Arts Grade 1

ARTSTeacher's Guide Grade 1

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UNIT 1: DrawingLesson 1: Introduction to Art - Drawing Lines and ShapesSummary Art Production/ Art Criticism/ Art Creating Looking and Appreciation/ Art History/ Appreciating Connecting Seeing Ask the pupils Identify and (oral or written):Long ago, when people lived in Take a line for a recognize what did you like objects from about makingcaves, and hunted and gathered walk. real life in one’s art? What was own line the easiest andfood, they drew on walls to record Draw drawings. hardest part?what they did every day. They representationsalso used drawings to help them of people, (self,when they didn’t have words to family) andexpress what they wanted to say. school.Time Allotment: 1 Session (40 minutes)ObjectivesThe learner will:1. Explore the storytelling qualities of art2. Describe and name different kinds of lines and shapes3. Draw simple lines and shapes4. Use lines and shapes to draw “stick” representations of people, animals, and houses5. Relate favorite summer activity by drawing6. Define the meaning of “Artist” and refer to oneself as suchArt Vocabulary Line: The path of a point moving through space. Straight Line: The shortest distance between two points. Draw a two separate points; show how the shortest way to get from one point to another is a straight line. Curved line, or Curvy line: A straight line that turns, or that makes a U-turn. Thick Lines: Fat Lines Thin Lines: Lines that are not fat Crooked Line: Zigzagging line.*Tells that ART is all around and is created by different people: 1.1Explore the story telling qualities of art; 1.1 ( # 6), 2. Identifies the different lines, shapes, texture used by artists, #2, 3, 4,5 Shape: A flat object with no open sides; a set of lines that touch each other on both ends. An outline of an object. Artist: A person who makes art. Relate to arte (to act) and artista (actor or actress) Elements and Principles1. Line – a line can be straight, curved, or crooked2. Shape – there are different shapes: circle, square, rectangle, triangle 60

Materials1. Crayons ●Paper, cut lengthwise ●Wall and masking tape, for posting.2. Alternative V. MATERIALS: Charcoal, crayons, chalk, and newspapers with no pictures, old wrapping paper, brown paper bags, any flat bark of trees, or any surface one can draw on.3. References: No One Saw (A book for children that shows different artists work, and how artists show how they see). If book is not available, look for books with different artwork. Books or magazines with a lot of pictures Motivation What is Art? What is an artist? GAME: LOOKING FOR…Look for straight lines in our classroom and point to them. Do the same with curved lines. Procedure1. Read No One Saw aloud. Introduce the book by talking about how different people and different artists see things differently; and in the book about artists, each artist shows by drawing or painting how they see different things. Show artworks or pictures in books or magazines:  Ask the pupils what they see in each picture. Are there lines? What shapes do they see? Ask the pupils to describe the lines – straight, curvy, etc. Ask the pupils to describe the shapes.2. Distribute the V. MATERIALS. Give only one crayon per child.3. Tell the pupils that a line is a dot or a point that went for a walk. Show the pupils by drawing a point on the blackboard, then describing its movements as you draw your line. For example, “The dot went up, then down, then tumbled around…” Draw the movements you are describing.4. Have the pupils put their crayon on paper and wait for your instruction. Direct them orally:” the point goes up, falls down, dances around…goes back, goes forward.5. After this initial activity, put the pupils into groups so they may share the crayons. Have the pupils draw freely on the same sheet of paper:  Draw what the point saw when it went for a walk – trees? Animals? People?  The point here is to get them to draw. The accuracy or the likeness of the drawing is not important.6. Have the pupils look at their drawings and explain what different lines and shapes they drew.7. Distribute a second sheet of paper. Ask the pupils to draw freely and choose to draw any objects they see around them inside or outside the classroom. Processing, Evaluation1. Ask for volunteers, or ask the pupils to explain their artwork.2. If there is little or no time, randomly choose one or two of the art works and have the pupil-artists explain to the class why they chose that object. Let the pupil point out the different kinds of lines and shapes in his/her artwork.3. Post the work of the pupils and let them look at the artwork of others and identify the different kinds of lines and shapes that they see. 61

4. Congratulate them on for their drawing, and remember to call them artists. A round of applause would be nice for the pupils as well. As much as possible, display the work of ALL the pupils.Lesson 2: Face PortraitsSummary Art Production/ Art Criticism/ Art Creating Looking and Seeing Appreciation/ Art History/ Appreciating Connecting -Describe a person’s Face: what shapes Each face isBefore the camera Draw a portrait of and lines do you see? unique. Our -Choose a favorite faces are workswas invented, people shapes and lines portrait and be able of art. to say why you likedrew faces on paper, using pencil, it.wood, walls, floors, crayon, oror any surface charcoal or anyinstead of taking drawingpictures. instrument.Time Allotment: 1 Session (40 minutes) ObjectivesThe learner will:1. Identify regular shapes – circle, oval (oblong), square, and triangle - that can be seen in a person’s face.2. Identify and describe the different types of lines that can be seen in a person’s face:  Curved, straight, crooked (zigzag), ● Thick, thin long, short3. Tell the difference, between their own face and that of their classmates.4. Identify what is unique, different, and beautiful about each part of his/her own face, and the face of his/her classmate. Art Vocabulary Portrait: A picture or a drawing of a person from the shoulders to the head. Symmetry: In a drawing, there is symmetry when one side is exactly the same as the other side. Elements and Principles1. Line – lines can straight, curved, and crooked.2. Shape or form - the parts of the face has many shapes or forms: round, oval, triangle.3. Symmetry - if one side of a shape is the same as the other side. Materials Pencil, paper ● any wall or space for posting the pupils’ artworks.4. Tape, thumbtacks for posting artworks.5. Alternative materials: charcoal, crayons, chalk, newspaper with no pictures, old wrapping paper, brown paper bags, or any wall 62

Motivation Show portraits done by Fernando Amorsolo, Ben Cabrera, and Justimiano Asuncion Alternative resources: Pictures of people they are familiar with or drawn portraits of Philippine Presidents that can be found in a grade 5 Araling Panlipunan or Philippine history textbook. Children’s drawings ●Mirrors (so the pupils can look at their own faces) If there are no mirrors available, pupils can be paired up and look at each other’s faces. Procedure1. Identify the parts of the face. Ask the pupils what shape they think of when they look at each part of the face. If there are an easily manageable number of pupils in the class, ask the pupils to trace the shapes using their fingers. Include the shape of the head.a. IF using print or mirrors, have the pupils lay their finger on the surface and trace the shape.b. Let pupils work by pairs: tell them to look at each other’s faces, have them trace the shape with one of their fingers, without touching the face of the partner.2. Ask the pupils to tell each other (if working in pairs), what is different and unique about one or two parts of each person’s face.*If prints of the portraits or pictures are available, explain to the pupil that before people took photos using cameras, faces had to be drawn. This is also why some portraits or drawings of faces look exactly like the person, and others look a little different.3. Give each pupil a drawing tool, and something to draw on.4. The pupils can draw their own face if they have mirrors, or they can work with a partner and draw each other: Tell the pupil to observe the face of his/her partner and comment on the shape of the head, face, eyes, nose, mouth of the person.5. The teacher can call the attention of the pupils and remind them of the following: a. Eyes: start with the shape of the eye. Then the eyeball. Call the pupils attention as to where the eyeballs are placed – can they see the whole circle of the eyeball? – Then have the pupils draw only the part of the eyeball that they can see. b. Eyebrows and eyelashes: What kind of lines are on yours or your friends’ eyebrows? Thick? Thin? Lightly curved? Bent? Long? Short? Have the pupils draw the line of the eyebrow, making it thick or thin where needed. Do the same with eyelashes. c. Nose: Have pupils look at the bottom of the nose and the nostrils. What kind of line does it form? And what shape are the nostrils? Have the pupils draw what they see. d. Lips: Have the pupil draw the line where the upper and lower lips meet. What does the line look like? Then have the pupils draw the line of the upper lip, than the line of the lower lip. e. Ears: Look at the shape of the ear. What line does it look like? Curved? Slightly curved? It would help if the pupils are allowed to compare the ears to other things they are familiar with – does the shape of the ears look like cup handles? Butterfly wings? Have the kids draw the ears. f. Hair: Where does the hair start on the head? At the top, above the eyes? The line that forms at the edge of the hair? Is it straight? Wavy or curvy? Thick? Thin? Have the pupils draw these as well. 63

g. Or hang strings from corner to corner of the room and paper clip the drawings on the string. You can also use laundry clips.6. After the drawings are finished, tape the portraits on the wall, as close to the pupils’ eye level if possible. If there is not enough wall space to post all the portraits, lay the portraits in a line along the floor (in this case masking tape is not necessary). Processing, Evaluation1. Take a few minutes to look at each portrait. Ask the pupils which one they like best, and why.2. Does the drawn portrait look like the person?3. Not all portraits drawn by artists look exactly the same as the person. That is the role of a camera and a photograph. Now artists express their own style or interpretation when they draw a portrait. If three or four artists draw the same person, each artist will draw a different person because each will have their own style.4. Explain that THERE IS NO RIGHT OR WRONG WAY OF DRAWING. Each person draws in his own way. Affirm all the children’s drawings.Lesson 3: Full Body PortraitsSummaryArt History/ Art Production Art Criticism/ ArtConnecting Creating Looking and Seeing Appreciation AppreciatingSometimes, people of long Trace a full See the likeness in Identify the the traced shape of similarities andago wanted to remember body on a big a person’s body; differences identify the betweennot just their own faces or paper. Fill in difference between people’s body the drawn shape shapes; andother people’s faces, but the traced and the person’s appreciate traced shape. one’s uniquetheir entire body. So, they body with lines shape.drew the whole body of a and shapes tofamily member: Mother, show afather, brother, or sister. particularThere were no cameras person.yet, so people posed, andartists drew them.Time Allotment: 2 Sessions (40 minutes each)ObjectivesThe learner will:1. Identify limbs and major parts of the body in tracing the shape of the body.2. Recognize and appreciate the differences in each person’s body shape.3. Recognize and appreciate the human body as an art form and their own bodies as unique creations.4. Use lines and shapes to draw themselves or each other.5. Learn that in the history of drawing, people were drawn to tell stories of who they were and what they were doing.6. Compare what they see in an art work and real life. 64

*This session would also be a great opportunity for the teacher to raise pupils’ self- esteem by reiterating how all bodies are different and unique and none are “ugly.”Art Vocabulary Trace – to draw a line around something is to trace it. Outline – the line drawn around an object. When you are finished tracing, the outline is the resulting drawing. Organic Shapes – shapes that have no straight lines like a face, or parts of the body.Elements and Principles Shape – the parts of the human body has different shapes: the head, eyebrows, eyes, nose, lips, ears, neck, arms, chest, legs, and feet. There is variety. Line – there are many kinds of lines in our body: curved, circular, wavy. Symmetry – one side of our body is similar to the other side – there is symmetry.Review: Lines and ShapesMaterials Crayons (use colors that are bright or dark enough to be seen against printed paper) Paper (newspaper, manila paper, or any paper that is big enough that the length and width of the pupil’s body will fit. Paper may be taped together at the back, to accommodate the whole body of the pupil). * It is also possible that different kinds of paper may be taped together. Alternative materials: Chalk or charcoal (if using charcoal, ask pupils to wear old clothes or work clothes)Clean wall or floor space or the corridors and chalk can be used to draw (easy to erase) References: Full-body drawings or paintings by famous artists like Justiniano Asuncion and Simon Flores or other Philippine artists.Motivation Ask pupils: If you could pose for a full body drawing, how would you pose? Explainthat long ago, persons would POSE for their full-body portraits when artists would draw orpaint them. (Show examples of family portraits if you have them). What pose would youuse that people will remember you for?Procedure1. Unlocking of Difficulties - (ART VOCABULARY)2. Review of lines and shapes3. Divide the pupils by groups. At the count of three, ask them to pose and freeze. Let the group identify or describe each other’s pose. Still in a circle (the pupils could be seated) explain that their next art project will be a full body drawing, and that they will help each other.4. Pick a pupil to help with the demonstration. Lay out a piece of paper on the ground, or tape it to the wall. Have the pupil “strike a pose” while lying on the paper or, while leaning on the paper taped to the wall. The teacher will use a crayon or pencil to trace an outline of the pupil.5. As the outline is being traced, explain what “trace” means. 65

6. When finished, have the pupil step away so everyone can see the outline. Explain what an outline is.7. Looking at the outline, have the pupils identify the body parts, and describe the lines used to draw it.8. Have the pupils work in pairs, or in groups if there is small space, and instruct one of them to pose on the paper while the other traces their body. . When they are finished, they will switch roles. If there is a lack of space, one group can just trace one body and the rest can decorate it by filling it with different kinds of lines and shapes.Processing, Evaluation Look at the full body drawings and have the pupils explain their artwork. Ask the pupils who one looks most like the real life person, and ask them to explain why, or what parts of the drawing specifically resemble the real life person. What kind of poses is seen? Did they enjoy decorating the body drawing? Did they enjoy working as a group?Lesson 4: Different PeopleTogether: Me, My Family, and People around MeSummaryArt History/Connecting Art Art Art Criticism/Looking Appreciation/A Production/Crea and Seeing ppreciating ting Tell stories about After viewing what the family the artwork,People like to remember Draw your family does together identify the during special similarities andevents and special or people around events. differences betweenoccasions by looking at you doing different members of thepictures. Before there something family.were cameras, people together.created artworks toremember these specialmoments and to tell thestories.Time Allotment: 1 Session (40 minutes)ObjectivesThe learner will:1.Describe what they see in terms of people’s shapes, height, jobs, and roles in the family2.Explore their own role within their family as they describe their families (relate to: Social studies)3.Draw and describe, through their artwork, what their family looks like and what their family likes to do together.4.Draw a family in a community, engaged in an activity, or doing together.5.Compare their family/ activities with that of others; and see how alike they are. 66

Art Vocabulary  Subject – the subject in an artwork is like the lead actor or bida in a TV show. It is what the artwork is about. It is also the most important part of the artwork.  Foreground – The area in the front or lower part of the paper or drawing. Relate the root word “fore” to “forehead”, which is in the front of the face.  Background – It is the area or surrounding or scenery behind, at the back or around the main subject of the artwork Elements and Principles1. Shapes - manmade objects like schools, buildings, houses and stores have regular shapes like rectangle, square, circle, and oval. Natural objects like leaves, mountains, animals, persons have organic or irregular shapes.2. Lines can be straight, curved, crooked, thick, and thin.3. Emphasis of a shape, color or line is created by making it bigger or darker than the other objects in an artwork or by placing it in the center of the work. References: ● Ang Dyip Ni Mang Tomas (Download for free online at www.canvas.ph), or any other children’s story about family activities. ●Different artwork depicting families preferably by Filipino artists E.g.: Amorsolo’s countryside paintings where people are harvesting ● Pictures from magazines, newspapers or advertisements or calendars showing Filipinos celebrating a fiesta or festival. Motivation Read aloud, Ang Dyip Ni Mang Tomas (or other similar stories),or discuss thepictures of families celebrating a fiesta or festival like Santa Cruzan, Flores de Mayo,Pasko, Noche Buena, Pahiyas, Pangbenga, Mother’s Day, Father’s Day, Family Day, etc.. Ask pupils: who are the people in the picture? How are they dressed? What are theycelebrating? What do you see in the background? What do you see in the foreground?What is the center of attraction? Procedure1. Read the story or let pupils describe the pictures of fiestas and festivals.2. Explain to the pupils what “subject” means. Then ask the pupils: Who or what was the subject of the story? Of the pictures? IF the book has pictures, return to them and point out the areas where subjects/objects overlap. Show the pupils which part of the picture is the foreground and background.3. Ask the pupil if anything in their lives is similar, or if they can relate to the story in any way. What festivals or festivities have they attended or have celebrated?4. Review how they used lines and shape to draw figures in the previous I Lessons.5. Distribute art V. MATERIALS and have the pupils draw their family doing something together like celebrating a party; or a festival like Pasko, Bagong Taon, birthdays, etc.6. Describe and draw the action of the family members: E.g. Tatay is putting up the décor while Nanay is serving food; the children are playing games; the lolo and lola are seated and watching their grandchildren, etc… Ask the pupils to draw their family or community during one fiesta or event. Draw the action of the different persons, and show where this is happening. A group can draw on 67

7. One big paper and can discuss who will draw the different persons and scenes in the fiesta. Processing, Evaluation When the class is done, or when a group is done, gather them together and ask eachchild to explain his or her artwork. Then look for similarities between the activities and thepersons in the drawing. Ask the pupils to identify the similarities and differences in eachother’s work and explain that even though families are in different places, it is possiblethat they are doing the same things. Ask pupils what family events, fiestas or festivals they like most and why. Are all themembers of their family involved in the event? How? How are the members of the familyinvolved? Looking at the different drawings, ask the pupils to identify the drawing: ●Withthe most number of people ●With people doing different actions ●With a fiestabackground ●With a scenery from nature in the background ●That is most colorful ●Thatshows a variety of houses, buildingsLesson 5: Animals at HomeSummary Art Art Criticism/ Art Appreciation/ Production/ Looking and Seeing AppreciatingArt History/ CreatingConnecting Draw the Textures that we draw Identify different types of unique make our drawing look lines and shapes in animals.The Philippines is animals found more “real”, because it Describe the texture of eachhome to animals at home looks like you can feel the animal’s skin.not found in other fur or feathers or skin Our country has a bigparts of the world. when you touch the line variety of unique animals.These can be drawings.found in thedifferent islands ofthe country.Time Allotment: 1 Session (40 minutes) ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Identify different kinds of animals found at home. Use lines and shapes to draw different kinds of animals indigenous or native to the Philippines.3. Identify and describe lines and shapes that can be found in the images of animals. Use pencil (or charcoal) or crayon to add texture to their drawings Art Vocabulary Texture - How something feels when you touch it. For example: the feathers of a bird are smooth; the scales of a crocodile are rough; the skin of a carabao is rough and dry. Examples: rough – bumpy, like sandpaper or like the skin of the carabao smooth – the wings of a butterfly or bird are smooth. slimy - the skin of a snake is slimy Include other texture or surface descriptions as needed, depending on the kind of animals the pupils will draw. Words like fluffy, furry, wrinkled, and spiky may be included. Use adjectives in the local language if necessary. 68

Elements and Principles1. Texture - in a drawing, texture is created by the use of different kinds of lines or colors. In an animal, their skin or covering have different textures depending on their fur, feathers, or scales.2. Shapes - animals have a variety of shapes and sizes which help them adapt to their environment. An eagle has widespread wings; a tarsier or malmag is rounded, small and furry; the carabao is big and bulky and has pointed horns.3. Color - the fur, feathers, skin of animals have different colors and textures, which they use as protection against their enemies; or to tract friendly animals to their side; it also acts as protection in their environment.Materials1. Pictures of Philippine animals (some of them can be found on postcards): carabao, cat, dog, birds, etc.2. Chalk (preferably colored) or crayons3. Paper with different textures: wrapping paper, brown paper bag, newspaper, magazines or sandpaper. (Bond paper can also be used)4. Alternatives: Charcoal and bark or, if outdoors, the surface of rocks or stonesMotivation Show pictures of animals at home (from magazines, calendars, postcards) and then have they imitate the sounds and movements of these animals. Discuss where these animals are found: in what area of the Philippines can we find these animals? Where do the animals live: land, water, or air? What kind of covering do they have? Relate to classification of animals in Science)Procedure1. Viewing: Show the pupils pictures of different animals and pass the pictures around or show them to the class one by one. If a computer and projector are available, you can show videos of animals in action.2. As the pictures are shown, name the animals, and then ask the pupils to identify the kind of shapes and lines they see in the animals. Ask them to imitate how the animals move.3. Show drawings of one animal alongside the postcards or pictures. Point out the lines and shapes in the animal (picture), and then point out the lines and shapes in the line drawing.4. Explain texture: Show the pictures again, and ask the pupils to describe the different kinds of texture they see in the skin (fur, feather, scale, skin) of the animals. Point out how these were drawn using different kinds of lines – long and straight for smooth, short and curvy for soft, jagged lines to show rough covering etc.5. Distribute the materials.6. Let the pupils choose which animal he would like to draw from the pictures displayed or shown. The pupils can also choose to draw from memory. Remind them to show the unique shape of the animal and the texture of his covering.7. Post the pupils’ work on the wall. 69

Processing, Evaluation After the drawings are finished post them on the wall. Askthe pupils to classify the animals according to their habitat:land, water or air. Ask the rest of the class to describe whatlines and shapes were used to draw the animals, and the kindof lines and shapes used to show the texture of the animal’sskin. Homework: If there are no trees or plants on campus, have the pupils bring one leaf(each) to the next class. Remind them to pick up only leaves that have fallen. These willbe used for their next art class.Lesson 6: Plants in My Home/School (Rubbings)SummaryArt History/ Art Production/ Art Criticism/ Art Appreciation/ Looking and Seeing AppreciatingConnecting Creating Objects have Identify different types of different and lines and textures inPlants in the Create patterns interesting textures plants. which are decorative Appreciate the manyPhilippines have through the or necessary for their different shapes and survival. textures of plants in thedifferent uses. repetition of one Philippines.Artists use leaf design.rubbings to show Pencil or crayonthe texture of rubbing is one wayleaves. to create or repeat texture.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1. Identify different kinds of plants found or seen at home/school and identify its parts.2. Use lines and shapes to draw different parts of plants.3. Identify and describe lines and shapes that can be found in drawings of plants.4. Make leaf rubbings to produce texture.5. Apply what they learned about leaf rubbings to create texture.6. Draw from nature and appreciate the different kinds of plants and textures.Art Vocabulary Organic Shapes – shapes that are found in nature like leaves, twigs, and branches. Rubbing – In art, a rubbing is created when paper is put on top of something with texture, and then a crayon or pencil is rubbed hard across the paper so that the texture of the leaf or surface underneath will be seen on the surface of the paper. Pattern – when a single object or shape is repeated in a drawing, painting or rubbing.Elements and Principles1. Shapes – shapes that are found in nature like plants, leaves, roots, are organic shapes2. Lines - lines in nature are curved, jagged, crooked, thick, thin, wide.3. Emphasis – is created when a line or shape or color is repeated or is seen at once. 70

4. Pattern – when a color or line or shape is repeated in a particular way a pattern is created.Materials Peeled crayons or carpenter’s crayons (these are thicker and are not wrapped) Paper (thin paper works well like papel de japon or tracing paper) Leaves with big veins ● Magnifying Glass (if available) Alternative materials: Colored chalk or charcoal; Clean wall or floor spaceMotivation Nature Walk: Go for a quick trip outside the classroom. Pick up leaves that havefallen from trees and bring them back to the classroom. Choose leaves with big veins. (*Ifthere are no plants or trees on campus, assign pupils to bring leaves before this class, aspart of their homework. Tel them they will use the leaves for today’s activity).Procedure1. Ask the pupils to spread the leaves out in front of them. Explain that these are organic in shape. “Organic” means “natural” like leaves, rocks, branches, animals. Their shapes are irregular and varied.2. Review texture by having the pupils examine and look at the leaves. Use a magnifying glass, if available, to enlarge the leaf. a.If there are limited magnifiers, separate the pupils into groups so they can take turns in using the magnifying glass. b.If there is only one magnifying glass, teacher should hold the magnifier, and then go around to the different groups so the pupils may observe leaves as a group. c. Lacking magnifying glasses, simply have the pupils look very closely at the leaves (at least one per pupil), and try to feel the surface of the leaf.3. Have them describe the lines they see and feel.4. Have the pupils run their fingers across the leaf’s surface. Describe the texture – is it rough? Smooth? Fuzzy? Crunchy?5. Distribute the crayons and paper. On one corner of the paper, have the pupils draw what they see in the leaf – the lines, the shapes, even the holes, if there any.6. Explain that the next activity will be rubbing. Demonstrate how to do this: a.Place the thin paper on top of a leaf. b.Rub the side of the crayon or charcoal on paper which covers the leaf. c. Continue rubbing until the “veins” of the leaf and the shape of the leaf is seen or traced on the paper. d.Continue to make several rubbings, following a pattern: put them in a row, or make the rubbings circular or follow a diagonal direction.7. Let the pupils do their own rubbing, following the same steps. Remind them to: put the leaf under the paper lay the crayon on its side and rub the paper that is directly over the leaf. Rub hard to get the texture.8. As they see the textures emerging, point out, in their drawing or rubbing, where the leaves are darker and where the leaves are lighter. Explain highlight and shadows. They can use EMPHASIS by darkening the color of the rubbing.9. Have the pupils move the leaf (still underneath the paper) to a different part. 71

10. Repeat the process until the paper is filled. Tell them to vary the pattern of the rubbings (in a straight line; diagonal; circular; rectangular)11. (Optional) Have the pupils draw an outline around the rubbings, and shade some parts of the leaf, like near the main vein or around the edges. They can create different patterns by repeating the rubbing of the leaf on different parts of the paper.12. Post their rubbings on the wall.Processing, Evaluation As the class looks at their artwork on the wall, explain that what they have donewith the leaf when they rubbed the crayon on top of the paper was to create a ‘rubbing’.When they did several rubbings in a particular direction, they created a pattern. Ask them to describe the pattern of the rubbings: Is it following a straight line; adiagonal line; a circular shape; a rectangular shape? Some guide questions: ● How manydifferent patterns can you see? Compare the rubbing and the drawn leaf. ● Which looksmore real? Why? ●How did you emphasize veins of the leaf?Lesson 7: Homes in the PhilippinesSummaryArt History/ Art Art Criticism/ Art Appreciation/Connecting Production/ Looking & Seeing Appreciating Creating Filipinos have names forThere are many different Draw your Describe the the different parts of their house.kinds of houses built by house or different materials Appreciate the differences and uniqueness of housesdifferent groups of people: your class used in making on stilts (Badjao); stone houses in Batanes; Nipasome are on stilts built over makes their house. houses in the Luzon countryside, adapted tothe water; some are built house Describe how the the climate.on the slopes of the Draw an materials aremountains; while others are imaginary adapted to theon rice fields. And they use house. climate of thedifferent materials and place.designs.Time Allotment: 2 Session (40 minutes each)ObjectivesThe learners will:1.Differentiate man-made and natural objects.2.Identify the different kinds of materials used to make houses in different parts of the country.3.Appreciate the lines, shapes, and textures of one’s house.4.Draw their own houses and houses from their imagination.Art Vocabulary Man-made objects – Objects that did not come from nature and are created by man. 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 too big? In houses, proportion is seen if the house is adapted for the persons and the place where it is built. Architecture – the design and building of structures – homes or buildings. 72

 Architect – A person who designs, creates, and builds buildings, houses, malls, other structures.Elements and Principles1. Shape – in manmade objects like houses, we see rectangles, squares, circles, triangles2. Line – there are straight, curved, jagged, angled lines in houses.3. Form – the form of the houses depend on its location and the climate of the place.4. Proportion – the shape of the parts of a house show the kind of proportion used to adapt to the weather and the place where it is built.Materials Newsprint, size A3 or bigger, manila paper ●Bond paper ●Carpenter’s crayons, pencil or charcoal ● Wax crayons Possible References: Balai Vernacular by Ma. Corazon A. Hila, Rodrigo D. Perez, Julian E.Dacanay, Museo Kalinangang Pilipino.Philippine Ancestral Houses by Fernando N. Zialcita and Martin I. Tinio, Jr. Quezon City.GCF Books, 1980 To avoid using up time looking through the whole book, the teacher should sketch orcopy images that represents houses that that the pupils will be able to relate to. Limit theviewing to these two or three images. Ideally, one nipa or bamboo hut; one bahay nabato; and one “regular” house, the kind that they live in right now or if possible, a pictureof a house on stilts (Badjao) or an Ifugao hut, or Batanes stone house.Motivation Show pictures of the different kinds of houses found in different parts of thePhilippines. Ask pupils to describe the unique features of the houses. Ask them why theythink the designs and V. MATERIALS of the houses are different. Explain that the architectsor builders of these houses built them as such because of their location, use, andavailability of materials. For example, the bahay na bato actually had a garage on the first floor, for the carriage pulled by horses which they used during those times. The holes under the windows, or the ventanillas allowed the air to get into the house, even if the windows were closed (remember that there were no electric fans at the time!) Another example would be the Cordillera huts’ roof which sloped so that the rain would slide down the sides, and not cause the roof to fall inside the house. After viewing the houses, return the pupils’ work and ask them if the houses will be strong enough to withstand the elements of its location.Procedureo Introduce the GAME: I am An Architect! Allow each pupil to design his house from his imagination. Leading question: Design your own house! Where would it be? In the country, beach, and outer space – where would you live and what kind of house would you have? Draw your imaginary house. Encourage the pupils to be imaginative an creative. They can include the background or the setting or place where their imaginary house is built.2. Distribute paper and pencil or crayons and let the pupils draw their imaginary house. 73

3 Post their drawings of their imaginary houses, and let the pupils explain the features of their house – the materials, the location and why they their design is unusual.4.Congratulate them for they have just designed their first house! Processing and Evaluation When the pupils are finished, gather in a circle and have the pupils present theirdesigns; just like architects do right before they build the houses that they designed. Encourage the pupils to comment on each other’s work, constructively, andpositively. If there is enough time, let pupils draw their own homes on bond paper.Compose and paste their individual drawings on manila paper, so that a mural of aneighborhood of different homes will result. They can label their own home. Discuss that there are different kinds of houses: some are small, some are big. Someare made of wood, or stone, concrete, hollow blocks. But what is more important is notthe material or size of the house, but how the people, the family members in that housetreat and care for each other. Then, when people care for each other, the house becomesa HOME.Lesson 8: My Neighborhood (Murals) Summary Art Production/ Art Criticism/ Art Appreciation/ Creating Looking and Seeing AppreciatingArt History/ Draw buildings in Observe and recognize Express what theyConnecting a neighborhood. that in the like about theirA house is in a When the neighborhood there neighborhood.neighborhood. A drawing of each are different kinds of Recognize theneighborhood consists of student is put structures for living in, positive andpeople living near each together with for praying in, for negative spaces inother in a particular area. other drawings, selling goods, for a drawing ofIn a neighborhood, there this can become a recreation, and for buildings in theare not only houses, but big mural. other activities. community.also churches, stores,markets, etc.Time Allotment: 2 Sessions (40 minutes each)Objectives:The learners will:1. Define the given art vocabulary.2. See that structures and buildings around them can be the subject of their drawings.3. Review the words foreground and background.4. See the similarities between each of their neighborhoods.5. Appreciate the differences in their neighborhoods and those of others.6. Draw the different buildings found in their community.7. Appreciate working in groups (this is what people in a neighborhood do)8. Recognize the positive and negative spaces in their neighborhood. Art Vocabulary Space - The area between, above, below, and around things. Positive Space – Space that is occupied by the objects or buildings in the drawing. 74

 Negative Space – The spaces that are empty, between buildings in a neighborhood. Balance – in drawing or in a mural, balance is seen when there is an even variety of big buildings and small buildings, of filled up spaces and empty spaces so that there is harmony. Mural – A big artwork on paper, a wall, a ceiling or any big space. It can show different topics: scenery, a neighborhood, a city, many objects, people, and nature. It can be a drawing, a painting, a collage or even a woven cloth or tapestry. Landscape – a view of a place which may include man-made structures and natural elements like trees, clouds, mountains. Sometimes, only natural elements are shown by the artist. Sometimes, a few persons are seen, but nature is the most important element.Elements and Principles1. Shape - in a mural, we can see the organic shapes of natural objects and geometric shapes in manmade objects like houses, buildings, boats.2. Line - there is a variety of lines in a mural: straight lines, curvy lines, crisscrossing lines (like in a building), jagged lines, crooked lines3. Pattern - in a mural we may see a repetition of shapes or lines as seen in buildings, the rooftops, walls, fences. This repetition creates patterns.4. Space - some landscapes of cities or neighborhoods show many positive shapes of buildings, houses, stores, making the space look crowded. Some landscapes of nature show a lot of open space (negative space) above mountains or rivers and fields, making the scene look restful and peaceful.5. Balance - to achieve balance in an artwork, the number and size of manmade objects like buildings, structures, natural objects (positive space) would almost equal the empty (or negative)spaces. Otherwise, if there are too many buildings, it will look crowded. If there is too much negative space, it would look empty.Materials Pictures and artworks depicting or showing a neighborhood, a landscape, a city scene, a scene of different parts of the country. Calendars and travel magazines are rich sources of these landscapes and neighborhoods. Examples: Victoria Abad Kerblat (here: http://loqal.ph/arts-and-entertainment/2012/01/10/filipino-artist-seeks-to- preserve-the-beauty-of-batanes-thru-paintings/) or Cesar Balagot(http://www.kriyayoga.com/philippines/philippine_art_and_paintings/index.html) Newsprint or Manila paper, cut lengthwise. ●Pencils or crayonsMotivation Look at pictures of the different landscapes and ask the students to describe whatthey see: What kinds of houses and buildings are seen? What materials are used? Are thehouses similar in design? What other features do you see that are unusual? What are thenatural objects in the landscape? Who are the people in the landscape? Are the picturessimilar to their neighborhood? What are similar? What are different? GAME: Neighborhood Survey. Have the students stand in a line or in a circle(depending on the space). Ask questions: what do the students have in theirneighborhoods. The students who answer, yes, I have that in my neighborhood (at thevery least near their house) will step into the circle. The point of this game is to show 75

similarities and differences between their neighborhoods; as well as to help the studentbe more conscious of who and what kind of establishments are in their respectiveneighborhoods. As they recall what is near their houses, they will perhaps appreciate thattheir neighborhood has many different kinds of buildings. Some questions you can ask:Who lives near a sari-sari or variety store? A grocery? A market? Who lives near a church?A school? Near the school they attend? Who lives near: A bridge? City hall? A bakery? Abarbershop? A drugstore? A rice field? A police station? A jeepney or tricycle waitingarea? A factory? Who lives far from school? Who lives in a farm? Near the river or sea?Near the mountain? A variation of this “game” is to get suggestions from the students; as in “I live near acemetery!” Encourage students to describe their home and their neighborhood and affirmthose who live in unusual places.Procedure 1. Play the neighborhood survey game. 2. Distribute the paper, and have the students lay it out in front of them, crosswise (long side down). Explain that this empty, clean piece of paper you are giving them is an example of negative space. And that once they start drawing on it, the space they used to draw will be positive space. If they erase something, they are creating negative space again. 3. Distribute the drawing tools (pencils or crayons). 4. Have the students drawn their own house from the outside: the roof, walls, windows, doors. Then have them draw what structures/buildings are on either side of their house. 5. Ask them to draw other buildings or establishments in a neighborhood; one by one. a. Sari-sari store. b. Basketball court, c. Church, police station, or barangay hall, tricycle station, jeep stop, market, school, hospital, etc. 6. If none of the facilities are present in the students’ immediate environment, they can draw what is actually around their house. (a field; river; canal; trees; etc. )Also, if time is short, you may go from number 4 above, to letting them draw the neighborhood on their own. If it is preferred that they draw one establishment as the teacher says it, the students can be grouped together – especially since it is possible that some of them live in the same neighborhood. If time is short, two or three students whose neighborhood is similar can work together and draw on one manila paper. 7. Tape the neighborhood drawings to the wall, with the edges of the paper overlapping enough to make the mural of the neighborhood seem interconnected. Depending on the number of students, the “neighborhood” may even end up going around the classroom.Processing and Procedure Look at the “neighborhood” as a class. Discuss the artworks: Where are the positiveand negative spaces? Balance: Are some neighborhoods more crowded than others? Arethere more negative spaces in some than in others? Which neighborhoods look the same?Which are very different and why? What services are available in their neighborhood? Who are the persons who servethe community? How do they serve the rest of the people? As children, how can we help 76

in the neighborhood? Explain to the students that they have just created a newneighborhood out of their individual ones. Give the class neighborhood a name.(Barangay ___? or Kalye ____?) Leave the artwork on the wall until next period.Lesson 9: Landscape: A View from My school or HomeSummaryArt History/ Art Production/ Art Criticism/ Art Appreciation/Connecting Creating Looking and Appreciating SeeingFilipino artists from Draw a landscape When we drawdifferent times drew and of a place near In a landscape scenes in ourpainted scenes around your house or of many objects of place, we arethem like Fernando a view near your different shapes drawing aAmorsolo. school. are drawn landscape. together. Time Allotment: 2 Sessions (40 minutes each)Objectives:The learners will:1. Define the given art vocabulary.2. Explore drawing a natural landscape.3. Appreciate the difference between a cityscape and a landscape as seen in the work of Philippine artists.4. Draw a landscape that is seen or is near one’s neighborhood.Art Vocabulary Landscape – In art, this is a picture, a drawing or painting that shows a scene that shows mostly nature with a few manmade structures and some people. Cityscape – a picture, drawing or painting that shows scenes in a city with manmade structures, different means of transportation and other objects. Fernando Amorsolo – one of the most well-known Filipino artists who painted landscapes and cityscapes.Elements and Principles1. Shape - in a landscape, objects of nature are organic shapes like trunks of trees like uneven tubes, leaves that are pointed or have jagged edges, irregularly shaped rocks. Manmade buildings and objects have regular geometric shapes: roofs like triangles; windows and doors like rectangles; walls that are square.2. Line- in a landscape, we see a variety of lines: houses have straight, curved lines. Windows have straight or thick, thin lines. Natural objects like trees, rocks have crooked and criss crossing lines.Materials 1. Pictures of Fernando Amorsolo’s Landscapes (from calendars, postcards) and pictures of different parts of our country from travel magazines. Pictures from travel magazines, other colored magazines, newspaper, posters 77

2. Newsprint or Manila paper ●Pencils, Crayons or charcoal (oil pastel if available)3.Reference: History of Landscapes: http://www.museumnetworkuk.org/landscapes/history/history14th.htmMotivation If you have an Amorsolo landscape, show this to the students and tell them that he isa well-known national artist of the Philippines and that he painted many landscapes of ourcountry. Many of his works are used in calendars, posters and cards. Show pictures of different landscapes and let students describe the location: Is it inthe mountains, near the sea, in the city, in the province? What do you see? What are themanmade structures? What are natural objects? Are there people, and who are they?Look at a picture or painting of a landscape. Ask the students the following questions:Which objects are drawn bigger? Which objects are drawn smaller? Which objects are far?Which objects are nearer?Procedure1. As soon as the class settles down, have the students take another look at their neighborhood art work (this is the mural they made before this lesson).2. Explain to them that the neighborhood they have created is called a “landscape” if there are many objects of nature that can be seen, or a “cityscape” if there are more manmade structures and objects in it than objects of nature.3. Next, ask the students to look out the window and ask a few how far their eyes can see. If the windows are too small or few for the class to look out of, the students may take turns looking out. Or, if it is possible, they can go out into the corridor and draw the view from there. Discuss what natural objects they see and what manmade objects are present.4. Ask them: Which objects are far? How do you know they are far? Which objects are near? How do you know they are near?5. After the discussion, distribute the paper and drawing tools6. Some students may not be able to grasp the concept of horizon line yet and that objects that are drawn smaller are farther. That is all right for children this age. Some, however, may recognize this. What is important is for the students to be able to draw the different parts of the landscape/cityscape that they see. Students at this age do not always color objects based on “reality”. Allow them to use different colors freely.7. This lesson also provides an opportunity for students to be observant. Encourage them to draw as many things as they see from the scene before them.Processing, Evaluation Landscape by: Gabbie Garcia, 2011 When everyone is finished, post the drawings of the wall. Hav e the students look at their landscapes/ cityscapes. Which show a lot of detail? What details do they see in their work and the work of others? Discuss the differences. Ask them which they preferred doing: drawing their own neighborhood, or drawing the scene from their school. Then ask them to explain why.78

UNIT 2: PaintingLesson 10: Introduction to Color and PaintingSummaryArt History/ Art Production/ Art Criticism/ ArtConnecting Creating Looking and Appreciation/ AppreciatingSometimes when persons Paint a rainbow Seeing Recognize and Associate colors identify colorscannot express their by with feelings. in their natural and manmadefeelings or thoughts, they mixing colors surroundings.use color to express thesein their drawings orpaintings.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1. Define the given ART VOCABULARY.2. Explore mixing colors to create new colors.3. Explore the different ways colors can be used.4. Paint a rainbow5. Learn how to clean their painting tools and surfaces after painting and other painting rules and routines.6. Associate colors with feelings and appreciate the many colors in this world.Art Vocabulary Color – when light hits an object, the surface of the object shows a color or different colors. Rainbow – is an arc of different colors in the sky, which appears after the rain. This happens when sunlight hits the water in the atmosphere after the rain, and the water drops reflect the light of the sun in different colors.Elements and Principles1. Color - as seen in the rainbow, are red, orange, yellow, green, blue, indigo and violet. Scientist says there are three primary colors: red, yellow, blue. From these three colors, we can produce other colors by mixing them. Colors are found in nature; man copies these colors and creates them from seeds, roots, flowers, rocks, soil, minerals, and uses them for crayons, inks and for coloring different objects that we use.Materials Copy of the children’s book Kulay! (Adarna House - www.adarna.com.ph or email: [email protected]), 2011; Also Adarna House’s “The World around Me” series, in which each book in the series is about a particular color. (Adarna House, 2008); Magkulay Tayo! (Adarna House, 2012)  Pictures, posters with colors that students can identify. 79

 Objects (both natural and manmade) with different colors that students can identify.  Cartolina or any paper that is light enough or thick enough to hold color.  Watercolor (in tubes) in Red, Blue, and Yellow or homemade finger paint (boiled cornstarch or “gawgaw,” mixed with color). If finger paint or gawgaw with color is used, have source of water for washing their hands after working  Soft Paint Brushes or sponges masking-taped or tied to sticks  Plastic cups or plastic bottles with the top cut off (these do not fall down as easily as plastic cups); one per student or one for every 2 students, at the most. These should be filled half way with water. (These can be assigned to students to bring to class)  Newspaper, for lining and covering the work surface  Damp cloth or rags, for wiping hands, brushes, or work surfaces; assign students to bring this for the coming painting lessons in art. Assign also students to bring an old shirt or apron to protect their clothes when they paint. If there is no convenient faucet or water source, have a pail of water on one side of the room; add pails if there are a lot of students. Have a dry cloth or rags near the water pail so the students can dry their hands after washing.  String or rope, so the artwork can be hung to dry along the walls of the classroom. Clothespins (sipit) also. If the art class is right before recess or lunch, the students can dry the artwork on the table.Motivation  Show objects and pictures with colors and ask students to identify the colors. If the books listed above are available, show the pictures and let them identify the colors. Play the COLOR GAME: Touch the object that has the color that the teacher mentions. Or to avoid too much movement, of the classroom is small, when the teacher calls out a color, let the students raise the object that has that color. Ask them if they know any song about colors and ask the student to sing it and teach the rest of the class.Procedure1.Talk about the concept of color. Explain that color actually comes from the reflection of light. Ask the students if they know what a rainbow is; and then explain how a rainbow can appear after it rains, and why the colors are different.2.Also ask the students how certain colors make them feel. Or what color they think of when you mention an emotion (“If I am angry, the color I feel is…”). Students are bound to feel differently and associate colors differently. Do not correct them. Point out that some colors make some people feel some things, and the same color means something different to other people. This is because nobody is exactly alike. Also people from different countries, associate colors for some persons or events: In Mindanao, the royal colors are yellow and purple. In China, the color of mourning is white, while the color for festivities is red. In the Philippines, if someone dies in the family, we wear black for mourning.3. Then tell the students that today they are going to make their own rainbow. But first, establish the rules of painting together: a. Move slowly, to avoid spilling water and paint on yourself and your friends 80

b. After washing or rinsing hands in the bucket, dry them before going back to your seat. Walking with wet hands will make water drip on the floor, which will make the floor slippery and maybe dangerous for everyone. c. If your hands have paint, wash and dry them before touching anything else.4. Distribute the V. MATERIALS except the paint. Leave the plastic cups empty to minimize accidental spills and splashes. Students should write their name on the back of the paper. Demonstrate the steps of painting to the students.5. Introduce the routine to the students by doing a few rounds of “practice” – going through the motions without actually using water or paint. a. First dip the brush in the water cup, dab it on the cloth or rag or newspaper b. Paint – move hand or arm as though painting an arc. c. Repeat. (Dip, dab, paint, – dip, dab, paint…) d. Then have them walk to the pail of water nearest them and pretend to wash their hands in the bucket; then pretend to dry their hands on the cloth. e. The same routine applies if they are using their hands to paint.6. Distribute paint, and pour water into the cups.7. It will be less chaotic, particularly in big classes, if everyone paints the same color at the same time. For example, when the teacher says, “Red” everyone paints a red arc. A big one. All the colors will be painted under that. However, if the class is particularly manageable, the teacher can demonstrate one arc, then another under that one, slightly overlapping (so that the colors mix and blend on their own) then allow the students to paint at will.8. Ask the students to hang the paintings on the clothesline (sampayan) and clip it with the sipit or clothespin, after they have finished their painting.9. Put the brushes in the big water pails, and remove the newspaper from the work surface.Processing, Evaluation Viewing of each other’s artwork: As the students look at their work and the work oftheir classmates, ask them how they felt about painting a rainbow. Then ask them whathappened when they painted one color next to each other: what happened to the colors?Did the colors remain the same or did a new color form? Have the students name thecolors that were formed by putting one color next to each other. Then tell them that onthe next class they will learn more about making new colors by mixing differentcombinations of red, yellow, and blue. If possible, keep the paintings displayed until thenext class. Encourage the students to be observant when they see the rainbow and checkwhat colors they see. End the class with a song about the rainbow or about colors andencourage them to make poems about color in their mother tongue. 81

Lesson 11: Nature’s Colors: We Can Create Colors!Summary Art History/ Art Production Art Criticism/ Art Appreciation Connecting Creating Looking and AppreciatingLong ago, artists had Create a color Seeing Recognize anda difficult time wheel by combining Be able to identify name colors seencreating colors: they different colors to which colors were in nature and seenused pigment or create new colors. mixed together to in manmadecolor from different create other objects in theplants, seeds, colors. home, school orflowers, fruits, and neighborhood.minerals found in Appreciate thenature. many colors seen in nature.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1.Define the given ART VOCABULARY.2.Identify the colors and create new colors by combining them.3.Create a color wheel using crayon-resist.4.Recognize, identify and appreciate the colors found in nature.5.Use man-made colors to try and replicate colors from natureArt Vocabulary Primary Colors – Red, blue, and yellow. These are colors that cannot be made by mixing other colors. That’s why they are “primary” – because they are the “first” colors. Secondary Colors – Violet, green, orange. These colors can be made by mixing the primary colors: ●Red + Blue = Violet ●Blue + Yellow = Green ● Yellow + Red = Orange Crayon-Resist, also known as wax-resist – Crayons is made of wax. Water based paint or liquid color does not stick to wax. So, when you paint over a crayon drawing, the water color paint will resist or move away from the crayon which is made of wax. Color Wheel – It is a guide for artists and painters that show what colors to mix to make other colors.Elements and Principles1.Color - there are primary colors (red, yellow, blue) and by mixing two of them secondary colors are created. 82

Materials Little Blue and Little Yellow, Leo Lionni. The book is not easy to find but there is a video here: http://www.youtube.com/watch?v=vTaaYWLH2pE Pictures or paintings showing primary colors. Copies of color wheels (or a color wheel that teacher makes) Crayons at least six colors White Cartolina ot thick bond paper or any paper that is light enough or thick enough to hold color. (White paper plates are ideal as they are already round like a wheel) Watercolor black or any dark color – dark blue, dark green. Newspaper, for lining the work surface Damp cloth or rags for wiping hands, brushes, or work surfaces. If there is no water source nearby, have a pail of water on one side of the room; add pails if there are a lot of students. Have a dry cloth or rags near the water pail so the students can dry their hands after washing. It will help if the students could wear old T-shirts over their clothes while they paint. String or rope, so the artwork can be hung to dry and clipped with clothespins (sipit). If the art class is right before recess or lunch, the students can dry the artwork on the table before they hang it.MotivationLittle Blue and Little Yellow, by Leo Lionni1. Read this book out loud; ask the students if they can name other things that are of the same color. a. If the book is not available, you can watch the video. b. If students cannot watch the video together, the teacher can read/watch it first then tell the story to the class by using paint or finger paint to illustrate.2. If the book cannot be accessed, the teacher can also show colorful pictures or paintings and let students name the colors they see.Procedure1. You can use blue and yellow cellophane sheets to show the students: When blue and yellow cellophane overlap, hold it up against the window, and ask the students what new color is produced. (The part where they overlap will be green) Do the same for blue and red. When these are overlapped, what new color is produced?3. Proceed to explain that a color wheel can help us see what other colors are produced when 2 primary colors are mixed together. Let them point out the primary colors on the color wheel. Ask them how the secondary colors were produced. Let them point to the colors as they are mentioned.4. Distribute the paper and give each student a crayon or pencil. Have them draw a circle. Then have them draw a line across the middle, horizontally. Demonstrate how to divide the circle into 6 spaces, like slices of bibingka or cake, by drawing 3 more lines across the circle. See illustration. The circle will now be divided into 6 slices.5. Distribute the crayons. 83

6. Starting with the top most “slice” – Have the students color this red. Skip a slice and let them color it blue. Skip another slice and color yellow.7. In between the primary colors, have the students color in the secondary color – start with the space between blue and yellow (like the story!). They can mix blue and yellow crayons to make green. Do the same for the other primary colors.8. To create secondary colors, ask students to mix the two primary colors near each other. Red and yellow= orange; yellow and blue= green; blue and red= violet or purple. Remind them to press the crayons hard so that when dark paint is brushed over it, the wax crayon will resist the water color.9. Once all the spaces have been filled in with color, distribute the paint, and brushes. Let them wet the brush with water first, and dip their brush in dark colored paint. Brush this slowly over the part covered with crayons. If the paint in the brush is not too thick or too watery, the crayons will resist the paint right before their very eyes! However, if the paint is too thick, it will cover the crayon. The student needs to dip the brush in the water can. Make sure the paint is not so watery that it makes a hole on the students’ paper, nor too thick that it covers the crayon-filled spaces.10. Let the students cover the entire circle with the paint, and let it dry. Hang the paintings on the clothesline (sampayan) when the paint does not drip anymore.11. Leave time for clean up: Put the brushes in the big water pails; remove the newspaper from the work surface and wash and wipe their hands dry.Processing, Evaluation Ask students to look at their own color wheel and those of others. Are the primarycolors clear? How did you produce green? Orange? Purple? Let the students express theiradmiration for each other’s artwork. (Recall that in the book, Little Red and Little Yellowhugged and became little orange!). What happened when they painted dark paint overthe crayon drawing? (*This can be an extension of the story: that something dark andscary named Big Black tried to take them or hide them, but they worked all together andthey were able to resist Big Black). Use their color wheels to decorate the classroom. Twocan be taped together and can hang as a decorative color mobile by punching a hole onthe edge of the wheel and hang it with string or yarn, so it turns when there is a breeze.I Lesson 12: Painting a Design Like a ParolSummaryArt History/ Art Production Art Criticism/ Art AppreciationConnecting Creating Looking and Appreciating SeeingLanterns can be seen all Paint a There are many Appreciate all thethroughout the Christmas kinds of parol. variations of shapes,Philippines. This is a Lantern or Which one is your colors and designsuniquely Filipino décor parol pattern favorite? in a traditionalduring the Christmas Christmas parolseason. 84

Time Allotment: 2 Sessions (40 minutes each)Objectives The learners will:1.Define the given ART VOCABULARY.2.Draw picture of a parol, draw shapes inside the parol, and paint the parol.3.Explore the different kinds of Christmas lanterns found in the Philippines and appreciate the different variations found all over the country.4.Know the Christmas lanterns’ origins.*This I Lesson is most effective when done close to Christmas season.Art Vocabulary Christmas Lantern or Parol is a star shaped lantern. lt was originally used to light the way to church to attend the daily midnight masses or Misa de Aguinaldo or Simbang Gabi during the Spanish times. Concentric Circles – Two circles that have the same center point. Con = means to share; centr is center. Usually these look like one circle is on top of the other.Elements and Principles1. Shapes – in a parol are usually like petals of a flower, of different sizes. Sometime, they also use many geometric shapes like circles, ovals that are close to each other.2. Lines - the star shape in a parol are made up of straight lines, but the shapes inside the star shape are mostly curvy lines and circular lines.3. Colors – in a parol are bright and shiny, to make it look like a twinkling star.4. Pattern - the parol is filled with many flower-like patterns, like ovals and circles.Materials Teacher’s References: “A Child’s Pasko: Christmas in the Philippines “www.myparol.com Pictures of different kinds of parol Crayons, for drawing the outline of the shapes, so when they paint, the paint does not go outside of the crayon marks (hindi lalampas)  White cartolina, or white paper plate or any paper that is light enough or thick enough to hold color.  Poster colors: red, blue, yellow, or watercolors. * Suggestion: Write to poster color manufacturers or distributor to ask for a grant or sponsorship months beforehand. Perhaps you can print the students’ art work to give them corporate Christmas cards.  Soft Paint Brushes or small sponges masking-taped to sticks or chicken feathers  Plastic plates or plastic container lids, for mixing colors.  Popsicle sticks, toothpicks, or barbecue sticks, for mixing the paint.  Newspapers for covering the work surface  Damp cloth or rags for wiping hands, brushes, or work surfaces. Assign students to bring. If there is no water source nearby, have a pail of water on one side of the room; add pails if there are a lot of students. Have a dry cloth or rags near the water 85

pail so the students can dry their hands after washing. It will help if the students could wear old t-shirts over their clothing while painting.  String or rope, so the artwork can be hung to dry. Use clothespins (sipit) to hang the works. If the art class is right before recess or lunch, the students can dry the artwork on the table before hanging them to dry thoroughly.Motivation Show pictures of parol and if possible, display a real parol. Ask them to point out thedifferent shapes they see, and the colors used by the craftsman. Ask them if they haveseen the parol from Pampanga. What makes it unique?Procedure1. Ask the students if they have seen a parol. Then ask them if they know how to make one. What materials are used to make a parol?2. Explain that today, they will be drawing and painting their own parol.3. Show the different pictures of parol and ask them what shapes they see within the star shape. If possible, include photos of parol that light up.4. Before they begin, ask them to cover their work surface with newspaper.5. Distribute the white paper and crayons. Demonstrate to the students how to make a basic star shape on their paper. Tell them they can use their crayons draw their star parol. After, they can draw circles and other shapes to decorate their parol.6. Encourage them to be free in making their own designs using small circles inside bigger circles and floral shapes that grown bigger.7. They can also draw leaves; fruits, and other things from nature.8. Once they have designed ALL the circles and shapes, distribute the painting tools – water cups, rags, brushes. Remind them once more about the painting rules. Do another practice run if the need arises.9. Have them paint the parol designs. They can first use the primary colors to paint some shapes. Later, encourage them to mix their colors to create secondary colors and paint the other shapes.10. Once they are done, let them leave their works to dry before hanging them so the paint won’t drip.11. Leave time for the students to clean up: put the brushes in the big water pails, and remove the newspaper from the work surface and wash their hands.Processing, Evaluation Ask the students the purpose and meaning of the Philippine Christmas lantern, orparol in the Philippines. Ask them to look at the parol on display: Which parol has one kindof shape and pattern? What is the common shape? Which parol has many circles? Are thecircles the same size? Which parol has designs like flowers? Which parol has primarycolors only? Which parol is the most colorful? How many colors were used? Which parolhas many shapes? What shapes do you see? Display the parol of the students along thecorridor so other students can appreciate their work, and at the same time the parol willprovide colorful decorations for Christmas. 86

Lesson 13: Painted Design: Parol (Part 2)SummaryArt History/ Art Production/ Art Criticism/ ArtConnecting Creating Looking and Seeing Appreciation/ AppreciatingChristmas parol, Enlarge the previous Which kind of parol Appreciate the makes a place more festiveness ofapart from being patterns or designs festive? What the parol and patterns do you the effort of thesymbols of peace and of the parol and see? maker in creating uniqueguidance, can also be make a mobile with designs.great decorations the enlarged designs.and even be given asgifts!Time Allotment: 2 Sessions (40 minutes each)ObjectivesThe learners will:1.Define the given ART VOCABULARY.2.Paint a bigger parol with former designs and new designs.3.Make a mobile after painting the parol.4.Appreciate handmade gifts compared to store-bought gifts.*This I Lesson is most effective when done close to Christmas vacation.Art Vocabulary Scale – in a design, it means to adjust the design: “scale up” – means to make it bigger while to “scale down” means to make it smaller. Mobile – an artwork that moves when a breeze or wind passes through. Handmade – something made by hand, as opposed to machine-made, or store- bought objects. A parol is handmade.Elements and Principles1. Shapes – in a parol the shapes can be organic (like petals, leaves or flowers) or they can be geometric (like circles, ovals, rectangles, squares)2. Color - the colors in a parol are often and mostly warm colors as we can see from the famous parol from Pampanga. However, modern parol is sometimes made of one cool color, like silver, white or blue.3. Movement a mobile artwork is created to show movement, either the whole object or parts of it moves.4. Proportion- the size of the parol and its decorative “tail” should be in proportion, not too big, and not too small.Materials Teacher’s References: A Child’s Pasko: Christmas in the Philippines: www.myparol.com Pictures of different kinds of parol An actual parol 87

 Crayons, for drawing, so that when they paint, the paint does not go outside of the crayon marks (hindi lalampas) Paper plate (white cardboard, not styrofoam. Use the thick cardboard if possible) or cardboard from old boxes. Cut it into a round shape. * Pre-punch holes at the top and bottom (if there will be time to paint 3 paper plates, punch holes at the top, and then two more on both sides of the hole at the bottom Poster colors - red, blue, yellow, white Soft paint brushes or sponges masking-taped to sticks or chicken feathers Plastic plates or plastic container lids, for mixing colors. Sticks, toothpicks, or barbecue sticks, for mixing the paint. String (any type) or yarn, cut into 8” or 12” Hole Puncher (for teacher) Newspaper, for lining the work surface Damp cloth or rag for wiping hands, brushes, or work surfaces. If there is no water source nearby, have a pail of water on one side of the room; add pails if there are a lot of students. Have a dry cloth or rags near the water pail so the students can dry their hands after washing. It will help if the students could wear old shirts or apron over their clothing String or rope, so the artwork can be hung to dry. Clip with clothespins (sipit). If the art class is right before recess or lunch, the students can dry the artwork on the table.Motivation The students’ own painted parol patterns. Tell the students that they will createMOBILES, artworks that move in the breeze. They will create a bigger parol which they canhang, so when the wind blows, it will move and turn. Show examples of mobiles.Procedure1. Show the pictures of parol, and then ask the students to look at the parol they made in their last I Lesson. Tell them that today, they are going to be choosing two or three of their patterns and they may choose new shapes and patterns and make them bigger for the parol mobile they will make.2. Show a sample of a mobile and show how it moves in the breeze.3. Tell them that they will create a parol design on a paper plate, which they will hang with a string so it will move in the breeze. Encourage them to make their designs bigger (scale up) and if they wish, they can create new designs.4. Ask the class to prepare their space: Cover the work surface with newspaper.5. Distribute the paper plates or the cardboard circles, two per student. Explain that they can put a string through the hole on top (so the parol can hang it from a high place). The holes on the bottom are for strings to hang the other 2 parol they will paint. Distribute the crayons and painting tools. Remind the students about the classroom painting rules.6. Have the students draw the designs with crayon. Encourage them to create larger designs of geometric or organic shapes.7. The students can begin to paint their parol once they have filled up the parol.8. As the students finish, give them the string, so they can proceed to hang the parol mobiles around the room or along the corridors so it can move in the breeze and 88

serve as Christmas decorations. Allow them to bring this home to give to their parents so they can decorate their home.9. Leave enough time for clean up: Put the brushes in the big water pails, remove the newspaper from the work surface and wash their hands.Processing, Evaluation Review the purpose and meaning of the Philippine Christmas lantern, or parol. Askthem to look at the hanging mobiles. Ask them: Which mobiles move more? Why? Whichhave geometric designs? Which have organic designs? Which have both warm and coolcolors? Which have only warm colors? Encourage them to “repurpose” things in theirhouse: they can use old paper plates and make them into mobiles. Let them bring theirworks home so they can use these as their decorations. They can create their ownChristmas cards, wrapping paper and gift boxes by drawing and painting them. Tell themthat their parents would appreciate something that they made with their own hands,rather than if they ask for money to buy things.Lesson 14: Painting Colors of the Sea (Seascape)SummaryArt History/ Art Art Criticism/ Art Appreciation/Connecting Production/ Looking and Seeing Appreciating CreatingThe Philippines is an Paint a What colors can be Appreciate thearchipelago with many seascape found in a country’s differentislands surrounded by near your seascape? provinces andwater. home, or See the beauty of seascapes, as wellOur forefathers traveled paint the sea the sun’s as the work ofaround our country and to as you movement over the different artistsdifferent countries by remember it. sea as seen in andwater using different pictures and photographers.boats. paintings.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1. Define the given ART VOCABULARY.2. Familiarize themselves with photos or with paintings of the sea.3. Identify colors that can be found in a seascape.4. Review and apply concepts learned in the landscape I Lesson5. Paint their own seascapesArt Vocabulary Seascape – a seascape is a drawing or painting that shows a view of the sea. Horizon Line – The horizon line in a seascape is the line where the sky meets the sea. Cool Colors – green, blue, and violet (reflecting the sky or water) 89

 Warm Colors – Red, orange, yellow (reflecting the colors of the sun or fire).Elements and Principles1. Colors - an artist usually uses cool colors for a seascape (blue, green, white)2. Mood - cool colors give a mood or feeling of peace and quiet while warm colors give a feeling or mood of happiness, warmth and noise.Materials Pictures of the sea from different countries Stories about the sea Pictures of actual beaches or oceans, preferably in the Philippines. Pencils or crayons White Cartolina or bond paper or any white paper that is light enough or thick enough to hold color. Poster or water colors: red, blue, yellow or acrylic paint (This can be bought from the hardware and is cheaper than poster or water colors. However, acrylic house paint is permanent, and does not wash off of clothing, so students need to wear old clothes or apron over their school clothes.) Soft paint brushes (like Chinese brush) or sponges masking-taped to sticks or chicken feathers Plastic plates or plastic container lids, for mixing colors. Sticks, toothpicks, or barbecue sticks, for mixing the paint. Newspaper, for covering the work surface Damp rags for wiping hands, brushes, or work surfaces. If there is no water source nearby, have a pail of water on one side of the room; add pails if there are a lot of students. Have dry rags near the water pail so the students can dry their hands after washing. String or rope, so the artwork can be hung to dry. Use clothespins (sipit) to clip the paper. If the art class is right before recess or lunch, the students can dry the artwork on the table before hanging them.Motivation Show paintings or photos of seascapes and pictures of beaches or the sea duringsunset, sunrise, or daytime. If children live near the sea or have been to the sea, ask themto describe the colors they see, as well as objects they see near or in the water. Let themtell their stories and experiences in the beach.Procedure1. Ask students what they feel when they are beside the sea, or when they see pictures of the sea or any body of water.2. Ask them to point out in the picture or painting, the area where the sky meets the sea. Tell them that this is called the HORIZON LINE.3. Point out that the sea doesn’t really end where the line is, but because the world is round, and because our eyes cannot see past or below the horizon line (on the other side), it only looks like the sea ends there. 90

4. Ask students if they remember when they were near the sea or beach. Ask them what things or objects they saw. What were the colors of the sea and the sky? 5. Announce that they will paint a SEASCAPE. 6. Review with them the steps to follow when they paint: Cover with newspaper the work surface. Wash their brushes when the colors are too dark. Distribute the paper, the crayons and painting tools. 7. Ask them to show with their hands and arms the direction and line of the sea. (They will show a line from left to right or right to left that is horizontal). Ask them what colors the water of the sea are and tell them they can start painting with those colors using sideways strokes. 8. Let the students paint the sky and the clouds. 9. Allow the paper to dry before they paint what objects they see in the water (banca, boats, and fishermen with nets). Tell them to paint what they SEE. 10. When the student finishes the painting, post the artwork on the wall. 11. Leave ti me for cleanup. Put the brushes in the big water pails, and remove the newspaper from the work surface. Wash and dry their hands. Processing, Evaluation As the class views the artwork, let them point out the cool colors and warm colors. Relate this to actual temperature: blue = cool = water/ocean. Yellow = warm = sun = heat. Ask the students what sea they painted. Have they been there before? What was it like? If they haven’t been near the water, ask them what they think it would feel like to be in the sea? Display the seascapes of the students on the wall. Ask: which seascape is the most peaceful? Which seascape shows the horizon? Which seascape has boats? What other natural objects do you see? Which seascape shows people or fishermen? Relate to caring for the environment: how can we keep our oceans and seas clean?Why is it important to keep the waters clean? What are the creatures that live in the water?What happens when the water becomes polluted? What will happen to the sea creatures? Teacher’s Sample, 2006 91

Lesson 15: Painting a Cityscape: A Scene in Our School and NeighborhoodSummary Art Production Art Criticism/ Art Appreciation Creating Looking and Seeing AppreciatingArt History/ Make a What do you see Art is all aroundConnecting viewfinder. around you most us. In our Filipino artists drew Draw what you often? What do everyday lives.and painted what they see through the you enjoy looking From the momentsaw in their view finder. at everyday in we wake up to theneighborhood. Carlos school or at home? moment we go toFrancisco and Victorio What views are not sleep, we areEdades are two so pleasant? Why? surrounded by art.examples of theseartists.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1. Define the given ART VOCABULARY.2. Know who Carlos “Botong” Francisco and Victorio Edades were.3. Increase their awareness of what they see everyday.4. Review and apply concepts they learned in the landscape I Lesson.5. Make a viewfinder6. Draw the scenes they see in their school or neighborhood using a viewfinder.Art Vocabulary Viewfinder – A tool or device that artists use to find and “frame” what he/she finds interesting in a view. Frame – The borders or edges of a picture Scene – A view that is part of your environmentElements and Principles1.Shapes - manmade objects are made up of shapes: often, the roof of a house is shaped like a triangle while the windows and doors are shaped like rectangles.2.Lines- the lines on the roof are straight; the bars of windows are sometimes crisscrossing lines. The lines of doors and windows are straight.3.Color - when the painting of the walls of a house or a building are light blue, grey, light green, or light brown, we say that the colors are cool colors. When the walls are painted yellow, orange, red, purple, yellow-orange, we call these colors warm color.Materials Paintings by Victor Edades and Botong Francisco in pictures, postcards, calendars. Story or biography of Edades and Francisco (this is available on the internet) 92

 Stiff paper – folders, boxes, old calendars; cut to a minimum of 6” x 9” rectangle.Teacher should make a view finder before the class. Cut the rectangle, and then drawa smaller rectangle in the middle. Fold thepaper and cut out them smaller rectangle. Scissors may also be used (the students will be using scissors). X Scissors ●Scotch tape ●Pencils ●PaperMotivation Show paintings of sceneries or the everyday life of Filipinos by Carlos Francisco andVictorio Edades. Ask the students: What objects do you see in the painting? Which objectsare near? Which objects are far? What kinds of shapes do you see? What colors do yousee? Are there designs on the objects? What kind of lines do you see? What are thepersons doing? Who are they?Procedure1. Proceed to explain that Edades and Francisco were Filipino painters who wanted to show the everyday lives of Filipinos. Tell the students that this I Lesson will have them doing the same thing.2. But first, they will make something called a “view finder” to help them choose a view and sketch or draw it. a. Distribute the pre-cut boards; b. Show the students how to make their view finder using the instructions given in the materials portion of this lesson plan. The teacher can demonstrate step by the3. Step how to make a viewfinder, and let the students follow.4. If there is not enough scissors, let one student in the group cut his viewfinder and help the others cut theirs. Have them write their names on one side of the view finder.5. Once the viewfinders are finished, have the students hold their view finders as seen6. In the following pictures:7. Have the kids move around the room as they look through the viewfinder. If there is a window, have them take turns looking out the window.8. When they have chosen a “picture” or view, have them sketch what they see.9. Repeat the process, just so the students get used to sketching what they see in the frame. 93

10. Continue process until the end of class and let the students write their names behind their sketches and post it on the wall. Homework Ask students to bring their viewfinder home and look for interesting things or scenesor people around their house or neighborhood and sketch them. Ask them to draw morethan one sketch.SECOND SESSION1. Ask students to write their names behind their sketches. They can choose their favorite sketch and proceed to make it final: make a pencil or crayon drawing before proceeding to paint the scenery.2. Remind them about the painting VI. PROCEDUREs before they begin painting their scenery.3. Remind them to add the lines and designs on the roof, wall and fence of the houses. Include trees, plants, clouds, and the sky. Include persons doing different actions. Paint objects that are painted with cool colors before cleaning the brush to use objects with warm colors. Post their scenes on the wall.Processing, Evaluation1. Which neighborhoods look similar? Why? What do you see in those scenes?2. Ask students if the viewfinder helped them choose the scenes they drew.3. Let students choose: the view with the most detail; the view that has mostly cool colors/ or warm colors; the view with many people; the view that shows different kinds of building; the view that includes a background; and the most different view.Lesson 16: Famous Philippine Painters of Landscapes and CityscapesSummary Art History/ Art Production/ Art Criticism/ Art Appreciation/ Connecting Creating Looking and Seeing AppreciatingTwo Filipino artists What do you see aroundwho painted Paint scenes you most often? What do Art is all aroundsceneries of the from everyday you enjoy looking at us. In ourPhilippines during life of the everyday? everyday lives,their time are student – in An artist makes several from the momentCarlos “Botong” school or at sketches of what he/she we wake up to theFrancisco and home, or scenes sees around him/her, and moment we go toVictorio Edades. in the then he/she chooses from sleep, we are neighborhood. the sketches what he/she surrounded by art. will paint.Time Allotment: 1 Session (40 minutes)ObjectivesThe learners will:1. Define the given ART VOCABULARY. 94

2. Know Filipino artists Carlos “Botong” Francisco and Victorio Edades who painted landscapes during their time.3. Increase their awareness of what they see everyday in their environment.4. Review and apply concepts and skills in drawing and painting that they learned in the landscape I Lesson, as well as from the drawing I Lessons of the first quarter.5. Understand that the artist first makes a lot of studies, or sketches before he/she chooses what to paint.6. Paint scenes from their own everyday lives and from their environment.Art Vocabulary Sketch – A quick drawing, without too many details. Scene – A view that is part of your environment or neighborhood.Elements and Principles1. Line – there are many different lines in the natural and man-made environment: straight, curvy, crooked, jagged, thick, and thin.2. Shape – the natural objects in our environment have organic shapes like trees, plants, clouds, hills, animals, persons. Manmade objects like houses, buildings, churches, stores, posts, and different means of transportation have geometric shapes like rectangles, squares, ovals, triangles.3. Color – the environment has both cool colors (like blue, green, purple seen in the clouds, water, sky, some plants and trees, light blue walls, roofs) and also warm colors like the yellow of the sun and flowers, orange of the sunset, red of the fire, rooftops, fruits, clothes of persons, orange umbrellas, different bright colors of fiesta buntings.Materials Pictures of paintings by Victor Edades and Botong Francisco Stories or biographies of Edades and Francisco ( available on the internet) Pencils, crayons Cartolina, preferably A3 in size or any paper that is light enough or thick enough to hold color or any recycled/cut up box. Poster color: red, blue, yellow or acrylic house paint that is diluted with water. Acrylic paints have bright colors and the price is cheaper than poster or water color in cake form or tubes. However, acrylic house paint is permanent, and does not wash off of clothing. Extra care is needed when using it. Small soft paint brushes (like Chinese bamboo brush) or sponges masking-taped to sticks or, chicken feathers for the fine tips. Plastic plates or plastic container lids, for mixing colors. Sticks, toothpicks, or barbecue sticks, for mixing the paint. Recycled plastic spoons or knives or any twig can also be used. Newspapers, for covering the work surface Damp cloth or rags for wiping hands, brushes, or work surfaces. Students can be assigned to bring their own rags. If there is a nearby water source, have a pail of water or more if there are a lot of students. Students can use their dry cloth or rags after washing their brushes and their hands. 95

Motivation Show paintings of everyday life of Filipinos by Carlos “Botong” Francisco andVictorio Edades. Ask the following questions: ●What do you see in the painting? Whatobjects? What persons? ●Where is this place? ●What colors do you see? ●Who are thepersons in the painting? What are they doing?Procedure1.Show students the paintings of Victor Edades and Botong Francisco, both Filipino painters who wanted to show the everyday lives of Filipinos.2. Have the students show their homework (sketch(es) of their neighborhood or school. Those who did not do their homework can use the artwork or the sketches they drew in the last session. Ask some students to tell the rest of the class what they drew.3. Explain that today they will paint what they drew for homework. (or a drawing from their last session)4. Distribute pencil, paper, crayons and painting tools. Remind the class of the classroom painting rules.5. Have the students use pencil or crayon and sketch the scenes they drew. Tell the students to draw lightly on the white paper.6. The students can now paint the sketch they drew.7. After the students are finished painting, post their artworks on the wall8. Put the brushes in the big water pails, and remove the newspaper from the work surface. Remind the students to clean their brushes, keep their V. MATERIALS and wash their hands.Processing and Procedure Have a story session. Some students may volunteer to talk about their artwork. Letthe student narrate objects seen in their painting: what buildings, houses, persons areseen? Where is this place? What activity are the people doing? Are there natural objectsin the painting? What are the manmade objects? Let several students explain and tell the story of their art work. Let students choosewhich landscape is the most unique? Which has the most buildings? Which has the mostnumber of persons? Which has many natural objects? Which landscape has mostly coolcolors? Which landscape has mostly warm colors? Then wrap up the session by reminding the students that art is all around them andthat all they have to do is use their eyes and look and observe their surroundings. Praisethe variety of scenes that the students painted and the originality of their landscapes.Praise the students who are observant and can see details in their work and the work ofothers. (Relate that this trait of being observant is also needed not only by artists, butalso by scientist, doctors, engineers and other professions. As students there is a need tobe observant in all subjects like in Math, Science, English, Music, and PE and also ineveryday life. In art we call it “sharpening our eyes!” or being very observant.HOMEWORK Look for objects you like or find and pick interesting objects on the way home likesmall stones, rocks, interesting leaves, discarded covers of bottles, containers, seeds,twigs, and other items. You may also bring objects that are interesting for you from your 96

home. Ask permission from your family before you bring them to class. Put these in a bag,clean them if needed and wash your hands after picking these objects. We will use theseobjects for the next art I Lesson.Lesson 17: Painting a Still LifeSummaryArt History/ Art Production Art Criticism/ Art Appreciation AppreciatingConnecting Creating Looking and Appreciate the Seeing objects seen everyday in yourArtists from different Create a still life List objects you house, in the school or in thecountries and from painting, putting find in school or neighborhood, not only for their usedifferent times drew or together natural in your house but also for their colors, lines, shapespainted natural and or manmade that is part of and textures. Appreciate artistsfound objects from their objects found in your daily life. who make us realize the beauty ofhomes or surrounding. your home, Be able to ordinary objects because of their art.In art, this is called a school or describe and“still life” which is a neighborhood. name theirdrawing or painting that These objects shapes, colors,tells the viewer about can be drawn the lines andthe everyday objects in way they are, or textures.the lives of the artist or they can be After looking at aof people from a arranged on a drawing orspecific place and table or place. painting of a stillperiod. life, name and describe the objects you see.Time Allotment: 2 Sessions (40 minutes each)ObjectivesThe learners will:1. Define the given III. ART VOCABULARY after painting their still life.2. Familiarize themselves with the still life painting of other artists.3. Increase their awareness and appreciation for the ordinary objects they see everyday not only for their usefulness but also for their “artistic qualities” – their shapes, textures, colors and lines.4. Create a still life painting of objects they see or use every day.Art Vocabulary Still Life – is a drawing, painting, print or picture of a group of objects found in nature or in the artist’s surrounding, which can be arranged together in a specific place, or can be drawn or painted as they are seen. Found Objects – Objects that you find in your environment: plants, flowers, stones, fruits, shells, branches, baskets, pots, utensils, pencils, containers etc. that are still being 97

used or that are discarded because they are not useful anymore like old containers, broken pots, toys, or shoes.Elements and Principles1.Shape – in a still life drawing or painting, the artist draws or paints a grouping of manmade and/or natural objects to emphasize their shapes, colors, textures or lines.2.Color - in a still life, the artist can choose to paint objects that have similar colors (cool or warm colors) or objects that have contrasting colors.3.Texture a still life is interesting if a variety of textures of the different objects are shown (for example - prickly langka contrasted with smooth mangoes and bananas or textured baskets contrasted with smooth clay jars.). (Show the paintings in the guides “Still Life and Color”. Look at Amorsolo’s Painting of “Atis and Lanzones”. Compare the textures of the fruit.)Materials Pictures of still life paintings by Amorsolo or other artists. Ask students to look in the guide book at the Work of different artists who painted “still lifes” : Vncent Van Gogh’s “A Pair of Shoes” and “Still Life” by Paul Cezanne. Pencils or crayons Cartolina, preferably A3 in size or any paper that is light enough or thick enough to hold color or any recycled/cut up box Poster colors or water color in red, blue, yellow or acrylic house paint from the hardware which has bright colors and the price is a lot cheaper. However, acrylic house paint is permanent, and does not wash off of clothing. Soft and small paint brushes or sponges masking-taped to stick or chicken feathers, for the fine tips. Plastic plates or plastic container lids for mixing colors; sticks, toothpicks, or barbecue sticks, for mixing the paint. Recycled plastic spoons or knives will work as well. Newspaper, for covering the work surface Damp cloth or rags, for wiping hands, brushes, or work surfaces. Assign students to bring. If water source is far, have a pail of water in the room and add pails if there are more students. Have a dry cloth or rag so the students can dry their hands after washing.Motivation1.Ask the students to bring out the objects that they brought. Have them describe where they found the object and what made them pick it up. Let them describe the objects in terms of color, shapes, textures.2.Display and let students analyze still life paintings by Filipino artists or pictures of still lifes. Analyze how the objects are arranged. What objects are included? What kind of shapes do you see? What kind of colors do the objects have? What is the texture of the different objects? What does the drawing or painting say about the artist? 98

Procedure1. Tell the students to group their objects together, so that one grouping of objects can be drawn by several students. Teach students how to arrange the objects artistically: big objects can be placed behind while smaller others can be placed in front. Rough objects can be placed beside smooth objects; dark colored objects can be contrasted with light colored ones.2. Have students draw the objects arranged in front of them. (Around 5 -10 students can share one still life so that they are near enough the objects when they draw and paint it.). Draw objects nearest to them first before the objects that are behind. (Note: some students can draw shapes that overlap; however, some may not be able to do this at this age. Allow them to draw the still life as they see it. Remind them to look first and observe the object and its details before drawing it. Encourage them to make their still life unique, even if their group is painting the same objects, since each one has his own way of looking and seeing things.3. Before they start painting, remind students about painting in procedures. Distribute painting in the materials to be shared after the students have covered their desks or tables with newspapers. Encourage the students to paint similarly colored objects first before they wash their brushes to use other colors. Remind them that they can mix colors to create new colors4. Let the paintings dry first before posting the artworks on the wall.Processing, Evaluation1. Let students view the different still life – their own and their classmates’. Let them point out which objects are big, small, textured, smooth, circular in shape, rectangular, organic. What do the objects mean? What stories can they tell?2. Ask the students that drew the same still life, if their drawings and paintings are the same. Point out works that are “different” and tell them that in ART, it is important to draw or paint in your own way even if several are looking at the same objects. Copying each other is discouraged in art. There is no RIGHT WAY in ART. There are different ways. However, some are more observant than the others. This skill all can learn.3. Each person is different: in appearance, in height, in face, and even in handwriting! Our Creator has made each person UNIQUE. Even twins are different. Therefore, each one of us should appreciate our uniqueness and express it in what we do, how we draw or paint, how we write and speak and sing! We should not compare ourselves with other persons; instead, we should look and be thankful for how we look, for our talents, even for our weaknesses, and appreciate our UNIQUENESS. We should also appreciate the uniqueness of other persons. 99

Lesson 18: Painting an Imaginary Landscape and Scenery (On-the-Spot)SummaryArt History/ Art Production/ Art Criticism/ Art Appreciation/ AppreciatingConnecting Creating Looking and Seeing Understand that one subject can be drawnSome artists liked to Paint a landscape Drawing a or painted by several persons/artists inpaint outside: they and any scene, landscape is very many different ways. Each person canwould set up their seated outdoors. close to painting draw or paint what he sees differentlypaper or canvas on an Find a shady area one. All the according to how he sees the view.easel, before the where you can elements are the Imaginary landscapes allow theoutdoor scene they work as a class. same, except one person/artist to share his dreams andwanted to draw. They For the imaginary uses paint instead imagination with other people.brought their art landscape, draw of pencils ormaterials and some or paint inside crayons.snacks, and spent the the classroom, An imaginarywhole day painting the using one’s landscape islandscape as they see imagination. opposite of an on-it. the-spot landscapeWhile other painters because everydrew or painted object is ansceneries from their invention andimagination. comes from the artist’s imagination.Time Allotment: 2 Sessions (40 minutes each)ObjectivesThe learners will:1. Define the given art vocabulary.2. Apply previous art skills and concepts in new ways.3. Explore drawing or painting a landscape outside the classroom and draw or paint his own version of the same scenery.4. Draw an imaginary landscape from one’s imagination while inside the classroom.*Ideally this project should be done outdoors, but if this will be difficult, then allow the students to draw or paint an imaginary landscape inside the classroom.Art Vocabulary On the spot painting – many artists want to catch how the light is reflected in the trees, mountains, houses, plants in a scenery, and they want to show what is before them, so they set up their easel or paper and art V. MATERIALS outside, just before the scene that they want to draw or paint. Imaginary landscapes – artists are inspired by their dreams or imagination and draw or paint a scenery or landscape that they imagined or invented.Elements and PrinciplesShape - for an on-the-spot drawing or painting, the artist shows organic shapes (for natural objects) or geometric shapes for man-made objects. 100

1. Foreground - the objects in a drawing or painting that are located in “front” and occupy the biggest space. These are the objects nearest the painter, and are in the ‘foreground’.2. Background - the objects in the drawing or painting located behind the objects in the foreground are in the space called ‘background’. Usually, in scenery, the background can either be the distant sky, mountains, trees, houses, roads and these are seen behind the foreground.3. Warm and cool colors – in scenery of nature, the sky, clouds, water, mountains and trees are usually painted in cool colors. However, if the scene shows a sunset, or a bright sun, then the objects are colorful and bright, like a vivid orange or red sun, streaks of orange and violet in the mountains or sea, and the whole scene has clear bright colors as seen in the houses, clothes of persons, flowers and plants and other objectsMaterials Copies of the landscapes of Fernando Amorsolo and other Philippine artists like Felix Resurrecion Hidalgo, Juan Luna, Carlos Francisco from calendars, posters, books. Reference: History of Landscapes: http://www.museumnetworkuk.org/landscapes/history/history14th.htm Pencils and crayons. Cartolina, bond paper or any paper that is light enough or thick enough to hold color or any recycled/cut up box. Poster color: red, blue, yellow or watercolor or acrylic house paint. (Warn students that the paints might stain their clothes, so an old shirt or apron over their clothes is advisable.) Soft paint brushes or sponges masking-taped to sticks or, chicken feathers Plastic plates or plastic container lids, for mixing colors Sticks, toothpicks, or barbecue sticks, recycled plastic spoons or knives for mixing paint. Newspapers, for covering the work surface Damp cloth or rags, for wiping hands, brushes, or work surfaces. If water source is far, have a pail of water on one side of the room; add pails if there are more students. Have a dry cloth or rags near the water pail so the students can dry their hands after washing.Motivation Display samples of landscape paintings by different Filipino artists and artists likeVincent Van Gogh from cards, calendars and posters. Explain that when artists wanted topaint a scenery outdoors, they brought all their art materials and painted “ON-THE-SPOT”right where the scenery is. Many times they would stay the whole day or even severaldays in that outdoor place to finish their paintingProcedure1. Introduce the idea of ON-THE-SPOT drawing and painting. It would be good to let students draw outdoors as a different experience. The sun and the time of day changes the colors of objects in the scenery. Remind them to talk softly so as not to disturb the other classes while working outside. 101

2. Recall how they used their view finder for their art I Lessons before. If they still have them, let them use the viewfinder as they look at the scenery, so they can select which portion of the view they will draw. If not, they can select which scene they will draw.3. They can bring their paints outdoors too. However, if this is too difficult, they students can complete their drawings of the scenes outside, and go inside the classroom to painting it.4. Remind the students of the painting VI. PROCEDUREs: lay newspaper on their desks.5. Have their water in cans or plastic bottles. Have rags ready and pails of water for cleaning their brushes and their fingers.6. Encourage them to mix colors in the plastic plates and to color all the cool colors first before cleaning their brushes to paint the warm colors.7. When the students finish painting, let the works dry first before posting their artworks on the wall8. Put the brushes in the big water pails, and remove the newspaper from the work surface.9. FOR DRAWING AND PAINTING AN IMAGINARY LANDSCAPE  Should students not be able to draw and paint outdoors, hold the art class in the room? Ask them: Suppose you can create your own world using your imagination, how will this world look like? Ask them: what are the problems in this world (flooding, pollution, bad traffic, crowded cities, etc…) and how they can solve these? (Encourage the students to invent solutions for these problems and to be imaginative in creating their new, imaginary world and draw it for the class to see and appreciate).Processing, Evaluation For ON-THE-SPOT Scenery: Talk about each other’s work. Whose painting shows daytime? Night time? Afternoon? Pick a painting (one with clear objects or features) and askthe students how it would feel to be standing in a place that looked like this particularlandscape? Remind them that they have done landscapes in two different ways, andthere are probably other ways to show a landscape also. For IMAGINARY LANDSCAPES: Allow students to look at their artworks by groups, soeach one can explain the unique features of their imaginary world and their inventions tohis group mates. Allow them to go around and look at the work of others and appreciatethe originality of their classmates. Give time for them to talk to each other and askquestions about the “imaginary” features of the world they drew.*Note: It is important to allow time for students to share orally what they have drawn andto provide more opportunities for them to draw from their imagination. Provide topics like:  My Imaginary Transportation  I’m a Super Hero  An Imaginary Animal  An Imaginary Plane/Space Ship  My dream City/ Country/Home  A Machine that can _______________  An invention to solve ____________ 102

Lesson 19: UNIT 3 - SCULPTURE UNIT 3 Introduction to Sculpture: Nature SculpturesSummaryArt History/ Art Art Art AppreciationConnecting Producti Criticism/ Appreciating on Looking and Ask the students (oral or written): Creating Seeing what kind of natural sculptures do you seeBefore cities, and fancy Create Identifying and outside your house, or in the park?sculpture, Filipinos created sculptures recognizing Nature’s sculptures change, just likeart out of nature. They using natural natural materials nature itself.used wood and leaves to materials. that can be usedmake houses, or clothes, as sculptures.or even as a place forplanting rice. Sometimesthings found in nature canbe arranged in patterns todecorate outside thehouse.ObjectivesThe learner will:1. Explore the artistic quality of natural forms.2. Define the given IV. ART VOCABULARY.3. Arrange natural objects into patterns.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. 103

 Radial balance: When your items are arranged in a circle, and they are evenlyspaced out from the center of the circle. Installation art: Artwork that is temporary. It is visible for some time, but willeventually be dismantled or destroyed.Elements and Principles1.Form 2. Pattern 3. BalanceMaterials1 Paper 6. Pencil 7. Crayons2 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.3 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 (toensure a uniformity in the pattern)4 Masking tape, rolled up, stuck to the back of each cutout.5 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”1d. 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 outdoorsinto the classroom.MotivationOPTION 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. Procedure1. 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.1 See Rock Balancing Philippines, on Facebook or search for them on the internet. 104

3. Divide the class into groups, so they may share their natural objects.4. Distribute, or have the students get their natural objects ready.5. Using the cutouts, demonstrate (and define) different kinds of patterns; and the different kinds of balance.6. Have the students arrange their natural objects in a pattern, and remind them to make sure there is balance. a. Any of the three kinds of balance will work, although radial balance takes up much less space. b. Encourage the students to “trade” their materials, to put more variety into the sculpture. c. If there are minimal materials, have the students make their nature sculpture as a group. They can make one nature sculpture per group.7. When they are finished, have them draw their nature sculpture; and color it.Processing , Evaluation1. 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.Lesson 20: A Coin Container or a Pencil HolderSummary Art Production Art Art Appreciation Creating Criticism/ Appreciating Art History/ Looking Connecting Create a useful and Seeing Ask the students sculpture. (oral or written): Before cities, and fancy Identifying and what is the most sculpture, Filipinos recognizing beautiful but also created art that they can objects they most useful item you use around the house, use everyday have ever used? like bowls; or they made as sculpture. things for religious purposes, like the bulol and crosses carved out of wood. Time Allotment: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. 105

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.Element and Principle  FormMaterials1. Plastic cup, or plastic bottles with the top cut off2. White glueo 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, andsome 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/Tribal-Art- Ifugao-Tribe.html Household items ●Bowls ●Cups or mugs Spoons (no sharp objects, please!)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.  Begin by telling asking them what a pencil holder is.  Then explain that they are going to make one. 106

Procedure 1. Do the MOTIVATION (above) 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.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?Lesson 21: My PendantSummaryArt History/ Art Art Criticism/ ArtConnecting Production Appreciation Creating Looking and Appreciating Appreciate Seeing items that are not onlyFilipinos have many religious Make a Identify and useful but also artisticartifacts in churches and pendant that recognize objects like the pendantsinside their houses. Before is similar to they used every made by our ancestorsthere were churches and the amulets day as sculpture. for different purposed andpriests in the Philippines, worn by our Examine pendants out of differentFilipinos worshipped ancestors and worn by our materials.different gods for specific heroes we ancestors and bythings: there was a rice god, read about in present daya god for animals, a god to books or see Filipinos.protect the house. in the moviesSometimes they would wear and TVthese religious artifactsaround their necks, or keepsmall ones in pouches neartheir bodies for protectionand luck.Time Allotment: 1 session (40 minutes) 107