Musika at Sining
PY
Patnubay ng Guro
Yunit 2
O
C
Ang aklat na ito ay magkatuwang na inihanda at sinuri ng
mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo,
D
at / o unibersidad. Hinihikayat namin ang mga guro at ibang nasa
larangan ng edukasyon na mag-email ng kanilang puna at mungkahi
E
Kagawaran ng Edukasyon
Republika ng Pilipinas
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.
Musika at Sining Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
ISBN: ___________
Ang mga akda / materyales ( mga kuwento, seleksiyon, tula, awit, larawan, ngalan ng
produkto o brand names, tatak o trademarks, palabas sa telebisyon, pelikula at iba pa) na
PY
ginamit sa aklat na ito ay nagtataglay ng karapatang-ari ng mga iyon. Pinagtibay sa isang
kasunduan ng Kagawaran ng Edukasyon at Filipinas Copyright Licensing Society (FILCOLS)
Inc. na ang FILCOLS ang kumakatawan sa paghiling ng pahintulot sa nagmamay-ari ng mga
akdang hiniram at ginamit dito. Hindi inaangkin ni kinakatawan ng tagapaglathala (publisher)
at mga may-akda ang karapatang-aring iyon.
O
Inilathala ng Kagawaran ng Edukasyon
Kalihim: Br. Armin Luistro FSC
Pangalawang Kalihim: Dina S. Ocampo, PhD
Direktor IV: Marilyn D. Dimaano, EdD
Direktor III: Marilette R. Almayda, PhD
C
Mga Bumuo ng Patnubay ng Guro
Musika
D
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,
E
Sining
Pangunahing Tagapangasiwa: Marilou Gerero-Vispo
Consultant: Charo Defeo-Baquial
Mga Tagasuri ng Nilalaman: Juan Gepullano; Rosel Valenzuela
D
ii
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Paunang Salita
PY
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
O
magdudulot ng saya at kaganapan sa bawat aralin.
iii
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
SINING
Yunit 2 Pagpipinta
Aralin 1: Landscape ng Pamayanang Kultural .. 227
PY
Aralin 5: Krokis ng Pamayanang Kultural 243
Aralin 6: Kulay ng Kapaligiran ... 247
O
Aralin 8: Malikhaing Pagpapahayag
C 254
E D
EP
D
vi
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
SINING O
C
Teachers Guide
E D
EP
D
193
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2 : Pagpipinta
Aralin Bilang 1 : Landscape ng Pamayanang Kultural
BUOD NG ARALIN
PY
paraan ng pamayanang kultural sa
pamumuhay sa kultural pamamagitan ng
kanilang eksibit ng likhang
komunidad. sining
O
I. Layunin
III. Pamamaraan
A. Panimulang Gawain
1. Balik aral
227
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Pagganyak
PY
Magpakita ng larawan ng isang komunidad. Ipatukoy ito sa mga
bata at ipalarawan ang katangian ng bawat isa.
(Hal. tahanan, tao, hayop, kagamitan sa paghahanapbuhay, at iba
pa.)
O
Hayaan din silang magkuwento ng makikita sa kanilang
komunidad.
C
E D
EP
D
B. Panlinang na Gawain
1. Paglalahad
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
IVATAN
PY
Ang mga Ivatan ay matatagpuan sa lalawigan ng Batanes.
Ang kanilang mga tahanan ay maituturing na lumang estraktura sa
Batanes. Ito ay yari sa limestone at coral habang ang bubungan ay
mula sa cogon grass na sadyang binuo sa pangunahing layunin na
magbigay ng proteksiyon laban sa kalamidad tulad ng bagyo.
O
Ang mga babaeng Ivatan ay nagsusuot naman headgear na
C
tinatawag na vakul. Ito ay yari sa abaka na inilalagay sa ulo bilang
kanilang proteksiyon sa araw at ulan.
IFUGAO
D
hill.
D
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
bintana ang tahanan at ang dingding ay yari sa matibay na mga
kahoy. Mayroon itong hagdanan na inaalis sa gabi upang di maka-
pasok ang kaaway o mabangis na hayop.
MARANAO
PY
Ang mga Maranao ay pangkat-etniko na makikita sa Lanao,
Mindanano. Ang katawagang Maranao ay nangangahulugang
People of the Lake dahil ang pangkat-etniko na ito ay nabubuhay sa
lawa ng Lanao. Ang kanilang pangunahing paraan ng pamumuhay ay
pangingisda at nakasentro ang kanilang mga gawain sa lawa.
O
Ang mga Maranao ay nakikilala sa kanilang pambihirang
C
disenyo na tinatawag na okir. May mga tahanan ang mga Maranao
na tinatawag na torogan. Ito ay para sa mga datu o may mataas na
katayuan sa lipunan. sa kanilang tahanan ay makikita ang disenyong
okir sa harapan ng torogan. Ang mga inukit na disenyong okir ay
D
makikita sa mga nililok sa panolong.
E
Itanong:
230
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2. Gawaing Pansining
(Sumangguni sa GAWIN.)
3. Pagpapalalim ng Pag-unawa
C. Pangwakas na Gawain
PY
1. Paglalahat
(Sumangguni sa TANDAAN.)
O
2. Replekisyon
C
Paano mo maipagmamalaki ang ang mga komunidad ng mga
D
pangkat-etniko sa ating bansa?
IV. Pagtataya
E
(Sumangguni sa SURIIN.)
EP
V. Takdang Aralin
D
231
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YUNIT 2 : Pagpipinta
Aralin Bilang 2 : Kasuotan at Palamuting Etniko
BUOD NG ARALIN
Art Art Art Art
History Production Criticism Appreciation
Ang mga Paglikha at Naipakikita ang Naipagmamalaki
pamayanang pagpinta ng pagkakaiba-iba ang kasuotan at
kultural sa bansa kasuotan at ng disenyong palamuting mga
ay makikilala sa palamuti ng hugis at kulay pamayanang
kanilang kasuotan pamayanang ng kasuotan at kultural sa bansa
at palamuti na kultural palamuti ng sa pamamagitan
bahagi ng kanilang mga ng pagsusuot ng
PY
kultura at pang pamayanang likhang sining na
araw-araw na kultural kasuotan
pamumuhay.
I. Layunin
O
A. Natatalakay ang kasuotan at palamuti ng pangkat-etniko sa isang
pamayanang kultural sa bansa. (A4EL-IIb)
B. Nakakalikha ng sariling disenyo ng isang katutubong kasuotan.
C
C. Naipagmamalaki ang kagandahan ng kasuotan ng mga pangkat-etniko
sa pamayanang kutural sa pamamagitan ng pagsusuot ng likhang-
sining na kasuotan.
D
II. Paksang Aralin
A. Elemento ng Sining: Hugis at Kulay
E
III. Pamamaraan
A. Panimulang Gawain
1. Balik-aral
Ipatukoy ang foreground, middle ground, at background sa
D
sumusunod na larawan.
1 2 3
232
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Pagganyak
PY
B. Panlinang na Gawain
Paglalahad
Sabihin sa mga bata na ang bawat pamayanang kultural ay may
O
kani-kaniyang kasuotan at palamuti.
Ang bawat pook o komunidad ay may produktong likhang-sining
na maipagmamalaki ng kanilang mamamayan dahil sa taglay na
C
kagandahan at pambihirang uri nito.
Ipakita ang makukulay na kasuotan at palamuti ng pangkat-
etniko.
D
Tboli
Ang mga Tboli ay makikita sa Cotabato sa Mindanao.
E
233
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Ang kasuotan at palamuti ay nagiging kaakit-akit sa paningin
kung maganda ang pagkakadisenyo ng mga elemento ng sining tulad
ng hugis at kulay.
Ang paggamit ng overlap ay nakatutulong upang makatawag
pansin ang isang disenyo. Ang overlap ay ang pagpapatong-patong
ng mga hugis at bagay sa larawan.
Nagagawa nitong maipakitang gumagalaw ang isang larawan at
makatotohanan sa pamamagitan ng tamang proporisyon.
Nakatutulong din ang pagpili ng kulay sa kagandahan ng disenyo.
Ang paggamit ng matitingkad na kulay kasama ang mapusyaw na
kulay ay nakatutulong upang mapansin ang hugis o bagay sa larawan.
PY
Itanong sa mga bata kung anong hugis at kulay ang makikita
sa larawan. Paano nagiging maayos sa paningin ang pagkakaayos
ng hugis at kulay? Hayaang magbigay ang batang sariling kaisipan
tungkol sa pagkakaiba ng ayos ng mga bagay sa larawan.
2. Gawaing Pansining
O
(Sumangguni sa GAWIN.)
3. Pagpapalalim ng Pag-unawa
Itanong:
C
Paano nagiging kaakit-akit ang mga disenyong pangkat-etniko?
C. Pangwakas na Gawain
D
1. Paglalahat
Ang paggamit ng pagpapatong patong ng mga hugis (overlapping)
at matitingkad na kulay ay nakatutulong upang maging kaakit-akit ang
E
2. Repleksyon
Paano mo maipagmamalaki ang mga kasuotan at palamuti ng
pangkat-etniko sa mga pamayanang kultural sa ating bansa?
IV. Pagtataya
D
(Sumangguni sa SURIIN.)
Ipasuot sa mga bata ang kasuotan na kanilang ginawa at magkaroon ng
munting parada sa loob ng silid-aralan.
Itanong:
1. Ano ang mga kulay na kasuotan na maganda sa paningin?
2. Ano-anong hugis ang magandang gamitin sa bawat disenyo?
3. Ipatukoy ang mga overlap sa disenyo ng kanilang kasuotan.
V. Takdang Aralin
Magsaliksik ng disenyong kasuotan ng iba pang pangkat-etniko. Gumupit
sa magasin o kumuha ng larawan sa internet at idikit sa kuwaderno.
234
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YUNIT 2 : Pagpipinta
Aralin Bilang 3 : Kultura ng Pangkat-Etniko
BUOD NG ARALIN
PY
kani-kaniyang pamamagitan ang watercolor etniko sa
kultura na ng watercolor pamayanang
pinangangalagaan kultural sa
pamamagitan ng
pagpipinta
O
I. Layunin C
A. Natatalakay ang kultura ng mga pangkat-etniko sa pamayanang kultural
sa bansa. (A4EL-IIC)
B. Naiguguhit at naipipinta ang larawan ng kultura ng mga pangkat- etniko
sa pamamagitan ng watercolor
D
C. Naipagmamalaki ang kagandahan ng kultura ng mga pangkat-etniko sa
pamamagitan ng watercolor painting
E
recyclable container
III. Pamamaraan
A. Panimulang Gawain
1. Pagganyak
235
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
1. 2 3
Sabihin sa mga bata na ang mga gawaing ito ay ilan lamang sa mga
gawain na ginagawa din ng mga tao sa pamayanang kultural bilang
bahagi ng kanilang kultura
PY
B. Panlinang na Gawain
1. Paglalahad
O
may mga sinaunang kultura na pinagyayaman pa rin hanggang sa
kasalukuyan. Karamihan ay sinaunang gawain o nakagisnang gawain
upang ipagdiwang ang kahalagahan ng buhay.
C
Kadalasan, ang kultura ng mga pangkat-etniko ay may
kaugnayan sa kanilang hanapbuhay. Kaingin, pagsasaka, pangingisda,
D
pangangaso na pangunahing pinagkukunan ng kanilang ikinabubuhay.
236
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Gawaing Pansining
(Sumangguni sa GAWIN.)
3. Pagpapalalim sa Pagkaunawa
Itanong:
C. Pangwakas na Gawain
PY
1. Paglalahat
O
upang maging mapusyaw at konting tubig upang maging mas madilim
ang kulay ng likhang sining. C
(Sumangguni sa TANDAAN.)
2. Repleksiyon
D
Itanong:
E
IV. Pagtataya
D
(Sumangguni sa SURIIN.)
Ipagamit ang rubrik sa pagsukat ng sariling kakayahan sa pagguhit.
V. Takdang Aralin
237
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YUNIT 2 : Pagpipinta
Aralin Bilang 4 : Pista ng mga Pamayanang Kultural
Buod ng Aralin
PY
ginaganap sa ng paglikha ng
kanilang lugar myural
I. Layunin
O
A. Napaghahambing ang ibat ibang pagdiriwang sa mga pamayanang
kultural sa bansa. (A4EL-IIF)
C
B. Nakalilikha ng isang myural ng isang selebrasyon o pagdiriwang
C. Naipagmamalaki ang pagdiriwang ng mga pamayanang kultural sa
pamamagitan ng likhang sining
D
II. PaksangAralin
E
A. Elemento : Kulay
B. Kagamitan : lapis, papel, watercolor, cardboard, gunting, goma
C. Sanggunian : Sining sa Araw-araw 6, DECS PRODED
EP
III. Pamamaraan
A. Panimulang Gawain
D
1. Balik-aral
Itanong:
2. Pagganyak
238
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
ito sa mga bata at ipalarawan ang katangian ng bawat isa.
Itanong sa mga bata kung saan nila ito madalas makita. Hayaan din
silang magkuwento tungkol sa kanilang karanasan pag may ganitong
okasyon.
1. (pagkain)
PY
O
2. (banderitas)
C
E D
EP
3. (magarbong kasuotan)
D
239
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4. (sayawan)
PY
5. (palaro)
O
C
D
B. Panlinang na Gawain
1. Paglalahad
E
Pistang Bayan
240
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PAHIYAS
PY
kanilang masaganang ani. Bahagi ng selebrasyon ang pagdidisenyo
ng mga bahay kung saan ito ay napapalamutian ng kanilang sariling
ani tulad ng mga prutas, gulay, palay, bulaklak, dahon, pako at kiping
na siyang nagdadala ng isang makulay na kabuuan.
O
PANAGBENGA
AngPistang Panagbenga o angBaguio
C Flower Festivalay ang taunang kapistahan
saLungsod Baguiona idinaraos sa buong
buwan ng Pebrero. Ipinagmamalaki dito
D
ang kasaganahan ng mga bulaklak sa
Baguio gayun din ang mayamang kultura
nila kung kaya ito ay dinarayo taon-taon
E
ng mga turista.
EP
241
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2. Gawaing Pansining
(Sumangguni sa GAWIN.)
3. Pagpapalalim sa Pagkaunawa
Itanong:
PY
C. Pangwakas na Gawain
1. Paglalahat
O
Naipakikita ang damdamin ng isang tao sa pamamagitan ng
paggamit ng kulay. Ang mga kulay tulad ng dilaw, dalandan, pula, at
iba pa ay ginagamit sa mga masasayang pagdiriwang o selebrasyon
tulad ng pista.
C
(Sumangguni sa TANDAAN.)
D
2. Repleksiyon
E
IV. Pagtataya
(Sumangguni sa SURIIN.)
D
242
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YUNIT 2 : Pagpipinta
Aralin Bilang 5 : Krokis ng Pamayanang Kultural
BUOD NG ARALIN
PY
ibang pamamaraan ng isang landscape, tanawin sa
ng pagbuo ng pamayanang magandang lalawigan sa
kanilang likhang- kultural. tanawin sa pamamagitan
sining. Ito ay batay sa lalawigan batay ng pagguhit.
uri ng kani-kanilang sa pananaliksik
O
pamayanan. at pagmamasid.
I. Layunin
C
A. Nakikilala ang pamayanang tinitirhan
B. Nakaguguhit ng isang krokis na nagpapakita ng kanilang kapaligiran, ayon
D
sa wastong gamit ng espasyo, proporsyon, sukat, at iba pang detalye sa
pagguhit ng isang landscape. (A4EL-IIe)
E
III. Pamamaraan
A. Panimulang Gawain
1. Balik-Aral
243
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Pagganyak (pagsusuri sa larawan)
Pamayanan sa tabing-dagat
PY
Pamayanan sa bundok
O
C Pamayanan sa
urbanisadong lungsod
E D
Pamayanan sa kagubatan
EP
D
Sabihin:
244
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
B. Panlinang na Gawain
1. Paglalahad
PY
Ang landscape ay tanawin sa isang pamayanan o lugar na
itinatampok ang kapaligiran na karaniwang mga tanawin tulad ng
mga puno at bundok ang paksa.
O
Magiging mas makatotohanan ang iyong larawang iginuhit kung
isasaalangalang mo ang prinsipyo ng proporsiyon.
C
Ang proporsiyon ay ang kaugnayan ng mga bagay-bagay base
sa taas at laki ng mga iguguhit. Kung guguhit ng isang puno at taong
magkatabi, mas mataas ang puno kaysa sa tao gayundin ang bahay
D
at ng mga tao nang sa gayoy mas makatotohanan ang dibuho.
E
245
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Gawaing Pansining
Sabihin:
Ngayon ay papangkatin ko kayo sa apat. Ang unang pangkat
ay guguhit ng landscape ng pamayanan sa kabundukan. Ang
pangalawang pangkat ay pamayanan sa tabing-dagat, pamayanang
kultural sa urbanisadong lungsod ang sa ikatlong pangkat, at
pamayanan sa kagubatan naman sa pang-apat na pangkat.
Bago ang inyong pagawa, ibigay ang ating mga pamantayan na
dapat sundin sa pagguhit. (Sumangguni sa LM Aralin 5).
3. Pagpapalalim sa Pag-unawa
PY
Itanong :
O
ang isang bagay at gayon din, paano mo ginagawang mas
malapit ang isang bagay sa iginuhit mong larawan?
C
C. Pangwakas na Gawain
1. Paglalahat
D
Ano ang kahalagahan ng proporsiyon sa paggawa ng krokis ng
landscape ng isang tanawin?
E
2. Repleksyon
EP
IV. Pagtataya
246
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YUNIT 2 : Pagpipinta
Aralin Bilang 6 : Kulay ng Kapaligiran
BUOD NG ARALIN
PY
kultura at mapupusyaw at na kulay na wastong gamit
kaugalian ng mga matitingkad na akma sa krokis ng kulay.
naninirahan dito.
kulay. ng landscape o
Kabilang din sa
tanawing
katangian ng isang
iginuhit.
pamayanan ay ang
O
magagandang
tanawin na
mamamasdan sa
ibat ibang lugar.
C
I. Layunin
D
A. Natutukoy ang mga kulay na matingkad at malamlam.
B. Nakukulayan at nabibigyang-buhay ang iginuhit na tanawin gamit ang
E
247
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
III. Pamamaraan
A. Panimulang Gawain
1. Balik-Aral
2. Pagganyak
Suriin ang larawan sa ibaba.
(Maaaring magpakita ang guro ng isang halimbawa ng landscape
na nagpapakita ng mga kulay matingkad, mapusyaw, malamlam, o
PY
madilim.)
O
C
E D
Sabihin:
EP
B. Panlinang na Gawain
D
1. Paglalahad
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Ang matingkad na kulay ay maaaring gawing madilim,
mapusyaw o malamlam. Nagagawang madilim ang matingkad na ku-
lay kung ito ay dinaragdagan ng itim habang puti naman ang idinarag-
dag upang gawing mapusyaw ang kulay.
2. Gawaing Pansining
(Sumangguni sa LM.)
3. Pagpapalalim sa Pag-unawa
Itanong:
1. Paano mo ginamit ang mga kulay sa iginuhit mong landscape
ng pamayanang kultural?
PY
2. Paano mo nagagawang madilim at mapusyaw ang mga kulay
na ginamit mo sa inyong iginuhit?
3. Ano ang epektong matingkad at mapusyaw na kulay kapag
inilapat na sa larawang iyong binalangkas?
O
C. Pangwakas na Gawain
1. Paglalahat
C
Anong damdamin ang naipahahayag kapag gumamit ka ng
matingkad na kulay sa iyong larawan?
Ano naman ang ipinahahayag na damdamin kapag ang larawan
ay nagtataglay ng mapupusyaw o madilim na kulay?
D
2. Repleksiyon
E
paglalarawan? Bakit?
IV. Pagtataya
(Sumangguni sa LM.)
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2 : Pagpipinta
Aralin Bilang 7 : Myural ng Tanawin sa Pamayanang Kultural
BUOD NG ARALIN
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pamamaraan ng balanse sa pamayanang
pamumuhay, paggawang kinabibilangan sa
kaugalian at gawi pamamagitan
Myural.
ng mga tao. ng Myural
exhibit.
O
I. Layunin
III. Pamamaraan
A. Panimulang Gawain
1. Balik-Aral
250
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2. Pagganyak
PY
B. Panlinang na Gawain
O
C
1. Paglalahad
Sabihin:
D
Sa unang larawan, ang bata ay nagpipinta ng larawan ng isang
tanawin sa maliit na canvas. Sa ikalawang larawan, mapapansin
E
walls.
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Itinatampok nila sa kanilang obra ang kawili-wiling pagdiriwang
ng pistang bayan, payak na pamumuhay sa kabukiran, kabundukan,
at larawan ng patuloy na umuunlad na pamayanang kultural.
PY
(Maaaring magpakita ang guro ng ilang halimbawa ng mga
nabanggit na obra kung mayroong available na larawan)
1. Gawaing Pansining
O
Paggawa ng myural.
Talakayin ang paraan ng paggawa.
C
(Sumangguni sa LM.)
2. Pagpapalalim sa Pag-unawa
D
Paano ninyo ginamit ang mga elemento at prinsipyo ng sining sa
inyong myural?
E
D. Pangwakas na Gawain
1. Paglalahat
D
2. Repleksiyon
252
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
IV. Pagtataya
PY
O
C
E D
EP
D
253
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
YUNIT 2 : Pagpipinta
Aralin Bilang 8 : Malikhaing Pagpapahayag
BUOD NG ARALIN
PY
Pilipino. Ito ang karanasan paglalarawan hinalaw mula sa
nagsisilbing tungkol sa mga sa ginawang sariling
inspirasyon nila
pamayanang myural ng pamayanan
sa paghubog ng
kultural batay pamayanang
bansa at pag-
sa ginawang kultural
papaunlad ng
O
sining. myural.
I. Layunin
C
A. Nailalarawan ang mga katangian ng sariling pamayanan sa
pamamagitan ng malikhaing pangmaramihang talakayan.
D
B. Napahahalagahan ang pamayanang kultural sa pamamagitan ng mga
likhang-sining.
C. Naibabahagi ang sariling pananaw sa nasaliksik nang impormasyon at
E
III. Pamamaraan
A. Panimulang Gawain
1. Balik-Aral
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
2. Pagganyak (picture analysis)
B. Panlinang na Gawain
1. Paglalahad
PY
Sabihin:
O
inyong iginuhit.
2. Gawaing Pansining
D
Papangkatin ko kayo sa tatlo. Ang unang pangkat ay tatawaging
Pangkat Luzon. Ang ikalawa ay Pangkat Visayas, at Pangkat
E
pangkat. Ang pagtigil ng awit ay hudyat upang ang huling may hawak
ng bola ay magbigay ng kaniyang kuwento o karanasan hinggil sa
larawang napili ng inyong pagkat.
3. Pagpapalalim sa Pag-unawa
255
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C. Pangwakas na Gawain
1. Paglalahat
2. Repleksiyon
PY
Pagmamarka sa mga mga-aaral sa pamamagitan ng rubrics.
O
Upang lalo kayong maging mahusay sa paggawa ng mga likhang sining,
ipagpatuloy ang pag-eensayo sa pagguhit at pagpinta ng mga bagay
C
na nais ninyong gawin sa pamamagitan ng matamang pagmamasid sa
kapaligiran.
E D
EP
D
256
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
LAGUMANG PAGSUBOK SA PANGALAWANG YUNIT
1. Ang pintor ay naglalagay ng foreground, middleground, at background upang
maipakita ang tamang espasyo ng mga bagay sa larawan. Alin sa mga ito
ang tumutukoy sa mga bagay na nasa likod at kadalasang maliliit?
A. Foreground C. Background
B. Middleground D. Centerground
2. Sa bahaging ito ng larawan ay kadalasang malalaki ang mga bagay sapagkat
malapit sa tumitingin.
A. Foreground C. Middleground
B. Background D. Underground
PY
A.
B.
C.
O
D.
4. Sa mga pista at masasayang pagdiriwang, anong kulay ang
kadalasan kulay na makikita?
C
A. dilaw C. berde
B. asul D. lila
D
5. Sa pagpipinta ng tanawin, matapos iguhit ang guhit tagpuan (horizon) ay
isinusunod ang
A. Foreground C. Middleground
E
B. Background D. Underground
6. Sila ay pangkat-etniko na makikita sa bulubundukin ng Cordillera.
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A. Tboli C. Maranao
B. Ivatan D. Ifugao
7. Ang vakul ay headgear na isinusuot ng mga Ivatan. Ano ang layunin nito sa
kanilang katawan?
A. Magsilbing dekorasyon at palamuti C. Proteksiyon sa araw at ulan
D
257
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
10. Sa watercolor painting, paano nagiging mapusyaw ang isang kulay.
A. Dagdagan ng tubig ang pintura
B. Dagdagan ng matingkad na kulay ang tubig
C. Dagdagan ng dilaw ang isang kulay
D. Dagdagan ng itim ang isang kulay
11. Anong elemento ng sining ang nabibigyan diin sa paglalagay ng foreground,
middleground, at background upang maging makatotohanan ang isang
larawan?
A. Espasyo C. Tekstura
B. Kulay D. Proporsiyon
12. Anong pagdiriwang ang idinaraos sa Lungsod ng Baguio?
A. Panagbenga C. Pahiyas
PY
B. Moriones D. Masskara
13. Anong kaugalian ang dapat isaalang-alang kung nagpipinta ng watercolor?
A. Tapusin ang gawain sa takdang oras
B. Magpahiram ng gamit sa mga walang dala
O
C. Linisin ang lugar na pinaggawaan matapos ang magpinta
D. Makipagkuwentuhan sa kamag-aral habang gumagawa
C
14. Sa pagguhit ng pagdiriwang tulad ng Panagbenga, Pahiyas at Masskara,
ano-anong mga kulay ang ginagamit ng isang pintor upang maipakita ang
masayang damdamin?
A. Pula, dilaw, at dalandan C. Asul, berde, at lila
D
B. Berde at dilaw-berde D. Itim, abo, at puti
15. Ano ang tawag sa pagpipinta kung saan ang paksa ay patungkol sa
E
B. Intensity D. Contrast
17. Ang mga Pilipino ay may ibat ibang uri ng tanawing kultural, alin sa mga
sumusunod na tanawin ng pangkat-etniko ang kakikitaan ng disenyong okir
ang kanilang tahanan?
A. Bahay ng Ivatan C. Bahay ng Tboli
B. Bahay ng Maranao D. Bahay ng Ifugao
18. Bukod sa linya at hugis, ano pa ang nagbibigay ganda sa isang disenyo lalo
na sa disenyong palamuti at kasuotan?
A.
Tekstura C. Espasyo
B.
Kulay D. Porma
258
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
19. Anong elemento ng sining na tumutukoy sa distansiya o agwat sa pagitan
ng bawat bagay sa isang likhang sining?
A. Linya C. Hugis
B. Kulay D. Espasyo
20. Ano ang magiging pagbabago sa kulay asul kapag dinagdagan ng
madaming tubig sa isang watercolor painting?
A. Mapusyaw na asul C. Matingkad na asul
B. Madilim na asul D. Malamlam na asul
PY
B. Kulay D. Ritmo
O
23. Kung hinahaluan ng itim na kulay ang isa pang kulay, anong kulay ang
maaaring malikha?
A. Malamlam na kulay.
C
C. Matingkad na kulay.
B. Mapusyaw na kulay. D. Maliwanag na kulay.
26. Paano pinakikita ng artist ang isang mainit na mood ng larawan o dibuho?
A. Gumagamit siya ng kulay bughaw at berde sa kaniyang mga obra.
B. Gumuguhit siya ng mga umuusok at mga apoy sa kaniyang mga disenyo.
C. Gumagamit siya ng mga kulay na pula at dilaw sa kaniyang obra.
D. Wala siyang gagamiting kulay.
27. Anong elemento ng sining ang tinutukoy kung ito ay nagpapakita ng lawak
ng isang dibuho o larawan?
A. Espasyo C. Linya
B. Kulay D. Ritmo
259
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
28. Ano ang katangian ng mga bagay sa larawan na mas malapit sa mga
nanunuri?
A. Mapupusyaw C. Matitingkad
B. Malalaki D. Maliliit
PY
30. Aling prinsipyo ng sining ang nagpapakita ng tamang laki ng mga bagay
sa mga iba pang bagay sa guhit o larawan?
A. Paulit-ulit C. Armonya
B. Proporsiyon D. Balanse
O
31. Ano ang tawag sa larawan na karaniwang pumapaksa sa mga
kabundukan at mga kalupaan?
A. Pagguhit ng landscape C. Pagguhit ng seascape
B. Pagguhit ng dreamscape
C
D. Pagguhit ng skyscape
33. Bakit iba-iba ang mga likhang sining ng mga pangkat-etniko sa mga
pamayanang kultural?
A. Iba-iba ang kanilang kultura at kapaligirang kinagisnan.
B. Nagpapagalingan sila ng disenyo.
D
260
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
35. Sa paggawa ng myural, anong pagpapahalaga ang dapat na bigyang
pansin?
A. Pagsasarili sa ideyang gagawin.
B. Pagtutulungan at kooperasyon sa paggawa.
C. Pagpapagawa ng mahihirap na detalye sa mga nakakatanda.
D. Pag-uwi ng mga gawaing di natapos.
PY
C. Malalaking gusali, mahabang kalsada, at mga pabrika.
D. Banawe Rice Terraces, bulubundukin, mga bahay na yari sa kawayan.
O
A. Magmasid sa kanilang kultura at huwag pansinin ito.
B. Igalang ang kanilang kultura at maging sensitibo dito.
C. Gamitin ang kanilang mga kagamitan nang naaayon sa gusto.
C
D. Gawing libangan ang kanilang kapaligiran.
38. Ano ang tawag sa kaugnayan ng mga bagay sa larawan batay sa laki at
D
taas ng mga ito.
A. krokis C. laki
B. hugis D. proporsiyon
E
261
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
SUSI NG SAGOT:
1. C 21. B
2. A 22. B
3. C 23. A
4. A 24. B
5. A 25. B
6. D 26. C
7. C 27. C
8. B 28. B
9. B 29. A
10. A 30. B
PY
11. A 31. A
12. A 32. A
13. C 33. A
14. A 34. D
15. A 35. C
O
16. B 36. D
17. B 37. B
18. B 38. D
19. D 39. A
C
20. A 40. C
E D
EP
D
262
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
SINING O
C
Teachers Guide
E D
EP
D
193
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Guide
PY
K to 12 Curriculum
O
DepEd Complex, Meralco Avenue
Republic of the Philippines
Department of Education
C
ART
December 2013
(Grade 4)
Pasig City
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EP
D
xxv
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
D
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based 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.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
EP
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(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)
E
xxvi
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
D
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
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines.
C
O
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
The 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
D
enhance mans life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his communitys aspirations,
celebrations, and events. Arts records, reflects, and rearranges mans life and existence.
The Arts is a visualization of a peoples 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,
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an educator and psychologist, affirms that the arts develop the childs 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 persons ability to apply
creative 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-
E
12 Arts Curriculum seeks to address these needs of our students for the 21st Century.
xxvii
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
D
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
designs. 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.
C
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
indigenous materials to strengthen the students 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.
O
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the students imagination and individual
expression, 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.
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
Figure 1. The Curriculum Framework of Music and Art
K to 12 BASIC EDUCATION CURRICULUM
O
C
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EP
D
xxviii
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
D
Grade 12Mastery of Proficiency in the chosen form or genre
xxix
D
Grade 6Application for Appropriate Mastery and Acquisition
of Skills
Grade 5Exploration Elements / Processes
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Figure 2. Content of Music and Art per Grade Level
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Music Elements Arts Elements and Principles Music Processes Art Processes
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-creating) Shape/Form -creating)
E
xxx
D
Texture
C * Contrast
O
*No formal instruction in harmony
(transference)
from K to 3
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
D analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
xxxi
The learner demonstrates understanding of
fundamental processes through
D
The learner demonstrates understanding of
basic elements and concepts through
The learner demonstrates understanding of
salient features of music and art of the
performing, creating, and responding, performing, creating, and responding, aimed Philippines and the world, through appreciation,
aimed towards the development of towards the development of appreciation of analysis, and performance, for self-
appreciation of music and art, and music and art, and acquisition of basic development, the celebration of Filipino cultural
acquisition of basic knowledge and skills. knowledge and skills. identity and diversity, and the expansion of
C ones world vision.
O
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Grade Level
D Grade Level Standards
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.
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The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
E
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4
celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
xxxii
Grade 5
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celebration of Filipino cultural identity and diversity, and expansion of ones world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6
celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
Grade 7
C
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-
Grade 8
O
development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
Grade 9
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
Grade 10
development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
GRADE 4
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
D STANDARDS STANDARDS
II. Principles:
E
through drawing creates a unique design of
houses, and other
Ifugao, Kalkminga,
Bontok, Gaddang,
4. REPETITION household objects used by Agta
4.1 motifs the cultural groups. 1.2 VISAYAS Ati A4EL-Ia
xxxiii
D 1.3 MINDANAO-
III. Process: writes a comparative Badjao,
5. DRAWING description of houses and Mangyan,Samal,
5.1 drawing of figures of utensils used by selected Yakan, Ubanon,
different cultural cultural groups from Manobo, Higaonon,
communities
5.2 crayon etching of
different provinces.
C Talaandig,
Matigsalog, Bilaan,
ethnic designs Tboli, Tiruray,
crayon resist of scenes Mansaka, Tausug
from different cultural
O
groups in the 2. distinguishes distinctive
Philippines characteristics of several
cultural communities in A4EL-Ib
terms of attire, body
accessories, religious
practices, and lifestyles.
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demonstrates
I. Elements: understanding of practices variety of culture 3. adapts an indigenous
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1. LINES lines, texture, and in the community by way cultural motif into a A4EL-Ic
1.1 organic and inorganic shapes; and balance of attire, body accessories, contemporary design
2. COLORS religious practices and through crayon etching
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
2.1 primary and secondary of size and repetition lifestyle. technique.
3. SHAPES
D of motifs/patterns
2.1 stylized based on through drawing creates a unique design of
nature houses, and other 4. identifies specific
household objects used by clothing, objects, and
II. Principles: the cultural groups. designs of the cultural
4. REPETITION communities and applies A4PL-Id
4.1 motifs writes a comparative it to a drawing of the
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description of houses and attire and accessories of
III. Process: utensils used by selected one of these cultural
5. DRAWING cultural groups from groups.
5.1 drawing of figures of different provinces.
different cultural
E 5. shares ideas about the
A4PR-Ie
communities practices of the different
5.2 crayon etching of cultural communities.
xxxiv
ethnic designs
crayon resist of scenes
D 6. translates research of the
from different cultural artistic designs of the A4PR-If
groups in the cultural communities into
Philippines a contemporary design.
C 7. creates a drawing after
close study and
observation of one of the A4PR-Ig
cultural communities
O way of dressing and
accessories.
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cultural groups.
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
9. uses crayon resist
D technique in showing A4PR-Ii
different ethnic designs
or patterns.
GRADE 4- SECOND QUARTER
I. Elements: The learner The learner The learner
1. SHAPES
1.1 overlapping of shapes demonstrates sketches and paints a 1. discusses pictures of
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2. COLOR understanding of landscape or mural using localities where different
2.1 to show mood and lines, color, shapes, shapes and colors cultural communities live
A4EL-IIa
atmosphere space, and proportion appropriate to the way of and understands that
3. SPACE
3.1 showing foreground,
E
through drawing. life of the cultural
community.
each group has distinct
houses and practices.
middle ground and
background realizes that the choice of
xxxv
2. distinguishes the attire
D
colors to use in a and accessories of
II. Principles: landscape gives the mood selected cultural A4EL-IIb
4. PROPORTION of houses, or feeling of a painting. communities in the
buildings, fields, country in terms of colors
mountains, sky in a and shapes.
landscape
C
3. appreciates the
III. Process: importance of A4EL-IIc
5. PAINTING communities and their
5.1 important
O culture.
landscape/famous
landmark in a province 4. compares the
5.2 (indigenous houses) geographical location,
5.3 mural painting A4EL-IId
practices, and festivals of
the different cultural
groups in the country.
PY
I. Elements: sketches and paints a
demonstrates 5. sketches a landscape of a
landscape or mural using A4EL-IIe
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1. SHAPES understanding of cultural community based
1.1 overlapping of shapes shapes and colors
lines, color, shapes, on researches and
2. COLOR appropriate to the way of
space, and proportion observations made.
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
1.1 to show mood and through drawing. life of the cultural
atmosphere
D community.
3. SPACE
3.1 showing foreground, realizes that the choice of
middle ground and colors to use in a 6. paints the sketched
background landscape gives the mood landscape using colors A4EL-IIf
or feeling of a painting. appropriate to the cultural
II. Principles: communitys ways of life.
EP
4. PROPORTION of houses,
buildings, fields, 7. exhibits painted
mountains, sky in a landscapes to create a A4EL-IIg
landscape
E mural for the class and
the school to appreciate.
III. Process:
5. PAINTING 8. tells a story or relates
xxxvi
2.2 important
landscape/famous
D experiences about cultural
communities seen in the
landmark in a province landscape. A4EL-IIh
2.3 (indigenous houses)
2.4 mural painting
C
GRADE 4- THIRD QUARTER
I. Elements: The learner The learner The learner
1. LINES
O
1.1 organic, inorganic demonstrates creates relief and found 1. explores the texture of A4EL-IIIa
(mechanical) understanding of objects prints using ethnic each material and
2. COLORS shapes and colors designs. describes its
2.1 earth or natural colors and the principles of characteristic.
3. TEXTURE repetition, contrast, 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
PY
4. SHAPES (stencils) country. repeated and alternated. A4PL-IIIb
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
4.1 geometric/2-
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
dimensional Shapes produces multiple copies of 3. discovers the process of
D a relief print using creating relief prints and
II. Principles: industrial paint/natural appreciates how relief
5. CONTRAST dyes to create decorative prints makes the work
A4PL-IIIc
5.1 smooth vs. rough borders for boards, panels more interesting and
5.2 curves vs. straight etc. harmonious in terms of
lines the elements involved.
5.3 small shapes vs. big
EP
shapes 4. draws ethnic motifs and
6. HARMONY create a design by
repeating, alternating, or A4PR-IIId
III. Process:
7. PRINTMAKING
E by radial arrangement.
xxxvii
7.3 cardboard print 5. creates a relief master
found objects print or mold using additive A4PR-IIIe
and subtractive
processes.
6. creates simple,
C interesting, and
A4PR-IIIf
harmoniously arranged
relief prints from a clay
design.
O
7. prints reliefs with
adequate skill to produce
clean prints with a
A4PR-IIIg
particular design motif
(repeated or alternated).
demonstrates
creates relief and found
PY
I. Elements: understanding of 8. prints reliefs using found
1. LINES objects prints using ethnic A4PR-IIIh
shapes and colors materials and discusses
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
1.1 organic, inorganic designs.
and the principles of the finished artwork.
(mechanical)
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
2. COLORS repetition, contrast, presents research on relief 9. creates the relief mold
2.1 earth or natural colors
D and emphasis prints created by other using found material:
3. TEXTURE through printmaking cultural communities in the hard foam; cardboard
3.1 from a variety of (stencils) country. shapes glued on wood; A4PR-IIIi
materials strings and buttons, old
4. SHAPES produces multiple copies of screws, and metal parts
4.1 geometric/2- a relief print using glued on wood or
dimensional industrial paint/natural cardboard.
EP
Shapes dyes to create decorative
borders for boards, panels 7. displays the finished
II. Principles: etc. artwork for others to A4PR-IIIj-1
5. CONTRAST critique and discuss.
5.1 smooth vs. rough
E
5.2 curves vs. straight 1. participates in a
lines school/district exhibit and
D A4PR-IIIj-2
xxxviii
5.3 small shapes vs. big culminating activity in
shapes celebration of the
6. HARMONY National Arts Month
(February).
III. Process:
7. PRINTMAKING
7.1 relief print
C
7.2 glue print
7.3 cardboard print
found objects print
O
PY
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.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
III. Process:
E indigenous material like
abaca tapestries.
made by the Tbolis.
4. SCULPTURE and 3-
dimensional crafts researches on tie-dyed
xxxix
5. Textile craft:
D
crafts of the Tboli and
5.1 tie-dye (one color; 2 presents designs made by 2. presents pictures or
colors) them;presents research on actual samples of different
5.2 Mat weaving (buri) tie-dyed products of other kinds of mat weaving A4EL-Ivb
cultural communities to traditions in the Philippines.
C
compare their designs and
colors. 3. discusses the intricate A4EL-IVc
designs of mats woven in the
Philippines:
O 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
PY
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.
K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS
I. Elements: demonstrates applies individually the 3. emphasizes textile crafts
1. COLOR
D understanding on intricate procedures in tie- like tie-dyeing which
1.1 dyes can be combined color (dyes), values, dyeing in clothes or t-shirts demands careful
to create new colors and repetition of and compares them with practices and faithful A4PL-Ivd
2. VALUE/TONE motifs through one another. repetition of the steps to
light and dark sculpture and 3-D produce good designs.
crafts replicates traditional skills
II. Principles: in mat weaving from 4. gives meaning to the
EP
3. REPETITION indigenous material like A4PL-Ive
designs, colors, patterns
3.2 motifs, colors abaca tapestries. used in the artworks.
xl
5. Textile craft: them;presents research on be woven, showing
5.1 tie-dye (one color; 2
colors)
D
tie-dyed products of other
cultural communities to
different designs:
squares, checks zigzags,
5.2 Mat weaving (buri) compare their designs and and stripes.
colors.
6. weaves own design A4PR-IVg
similar to the style made
C by a local ethnic group.
7. creates original tie-dyed
textile design by
O following the traditional A4PR-IVh
steps in tie-dyeing using
one or two colors.
PY
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
K to 12 BASIC EDUCATION CURRICULUM
Sample: A10PR-If-4
D
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
xli
D -
Roman Numeral
Quarter First Quarter I
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
Week Week six
Cf
letters to indicate more than a
specific week
O
-
Evaluate works of art in
terms of artistic concepts
Arabic Number Competency and ideas using criteria 4
from the various art
movements
PY
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.