each student’s name on a small
piece of paper, roll or fold it, then put it in a container.
35
VII.
Motivation
Post the letter on the board or the wall where the class can see. Read the letter
together, and point out the images. Explain that this is a sample of mail art (explain mail art).
Ask the students how reading the letter (addressed to them) makes them feel? Explain that
today they will write to each other.
 Make a few suggestions as to what they will write. Perhaps a thank you note, thanking
their classmate for something; or a letter that tells a story of something that happened.
 Limit the messages or letters to positive ones, or use “good words” – words that will
make the recipient happy. Be strict about insults and jokes in bad taste.
VIII. Procedure
2. Bring out the container with the students’ names. Explain that each one will pick a name
from the jar, and that is the person to whom they will be writing.
3. Distribute the paper, envelopes, and the 1” x 1” squares.
4. Start with the envelope. The envelope can be done one of two ways, choose the one that
will suit the number of students, and the time frame. The two may also be integrated,
where the teacher shows the students how to fill out the envelope, using the classroom as
the address. Instruct the students on how to fill out the envelope.
a) Where to put the address of the recipient, and the sender (although the sender’s
name can be located in different parts of the envelope, from the standard upper left
corner near the recipient’s address, to the flap on the front, to the lower part of the
envelope on the side of the flap.
b) Instead of using everyone’s home address the students may be instructed to put the
classroom “address”: Room number, school, school address, etc. They can use their
own address in the return address, or they can write the row and seat number of their
desk. They may be instructed to go as far as writing, “near the window,” “under the
electric fan,” etc.
5. To further see the act of writing as an art form, and so that the students will be more
conscientious about how they write, emphasize that how the writing looks is just as
important as the art.
6. After the envelope, the students can proceed to write the letter. Encourage them to write
in one language, whether it is in English, Filipino, or the local dialect.
7. Explain to the students that when they finish writing the letter they will fold the letter and
put it in the envelope; then they will go the teacher’s desk, or the “post office”, where
teacher plays the role of postmaster, and get their envelope sealed and their stamp
attached.
 One dot of glue on the envelope flap, and one dot of glue on the back of the stamp
should do the trick.
 Return the sealed and stamped envelope to the student and have them drop it inside
the mail box or mail bag.
8. After “mailing” their letter, the students can then return to their desk.
36
IX Processing, Evaluation
Instead of showing all the artwork after they finish, read the story out loud, as it talks
about mail carriers and the postal system. Explain the mechanics of the post office. That
because there are so many people to deliver letters to, the letters sometimes takes a while to
arrive in the recipient’s hands.
Be sure to keep the “mailbox” someplace the children cannot see or reach it. Chances
are, they will have forgotten about it by the next session.
Remind the student not to tell each other what they
wrote, or who they wrote to, so that it will be a surprise.
Ask the student how they feel about surprising someone
else (in a good way!) or doing something good for others.
Explain that a simple letter can help a person have a good
day.
NOTE: The teacher (or a student who finishes early) should
make mail art for any student who is absent. That way,
when it is time to “deliver” the letters, everyone will
receive one.
I. Lesson 33:
Mail Art : Postcards
II. Summary
Art History/
Connecting
Postcards are a kind of mail art, except
the letter is shorter, and there is no
envelope. Postcards have a picture on
one side, the front; and on the back,
there is space for the address of the
receiver, a stamp, and a short note.
Art
Producti
on
Creating
Create
Mail Art:
Make a
postcard
Postcards come in all sizes, and there
are many different kinds of pictures on
them. Originally, there was a picture
of the place from where it originated.
People bought them when they went
there on a trip, and sent them to
friends and family to share their one or
two experiences.
Art Criticism/
Art Appreciation
Looking and
Appreciating
Seeing
Look for the
Which is better to
emphasis and receive? A letter?
balance in the Or a postcard?
images on the Why?
postcards.
Art is not just for
showing, but also
for giving.
Writing and art in
the same artwork
can make a person
feel good.
37
III. Objectives
The learner will:
2. Create a postcard.
3. Write a short note on the postcard they made.
4. Connect art to social studies (different features of different regions in the Philippines)
5. See that writing is like drawing; and consequently appreciate writing.
IV. Art Vocabulary
 Postcard: A kind of mail art, without an envelope. Postcards have a picture on one side, the
front; and on the back, there is space for the address of the receiver, a stamp, and a short
note.
 Modern post cards are not limited to pictures of a place. Some of them have pictures of
food or famous paintings, or artifacts. Some of them depict scenes or pictures of local or
regional fiestas.
1. Lines
2. Shapes
3. Emphasis
VI. Materials
2. Stiff paper
 Index cards, old folders
 Cut up brown cardboard boxes will work also.
 If using cut up boxes that have a design on one side, provide clean paper (any kind) so
the students can cover up the picture to write the letter and the address.
3. Coloring Materials

Crayons

Pencils or Ball pen

Markers or Pentel pen

Make sure the kind of coloring materials used will stick to the kind of paper being used
(anything will work on brown cardboard boxes)
4. Colored paper, or scrap paper (that looks different from the letter paper and the envelope);
pre-cut into 1” x 1” squares. This is going to be the stamp.

The size is a bigger that real stamps, but for first-graders’ hands, 1” x 1” is already
small.

If there are time limitations, the “stamps” can be randomly cut out of colored
magazine pages, so they do not have to draw on them.
5. Glue. Although for this particular project, a glue stick works best as it is less messy.
However, one drop of white glue will be enough to attach this “stamp” to the postcard

One small bottle will be enough. Teacher should be the one in control of the glue.
6. Reference :
38

Actual postcards. If the postcards are newly purchased, the teacher should write
something on the back, and include an address (the room’s address may be used, just
as before) and a “stamp.”
 The photos on the front of the postcards should be a variety – from fiestas to provinces
to food. Some postcards even depict animals.
Set-up: (Same set-up as the lesson on Mail Art)
Write each student’s name on a small piece of paper, roll or fold it, then put it in a container.
VII. Motivation
Review the lesson on Mail Art. Explain that a different kind of Mail Art can be seen in
postcards. Explain the similarities and differences between a letter and a postcard.
Show the postcards, and have the students identify the emphasis of the postcards. Explain
the different types (particularly the ones that they are being shown) of images on the
postcards.
Review, or if needed, read again, Kartero.
Then deliver the letters from the previous session. To save time, Students can be assigned
to do this. Along with the teacher, one or two others can help.
 If there are helpers, separate or divide the letters according to the classroom seating
arrangement. Then choose a student to be the mail carrier for that area. The students who
sit near the teacher’s desk, for example, can have their mail delivered by the teacher.
When the excitement of receiving the letters has died down, tell the students that they can
reply to the letters with a postcard that they will make themselves.
VIII. Procedure
2. Distribute the stiff paper and the 1” x 1” squares.
3. Tell the students that before they draw the picture on the front, they can draw or create
the postcard format on the back (They can use marker or Pentel pen)
4.
5.
6.
Explain where the note will go, and where the address will go, and the location of the
stamp.
They can then proceed to turn the postcard over and draw their picture.

A theme can be assigned for this. Some suggestions:

A particular fiesta

A picture of the town, city, province, or baranggay.

Food that is the region or province’s specialty.

The theme may even be related to other subjects like science (animals and plants)
or social studies (towns, families, holidays)
39
7.
8.
9.
Encourage the students to color the picture, and include the name of the image they drew
– the town’s name, the animal’s vernacular name, the name of the dish.
When the image is finished, they can go te “Post office” for the stamp, and to drop their
letter in the mail box.
After “mailing” their letter, the students can then return to their desk. They should return
or pack away any drawing and coloring materials they used.
Talk about the letters that were received. Ask for a few volunteers to read the letter, and
show it to the rest of the class. Point out shapes and types of lines visible in the mail art.
Ask the student how it feels to receive the letters.
NOTE: While the next session will not be mail art anymore, this is a very helpful learning tool
for the students. Exchanging letters can be done as learning activities for other subjects. Set
aside time, perhaps during homeroom, or during waiting time before school starts to deliver
and send mail. This activity can also extend to other sections or other grades. If there is more
than one section of the grade in the school, for example, each student can write each other
letters, using the classrooms as the return addresses.
I. Lesson 34:
Puppets
II. Summary
Art History/
Connecting
Puppets are not just a form of art.
They are also toys, and
entertainment. Sometimes, instead
of actors on a stage, a play or a show
is done by puppets!
Art
Production
Creating
Art Criticism/
Looking and Seeing
Art Appreciation
Appreciating
Make
Finger
puppets.
Identifying the
elements of art in
the puppets.
Stories, fictional
or personal can
be told using
puppets.
Puppets are moved by people. They
use their hands to pretend that the
puppets are talking and moving.
III. Objectives
The learner will:
2. Create finger puppets, using their own fingers
3. Connect art to literature and language.
Differences and
similarities
between the
different puppets.
IV. Art Vocabulary

Puppet: A puppet is a kind of toy that is controlled by a person. Some puppets are cloth,
and worn on the hands, like the puppets on television. Other puppets are flat and
attached to sticks, and used to create shadows.
40

Finger Puppets: Puppets that are worn on the fingers. Some of these are knitted or
crocheted. Some are sewn, like the commercial finger puppets. Some are flat with a little
ring attached to it.
Puppet Show: A show, or a play, in which the only visible things are the puppets. Actors
hide behind a box or a screen and act out the story using their voices and the puppets.

1. Line
2. Shape
3. Color
II. Materials
1. Flat cardboard, cut into thin strips. The width should be 1” maximum. The height can be
2” (not more than 3”). Enough for 2 pieces per student.
 Old business cards, cut up cardboard, or folder will do.
2. The smallest hair ties (for wrapping around the finger). Make these beforehand.
 The ones that are soft works best – folders and cut up boxes may be too thick to bend
into a circle.
 Rubber bands (the smallest diameter that will comfortably fit a child’s finger
 Small strips of cartolina will work also. The thickness should not be more than ½” so
that the students’ fingers will be able to move more freely. This paper should not be
too stiff so that they will be easier to bend.
3. Crayons, markers or pentel pen
4. Glue
5. Scissors (optional)
 Since the paper where the finger puppet will be drawn is very small, the students may
have a lot of difficulty cutting small pieces.
 However, if the students are good with scissors, the teacher may decide to use them.
6. Scotch Tape (Masking tape is easily removed, and is not recommended. It will,
however, work in the absence of scotch tape.)
7. References:
 A short story or a short version of a fairy tale, using two or three characters.
 Teacher-made finger puppets, which will represent the characters in the story.
 Teacher-made background for the puppet show.
Set up: Students may remain at their desks. The background for the puppet show should be
attached to the wall, facing the students’ at their desks. Move the teacher’s desk right in front
of the background, so that the top of the teacher’s desk is right under the background.
VII.
Motivation
Tell the story, using the finger puppets. The teacher is hidden behind the desk, so that
only the puppets are visible. Explain to the students: Puppets, finger puppets, and puppet
shows. Explain that they will be making their own finger puppets, and will use them later in
the session. Also, show them that the faces on the finger puppets are easily seen.
41
VII. Procedure
2. Distribute flat pieces of cardboard, and the drawing and coloring materials
3. Have them think of a character.
 Human, animal, or plant. Just make sure that there are faces on the drawings.
 The students should also
4. Have the students draw the characters on the flat piece of cardboard and then write the
character’s name on the back.
5. They should write their own names also.
6. The teacher should walk around the room, with the scotch tape and the cardboard rings.
Students who are finished may raise their hand, and the teacher will help them attach the
ring to the back of the character (students may write their names on the rings as well).
7. Students who finish early can make two finger puppets.
8. When everyone is done they should sit in a circle. (On the desks, if the desks are not too
hard to move. If it is going to take time to move the desk, have everyone stand in a circle,
with all the desks in the middle.)
Have all the students wear the finger puppet or puppets they made, and hold it up facing
the class. Point out the lines shapes and colors in one or two of the puppets, and have the
students do the same. If there is time, do a Rolling Story* activity with the students. They will
add to the story using the finger puppet characters.
*Rolling Story – Each person takes turns adding to the story. One will start and say one
sentence, and the person next to them will continue the story by adding another sentence. For
big groups, it is advisable to limit the sentences to one sentence per person.
I. Lesson 35:
Mobiles- Moving Artworks (Kinetic Art)
II. Summary
Art History/
Connecting
Kinetic art is a later
innovation than
drawing, painting, or
sculpture.
Kinetic art falls under
sculpture, but it is a
special kind of sculpture
because it moves.
Art
Production
Creating
Make a fish
mobile.
Art Criticism/
Looking and Seeing
What forms did you
make? What shapes do
you see?
What colors are the
fish?
42
Art Appreciation
Appreciating
When you see art that
moves, how does it make
you feel?
III. Objectives
The learner will:
2. Make a mobile.
3. Apply what they learned in the first quarter (drawing)
IV. Art Vocabulary
 Kinetic Art: The word “Kinetic” means “movable.” Here, it is used as an adjective to
describe “art” or to indicate a certain form of sculpture.
 Mobile: Also means “movable”. A mobile in this case is used as a noun. It is a name for the
object itself. Kinetic describes any sculpture that moves. A mobile is the artwork. Usually a
mobile has objects hanging from strings, and the strings are attached to something that
moves or something that is immobile (or doesn’t move), like a rod or a hanger.
VI. Elements and Principles
1. Lines
2. Shapes
3. Form
4. Color
VII. Materials
1. Newspapers, pre-cut into the shape of fish.
 Staple the edges, but leave one part open or unstapled.
 Leave some space at the top part of the fish so a hole can be punched and the fish can
be strung.
2. Stuffing: (Cut or tear newspapers into smaller pieces so that when they are crumpled the
stuffing will not be too thick.)
3. Crayons or oil pastels
4. String
5. Hole puncher (for teacher’s use only)
6. Old hangers: (Depending on how many students there are, one hanger can hold more than
one fish; a lot more if the strings are different lengths.)
7. Reference: Teacher should make a fish for the mobile beforehand to show as a sample.
Tie it to a hanger. The teacher should also have a set of materials for the demonstration:
 Stapled fish shape (colored like a fish already), with a hole punched at the top; and an
opening for the stuffing.
 String
 Stuffing, both crumpled and flat
VIII. Motivation
Show them the hanging fish that teacher made. Show them how the fish can move
(hold the hanger where the electric fan can blow some air towards it; if this is not possible,
use a hand fan to blow air towards the fish; or tap it with fingers). Have the students point
out the lines, shapes, and colors that they see.
Show the students how the fish is made: Tell them you colored it first, then show
them how you crumple the stuffing and put it inside the fish through the opening. Staple
43
the opening. Put the string through the hole and tie a simple not. Tie the other end of the
string to the hanger.
IX. Procedure
2. Distribute the coloring materials
3. Distribute the pre-cut fish and instruct the students to design a fish.
 Encourage them to use a lot of colors
 Also allow them to draw a different kind of fish on the other side.
 Also point out that the hole on the fish should be on top.
 Remind them to write their name on the fish.
4. While the students are working, distribute a few pieces, maybe three or four of
newspaper for crumpling.
5. The students will not all finish at the same time, and so as the students finish, tell them
to go ahead and make the stuffing, and stuff the fish.
 Remind them not to crumple the newspaper too small or too tightly.
6. Walk around with the stapler and staple the stuffed fish shut.
7. After stapling the opening, give the student a piece of string so they can tie one end to
the fish.
8. As each student finishes, have them return the coloring materials (or pack it away) and
return the leftover stuffing.
9. Students who finish early can hang their fish on a hanger, and help teacher either
distribute materials, or help their classmates tie the fish on other hangers. Remember
to thank them.

Maximum 6 to 7 fish per hanger, so it won’t look so crowded.
10. When everyone is done stuffing the fish, or while the rest of the class is in the process of
stringing the fish, call the attention of the class.
 Start the processing and evaluation (see below) – even as some students are still
tying their strings to the bottom of the hanger.
X. Processing, Evaluation
As the remaining students
hang their fish, hold up one of
the hangers that is full of hanging
fish. Move it a little bit. Explain
what a mobile is, and how it is a
kind of Kinetic Art. Also explain
that it is a form of sculpture
(explain the definition of
“kinetic” and “mobile” as well – explain the similarities and differences).
Ask the students how they feel about the mobiles, and remind them that they can make
one on their own at home (but be sure to ask parents about using the hanger!).
44
I. Lesson 36:
Exhibit
II. Summary
Art History/
Connecting
Art Production
Creating
Art exhibits are a way for
artists to show their art to
other people who would
not see them otherwise.
Make an exhibit
poster, and
set up an
exhibit.
Art Criticism/
Looking and
Seeing
Identifying the
kind of elements
and principles of
art that were
mostly used
throughout the
year.
Art Appreciation
Appreciating
Choosing artwork
of which the artist
is most proud.
Recognizing
Exhibits are also a way for
themselves as
artists to be known; and to
artists.
show people how proud
they are of their work.
III. Objectives
The learner will:
2. Make an exhibit poster.
3. Choose the artwork they are most proud of, and identifying the art forms or media that
they prefer.
4. See how he or she has developed as an artist.
IV. Art Vocabulary
 Exhibit: A kind of event or special occasion where an artist or a group of artists get to
show their artwork.
 Poster: An advertisement or flyer announcing something, like a movie, or an event.
*This is a chance for the teacher to recap the highlights, and review all the elements and
principles of art that was taken up during the school year.
VI. Materials
1. Paper (no bigger than bond paper). Scratch paper or large scraps of paper may be used. It is
recommended that all the leftover paper, if any, be used.
2. Any Coloring material
3. Newspapers, uncut. Each student should get a spread. Two full newspaper pages that are
attached. Fold it in the middle (where the newspaper is usually folded)
4. Scotch tape
5. All finished artwork that hasn’t been sent home (except for the clay that made of flour).
6. References: ●Posters or pictures of posters. ●Magazine ads that are advertising events.
Set Up: Coordinate with the school administration and the other teachers and set up a date for
an art exhibit (in the classroom). All the other classes can have them on the same day. Have
a start date and a closing date or at least, one whole day, if a few days are not possible. Also
45
coordinate about who will be allowed to view it (parents? Neighbors? Etc), as who goes in
and out of school and the classroom is a security issue.
VI. Motivation
Recap or review all the past art projects. Have the students pick their favorites and
ask them why. Which one was easy? Which one was hard?
Explain what an exhibit is, and tell the students when they will be having theirs. Also tell
them what a poster is, and that they are going to make one to advertise their exhibit. Show
the students samples of posters. Write the details of the exhibit on the board – Date, time,
place, and the class name, or the class section.
VII. Procedure
2. Distribute the bond-sized paper and the coloring materials.
3. Instruct the students to include the details of the exhibit in the poster (make it the
emphasis* of the artwork)
 Use as much of the elements and principles in the instructions, to facilitate the students’
recollection.
 This project should not take too long, and when the students are finished, they should
submit the poster to the teacher.
4. Distribute the folded newspaper.
5. Instruct the students to decorate these as well (include their name in the design)
 This is where they will put all the finished artwork they have done over the course of the
school year.
6. Distribute the students’ artwork that is still in the classroom.
7. They may choose one each (apart from the mobile fish, which can hang in the classroom), or
if the room can accommodate more than one, then they can choose two to three more.
 Explain that the artwork they choose will be displayed around the room.
 The teacher may choose the artwork, if this process takes too long. Make sure to choose a
variety of artwork, so that there will be a variety shown.
8. After the chosen artwork is given to the teacher (to be posted around the room), and the
newspapers have been colored and labeled with the students’ name, it should be returned
to the teacher. These will be placed on the students’ desk on the day of the exhibit.
Congratulate the artists on their efforts. Discuss how they feel about art, and ask them
what was most important thing they learned, and why is it important (this can be written or
oral). Encourage them to continue making art, even when they are not in school.
46

Music Teacher`s Guide - depeddivisionofquezon

Transcription

Similar documents

Song: I Like The Way

CANDID McKINLEY

Eenie Meenie “Uni” Mo.

ROLE:!!JERRY!LEE!LEWIS!

teachers - guncha bhan and madhavi

ST STEPEHNS GREEN MAP

NCC Music Awards: Big Finale For Summer Camp 2015

LA CHANSON DU MOIS

Liner Notes Only - Dartmouth College

Ministries - North Pointe Community Church