Arts Grade 4

C. Pangwakas na Gawain 1. Paglalahat Itanong: Bakit kailangan ang pagdaraos ng eksibit ng mga likhang-sining? 2. Pagmumuni Itanong: 1. Anong pinakamahalagang karanasan ang natutunan mo sa eksibit? 2. Paano mo naipakita ang suporta sa iyong mga kapangkat?IV. Pagtataya Sabihin: Gamitin ang rubrics sa ibaba upang masuri ang ipinakita mong kakayahan sa eksibit. Kulayan ng paborito mong kulay ang kahon na katumbas ng antas na naabot mo sa bawat kakayahan.Batayan: DEPED COPY**** Napakahusay *** Mahusay ** Karaniwan * Kailangan ng Tulong Kasanayan **** *** ** *1. Naipakita ko ang kasiyahan sa pag- papakita ng sariling likhang sining.2. Maayos ko na naitanghal ang sariling likhang sining.3. Naipakita ko ang suporta sa ibang miyembro ng pangkat.4. Malinaw at angkop kong nagawa ang pagpapaliwanag, pagsalaysay o pag- sagot sa anumang tanong ng mga panauhin ukol sa sariling likhang-sining.5. Ginawa kong malinis at kaaya-aya ang sariling lugar na ginanapan ng eksibit. 294 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Pagsubok sa Yunit 3Pangalan: _____________________Baitang/Pangkat:_________Panuto: Iguhit ang sa patlang ng wastong sagot.1. Ang tekstura ay .____ A. katangian ng bagay na nahihipo, nadarama at nakikita____ B. katangian ng bagay na nahihipo lamang____ C. katangian ng kulay____ D. uri ng nararamdamanDEPED COPY2. Alin ang disenyong hindi nagtataglay ng ritmo? ____ A.____ B.____ C.____ D.3. Alin ang disenyong nagpapakita ng radyal na ayos? _____ A. _____ B. _____ C. _____ D.4. Alin sa sumusunod ang linyang gumagalaw? _____ A. _____ B. _____ C. _____ D.5. Anong elemento ng sining ang nagmumula sa isang tuldok na pinahaba patungo sa iba’t ibang direksiyon? ____ A. kulay ____ B. linya ____ C. hugis ____ D. espasyo 295 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

6. Isang gawaing pansining na nagagawa sa pamamagitan ng pag-iwan ng bakas ng isang kinulayang bagay. ____ A. pagkuskos ng krayon ____ B. pagpipinta sa daliri ____ C. pagmomolde ____ D. paglilimbag7. Aling materyales ang maaaring gamitin sa relief printing? ____ A. papel ____ B. patatas ____ C. kutsara ____ D. aklat8. Ito ay elemento ng siining na pinagtagpo ang dalawang dulo. ____ A. hugis ____ B. linya ____ C. kulay ____ D. espasyo9. Anong prinsipyo ng sining ang inilalarawan ng mga likhang sining ng mga Kalinga?DEPED COPY ____ A. ritmo ____ B. linya ____ C. armonya ____ D. testura10. Alin ang may pinakamagaspang na tekstura? A._____ B. _____ C. ____ D. ____ 296 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

11. Alin sa sumusunod na larawan ang nagpapakita ng disenyong etniko? A._____ B. _____ C. ____ D. ____12. Kilalanin ang ethnic motif design na nasa kahon. DEPED COPY ___ A. Disenyong Maranao na nagpapakita ng pag-uulit, pasalit-salit, at radyal na disenyo. ___ B. Disenyong Maranao na nagpapakita ng radyal na disenyo. ___ C. Disenyong Ifugao na nagpapakita ng pag-uulit, pagsasalit-salit, at radyal na disenyo. ___ D. Disenyong Ifugao na nagpapakita ng radyal na disenyo. 13. Bakit may kani-kaniyang motif design ang mga pangkat etniko sa ating bansa? ____ A. dahil ang kanilang mga ninuno ay may kinagisnan nang uri ng disenyo para sa kanilang pangkat ____ B. dahil ang kanilang disenyo ay nagpapakita ng kanilang kultura at kapaligiran ____ C . dahil sa may kani-kaniyang istilo ang mga pangkat-etniko ____ D. dahil noon pa man ay mahilig na sila sa sining 14. Inatasan ka ng iyong guro na gumawa ng isang relief print para sa inyong class logo. Ano ang tamang pagkakasunod-sunod ng pamamaraan ng paggawa nito? 1. Pahiran ng pinta o acrylic paint ang bahaging may ukit gamit ang paint brush. 2. Kumuha ng isang bagay na maaaring pag-ukitan at gawing relief print tulad ng rubber o lumang tsinelas, matigas at flat na sabon, lamang- ugat (patatas o kamote), kahoy, at iba pa. 3. Gumuhit nang disenyo sa papel upang gawing modelo. 4. Maingat na ilipat ang disenyo sa papel o tela sa pamamagitan ng pagdiin ng bahaging may pinta. 5. Iukit sa napiling bagay para sa relief print ang disenyo 297 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY ___A. 1-2-3-5-4 ___B. 4-2-3-5-1 ___C. 2-3-5-1-4 ___D. 4-2-3-5-1 15. Gumuhit ka ng isang punongkahoy para sa iyong gagawing paglilimbag. Gusto mo itong papusyawin. Anong kulay ang iyong gagamitin? ___A. puti ___B. Itim ___C. abo ___D. dilaw 16. Sa iyong obrang nilikha ay nangangailangan palagi ng kulay. Alin sa sumusunod ang hindi maaaring gamiting pangkulay? ___A. bulaklak ___B. dahon ___C. tinta ___D. bakal 17. Ano ang pinakamainam mong gamitin sa paglilimbag? ___A. kamote, patatas, carrot ___B. malambot na bagay ___C. balat ng itlog ___D. papel de liha 18. Natutunan mo na ang luwad ay maaaring gamitin sa gawaing pansining. Alin ang ginagamitan ng luwad? ___A. pagguhit ___B. paglilimbag ___C. pagkulay ___D. pagmomolde 19. Sa asignaturang Sining ay tinalakay ang mga disenyo ng pangkat-etniko. Saan mo puwedeng gamitin ito? ___A. sa paglilimbag ng mga disenyo gamit ang mga bagay sa paligid ___B. sa pagbili sa tindahan ___C. sa origami ___D. sa takda 298 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY20. Ano-anong elemento ng sining ang nasa ethnic motif design? ____ A. tekstura ____ B. linya ____ C. hugis ____ D. kulay 21. Sa bawat gawaing sining, napakahalaga na ipakita ang pagiging malikhain. Ano ang katangian ng isang batang malikhain? ___ A. Nag-iisip at gumuguhit ng sariling disenyo ___ B. Nangongopya ng ginawa ng iba ___ C. Nangongopya sa aklat ___ D. Bumabakat sa aklat 22. Nagpakita si Bb. Caringal ng isang inilimbag na larawan. Ano ang ipinakikita ng larawan? ___ A. mga hugis na may ritmong salit-salit ___ B. mga hugis na may ritmong paulit-ulit ___ C. mga linyang hindi gumagalaw ___ D. mga linyang gumagalaw 299 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

23. Pagmasdang mabuti ang mga disenyong-etniko. Alin sa sumusunod ang nagpapakita ng linyang hindi gumagalaw?_____A. _____B.DEPED COPY_____C. _____D.24. Matatagpuan ang mga Kalinga sa pinakahilagang bahagi ng Luzon. Mahilig sila sa makukulay at may disenyong mga damit tulad ng mga larawan sa ibaba. Anong katangian ang ipinapahiwatig nila? ___ A. pagkamalinis ___ B. pagkamalikhain ___ C. pagkamasipag ___ D. pagkamasinop 300 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

25. Ang mga linya ay may mga katangian. Anong katangian ang nasa ibaba?___ A. malambot ___ B. makapal ___ C. manipis___ D. makitid26. Sa sumusunod na hugis, alin ang hindi likas na hugis o organic shape? DEPED COPY ___A. ___B. ___C. ___D.27.Ang sumusunod ay halimbawa ng ritmo sa sining. Alin sa ibaba ang hindi naglalarawan ng linyang inuulit?___ A.___ B.___ C.___ D.28.Ano ang dapat mong gawin kapag pinuna ang iyong natapos na gawaing sining? ___ A. tanggapin nang maluwag sa kalooban ang puna. ___ B. punahin ang gawa ng nagbigay ng puna. ___ C. huwag pansinin ang puna ___ D. magalit 301 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY29. Ano ang halaga sa iyo ng paglahok sa mga exhibit o eksibisyon? ____ A. maipagyabang ang mga produkto o likha ____ B. makita ng mga tao ang mga produkto o likha ____ C. mabigyang halaga ang mga produkto o likha ____ D. magsilbing inspirasyon sa iba 30. Alin sa sumusunod na elemento ng sining ang maaari mong pagsalit-salitin? ____ A. linya, hugis, at kulay ____ B. linya, ritmo, at contrast (contrast) ____ C. linya, tekstura (texture)at balanse ____ D. linya, hugis at armonya 31. Itinuro ni Gng. Montańez kina Cecilia ang paggawa ng isang relief master. Malapit na ang Buwan ng mga Puso. Ano ang maaari niyang gawin na magagamit ang kaniyang relief master? ____ A. Paglalagay o paglilimbag ng disenyong paulit-ulit at salit-salit sa card ____ B. Hindi ko na lang gagamitin at magbibigay na lang ng card ____ C. Pagagawa ng panibagong relief master ____ D. Pagdrowing sa ginawang relief master 32.Marami na kayong natapos na mga gawaing sining. Alin ang dapat mong tandaan tuwing gumagawa? ____ A. Limitahan ang paggamit ng mga materyales sa sining ____ B. Maging maingay habang gumagawa ____ C. Kumopya sa ginawa ng iba ____ D. Gumawa nang nag-iisa 33. Isang araw si Krizelle ay hindi makagawa ng relief master. Isa ka sa kaniyang katabi sa upuan, ano ang dapat mong gawin? ____ A. tulungan siya at palakasin ang loob ____ B. isumbong sa iyong guro ____ C. tawanan siya ____ D. iwanan siya 34. Sa tuwing kayo ay gumagawa ng gawaing sining ay laging pinalalagyan sa inyo ng diyaryo ang mesang pinaggagawaan. Bakit? ____ A. upang hindi makita ng iba ang iyong ginagawa ____ B. upang hindi marumihan ang mesang pinaggagawaan ____ C. upang magkaroon ng disenyo ang iyong gawaing sining ____ D. upang lalong gumanda ang gagawing gawaing sining 302 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY35. Ano ang dapat mong gawin sa lugar na pinaggawaan matapos ang isang gawaing sining? ____ A. ipagyabang sa mga hindi marunong ____ B. i-display ang natapos na gawain ____ C. linisin ang pinaggawaan ____ D. itapon ang mga gamit 36. Gagawa kayo ng isang obra sa pamamagitan ng paglilimbag gamit ang luwad. Anong unang dapat mong gawin sa luwad? ____ A. pagulungin ang luwad upang lumambot ____ B. iukit dito ang napiling disenyo ____ C. lagyan agad ng pintura ____ D. patigasin 37. Sa iyong paglalakad patungo sa paaralan ay nakakita ka ng mga patapong bagay o recyclable materials na pinadadala ng guro. Ano ang gagawin mo sa mga ito? ____ A. ibilin ito sa iyong kaibigan para kayo lang ang makakagamit ____ B. dadalhin upang gamitin ito sa paglilimbag ____ C. itapon na lamang ____ D. huwag pansinin 38. Kung guguhit ka ng isang disenyong ililimbag at pinakukulayan ito ng iyong guro ng iba’t ibang kulay, paano mo ito gagawin? ____ A. gagamitin ang kalamlaman, katingkaran, at kapusyawan ng kulay ____ B. gagamitin lang ang puti sa paghalo ____ C. gagamitin ang isang kulay lang ____ D. gagamitin ang lahok-lahok na kulay 39. Ano ang dapat mong gawin upang umunlad ang iyong kakayahan sa malikhaing pagpapahayag? ____ A. bumakat ng magagandang larawan sa aklat ____ B. maghanap ng magagandang disenyo ____ C. mag-isip at gumuhit ng sariling disenyo. ____ D. mangopya ng gawa ng iba 40. Nakatapos nang maaga ang iyong kamag-aral sa pinagagawa na gawaing Sining ng iyong guro. Ano ang mararamdaman mo? ____ A. masosorpresa ____ B. matutuwa ____ C. magagalit ____ D. maiinggit 303 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Answer Key 1. A 21. A 2. C 22. B 3. D 23. C 4. C 24. B 5. C 25. A 6. D 26. B 7. B 27. A 8. A 28. A 9. A 29. C 10. D 30. A 11. C 31. A 12. D 32. D 13. B 33. A 14. C 34. B 15. A 35. C 16. D 36. A 17. A 37. B 18. D 38. A 19. A 39. C 20. B 40. B 304 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

RepublicDEPEDof the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 CurriculumCOPGuideY ART (Grade 4) December 2013 xxv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

xxvi K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - CONCEPTUAL FRAMEWORKelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DBoth the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance- Ebased learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world. PAs Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, E(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2) DThe philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based COPYArt Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines.

xxvii K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - PHILOSOPHY AND RATIONALE FOR ARTSelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. DThe Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, Ecelebrations, and events. Arts records, reflects, and rearranges man’s life and existence. PThe Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply Ecreative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K- D12 Arts Curriculum seeks to address these needs of our students for the 21st Century. The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads, iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and Cdesigns. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner. The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and Oindigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to Grade 12. PThe approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual Yexpression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in various art-related fields so the student can discover and consider the different career opportunities in the arts.

KDEPto 12EBASICDEDUCATIONCCURRICULUMOPY Figure 1. The Curriculum Framework of Music and Art xxviii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

xxix K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D Grade 12Mastery of Proficiency in the chosen form or genreelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. E Grade 11Mastery of Proficiency in the chosen form or genre PGrade 10Application of Contemporary Music and Arts Grade 9Application – Western Music and Arts EGrade 8Application – Asian Music and Arts DGrade 7Application – Philippine Folk Music and Arts Grade 6Application for Appropriate Mastery and Acquisition of Skills Grade 5Exploration – Elements / Processes CGrade 4Formal Introduction to Elements / Processes Grade 3Preliminary Acquisition of Basic Knowledge and OSkills Grade 2Enhanced Understanding of Fundamental Processes Grade 1Introduction to the Fundamental Processes PKindergartenExposure to the Different Music & Art Processes Y(Experiential Learning) Figure 2. Content of Music and Art per Grade Level

xxx DMusic Elements K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - EPE-creating)Table 1. Basic Reference for Music and Art Contentelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Arts Elements and Principles Music Processes Art Processes -creating) D CTexture Shape/Form OP*No formal instruction in harmony (transference) Yfrom K to 3 * Contrast

xxxi DLEARNING AREA STANDARD: K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - EKEY STAGE STANDARDS: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. PEK - 3 DThe learner demonstrates understanding of4–6 7 – 10 fundamental processes throughThe learner demonstrates understanding of The learner demonstrates understanding of performing, creating, and responding,basic elements and concepts throughsalient features of music and art of the aimed towards the development ofperforming, creating, and responding, aimedPhilippines and the world, through appreciation, towards the development of appreciation of analysis, and performance, for self- Cappreciation of music and art, andmusic and art, and acquisition of basicdevelopment, the celebration of Filipino cultural OPYacquisition of basic knowledge and skills.knowledge and skills. identity and diversity, and the expansion of one’s world vision.

xxxii DGrade Level K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - EGrade 1GRADE LEVEL STANDARDS:electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. PGrade 2 Grade Level Standards Grade 3 EGrade 4 DGrade 5 Grade 6 CGrade 7 OGrade 8 PGrade 9 YGrade 10 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills. Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision. Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines. The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

xxxiii DCONTENT K to 12 BASIC EDUCATION CURRICULUM GRADE 4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - EGRADE 4- FIRST QUARTERelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. I. Elements: CONTENT PERFORMANCE LEARNING COMPETENCY CODE 1. LINES STANDARDS STANDARDS P1.1 organic and inorganic A4EL-Ia 2. COLORS The learner… The learner… The learner… A4EL-Ib 2.1 primary and secondary A4EL-Ic 3. SHAPES demonstrates practices variety of culture 1. appreciates the rich E2.1 stylized based on understanding of in the community by way variety of cultural nature lines, texture, and of attire, body accessories, communities in the shapes; and balance religious practices and Philippines and their II. Principles: of size and repetition lifestyle. uniqueness of motifs/patterns 1.1 LUZON- Ivatan, D4. REPETITION through drawing creates a unique design of Ifugao, Kalkminga, 4.1 motifs houses, and other Bontok, Gaddang, household objects used by Agta the cultural groups. 1.2 VISAYAS – Ati 1.3 MINDANAO- writes a comparative Badjao, description of houses and Mangyan,Samal, utensils used by selected Yakan, Ubanon, cultural groups from Manobo, Higaonon, different provinces. Talaandig, III. Process: Matigsalog, Bilaan, 5. DRAWING T’boli, Tiruray, Mansaka, Tausug C5.1 drawing of figures of different cultural communities 5.2 crayon etching of Oethnic designs crayon resist of scenes from different cultural groups in the PYPhilippines 2. distinguishes distinctive characteristics of several cultural communities in terms of attire, body accessories, religious practices, and lifestyles. I. Elements: demonstrates practices variety of culture 3. adapts an indigenous 1. LINES understanding of in the community by way cultural motif into a 1.1 organic and inorganic lines, texture, and of attire, body accessories, contemporary design 2. COLORS shapes; and balance religious practices and through crayon etching

xxxiv CONTENTK to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D2.1 primary and secondaryCONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS technique. 3. SHAPES A4PL-Id of size and repetition lifestyle. A4PR-Ie E2.1 stylized based onof motifs/patterns A4PR-If naturethrough drawing A4PR-Ig II. Principles: creates a unique design of 4. identifies specific A4PR-Ih houses, and other clothing, objects, and P4. REPETITION household objects used by designs of the cultural 4.1 motifs the cultural groups. communities and applies it to a drawing of the writes a comparative attire and accessories of description of houses and one of these cultural utensils used by selected groups. cultural groups from different provinces. 5. shares ideas about the III. Process: practices of the different cultural communities. E5. DRAWING 5.1 drawing of figures of 6. translates research of the different cultural artistic designs of the Dcommunities cultural communities into 5.2 crayon etching of a contemporary design. ethnic designs 7. creates a drawing after crayon resist of scenes close study and from different cultural groups in the Oobservation of one of the CPhilippines cultural communities’ way of dressing and accessories. P8. produces a crayon resist Yon any of the topics: the unique design of the houses, household objects, practices, or rituals of one of the cultural groups.

xxxv CONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DEGRADE 4- SECOND QUARTER CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. PI. Elements: STANDARDS STANDARDS A4PR-Ii 9. uses crayon resist 1. SHAPES The learner… The learner… technique in showing A4EL-IIa 1.1 overlapping of shapes different ethnic designs A4EL-IIb demonstrates sketches and paints a or patterns. A4EL-IIc 2. COLOR understanding of landscape or mural using A4EL-IId lines, color, shapes, shapes and colors The learner… A4EL-IIe E2.1 to show mood and space, and proportion appropriate to the way of atmosphere through drawing. life of the cultural 1. discusses pictures of 3. SPACE community. localities where different 3.1 showing foreground, cultural communities live realizes that the choice of and understands that Dmiddle ground and colors to use in a each group has distinct landscape gives the mood houses and practices. background or feeling of a painting. 2. distinguishes the attire II. Principles: and accessories of 4. PROPORTION of houses, selected cultural communities in the Cbuildings, fields, country in terms of colors and shapes. mountains, sky in a landscape 3. appreciates the importance of OIII. Process: communities and their 5. PAINTING culture. 5.1 important landscape/famous 4. compares the Plandmark in a province geographical location, 5.2 (indigenous houses) practices, and festivals of Y5.3 mural painting the different cultural groups in the country. I. Elements: demonstrates sketches and paints a 5. sketches a landscape of a 1. SHAPES understanding of landscape or mural using cultural community based 1.1 overlapping of shapes lines, color, shapes, shapes and colors on researches and 2. COLOR space, and proportion appropriate to the way of observations made.

xxxvi CONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - D1.1 to show mood and CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS A4EL-IIf atmosphere 6. paints the sketched A4EL-IIg through drawing. life of the cultural landscape using colors A4EL-IIh E3. SPACE community. appropriate to the cultural 3.1 showing foreground, community’s ways of life. A4EL-IIIa middle ground and realizes that the choice of A4PL-IIIb colors to use in a 7. exhibits painted background landscape gives the mood landscapes to create a PII. Principles: or feeling of a painting. mural for the class and 4. PROPORTION of houses, the school to appreciate. buildings, fields, Emountains, sky in a 8. tells a story or relates landscape experiences about cultural DIII. Process: communities seen in the 5. PAINTING landscape. 2.2 important landscape/famous landmark in a province 2.3 (indigenous houses) C2.4 mural painting OGRADE 4- THIRD QUARTER The learner… The learner… The learner… I. Elements: 1. LINES demonstrates 1.1 organic, inorganicunderstanding of shapes and colors P(mechanical) and the principles of repetition, contrast, 2. COLORS 2.1 earth or natural colors Y3. TEXTURE creates relief and found 1. explores the texture of objects prints using ethnic each material and designs. describes its characteristic. presents research on relief 2.2 from a variety of and emphasis prints created by other 2. analyzes how existing materials through printmaking cultural communities in the ethnic motif designs are 4. SHAPES (stencils) country. repeated and alternated. 4.1 geometric/2-

xxxvii CONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Ddimensional Shapes CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EII. Principles: STANDARDS STANDARDS A4PL-IIIc 3. discovers the process of A4PR-IIId 5. CONTRAST produces multiple copies of creating relief prints and A4PR-IIIe 5.1 smooth vs. rough a relief print using appreciates how relief A4PR-IIIf 5.2 curves vs. straight industrial paint/natural prints makes the work dyes to create decorative more interesting and A4PR-IIIg Plines borders for boards, panels harmonious in terms of A4PR-IIIh etc. the elements involved. 5.3 small shapes vs. big shapes 4. draws ethnic motifs and create a design by 6. HARMONY repeating, alternating, or by radial arrangement. EIII. Process: 5. creates a relief master 7. PRINTMAKING or mold using additive and subtractive D7.1 relief print processes. 7.2 glue print 6. creates simple, 7.3 cardboard print interesting, and harmoniously arranged COPYfound objects print relief prints from a clay design. 7. prints reliefs with adequate skill to produce clean prints with a particular design motif (repeated or alternated). I. Elements: demonstrates creates relief and found 8. prints reliefs using found 1. LINES understanding of objects prints using ethnic materials and discusses 1.1 organic, inorganic shapes and colors designs. the finished artwork. and the principles of (mechanical)

xxxviii K to 12 BASIC EDUCATION CURRICULUMCONTENT All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - CONTENTD2. COLORSPERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS A4PR-IIIi 2.1 earth or natural colors repetition, contrast, presents research on relief 9. creates the relief mold A4PR-IIIj-1 and emphasisE3. TEXTURE A4PR-IIIj-2 through printmaking3.1 from a variety ofprints created by otherusing found material: (stencils) materials 4. SHAPES cultural communities in the hard foam; cardboard P4.1 geometric/2- country. shapes glued on wood; dimensional Shapes strings and buttons, old EII. Principles: produces multiple copies of screws, and metal parts 5. CONTRAST 5.1 smooth vs. rougha relief print usingglued on wood or D5.2 curves vs. straight linesindustrial paint/natural cardboard. 5.3 small shapes vs. big shapesdyes to create decorative 6. HARMONY borders for boards, panels 7. displays the finished CIII. Process: 7. PRINTMAKING etc. artwork for others to 7.1 relief print O7.2 glue print critique and discuss. 7.3 cardboard print 1. participates in a PYfound objects print school/district exhibit and culminating activity in celebration of the National Arts Month (February).

xxxix CONTENT K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DGRADE 4- FOURTH QUARTER CONTENT PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS I. Elements: A4EL-Iva The learner… The learner… The learner… E1. COLOR A4EL-Ivb 1.1 dyes can be combined demonstrates applies individually the 1. researches and A4EL-IVc to create new colorsunderstanding on intricate procedures in tie- differentiates textile color (dyes), values, dyeing in clothes or t- traditions, e.g. tie-dye done P2. VALUE/TONE and repetition of shirts and compares them in other countries like China, light and dark motifs through with one another. India, Japan, and Indonesia sculpture and 3-D in the olden times and II. Principles: crafts replicates traditional skills presently,as well as in the in mat weaving from Philippines, e.g. theTinalak E3. REPETITION indigenous material like made by the T’bolis. 3.1 motifs, colors abaca tapestries. III. Process: researches on tie-dyed 2. presents pictures or D4. SCULPTURE and 3- crafts of the T’boli and actual samples of different dimensional crafts presents designs made by kinds of mat weaving 5. Textile craft: them;presents research on traditions in the Philippines. tie-dyed products of other 5.1 tie-dye (one color; 2 cultural communities to 3. discusses the intricate colors) compare their designs and designs of mats woven in the colors. Philippines: COPY5.2 Mat weaving (buri) 3.1 Basey, Samar buri mats 3.2 Iloilo bamban mats 3.3 Badjao&Samal mats 3.4 Tawi-tawilaminusa mats 3.5 Romblon buri mats

xl K to 12 BASIC EDUCATION CURRICULUMCONTENT All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - CONTENTDI. Elements:PERFORMANCE LEARNING COMPETENCY CODEelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. STANDARDS STANDARDS A4PL-Ivd 1. COLOR A4PL-Ive demonstrates applies individually the 3. emphasizes textile crafts A4PR-IVf understanding onE1.1 dyes can be combinedintricate procedures in tie-like tie-dyeing whichA4PR-IVg color (dyes), values, dyeing in clothes or t-shirts demands careful A4PR-IVh and repetition ofto create new colorsand compares them withpractices and faithful motifs through one another. repetition of the steps to sculpture and 3-D2. VALUE/TONE produce good designs. crafts replicates traditional skills light and darkin mat weaving from 4. gives meaning to the indigenous material like designs, colors, patterns PII. Principles: abaca tapestries. used in the artworks. 3. REPETITION researches on tie-dyed 5. creates a small mat 3.2 motifs, colorscrafts of the T’boli and using colored buri strips presents designs made by or any material that can EIII. Process: them;presents research on be woven, showing tie-dyed products of other different designs: 4. SCULPTURE and 3-cultural communities to squares, checks zigzags, compare their designs and and stripes. Ddimensional crafts colors. 6. weaves own design 5. Textile craft: similar to the style made by a local ethnic group. 5.1 tie-dye (one color; 2 7. creates original tie-dyed colors) textile design by following the traditional COPY5.2 Mat weaving (buri) steps in tie-dyeing using one or two colors.

xli K to 12 BASIC EDUCATION CURRICULUM CODE BOOK LEGEND All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. D Sample: A10PR-If-4 EPFirst Entry LEGEND SAMPLE DOMAIN/ COMPONENT CODE Art Elements EL EGrade LevelLearning Area andGrade 10 Principles PL Strand/ Subject or PR Specialization DUppercase Letter/s A10 Domain/Content/ Component/ Topic Roman Numeral Process PR - C*Zero if no specific quarter I Processes Lowercase Letter/s *Put a hyphen (-) in betweenQuarter First Quarter f letters to indicate more than aWeek - Week six 4 Ospecific weekCompetency PYArabic Number Evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements



Musika at Sining – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015ISBN: ___________ Paunawa hinggil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng BatasPambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang-sipi sa anumang akda ngPamahalaan ng Pilipinas. Gayunpaman, kailangan muna ang pahintulot ng pamahalaan otanggapan kung saan ginawa ang isang akda upang magamit sa pagkakakitaan angnasabing akda. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay angpatawan ng bayad na royalty bilang kondisyon. Ang mga akda / materyales ( mga kuwento, seleksiyon, tula, awit, larawan, ngalan ngprodukto o brand names, tatak o trademarks, palabas sa telebisyon, pelikula at iba pa) naginamit sa aklat na ito ay nagtataglay ng karapatang-ari ng mga iyon. Pinagtibay sa isangkasunduan ng Kagawaran ng Edukasyon at Filipinas Copyright Licensing Society (FILCOLS)Inc. na ang FILCOLS ang kumakatawan sa paghiling ng pahintulot sa nagmamay-ari ng mgaakdang hiniram at ginamit dito. Hindi inaangkin ni kinakatawan ng tagapaglathala (publisher)at mga may-akda ang karapatang-aring iyon.DEPED COPYInilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin Luistro FSCPangalawang Kalihim: Dina S. Ocampo, PhDDirektor IV: Marilyn D. Dimaano, EdDDirektor III: Marilette R. Almayda, PhD Mga Bumuo ng Patnubay ng GuroMusika Pangunahing Tagapangasiwa: Maria Blesseda Alfonso Cahapay Consultant: Myrna T. Parakikay Mga Tagasuri Ng Nilalaman: Jocelyn T. Guadalupe, Dolores T. Andres Mga Manunulat: Maria Elena D. Digo, Fe V. Enguero, Ma. Teresa P. Borbor, Amelia M. Ilagan, Josepina D. Villareal, Mary Grace V. Cinco, Josephine Chonie M. Obseñares, Chita E. Mendoza, at Victorina E. Mariano Transcriber: Arthur M. Julian Gumuhit ng Larawan: Hadji Miguelito S. Mendoza, Arthur M. Julian, Jason O. Villena Tagatala: Richilo L. Laceda Naglayout: Mary Grace Ann G. CadisalSining Pangunahing Tagapangasiwa: Marilou Gerero-Vispo Consultant: Charo Defeo-Baquial Mga Tagasuri ng Nilalaman: Juan Gepullano; Rosel Valenzuela Mga Manunulat: Cynthia Montañez; Ma. Teresa Caringal; Adulfo Amit; Benjamin Castro; Emily Maninang; Joan D. Sandoval Mga Tagasuri ng Wika: Paolo-Ven Paculan; Erickson Gutierrez Mga Gumuhit ng Larawan: Michael Villadolid, Jason O. Villena Mga Naglayout: Algievoi Omaña, Oliver S. MagatInilimbag sa Pilipinas ng _________________________Department of Education–Instructional Materials Council Secretariat (DepEd–IMCS)Office Address : 5th Floor Mabini Bldg. DepEd Complex Meralco Avenue, Pasig CityTelefax : Philippines 1600E–mail Address : (02) 634–1054 or 634–1072 [email protected] ii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Paunang Salita Ang Patnubay ng Guro na ito sa Musika at Sining ay inihanda upang malinang sa mga mag-aaral ang kanilang mga natatanging kakayahan sa masining na pamamaraan. Hangad ng mga may-akda ng aklat na ito na lubusang mapalaganap sa mga mag-aaral ang kamalayan sa iba’t ibang uri ng sining. Kung kaya’t ang mga gawaing nakapaloob dito ay isinulat sa payak at natural na pamamaraan upang mas maunawaan at mas maging makabuluhan ang pagkatuto sa bawat elemento ng Musika at Sining. Ang mga itinakdang gawain na pawang kawili-wili ay makapagbibigay- laya sa mga mag-aaral na makapag-isip at makalikha ng sariling awitin at tugtugin sa Musika, gayundin ng mga disenyo o visual art sa Sining, na magdudulot ng saya at kaganapan sa bawat aralin. Ang mataas na antas ng pagkatuto sa Musika at Sining, batay sa maraming pagsasaliksik, ay nagpapatunay na magdudulot sa mga mag-aaral upang magkaroon ng:  mapanuri at replektibong pag-iisip;  mas pinahusay na konsentrasyon at mas mahabang attention span;  mas pinahusay na memorya at pagpapanatili ng mga natutuhan; at  mas pinahusay na pakikisalamuha at pakikipag-ugnayan sa kapwa, at kakayahang makapagsagawa ng mga gawain kasama ang iba. Ang makabuluhang paggamit sa aklat na ito ay magsisilbing tulong upang maiangat ang antas ng pagkawili o interes at inspirasyon sa pag-aaral ng Musika at Sining, na makatutulong sa adhikain ng K to 12 Basic Education Program tungo sa paghubog ng kabuuang pagkatao ng isang indibidwal. iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Yunit 4 – 3D at IskulturaAralin 1: Disenyo sa Tela ……………………………………………… 305Aralin 2: Disenyo sa Tela………………………………………………. 309Aralin 3: Disenyo sa Tela ……………………………………………… 311Aralin 4: Pagbibigay ng Kahulugan sa Disenyo, Kulay at Anyo 316sa Paglalala ……………………………………………………Aralin 5: Tradisyon ng Paglalala sa Pilipinas ………………………… 321DEPED COPYAralin 6: Mga Disenyo ng Banig ………………………………………. 325Aralin 7: Iba’t Ibang Disenyo sa Paglalala …………………………… 329Aralin 8: Paglalala ng Banig …………………………………………… 333 vii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY SINING Teacher’s Guide 193 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 4 : 3D at Iskultura Disenyo sa TelaAralin Bilang 1 : BUOD NG ARALIN Art Art Art Art History Production Criticism AppreciationAng tina-tali (Tie-Dye) ay isang Nakagagawa Naipagha- Napapahalagahanmodernong ng disenyo hambing ang ang sariling likhasalita na gamit ang iyong sariling sa pamamagitannaimbento sa paraan na likha sa disenyo ng pagtatanghalkalagitnaan ng Tina-Tali ng ibang o eksibisyon ng1960 sa Estados (Tie-Dye) na manlilikhang- obra, paggamit, atUnidos para sa nakikitaan ng sining. pagbenta nito.isang paraangDEPED COPYiba’t ibangkauri ng katangian ngsinaunang kulay, linya, atstratehiya sa hugis.pagtitina. Angbawat lugar aymaynatatangingdisenyo nanagpapakita ngkanilang kulturaat tradisyon tuladng Tinalak ng mgaT’boli, at angShibori ng Japan,at Indonesia.I. Layunin A. Natutukoy ang kulay, linya, at hugis na ginagamit sa paggawa ng sariling disenyo. B. Nakagagawa ng disenyo gamit ang prosesong tina-tali (Tie-Dye) na nagpapakita ng mga katangian ng kulay. (AeL-IVa) C. Napapahalagahan ang sariling disenyo at ang gawa ng iba sa pamamagitan ng pagtatanghal o eksibisyon ng mga obra o paggamit at pagbenta nito.II. Paksang Aralin A. Elemento/Prinsipyo ng Pansining: Elemento ng Kulay 305 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

B. Kagamitan/Kasangkapan : mga larawan, retaso na may sukat naC. Sanggunian 10x10 na pulgada, 3 pakete ng tina, palanggana, mainit na tubig, lastiko o pantali, isang kutsara ng asin, at dalawang kutsara ng suka : Sining 4, pp. 11-12, Modern Teacher Magazine, Sept. 2011, Vol.60.III. Pamamaraan A. Panimulang GawainDEPED COPY1. Balik- Aral Magpakita ng larawan na may iba’t ibang katangian ng kulay.Ano ang mga katangian ng kulay na nakikita mo sa larawan? Paanonatin ito maggamit sa paggawa ng disenyo?2. PagganyakItanong sa mga bata ang sumusunod: Naranasan na ba ninyong magdisenyo ng sariling gamit? Anoang nararamdaman ninyo?B. Panlinang na Gawain1. Paglalahad Magpakita ng larawan ng disenyong gawa sa prosesong tina-talio tie-dye, at ipasuri sa mga bata. Itanong: Ano-ano ba ang mga kulay na nakikita? Napansin ba ninyo na ang mga kulay ay hindi pantay pantay? Ano-anong mga hugis at linya ang inyong napapansin? 306 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Sabihin: Ang tina-tali (Tie-Dye) ay proseso ng pagkukulay ay karaniwang binubuo ng pagtiklop, pagpilipit, papatong na pagtiklop, o paglukot ng tela o isang damit na tinatalian ng tali o goma (rubber band) na sinusundan ng pagbabad o paglubog sa timpla na may kulay. Ang tina (dye) ay maaaring paghalu-haluin para makagawa ng panibagong ku- lay. 2. Gawaing Pansinin Tandaan: Ang guro ay maghahanda ng isang timpla o tina para sa buong klase at isang timba ng mainit na tubig sa tulong ng (parent volunteers) upang maiwasan na masaktan ang mga bata habang ginagawa ang pagtitina-tali. Ipakuha sa mga bata ang kanilang retaso o ginupit sa lumang damit at hayaang mag-isip ng disenyo na ilalapat sa gawain. (Sumangguni sa LM Aralin 1.) 3. Pagpapalalim ng Pag-unawa 1. Anong katangian ng kulay ang ginamit ninyo sa disenyo? 2. Ano ang pinakamapusyaw na kulay? pinakamatingkad? 3. Ano-ano ang mga linya at hugis ang nakikita sa disenyo? 4. Bakit gumamit tayo ng retaso o lumang damit? 5. Saan ninyo magagamit ang nabuong disenyo? C. Pangwakas na Gawain 1. Paglalahat Ang bawat lugar dito sa Pilipinas o sa ibang bansa ay may na- tatanging disenyo na nagpapakita ng kanilang kultura at tradisyon tu- lad ng T’nalak ng mga T’boli na tinitina ang mga hibla ng abaca para makabuo ng magandang disenyo at ang Shibori ng Japan at Indone- sia. Naipapakita natin ang angking talento sa pagdidisenyo sa pam- amagitan ng prosesong tie-dye at nakamamangha kung anong linya, hugis, at elemento ng kulay ang makikita sa natapos na proyekto. 307 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

2. Repleksiyon Ano ang naramdaman mo habang ginagawa mo ang gawain? Kung ikaw ay bibigyan ng pagkakataon na gawin ulit ito, may baba- guhin ka ba? Ano? Paano? Bakit?IV. Pagtataya Suriin ang pansining na gawain ng mga bata gamit ang rubrik.DEPED COPYPAMANTAYAN Nakasunod Nakasunod Hindi sa sa nakasunod1. Nakagawa ng orihinal na disenyo. pamantayan pamantayan sa nang higit sa subalit pamantayan2.Ang katangian ng kulay ay nakikita sa likhang-sining. inaasahan may ilang (1) pagkukulang3.Nasunod nang tama ang (3) pamamaraan sa paggawa. (2)4.Naipakita ang kahusayan sa paggawa.V. Takdang Aralin/Kasunduan Idikit ang likhang-sining na tina-tali o tie-dye sa harapang bahagi ng eco- bag o anumang lagayan para maging disenyo na maaaring lagyan ng mga gamit. Dalhin ang sumusunod na kagamitan: Bawat isa : lumang damit/panyo o tuwalya, goma, o tali Bawat grupo: 8 pakete ng tina, 1 kutsarang asin, 2 kutsarang suka, at palanggana 308 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 4 : 3D at Iskultura Disenyo sa TelaAralin Bilang 2 : BUOD NG ARALIN Art Art Art Art History Production Criticism AppreciationAng bawat lugar Nasusunod ang Naihahambing Napapa-ay may mga tamang ang mga halagahan atnatatanging hakbang sa disenyong nabuo naibabahagi angdisenyo na paglalagay ng sa natapos na mganagpapakita ng disenyo sa damit gawaing tina-tali hakbang sakanilang sa pamamagitan (tie-dye). paglalagay ngkultura at ng tina-tali disenyo sa tela.tradisyon. Isa (tie-dye).DEPED COPYdito ay angpaglalagay ngdisenyo sa tela sapamamagitan ngpagtina-tali (tie-dye).I . Layunin: A. Natatalakay ang tamang pamamaraan sa paggawa ng mga gawaing pantela sa pamamagitan ng tina-tali (tie-dye) upang makabuo ng magandang disenyo. (A4PL-IVd) B. Naisasagawa ang pagtina-tali (tie-dye) sa lumang damit gamit ng isang kulay C. Napapahalagahan ang tamang paraan sa pagbuo ng isang disenyo sa pamamagitan ng pagsunod sa mga hakbang nitoII. Paksang Aralin A. Elemento ng Sining : Kulay B. Prinsipyo ng Sining: Ritmo o pag-uulit ng disenyo C. Kagamitan: tali/pisi, lastiko (rubber band), tela o lumang damit (t-shirt), tina (dye), planggana, mainit na tubig, at asin D. Sanggunian: Musika, Sining at Edukasyong Pangkatawan 4 http://www.ehow.com/about_6669221_history-tie_dye.html 309 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYIII. Pamamaraan A. Panimulang Gawain 1. Balik-aral Alam ninyo kung saang bansa nagsimula ang pagtina-tali (tie -dye) ng tela? 2. Pangganyak Ipakita ang mga halimbawang larawan ng tina-tali (tie-dye). Ano ang napansin ninyo sa larawan? Alam ba ninyo kung paano ito ginagawa? B. Panlinang na Gawain 1. PagIalalahad Ang bawat lugar ay may natatanging disenyo na nagpapakita ng kanilang kultura at tradisyon. Isa dito ay ang paglalagay ng disenyo sa tela sa pamamagitan ng pagtina-tali (tie-dye). Ang tina-tali (tie-dye) ay isang simple at nakawiwiling paraan upang gawing bago ang mga lumang tela o mga lumang damit, tuwa- lya, panyo at iba pa. Sa araling ito ay matutuhan ninyo ang iba’t ibang pamamaraan sa pagbuo ng iba’t ibang istilo at disenyo. 2. Gawaing Pansining Ipakuha sa mga bata ang kanilang lumang damit at hayaang mag-isip ng disenyo na ilalapat sa gawain. Tandaan: Ang guro ay maghahanda ng isang timpla o tina para sa buong klase at isang timba ng mainit na tubig sa tulong ng (parent volunteers) upang maiwasan na masaktan ang mga bata habang ginagawa ang pagtitina-tali. Sumangguni sa LM Aralin 2 310 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

3. Pagpapalalim ng Pagkaunawa Paano tayo makakalikha ng isang magandang disenyo sa tela? Ano ang dapat nating sundin at alalahanin kapag magsasagawang pagtina-tali (tie-dye)? Bakit kailangan mag-ingat sa pagsasagawa ng tina-tali?C.Pangwakas na Gawain 1. Paglalahat Paano napapaganda ang isang gawaing-pantela (textile craft)?DEPED COPY2. Repleksyon Paano mo pahahalagahan ang mga damit na nilagyan ng disenyo? Bakit kailangan mong sundin ang tamang pamamaraan sa pagtina-tali? Paano mapagkikitaan ng pera ang gawaing ito?IV. PagtatayaIsaayos ang sumusunod na hakbang ayon sa tamang pagkakasunod-sunod._________1. Ilagay ang tinaliang tela sa solusyon mula 5 hangang 15 minuto._________2. Ibabad ang tela sa tubig para lumambot._________3. Magsuot ng dust mask o gloves bago maghalo ng tina (dye)._________4. Tupiin at talian ang tela ayon sa gustong disenyo._________5. Pagkatapos, banlawan ang ibinabad na tela sa purong tubig._________6. Alisin ang tali, patuyuin at plantsahin._________7. Ihalo ang tina, suka at asin sa tubig.V. Takdang Aralin Magsaliksik ng iba pang paraan sa paggawa ng disenyo sa tela. Dalhin bukas at iulat sa klase. 311 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Yunit 4 : 3D at Iskultura Disenyo sa TelaAralin Bilang 3 : BUOD NG ARALIN Art Art Art Art History Production Criticism AppreciationAng bawat lugar ay Nasusunod ang Napag- Napapa-may natatanging halagahan atdisenyo na nag- mga tamang hahambing ang naibabahagi angpapakita ng mgakanilang kultura at hakbang sa paglal- mga kulay at hakbang satradisyon. Isa dito paglalagay ngay ang paglalagay agay ng disenyo disenyong kulay atng disenyo sa tela disenyo sa tela.sa pamamagitan ng sa damit sa pama- ginawa sapagtina-tali t(tie-dye).DEPED COPY magitan ng tina-tali natapos na (tie-dye). gawaing tina-tali (tie-dye).I . Layunin: A. Natatalakay ang tamang pamamaraan sa pagtina-tali (tie-dye) gamit ang tradisyunal na paraan upang makabuo ng magandang at orihinal na disenyo. (A4PL-IVh) B. Naisasagawa ang pagtina-tali (tie-dye) sa tela gamit ng dalawang kulay. C. Napapahalagahan ang pagbuo ng isang orihinal na disenyo sa pamamagitan ng tradisyunal na paraan sa pagtitina-tali (tie-dyeing).II. Paksang Aralin A. Elemento ng Sining: Kulay :tali/pisi, lastiko (rubber band), tela o puting B. Kagamitan t-shirt, dye, 2 planggana, mainit na tubig, apat na kutsarang suka, at dalawang kutsarang asin C. Sanggunian :http://ecozeal.com/blog/the-history-and-art-of- tie-dyeingIII. Pamamaraan A. Panimulang Gawain 1. Balik-aral Paanu pinapaganda ang isang tela gamit ang paraang tina-tali (tie-dye)? 312 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 2. Pangganyak Ipakita ang mga larawan at pag-usapan ang mga kulay, linya, hugis, at disenyo sa mga tela. Ano ang napansin ninyo sa kulay, linya, hugis, at disenyo ng mga telang nakulayan ng tina? B. Panlinang na Gawain 1. Paglalahad Sabihin: Ang pagtitina ay kadalasang ginagawa gamit ang matitingkad na kulay, at kaayusan (pattern) sa tela. Karamihan sa mga taga-Asya ay gumagamit ng tradisyunal na paraan sa pagtitina. Ang pagtitina ay nagiging bantog sa Kanluran noong taon 1960 at 1970. Ang kadalasang paraan sa pagtitina-tali (tie-dye) ay ang pagtali ng tela bago ito lagyan ng tina (dye) upang magkaroon lamang ng kulay ang mga bahagi ng tela na walang tali. Maaaring gumamit ng isang kulay lamang sa pagtina-tali subalit mas maganda kung gumamit ng dalawa o higit pang mga kulay sa pagtitina. Ngayong araw gagawa tayo ng tina-tali (tie-dye) gamit ng dala- wang kulay. 313 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 2. Gawaing Pansining Ipakuha sa mga bata ang kanilang puting damit at hayaang mag-isip ng disenyo na ilalapat sa gawain. Tandaan: Ang guro ay maghahanda ng isang timpla o tina para sa buong klase at isang timba ng mainit na tubig sa tulong ng (parent volunteers) upang maiwasan na masaktan ang mga bata habang ginagawa ang pagtitina-tali. (Sumangguni sa LM Aralin 3.) 3. Pagpapalalim sa Pag-unawa Paano tayo makakalikha ng isang magandang disenyo sa tela gamit ang dalawang kulay? Ano ang dapat nating sundin at alalahanin kapag magsasagawa ng pagtina-tali (tie-dye)? Bakit kailangan mag-ingat sa pagsasagawa ng tina-tali? C. Pangwakas na Gawain 1. Paglalahat Paano napapaganda ang isang gawaing-pantela (textile craft) gamit ang tradisyunal na mga hakbang sa pagtitina? 2. Repleksiyon 1. Paano mo pahahalagahan ang mga damit na nilagyan ng disenyo? 2. Bakit kailangan mong sundin ang tamang pamamaraan sa pagtina-tali? 3. Paano mapagkitaan ng pera ang gawaing ito? 314 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

IV. PagtatayaSuriin ang pansining na gawain ng mga bata gamit ang rubrik. PAMANTAYAN Nakasunod sa Nakasunod Hindi pamantayan sa nakasunod1. Nakabuo ng isang nang higit sa orihinal na disenyo. inaasahan pamantayan sa subalit pamantayan2. Naipahayag ang (3) kaisipan at damdamin may ilang (1) sa paggawa ng pag- pagkukulang titina-tali. (2)3. Nasunod ang tradisyunalDEPED COPYna paraan sa paggawa nga tina- tali (tie-dye).4. Naibalik nang maayos sa kinalalagyan ang mga bagay na ginamit sa pagtitina.V. Takdang Gawain Gumawa ulit ng isa pang pagtina-tali sa tahanan at huminging gabay ng mga magulang upang mapaganda pa ang disenyongmabubuo. 315 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 4 : 3D at IskulturaAralin Bilang 4 : Pagbibigay ng Kahulugan sa Disenyo, Kulay, at Ayos sa PaglalalaBuod ng Aralin Art Art Art Art History Production Criticism AppreciationAng mga Pilipino ay Nakagagawa ng Naipapaliwanag Napa-gumagawa ng mga likhang-sining sa ang kahulugan ng hahalagahankaakit-akit na pamamagitan ng mga ginamit na ang sarilingdisenyo. Ang kanilang paglalala kulay, disenyo, at likhang-siningtalino at kasanayan sa (mat weaving) pattern sa sa pamamagitanpaglikha ay kaniyang likhang- ng pagtanghalnaipapakita nila sa sining o exhibit atDEPED COPYpaggawa ng paggamit, atkagamitang pagbebenta ngpantahanan mga itokatulad ng palayok,mangkok, banga,hinabing tela, atbanig. Angkatangian ng kulay,disenyo at anyo ngmga likhang-sining ngiba’t ibangpamayanang kulturalay nababatay sapaniniwala, tradisyon,at kultura. Dapatnating igalang atipagdiwang ang mgaito.I. LayuninA. Naibibigay ang kahulugan ng bawat kulay, disenyo at ayos na ginamit sa likhang-sining.B. Nakagagawa ng likhang-sining sa pamamagitan ng paglalala (mat weaving) gamit ang kulay, disenyo, at ayos (pattern).C. Napahahalagahan ang sariling disenyo at ang gawa ng iba sa pamam- agitan ng masining na pagtatanghal at paggamit nito. 316 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYII. Paksang Aralin: A. Elementong Pansining: Kumbinasyon ng mga Kulay B. Prinsipyo ng Pansining: Ritmo/Paulit-ulit na disenyo C. Kagamitan/Kasangkapan: lumang diyaryo, magasin, patapong papel, watercolor/krayola, gunting, lumang box, at pandikit D. Sanggunian: Sining 4, pp. 78-79, Sining 5, pp. 104-105 III. Pamamaraan: A. Panimulang Gawain 1. Balik- Aral Ano-ano ang mga paraan sa pagdidisenyo sa tie-dye? 2. Pagganyak Magpakita ng tunay na banig o mga produktong gawa sa pamamagitan ng paglalala o weaving. Itanong: Sino sa inyo ang natutulog sa banig? Saan kaya nagmula ang ginagamit ninyong banig at paano ito ginagawa? Alam ba ninyo na maaari din gamitin ang banig na disenyo ng mga bagay? Katulad ng mga bag, alkansiya atbp.? B. Panlinang na Gawain 1. Paglalahad Magpakita ng larawan ng nilalang banig (Woven Mat). 317 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Ano ang masasabi ninyo sa larawan? Ano ang nakikita ninyong kulay, linya, hugis, disenyo, at ayos (pattern)? Sabihin: Ang bawat kulay na ginamit sa nilalang banig ay may kahulugan katulad ng kulay ng kalikasan hal. asul, kulay ng langit at dagat. Mapapansin na ang paraan ng paghahabi o paglalala ay karaniwan lamang (plain weave) ngunit ang sining at kagandahan ng paglalala ng banig ay nababatay sa pagtitiklop ng mga piraso ng materyal upang makalikha ng kahanga- hangang disenyo. 2. Gawaing Pansining: Banig na Papel Sabihin: Ang sumusunod na batayang kaalaman ay makatutulong upang makagawa ng isang nakawiwiling disenyo sa pamamagitan ng paglalala: a. Pumili ng kumbinasyon ng matingkad at mapusyaw na kulay at kulayan ang lumang diyaryo bago mag-umpisa sa paglalala. b. Pagdikit-dikitin and mahahaba’t makikitid na piraso ng papel habang naglalala. 318 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 1. Upang maging pantay ang paggupit sa papel na gagamitin sa paglalala, maaaring lagyan ng patnubay na linya ang mga bahaging gugupitin. 2. Kapag handa na ang paggagawaan at mga kagamitan, sumangguni sa LM Aralin 4. 3. Pagpapalalim ng Pag-unawa a. Anong mga kumbinasyon ng kulay ang ginamit ninyo sa disenyo? b. Anong anyo ang nabuo sa likhang-sining? Ilarawan. c. Saan makikita ang prinsipyong paulit-ulit sa likhang-sining na ginawa? d. Nasunod ba ang mga pamamaraan sa paglalala? e. Humanap ng kapareha at ibahagi ang nararamdaman habang ginagawa ang sariling likhang-sining. C. Pangwakas na Gawain 1. Paglalahat Ang paglalala ay napakaimportanteng likhang-sining ka- hit saang sulok ng Pilipinas. Maliban sa sumasalamin ito sa paniniwala, kultura, at tradisyon, ito rin ay pinagkakakitaan ng mga Pilipino at nagigiging tanyag ito sa buong mundo. 2. Repleksiyon Bilang isang mag-aaral, paano mo maipapakita ang respeto at pagpapahalaga sa mga likhang-sining na gawa ng mga pamayanang kultural sa bansa? 319 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

IV. Pagtataya Suriin ang gawain ng mga bata gamit ang rubrik. PAMANTAYAN Nakasunod sa Nakasunod sa Hindi pamantayan pamantayan nakasunod1. Naipamalas ang nang higit sa kakayahan sa paglalala. inaasahan subalit sa may ilang pamantayan2. Ang kumbinasyon ng (3) pagkukulang kulay, linya, hugis, disenyo, at (1) pattern ay nakikita sa (2) likhang-sining.DEPED COPY3. Nasunod nang tama ang pamamaraan sa paggawa.4. Naibahagi ang damdamin sa kapareha tungkol sa likhang- sining na nabuo.V. Takdang Aralin/Kasunduan Idikit ang banig na papel sa kahon (box) na ginawang alkansiya, pagandahin at ipapakita sa klase. 320 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 4 : 3D at IskulturaAralin Bilang 5 : Tradisyon ng Paglalala sa PilipinasBuod ng Aralin Art History Art Art Art Production Criticism AppreciationAng paglalala ay bahagi nang tradisyong Nakagagawa ng Naipag- Naibabahagi angPilipino. Sa pamamagitan pot holder sa sariling kakaya-ng paglalala ng banig na hahambing ang han sa paglalalamay iba’t ibang disenyo, sa kapuwa batakulay at materyales na pamamagitan ng iyong at nagagamit angginagamit ay pot holder sanaipapakita ang paglalala. sariling kanilangpaniniwala, tradisyon, at tahanan.damdamin ng iba’t ibang disenyongpamayanang kultural sabansa.DEPED COPY ginawa sa disenyo ng ibang artist.I. Layunin 1. Naipapakita at natutukoy ang pagkakatulad at pagkakaibang disenyo sa paglalala. (A4EL-IVb). 2. Nakagagawa ng pot holder sa pamamagitan ng paglalala. 3. Naibabahagi ang sariling talento sa paglalala at paggawa ng mga bagay na kapaki-pakinabang.II. Paksang Aralin A. Elementong Sining: Kulay B. Prinsipyo ng Sining: Ritmo/Pag-uulit C. Kagamitan/Kasangkapan: mga larawan, retaso, o ginupit na lumang damit na may sukat na 2x8 na pulgada D. Sanggunian: Sining 4, pahina 11-12. Gawad ng Manlilikha ng Bayan, Pambansang Komisyon para sa Kultura at mga Sining, Republika ng Pilipinas, 2004. 321 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.