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MAPEHLearners Material

Unit 1

Drawing

This instructional material was collaboratively developedand reviewed by educators from public and private schools,colleges, and/or universities. We encourage teachers and othereducation stakeholders to email their feedback, comments, andrecommendations to the Department of Education [email protected] .

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MAPEH Grade 3Learners Material First Edition, 2013ISBN:

Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials fromtheir respective copyright owners. The publisher and authors do not represent nor claimownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSCUndersecretary: Yolanda S. Quijano, Ph.D. Assistant Secretary: Elena R. Ruiz, Ph.D.

Printed in the Philippines by ____________

Department of Education-Instruc tional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2 nd Floor Dorm G, PSC ComplexMeralco Avenue, Pasig CityPhilippines 1600

Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected]

Development Team of the Learners Material

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Table of Contents

Lesson 1Kinds of Lines and their Characteristics.. 4

Lesson 2

People of Different Sizes . 7

Lesson 3Illusion of Space .. 8

Lesson 4

Visual Texture 11

Lesson 5Landscape Drawing 14

Lesson 6

Textures and Shapes . 17

Lesson 7

Pencil Drawing 19

Lesson 8

Historical Houses and Building ... 22

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LEARNERS MATERIALS (LM)First Quarter : DrawingLesson No.1 : Kinds of Lines and their Characteristics Code A3PR-If : Crea te a geometric design by contrasting

two kind of lines in terms of types or sizes

THINK ABOUT THIS

A line is formed when two points are connected. There are

two kinds of lines the straight lines and the curve lines. Curve lines

are wavy and spiral. A line can be thick, thin, wide, or narrow.

Types of straight lines are horizontal lines, vertical lines, diagonal

lines, and broken lines.

Geometric designs are designs based on lines or simpleshapes such as rectangles, triangles, and c ircles.

BE CREATIVE

Activity I : Making a Design for a Gift Wrap

Materials:oslo paper, penc il, crayons, pastel colors, ruler

Procedure:

1. Prepare the materials needed for this ac tivity.2. Think of a design that is appropriate for a gift

wrap.3. Use and combine different kinds of lines for your

design.4. Color your work to make it attrac tive and think

of a title for your work.5. Make sure that the artwork is neat and clean.

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Draw your design here :

Title

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FRAME YOUR THOUGHTS

An artist can create attractive and meaningful designsusing the different kinds of lines.

TAKE THE CHALLENGE

Creative Paper Bag

1. Cut a piec e of colored /craft paper measuring 9.5 x 15inches.

2. Fold the bottom edge of the paper up 2 inches (5 cm)and sharply crease the fold.

3. Fold the sides of the bag into plac e and paste.(Ask for the teachers assistance if necessary.)

4. Flip the bag over so that it sits glued side-down.5. Fold the side-c reases inward to crea te a slight accordion

effect.6. Fold and glue the bottom of the bag into place.7. Now add the handles.8. Paste the pre-designed gift wrap on the paper bag.9. Use glue sparingly.10. Decorate it more with art supplies such as glitter, paint

and markers.

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BE CREATIVE

Activity 1 :

Directions:

1. Imagine and then, draw a view of a farm or fa rm sc a p e .2. Add images of persons in the seascape with different sizes

according to the distance from the viewer.3. Color your drawing.4. Give a title for your finished artwork.5. Show your finished artwork to your classmates and tell

something about it.

First Quarter : DrawingLesson No.3 : Illusion of Space Code: A3EL-Ib : Shows illusion of space in drawing objects

andPersons of different sizes

THINK ABOUT THIS

In a drawing, the farther the distanc e from the viewer,the smaller the object, the nearer the distance from theviewer the bigger the object. This is called Illusion o f Sp a c e .

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The use of illusion of space is a technique or proc essused by an artist to show distance, depth, and width in anartwork.

BE CREATIVE

Activity 1

Drawing of Community

Procedure:

1. Go out of the room and look for a plac e where youcan view the surroundings of the school.

2. Prepare your materials.3. In your bond paper, draw a horizontal line to serve as

horizon.4. Draw a dot at the center, left, or right side of the

drawing Area.5. From the dot, draw two slant lines below to form aspathway.

6. Draw another two slant lines above the horizontal linetoserve as guide in drawing persons and objects.

7. Make sure that objec ts near the viewer are bigger thanthe objec ts far from the viewer.

8. Color your drawing and put a title.

Be creative and Unique in your output!

Picture of a drawing of a famous Filipino artist showing an illusion of space.

Label it with the name of the artist and the title of the drawing.

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FRAME YOUR THOUGHTS

In a drawing, the farther the distance from the viewer, the

smaller the object, the nearer the distance from the viewer thebigger the object. This is called Il lusion o f Sp a c e .

Take the Challenge

Instruc tion:Check the box of the picture that shows illusion of space.

1.___ 2.____

3.___ 4.___

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Learners Material

First Quarter : Drawing Lesson 4 : Visual Texture

Code A3PL-Ic : Appreciates that a rtists create visualtextures by using lines, dots, and colors

THINK ABOUT THIS

Still life drawing is one of the processes in showing onescrea tivity. We can use c ross hatch lines and pointillism to producevisual textures. Cross hatch lines are marks of two or more sets of

intersecting parallel lines while pointillism is a technique done byapplying small dots to a surface to form a picture.

Our eyes can only determine visual textures; they cannot betouched or felt. We distinguish the texture of the object in apic ture by looking at it.

BE CREATIVE

Still Life Drawing with Cross Hatch Lines and Dots1. Prepare the drawing materials.

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2. Arrange the objec ts to be drawn (ex. different kindsof

fruits , bottles, etc .) in a pleasing arrangement to beused as model.

3. Draw the arranged objec ts with the use of penc il.4. Choose cross hatching or pointillism (using of dots) to

show the texture of theobjec ts. Use only one technique.

5. Seek the help of the teacher if needed.6. Write a title for your finished artwork and display it on

the board.

Title

FRAME YOUR THOUGHTS

Visua l Te xtu re is a texture that can only be noticed by looking atthe picture of an objec t. It cannot be touched or felt.

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TAKE THE CHALLENGE

Think of an animal that flies or swims.Draw it and apply cross hatch lines and dots to show visualtextures. Use your imagination!

BE PROUD

In the circle, draw a if your answer is YES

and if your answer is NO. Then, give a short

explanation.

1. Did I use cross hatch lines and dots in drawing a still life?

Why ? _______________________

2. Did I show creativity in doing my artwork?

How? ________________________

3. Did I use different kinds of lines and colors to create visualtexture in my artwork?

How? ________________________

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4. Did I show appreciation to my worksand the works of others?

How? ________________________

LEARNERS MATERIAL

First Quarter : DrawingLesson 5 : LANDSCAPE DRAWINGCode A3PL ld : Tells that in a landscape, the nearestobject

drawn is the foreground; the objectsbehind the foreground are the middle

ground, while the farthest objects arethe background.

THINK ABOUT THIS

An artist makes objects appear bigger and smaller in his/herdrawing depending on their placement or position in theforeground, middle ground, and background.

Objects in the foreground are usually big because theyappear to be in the front and nearest to the viewer while objectsin the backgrounds appear smaller for they are far from theviewer. Objects in the middle ground are found between thebackground and foreground.

B a c k g r o u n d

M id d le g ro u n d

Foreground

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The principle of ba lance is shown in the picture through thedistribution of objects seen in the foreground, middle ground, andbackground within the composition.

BE CREATIVE

LANDSCAPE DRAWING

1. Think of a scene or landscape in your province or regionthat you want to draw.

2. Dec ide what objec ts are to be included in the drawing.3. Draw a landscape showing the foreground, middle ground and

background.4. Position the objec ts in the landscape to show balance.5. Color the drawing and write a title for it.

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FRAME YOUR THOUGHTS

There is a feeling of balance when there is foreground, middleground, and background in the composition.

TAKE THE CHALLENGE

Identify the foreground, middle ground, and background in eachof the pic tures below.

1.

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BE PROUD

Put a if your answer is Yes if No.

RUBRIC1. Did I draw the foreground, middle ground, and

background in the drawing to show balance?2. Did I draw the landscape or land formations

found in the region?3. Did I take pride in my landscape drawing by

showing it to others?

4. Did I finish my artwork on time?

LEARNERS MATERIAL

First Quarter : DRAWINGLesson No. 6 : Textures and Shapes

Code A3PR-lg : Sketches on-the-spot outside or nea r theschool to draw a plant, flowers or a treeshowing the different textures and shape ofeach part, using only a pencil, black crayon,ballpen.

THINK ABOUT THIS

Sketching is a fast way to record observations of what yousee. These lines and forms are often simple but beautiful. On the

other hand, drawing is usually considered more of a finished piecethan a sketch. This generally means that a drawing will containmore visual details than a sketch. Drawings are completestatements of a scene or subjec t compared to sketches.

BE CREATIVE

Sketching of a Plant, Flower, or a Tree

1. Look for a plant, flower, or tree that you would wantto draw.

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2. Sketch then draw the details of it.3. Show its texture using different kinds of lines and

shapes.4. Enhance your drawing by applying colors of your

choice.5. Present your output to the class and share your

experiences while doing the activity.

___________________________________________ Title

FRAME YOUR THOUGHTS

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Lines and shapes are used in making sketches. A sketch isan incomplete work of art which may lack details and color.It is a guide used by an artist to produce his final work of art.

TAKE THE CHALLENGE

Make a sketch of an objec t seen inside the c lassroom .

BE PROUD

Rate your outputs based on the rubric below.

RUBRIC 3Very

Evident

2Evident

1Not

Evident1. I drew an example of a natural

objec t seen outside theclassroom.

2. I made a sketch of the objec tbefore finalizing my artwork.

3. Texture and shape were evidentin my drawing.

4. I shared my feelings about myexperience to my classmatesafter the art activity.

LEARNERS MATERIALS

First Quarter : Drawing Lesson No. 7 : Pencil Drawing

Code A3PR-lh & Ie : 1. C reates a penc il or pen drawing of scenein daily life, where people in the

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province/ region show their oc cupation bythe action they are doing.2. Describe the way of life of people in thecultural community.

THINK ABOUT THIS

Work or occupation is important to our lives. It is an activitythat serves as one's regular source of livelihood to earn money forhis/her familys everyday living.

Here are some occupations in different places that are richin c ulture.

Sc ulptur ing in Pa ete , La g una We a ving in Akla n

Jar m a king in Ilo c o s Pa inting in A ng o no , Riza l

(Sourc e: En.wikiped ia .org; ste l la- arna ldo.b logspo t .c om ; r iza lprovince .ph)

BE CREATIVE

Activity 1. You will be grouped into two to perform the following activities:

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There are different kinds of occupations in the country like weaving,painting, sculpture, jar making, and carpentry. These are the major sourceof income in a region or province.

Group members should Identify the different

kinds of occupations that people in your place have and the things they do.

Present the song with action in front of the class.

Write a 4line jingle or a rap about the

occupations of the people in your place using the tune of any song.

Identify the different kinds of occupations that people in your place have and the things they do.

Choose three kinds of occupations.

Take turns in drawing and coloring the three kinds of works or occupations in a manila paper.

Choose a leader to present your group

output.

A leader should present and explain to

the class your group output.

Group 1

Group 2

Activity 2. (Suggested Activity)Draw one kind of occupation that you see in your province or

region in a bond paper. Use a pencil or a pen.

FRAME YOUR THOUGHTS

BE PROUD

Evaluate your group based on the rubric below.

3Very

Evident

2

Evident

1Not

Evident1. We took part in doing the groupactivity by sharing my ideas.

2. We kept our working area clean andorderly.3. We were able to create a penc il

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drawing of the different oc cupations inmy province or region.4. We respected the works and ideas ofothers.5. We are proud of the oc cupations ofthe people in my province or region.

LEARNERS MATERIAL

First Quarter : DrawingLesson No. 8 : Historical Houses and BuildingsCode A3PR-Ii : Sketches and colors the view of the

province/region with houses and buildingsindicating the foreground middle ground

andbackground by the size of the objec ts.

THINK ABOUT THIS

Lines and shapes are very important for us to represent ordraw objec ts. To draw objec ts we should remember and apply

the use of foreground, middle ground, and background.BE CREATIVE

Drawing of Historical Houses or Buildings

1. Choose any historical houses and buildings you see inyour locality/province or region.

2. Using different kinds of lines and shapes, draw the

historical house or building you c hoose.3. Add the structure with your own design.4. Draw the things that you would like to be in the

foreground, middle ground, and background.5. Color it and place it on the blackboard.

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TAKE THE CHALLENGE

Identify what is being pointed in the drawing. Write youranswers on the blank provided.

2. _______________________

1. _____________________

3.________________

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Unit 2

Painting

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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dino S. Ocampo, Ph.D.






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Table Of Contents

Lesson 1

Harmony in Plants.......................................... 4

Lessons 2 to 4

Landscape Painting .. 8

Lesson 5Still Life Painting of Fruits... 15

Lesson 6

Tints and Shades of Color 18

Lesson 7Painting of Animals 21

Lesson 8

Painting of Wild Animals .. 23

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LEARNERS MATERIALS

Second Quarter : PAINTINGLesson No. 1 : Harmony in PlantsLearning CodeA3PL-IIc : Perceives how harmony is crea ted

in an artwork bec ause ofcomplementary colors andshapes

THINK ABOUT THIS

Painting is an art form dating way back thousands of yearsago. It is the process of using paint to express ideas and emotions.

There are different tec hniques in pa inting and one of this is theresist technique. Painters have developed their own creativeways of doing an artwork.

Look at the group of colors and the color wheel. These willbe useful in your painting activity.

Primary colors

Try mixing the primary colors. What colors are produced

We can form the Sec ondary Co lors by mixing the primarycolors. Look at the illustration below.

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Notice the colors in the color wheel. Colors which areopposite each other are called complementary colors.

Examples are blue and orange, red and green, and yellowand violet.

=+

Red Blue Violet

=+

Blue Yellow Green

=+

Yellow Red Orange

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BE CREATIVE

Harmony in Plants

1. Go out of the c lassroom and explore theenvironment. Observe plants that you like most andyou would like to draw.

2. Draw the plants. These c an be overlapped.Overlapping can make your artwork moreinteresting.

3. Color the plants with secondary colors or theiropposite color in the c olor wheel to crea te harmonyin your painting. These colors are complementaryand they c rea te harmony in your painting.

FRAME YOUR THOUGHTS

Harmony in painting is a pleasing visual arrangement ofcolors. It is created when secondary colors and theiropposite colors or complementary colors in the color wheelare used.

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TAKE THE CHALLENGE

Discover color harmonies in your painting.

1. Identify complementary colors in your painting.2. Chec k the sec ondary colors in your color wheel.What are their complementary colors?

3. List new colors you discover that are complementary.4. Find out what these new colors are called.

BE PROUD

Rate your outputs by checking the column that bestdescribes your behavior in doing the artwork.

QuestionsPoints

3Very

Evident

2Evident

1Not

Evident 1. Did I use complementary

colors to show harmony?2. Is my painting based onthe natural environment?

3. Did I express myself freelyin making my painting?

4. Did I finish my paintingwithin the given workingtime?

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LEARNERS MATERIAL

Second Quarter : PaintingLesson No.2 : Landscape Painting Code A3EL-IIa : Sees that there is harmony in nature as seen

in the color of landscapes

THINK ABOUT THIS

Painting a landscape at different times of the day is achallenging activity for artists. Most of the paintings are affectedby the mood of the artist. Painting with bright colors (yellow, red,orange) gives out the feeling of happiness and joy, while paintingwith dull and dark colors (blue, blue-green, red-violet) suggestsloneliness and sadness.

BE CREATIVE

Activity I - Landscape Painting

Read and understand the direc tion:

1. Think of a time of the day you want to portray in yourlandscape. Decide the color to use, bright or dull, lightor dark.Rec all color combination used by the Filipinolandscape painters: Felix Hidalgo, Fernando Amorsolo,

J onahmar Salvosa.2. Sketch a landscape showing your own unique style.

3. Use watercolor and brush in painting your landscape.4. Combine c olors to show harmony.5. Let the finished painting dry and give a title.6. Prepare for an exhibit.

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Warm colors

Red Ye l low O ra ng e

Cool Colors

Blue Vio le t G ree n

To crea te a mood or feelings in our pa inting, we usewarm and cool colors.

BE CREATIVE LANDSCAPE PAINTINGUSING WARM & COOL COLORS

1. Think of a landscape that you want to paint.2. Draw the landscape.3. Color the drawing using watercolor. Use warm or cool

colors depending on the feelings you want tocommunicate.

4. Let the artwork dry and give it a title.

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Feelings and moods in painting landscapes are created

through the use of warm and cool colors.

___________________________ Title

FRAME YOUR THOUGHTS

TAKE THE CHALLENGE

Identify the warm and cool colors used in the paintings.

1. 2.

Bahay Kubo, Fernando Amorsolo Bangkusay, Vicente Manansala

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BE PROUD

Put a if your answer is Yes and if No

1. I painted a landscape that shows a mood.2. I used the warm and cool colors in my painting.

3. I told something about my artwork and sharemy experienc es while painting a landscape.4. I show pride in my landscape through painting.

LEARNERS MATERIAL

Second Quarter : PaintingLesson No. 4 : Landscape PaintingCode A3PR-IIh : Appreciates the Filipino artists and their

own particular style and identify whatmakes each artist unique in his use ofcolors to c rea te harmony.

THINK ABOUT THISOur surroundings become more interesting and beautiful

because of colors. Look at the red flowers, the green grass andthe blue skies. Can you imagine how dull and gloomy theenvironment would be if these objec ts had no c olors?

3.

Bay of Biscay, Juan Luna

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A painting becomes attractive because of colors used.Colors can be bright or dark.

Study the painting below.

Artist: Vicente Manansala Source: www.geringerart.com

BE CREATIVELandscape Painting

1. Think of any activity that people in your province orregion do. It may be seen in the farm, mountains, ortowns.

2. Paint the activity using bright and dark colors.3. Give your painting a title.4. Display your painting with those of your classmates.

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There are many Filipino artists in our country. Theirpaintings became famous because of their unique styles.

e.g. Fernando Amorsolo uses dark and bright colors whileCarlos Francisco uses bright colors in his paintings.

FRAME YOUR THOUGHTS

TAKE THE CHALLENGE

Study the painting below and answer the questions after it.

Painting by Vicente Manansala Source: artodyssey1.blogspot.com

1. Identify the bright and dark colors used in the painting ofManansala.

__________________________________________________2. What does the painting tell us about?

___________________________________________________

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LEARNERS MATERIALS

Second Quarter : PaintingLesson 5 : Still Life Painting of FruitsLesson Code A3PR-IId: Paints a still life by observing thedifferent

shapes, color and texture of fruits,drawing them overlapping andchoosing the right colors for each fruit.

THINK ABOUT THIS

Our country is rich in natural resources like mountains, seas,animals and fruit-bearing trees.

Fruits are not only providing us nourishments but fruits can begood subjec ts in drawing and painting.

Look at the pic ture. Observe c losely how the fruits werearranged as subject in a still life painting.

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BE CREATIVEStill Life Painting of Fruits

1. Observe the different fruits arranged on top of the table -their colors, shapes, and textures and how they overlapwith one another.

2. Draw the arranged fruits using your pencil.3. Paint the fruits using watercolor.4. To make the fruits look realistic , use neutral colors like white

or black.5. To make a part of your fruit lighter, add white to the color

of your choice using your brush-wire.

6. To make a part of your fruit da rker, put a bit of black inyour color.7. Have it dry, then post it on the blackboard for

evaluation.

TAKE THE CHALLENGE

Direction:

Color the pic ture with watercolor that corresponds tothe names of colors below. (Primary and SecondaryColors)

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Violet Yellow RedGreen Blue Orange

FRAME YOUR THOUGHTS

Still Life Pa intin g is an arrangement of inanimate or everydayobjects whether natural objects or man-made objects.

BE PROUD

Draw a if your answer is YES if your answer is NOinside the circle. Then explain briefly.

1. Did I paint my still life of fruits realistically?

Yes No How?

________________________

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2. Did I paint my still life with the appropriate c olors of fruits?

Yes No How?

________________________3. Did my artwork show overlapping of objec ts?

Yes No How?

________________________

4. Did we discuss with my classmates how we created ourartwork?

Yes No How?

________________________

LEARNERS MATERIALS

Second Quarter : PaintingLesson No. 6 : Tints and Shades of ColorCode A3PR-IIe : Creates new tints and shades of colors

by mixing two or more colors

THINK ABOUT THIS

Colors vary. There are colors that are light and dark. Thelightness (tints) or darkness (shades) of a color is called value.

Tints are light values that are made by mixing a color withwhite. For example, pink is a tint of red, and light blue is a tint ofblue.

Shades are dark values that are made by mixing a color withblack. Maroon is a shade of red, and navy is a shade of blue.

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Graduation of tints and shade depends on the amount ofwhite or black paint added e.g. light pink, medium pink andintense pink- another term for red.

A. Tints of Color Red

red + white = pink

B. Shades of C olor Red

red + black = maroon

BE CREATIVE

Activity I :

Producing Tints and Shades

1. Get your water color and other painting materials.2. Draw three small c irc les on your paper.

+ =

3. Paint the first c ircle with blue and the second c irclewith white.

Mix blue and white to c rea te a tint of blue.Paint the 3 rd c ircle a tint of blue.

+ =

4. Paint the first circle with red and the second circlewith black.

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A tint is the mixture of a color with white anda shade is the mixture of a color with black. Black andwhite are neutral colors.

Mix red and black to c reate a shade of red.Paint the 3 rd circ le of shade of red.

Activity 2:Finger Painting

1. Prepare the materials for the art activity.2. Cover your working table with newspapers.3. Take turns in going to the painting table to get

gawgaw paste using a rec ycled spoon.4. Carefully spread the paste on the oslo paper.5. Sprinkle a colored dye on the paste.6. Sprinkle white dye on the color, then mix the color with

your fingers while making sure to show the tints andshades of colors in your painting .

7. Sprinkle black dye on the c olor, then mix the color withyour fingers.

8. Look closely at the result of your finger painting. You

might have c reated a design.9. Let it dry and give a title to your artwork.10. Clean up your working area .

FRAME YOUR THOUGHTS

BE PROUD

Rate yourself by checking the column that best describesyour work behavior.

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With muchconfidence

With lessconfidence

With noconfidence

1. I can mix colors properly.2. I can produce tints and

shades by adding white or blackto a color.3. I can relate my happy or sadfeelings through finger painting.4. I can work independently.5. I can display and be proud ofmy paintings.

LEARNERS MATERIALS

Second Quarter : PaintingLesson No. 7 : Painting of AnimalsCode A3EL-IIb : Appreciates that nature is so rich for no

two animals have the same shape, skincovering, and color

THINK ABOUT THIS

Some regions in the country are rich with animals that areunique in terms of their color and their skin covering. For exampleare the Ta m a ra w in Mindoro, Pi landok in Palawan, and Philippine Eagle in Davao. These animals have special characteristics thatenrich the beauty of nature. They have colorful body coverings,varied skin textures, and different body sizes.

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BE CREATIVE

Activity 1 : Painting Using Crayon Resist

1. Selec t your favorite animal that can be found in yourprovince or region.

2. Draw it in the bond paper/Oslo paper.3. Fill up spaces with complementary colors your choice

using crayons.4. Apply water using a brush. Notice how wax and crayons

will resist or will not allow water color to cover the drawing.

Step 1 Step 2

Step 3

5. Give a title to your artwork.

Illustration : Hand Drawing with Crayon

Illustration: Filling up colors to the spaces with crayon

Illustration : Applying watercolor using brush on crayon drawing

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FRAME YOUR THOUGHTS

The Physical characteristics of animals such as their variedsizes, color, texture, and body coverings add to the beauty of

nature.

BE PROUD

Rate your artwork,

Indicators

Points

3Very

Evident

2Evident

1Not

Evident5. Does your work show

harmony by the use ofcomplementary colors?

6. Does your artwork showtexture of the skin coveringof animals found in yourplace?

7. Does your artwork showthe use of crayon resist?

8. Did you finish the artworkon time?

LEARNERS MATERIALS

Second Quarter : PaintingLesson 8 : Painting Wild AnimalsA3PR-IIg : Observes the characteristics of a wild

animal by making several pencil sketchesand painting it later, adding the texture of itsskincovering

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THINK ABOUT THIS

Painting is a worthwhile art activity that can show feelingsand ideas of the artist. Paintings could be made realistic byadding lines, colors, and texture. There are many kinds of coloringmaterials such as water color, acrylic or poster paint, charcoal,leaves, and flowers.

Look at the pic ture below and observe the skin of the wildpig.

Do you see different kinds of lines showing the texture of thewild pigs skin?

BE CREATIVE

1. Using a penc il to draw a wild animal on an oslo paper.2. Add lines to the skin of the wild animal to make it more

realistic .3. Paint the animal using any warm or cool colors.4. Give a title to your painting.5. Submit your painting to your teacher and help her/him

display it.

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To enhance a painting, add more lines, colors, andtexture.

FRAME YOUR THOUGHTS

TAKE THE CHALLENGE

Identify the skin texture of the following wild animals (rough,smooth, hard, or soft). Then, c olor the pic tures with warm and coolcolors.

1. 2.

______________________________ ___________________________

3. 4,

__________________________ _______________________

5.

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BE PROUD

Make a sketch of a bird in the box if you are happy andsatisfied with your painting or a fish if you still want to enhance it.

Then, explain your answer by writing sentence/ s in the blanksprovided.

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Unit 3

Printing

This instructional material was collaboratively developedand reviewed by educators from public and private schools,colleges, and/or universities. We encourage teachers and othereducation stakeholders to email their feedback, comments, and

recommendations to the Department of Education [email protected] .

3

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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, Ph.D.






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Table of Contents

Lesson 1Nature Printing 4

Lesson 2Marbling.. 5

Lesson 3Finger Printing 9

Lesson 4Stencil Making . 12

Lesson 5Logo Printing . 15

Lesson 6Stenciling a Name .. 17

Lesson 7Printing Using Found Objects ... 19

Lesson 8Slogan and Logo Making . 22

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LEARNERS MATERIAL

Third Quarter : Printing Lesson I : Nature Print Code A3EL-IIIa : Tells that a print can be made from

objects in nature

THINK ABOUT THIS

Items found innature like twigs, leaves, stones, bark,branches, feathers, and others can be used to create uniquedesigns in printmaking.

BE CREATIVE

Activity No.I :

1. Collec t objec ts found in nature that can be used forprintmaking.

2. Plan and dec ide on an abstractdesign in printmaking.3. Prepare the working area by covering the table

withnewspapers.4. Dab any pa rt of the object in the ink pad or home-made

pad.5. Stamp the found objec t on the bond paper to c reate a

print according to your abstract design. Dec ide whichpart will be given emphasis.

6. Let your artwork dry.Put a title and display it on theboard.

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Printmaking is a process of transferring or reproducing text andimagestypically with ink on paper or on other materials.

____________________________________________Title

FRAME YOUR THOUGHTS

LEARNERS MATERIALS

Third Quarter : PRINTING

Lesson No. 2 : Marbling Code A3PL-IIIb : Apprec iates variety ofmaterials used for printing and its importance

THINK ABOUT THIS

Paper marbling is a method involving water in making adesign. It can produce patterns similar to smooth marble or otherstone. The patterns are the result of color floated on either plain

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water or a solution known as size, and then carefully transferred toan absorbent surfac e, such as paper or fabric.

In paper marbling, one can learn how colors go agreeablytogether and how textures can appear rough or fine. Transferringa pattern from water to a paper or fabric can also beexperienced.

BE CREATIVE:

Activity 1 : Paper Marbling

1. Prepare materials like Oslo paper, enamel paint (red, yellow,blue), basin of water, sticks, old newspaper, kerosene, paste,scissor and empty can.

2. Take a ba sin of water. The mouth of the basin should bewider than the paper that will be used.

3. The teacher will prepare the paints. Stir the paints well with astick and add a little keroseneif the paint is thick.

4. Put several drops of pa int (red, blue, yellow) on the water.Using a plastic spoon, stir the water until the paint is equallydistributed on the surface. You may add a few drops ofwhite and black paints.

5. While the paint is still moving, hold two opposite corners ofthe paper and place the paper gently on the surfac e of thewater.

For illustration of step no.2 For illustration of step no.2

For illustration of step no.4 For illustration of step no.5

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Paper marbling is a method used for making a design inwhich paper or fabric is decorated with swirling patterns similar

to a marble stone.

6. Press the paper carefully so that it will come in contac t withthe paint.

7. Lift up the paper when the paint has been transferred fromthe water to the paper. Turn the paper over and allow it todry.

Activity 2 : Pencil Holder with Designs

1. Prepare the marbling designs (output from activity 1),sc issors, glue, empty can.

2. Cut the paper with marbling design according to theheight and size of the c an.

3. Paste the paper with marbling design a round the c an.

4. Place the finished penc il holder on the table. Be ready forthe c lass evaluation.

FRAME YOUR THOUGHTS

For illustration of step no. 6

For illustration of step no. 7

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TAKE THE CHALLENGE

Direction :Read carefully the steps in marbling. Arrange thestatements below by writing numbers 1 to 7 on theblanks.

____ Put several drops of paint on the water. Stir the water untilthe paint is equally distributed on the surface.

____ Prepare materials like oslo paper, enamel paint (red, yellow,blue), kerosene, basin of water, pieces of sticks, and old newspaper.

____ While the paint is still moving, hold the two opposite cornersof the paper and place the paper gently on the surface of thewater.

____ Lift up the paper when the paint has been transferred fromthe water to the paper. Turn the paper over to allow it to dry.

____ Press the paper carefully so that it will come in contact withthe paint.

____ Open the cans of pa int and stir the pa int with a piece of

stick. Add kerosene if the paint is thick. _____ Take the basin of water. The mouth of the basin should bewider than the paper that will be used.

BE PROUD

Draw a if your answer is YES and your answer is NO

inside the c ircle. And write your reason for your chosen answer.

1. Was I able to show my creativity in marbling making?

Yes No

How?__________________________________________

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2. Did I finish my artwork on time?

Yes No

Why?

3. Was I able to follow the steps in marbling making?

Yes No

4. Have I created textural effects, lines and shapes in myartwork?

Yes No

How?__________________________________________5. Have I shown value in my own work and in those of others?

Yes No

How?__________________________________________

LEARNERS MATERIALS (LM)

Quarter 3 : PRINTMAKINGLesson 3 : Finger Printing Code A3PL-IIIc : Observes that a print design may use

repetition of lines and shapes and giveemphasis on contrast of shapes and lines

THINK ABOUT THIS

Finger printing is an act of making designs with the use offingerprints. This artwork is simpler than other art processesbecause artists can make different designs with their fingers.

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It is so easy to do. J ust let the fingers do the pressing andwe can never imagine the number of designs with varied sizes andcolors that we can create simply with our fingers. And like anyartwork, this is accepted by people of any age group, besides thechildren.

Some sample designs of finger printing.

BE CREATIVE:

Activity I: Finger Printing

1. Help your teacher prepare the working area . Cover it withold magazines or newspaper.

2. Your teacher will prepare your pa int on an assigned place aswell as the printing place.

3. Think of any design showing lines and shapes that can berepeated using your fingers.

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4. Try out your idea on newspaper on shapes and linesrepea ting and changing from straight to c urvy to showcontrast.

5. Prepare your bond paper for printing.6. Press your finger on the sponge with paint and make several

prints on the bond paper.7. Make your own print design different from others.8. Dec ide what will be the most important in your print- the

color, shapes or lines.9. Let it dry, write a title and display your artwork.

__________________________________________________Title

FRAME YOUR THOUGHTS:

Finger printing is a simpler printing process. It is an act ofmaking designs and printing it with the use of fingers.Good print designs are created by using repeatedshapes or lines and giving emphasis on contrast ofsha es and lines.

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BE PROUD:

Rate your own output based on the rubric below.

Criteria 3VeryEvident

2Evident 1NotEvident

1. I created designs throughfingerprinting.

2. I used contrasting colors in myartwork.

3. The artwork is unique andcolorful.

4. I Showed apprec iation formy work and my classmatesthrough sharing of ideas.

LEARNERS MATERIAL

Third Quarter : PrintingLesson No. 4 : Stencil Making CodeA3PR-IIId&e : Realizes that a print design can be

duplica ted many times by hand or bymac hine and c an be shared with others

: Explain the meaning of the design crea ted

THINK ABOUT THIS

Stencil print designs can be used repeatedly on differentobjec ts, materials, or garments.

Look at the pictures below.

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FRAME YOUR THOUGHTS

Stencils or print designs can be multiplied many times byhand or machine and can be shared with others.

TAKE THE CHALLENGE

Directions: Answer the following questions:

Did you share your stenc il with other groups? _________________________________________________________ What can you say about your group output?

_________________________________________________________What can you say about the works/outputs ofothers? _________________________________________________________How does it feel sharing your design with others?

_________________________________________________________

BE PROUD

Color the smiling face red if you agree with the statementand blue if you disagree.

1. I finished my stenc il design on time.

2. I followed the directions in making stencil designs.

3. I showed apprec iation for my own ethnic design and that ofothers by participating in our group exhibit.

4. I willingly shared my design with others.

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LEARNERS MATERIAL

First Quarter : Print MakingLesson No.5 : LogoPrintingCode A3PR-IIIf: Designs an attractive logo with slogan

about the environment to be used forprinting

THINK ABOUT THIS

A logo is a mark commonly used by commercial enterprises,organizations, and even individuals to aid and promote instantpublic recognition.A slogan is a phrase used to communicate amessage.

You c an make a logo and slogan and be able to duplicateit through printing.

Stamp printing can make use of discarded materials such asbottle caps, paper c lips, hair c lips, and many more as printing

tools for making a logo to promote environmental awareness.

BE CREATIVE

Activity 1: I Love My Environment

Group activity:

Decide on the design you want to create for the logo onenvironmental awareness using discarded materials. Becreative in making your logo. Get idea from theenvironment.

What is your logo about?

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1. Think of these questions as you decide for your logo. What is your logo about?Plants? Animals? What is your slogan about the environment?

2. Prepare and gather all the materials needed. These include the sponges with pa int that your teacherprepared.

3. Press the discarded materials on the prepared wet spongebrushed with paint.

4. Press the colored part of the discarded material on thepaper to create the desired logo design.

5. You can make repea ted patterns for your logo.6. Write a slogan on the designed logo.7. Let your artwork dry.

_________________________________________________Slogan of the Logo

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FRAME YOUR THOUGHTS

BE PROUD

Rate yourself by using the rubric below.

Criteria

Points

VeryEvident

3

Evident2

NotEvident

1

1. Was able to c rea te a logo with sloganabout the environment.

2. Was able to show creativity in printing.

3. Was able to crea te an artwork withconfidence and c reativity.

4. Was able to inspire others to usediscarded materials in making anartwork.

5. Was able to finish the drawing on time.

LEARNERS MATERIAL

Third Quarter : PRINTMAKINGLESSON 6 : STENCILING A NAMECode A3PR lIIg: Create and c ut a stenc il from paper

or plastic sheets to be used for multipleprints on color or hard paper.

Discarded materials can be made useful in any artactivity. An attrac tive logo design c an be created byusing repeated patterns though stamp printing.

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BOHOL

THINK ABOUT THIS

Stencil artor stenciling is printing of repeated designs bymaking ink, paint or wax pass through holes or cuts in cardboardor metal. Using different colors in stenciling, one can producebeautiful designs in materials or things such as shirts, bags, cloth,and others.

BE CREATIVE

Making a Stencil Art

1. Think of a word which can be a name of your place, popularicon, product or animal.

2. Write it on a cardboard using a pencil or any marker.Example:

3. Cut the letters using scissors leaving holes on thecardboard.

This hole will be the stenc il throughwhich color will beapplied.4. Be careful in using scissors. You can ask the assistance ofyour

teacher.5. Place the stencil on top of a paper and apply heavy strokes

of c rayons in the holes.6. You may exchange stencils with your classmatesso that

youcan crea te different designs.

FRAME YOUR THOUGHTS

Stenc iling is a method in printmaking. Design forstenciling is done by cutting holes in cardboard so that colorscould passthrough easily. One stencil can be usedrepeatedly for multiple print designs.

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BE PROUD

LEARNERS MATERIAL

Third Quarter : PRINTMAKINGLesson 7 : Printing Using Found ObjectsCode A3PR-IIIh : Creates a print for a shirt, a bag, or a

poster using letter stencils or abstractdesigns that convey a message andcan be replicated.

THINK ABOUT THIS

Most of our belongings have printed designs. Someof the designs are shapes, lines, words, flowers, animals,sceneries, fac es, etc. which may be rea l or abstract.

Designs which do not appear like real objects are

called abstract. It has no c onc rete shape or form.Look at the examples below.

Yes No

1. Did I create a stenc il using acardboard?2. Did I show understanding inmaking a stencil?3. Did I use different colors?4. Did I crea te my own design?5. Did I produce multiple printsfrom my stenc il?

Picture of a shirt with a real animal design.

Picture of a shirt with an abstract animal design .

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BE CREATIVE

Making Prints Using Found Objects

1. Cover the working table with newspaper.2. Get any found object.3. Think of a word, an acronym or an abstract design.4. Dec ide which part of the found objec t you will use for your

design.5. Dip the c hosen part of the found objec t in the paint.6. Stamp it on your paper. Do it repeatedly until you finish

your desired design, word, or acronym.7. Dry your output.8. Give your artwork a title.

________________________________(Title)

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FRAME YOUR THOUGHTS

BE PROUDAssess yourself with the

BE PROUD

Put a c hec k (/) on the box that corresponds your response toeach statement.

Activities Outstanding VerySatisfactory SatisfactoryNeeds

Improvement

1. Worksindependentlyon making theartwork

2. Creates ownprints and styleusing foundobjects

3. Observescleanliness indoing theartwork

4. Uses foundobjec ts and/orrecyclablematerials

5. Submits outputon time

Found objects such as bottle caps, nut shells, paperclips, and other things can be used in creating print designs

for shirts, bags, posters, etc.

Designs can be letters or abstract.

Abstract design is not realistic in terms of forms,shapes and colors.

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LEARNERS MATERIALS

Third Quarter : PRINT MAKING Lesson 8 : Slogan or Logo Making Code A3PR IIIi : Writes a slogan about the environment

thatcorrelates messages to be printed on t-shirts, posters, banners or bags

THINK ABOUT THIS

A slogan is a phrase orshort sentence which depicts orexplains a theme. In writing a slogan, consider the following tips:keep it short, use rhymes if possible, and use an idea related to the

theme.In designing a logo, you must think about, what it represents

and what its purposeis. A logo is a design thatrepresents a thing oridea using shapes, letters, colors, and/or images. A logo should besimple, memorable, timeless, useful, and appropriate.

Slogans or logos can be printed on t-shirts, bags, streamers,banners, and posters.

Below is an example of slogans and logos.

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BE CREATIVE

Choose from the activities below.

Activity 1. Slogan Making

1. Prepare a sheet of bond paper.2. Think of a phrase or a short sentence for your slogan

which is related to the theme.3. Decide on the kind of design to be used which our

slogan for a t-shirt, bag, or banner.4. Write the slogan on the bond paper using any pen orcoloring materials.

5. Enhance your slogan with colors.

Activity 2. Logo Making

1. Prepare a sheet of bond paper.2. Think and dec ide on the shapes, colors, letters,

and/or pictures that you will use in your logo aboutSaving Mother Earth which is appropriate for a t-shirt,bag, or banner.

3. Draw your logo on the bond paper.4. Use coloring materials to enhance your logo.

FRAME YOUR THOUGHTS

In making a slogan or logo, you should consider the symbolsor icons appropriate to the message you want to tell or relay.Colors are also important to make your slogan or logo attrac tive.

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BE PROUD

Put a Chec k mark (/) on the box that corresponds youranswer to the questions.

Rubrics 3Very

much

2Not

much

1Needs

improvement1. Does my work show the exactmeaning of the message given?2. Did I follow the steps orprocedure in making the artwork?3. Did I show appreciation of myown work and the works ofothers?4. Did I finish my work on time?

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MAPEH

Learners MaterialUnit 4

Sculpture and 3D Works

3


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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, Ph.D.






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3

Table of Contents

Lesson 1

Finger Puppet.. 4

Lesson 2

Hand Puppet .. 6

Lesson 3Sock Puppet ... 8

Lesson 4

Stick Puppet 12

Lesson 5String Puppet .. 15

Lesson 6

Puppet Show .. 18

Lesson 7

Mask Making . 20

Lesson 8

My Headdress 23

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LEARNERS MATERIAL

Fourth Quarter Sculpture/ 3D WorksLesson No. I Finger PuppetCode A3EL-IVa Identifies different styles of puppets made in

the Philippines

Think About This

Puppets are effec tive means of educational entertainment.

In the Philippines, Puppetry started since the time of Dr. J oseRizal, our national hero, when he staged the play entitledCARILLO or shadow puppetry. He used a carton and a stick

and he placed this at the back of a white c loth. Then he used acandle light at the back of the puppets.

Angono, is known to have the giant puppets . These aremade of Paper Mache and bamboo sticks. They used this tocelebrate the feast of St. C lementine every last Sunday of

November.

Children a re well amazed by the magic behind the puppetryart.

Be Creative

1. Prepare your materials: flat piec es of cardboard, and thedrawing and c oloring materials .(DRAWING AND COLORINGMATERIALS PO}

2. Group yourselves into five groups. Talk about a story, alegend, or a folktale you have heard from the old folks.

3. Think of a character who will play a particular role in thestory you want to portray: people, animal, or plant. You c analso personify things in the surroundings, for example plants,trees etc .

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4. Draw your characters on the flat piec e of cardboard.5. Use a marker or black crayon in drawing the details of the

different parts of the face and hair.6. Wrap around the puppet any piec e for its c lothes.7. Make a stage using a shoe box or anything hard which can

be placed in front of the fingers.8. When all finger puppets are ready, Plan a presentation

where all of the puppets will be shown in the performanc e.9. Make an interesting performance. Be Creative!

Take The Challenge

How do you show creativity in making your finger puppet?Write your answer in the box.

Larawan ng mga taong may ibat ibang laki

Frame your Thoughts

A finger puppet is a miniature puppet fitting over and

manipulated by one finger or all fingers.

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Be Proud

Questions

Points

1. Does your puppet showcreativity?

3Very

Evident

2Evident

1Not

Evident2. Does your puppet show use

of different rec yclablematerials?

3. Was the presentationinteresting?

4. Did you work well with yourgroupmates?

LEARNERS MATERIAL

Fourth Quarter Sculpture/ 3D WorksLesson No. 2 Hand PuppetCode A3PL-IVc Appreciates variations of puppets in terms of

material, structure, shapes, colors, andintricacy of textural details

Think About This

Puppetry is a form of performance that involvesusing puppets as characters in a show or a story. Discardedand recyclable materials can be used to make puppets.Different colors, shapes, and textures of the recyclable anddiscarded materials can create simple but beautifulpuppets.

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Be Creative

Activity no. 1

Paper Bag Hand Puppet

1. Prepare the materials to be used. Nasa TG po 2. Fold the top of a paper bag to make a flap.3. On the upper flap of the paper bag, glue rec yclable items to

show parts of the head of the puppet.

4. Give your puppet an interesting expression. It may be happy,

excited, or surprised.5. Add other rec yclable materials to the paper bag to makeyour puppet as unique and different as possible.

6. Display your finished work in the assigned area.7. Plan for a puppet presentation during break time. Together,

you can make an interesting performanc e.

Take the Challenge

1. How does your artwork show awareness of the environment?2. How do your choices and use of different materials make

your puppet a ttrac tive and interesting?

Frame your Thoughts

By r eusing m a te ria l s t ha t c a n be rec yc led , w e he lp p ro t ec t ou renvi ronment .

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Be Proud

Chec k or rate your output based on the given rubric below.

Indicators

Points

3Very

Evident

2Evident

1Not

Evident 1. I showed creativity in using

recyclable materials.2. My puppet shows an

interesting expression.3. My work was apprec iated

by my classmates.4. I cooperated with my

groupmates in putting up anexhibit of our hand puppets.

LEARNERS MATERIAL

Fourth Quarter 3D and SculptureLesson No. 3 Sock PuppetCode A3PR-IVc & d Creates a puppet design that would give

a specific and unique character

Applies designs of varied shapes andcolors on puppets to show the uniquecharacter of the puppets

Think About This

Puppets today are widely considered as entertainment forchildren. More and more people are discovering that puppetshave always held a place in entertainment for all ages.

In this lesson, we will make a hand puppet out of socks. You,as a puppeteer, will wear the sock puppet on your hand as if you

are wearing a glove.

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Look at this picture

Be CreativeActivity 1: Hand Puppet

1. Find an old c lean soc k. (Preferably, the soc k should reachthe elbow.)

2. Chec k your rec ycled box of materials. Plan the design andthe puppet character using the objects on hand.

3. Wear the sock on a hand as if it were a glove to try it out.4. Determine the shape and color of your puppets mouth. Cut

this out from a cardboard.

A picture of a hand puppet sock in a mini show

illustration

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5. Bend the c ardboard in half and glue it at the c enter of thesole part of the sock.

6. Add something to the mouth of your puppet to make itunique and different.

illustration

illustration

illustration

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7. Work with a seatmate and plan a short story for your puppetshow.

8. Be ready for a mini-hand puppet show.

(Pupils will take turn in presenting their puppets.)

Activity 2: Mini-Hand Puppet Show

1. After making the hand puppets, be ready for the mini-handpuppet show.

2. Get a small table and a cloth to c over you as puppeteers.3. Wear your decorated hand puppet as if it were a glove.4. Hide behind the stand and raise the hand above it so that

only the puppet is visible on top of the table.5. Begin your presentation and enjoy the mini show.

Frame Your Thoughts

Be Proud

Inside the circle Draw a if your answer is YESand if your answer is NO.

1. Do I understand the a rt of making a soc k puppet?

Yes No Explain______________

2. Did I follow the steps in making a sock puppet?

Yes No Explain_______________

A hand puppet is a type of puppet that is controlledby the hand in presenting a show.

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3. Did I use found objec ts to dec orate my soc k puppet?


4. Did I share materials with my classmates?


5. Did I enjoy doing the activity?


LEARNERS MATERIALS

Fourth Quarter Sculpture/3d WorksLesson No. 4 Stick PuppetCode A3PR-IVe Constructs a simple puppet based on a

character in a legend, myth or story usingrec yclable materials and bamboo sticks ortwigs

Think About This

Puppeteers can create a small theater for doing shows usingfinger puppets or stick puppets. The puppeteer holds the puppetwith one hand and uses the other hand to move other puppetsinvolved in the puppet show.

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Some sample shows using stick puppets.

Some sample puppet shows and stick puppets

Be Creative

Activity 1Making a Stick Puppets

1. Work with a group. Share stories on myths andlegends you know that can be entertaining.

2. Decide on a character from a legend or myth thatwill be used for your stick puppet.

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3. Prepare several pieces of popsicle sticks preferablybought from the craft store. These will be enough tomake many puppets.

4. Draw a face on one end of the popsicle stick. Youcan glue on small wiggly eyes, if you have them. Feelfree to use large wiggly eyes too!

5. Add hair, arms and clothes using yarn, pipecleaners, colored paper, and fabric scraps. A pom-pom could be used for the puppet's hair. Think ofalternate things you could use items for, too--fur forhair, a small plastic cup for a skirt. Give your puppeta name.

6. Make several Popsicle characters and put up a mini-puppet play!

7. Glue leftover Popsicle sticks together to make a minipuppet area. Use a piec e of fabric for curtains andyou c an put on a show anywhere.

SEVERAL ILLUSTRATIONS

ON HOW TO MAKE A STICK

PUPPET

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LEARNERS MATERIALS

Frame Your Thoughts

Be Proud

Put a star ( ) in the circ le if your answer is YES and a ha lf moon

( ) if your answer is NO.

RUBRIC1. Did I make a stick puppet based on a characterin a legend?

2. Did I use my puppet to entertain others?

3. Did I show apprec iation for puppet making byenjoying making one?

4. Did I willingly pa rticipa te and c ooperate in ourgroup project?

Think About This

You lea rned that puppets are widely used nowadays.

Puppets are like magical little people that can laugh, cry, jumpor dance. But puppets need puppeteers, without puppeteersthey are nothing. Puppets depend on little puppeteers tomake them come.

Fourth Quarter 3D and SculptureLesson No. 5 String PuppetsCode A3PR-IVf Manipulates a puppet to ac t out a

character in a story together with otherpuppets

A stick puppet is a simple type of puppet made of cardboardand sticks. It is an artwork which gives joy to children of allages.

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Be Creative

Activity 1Story Making on Filipino Values

1. Each group is assigned a situation to portray.2. Crea te a short story based on the suggested situation .

Each situation manifests a Filipino value.3. Different characters must be seen in the story that you will

create.4. Each member must share his/her experiences to come up

with a story showing the importance of the assignedFilipino value.

5. This ac tivity must be finished within five minutes only.6. Be reminded that you will be working as a group. Show

respect to the other groups by working quietly.

Group I - The Kind C hildGroup II The Helpful Handicapped ChildGroup III An Industrious ChildGroup IV The Respec tful Spec ial Child

Note: Ask for teachers assistanc e if you find difficulty in coming up with ashort story.

Write your story here.

________________________________________________Title of the Story

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LEARNERS MATERIAL

Fourth Quarter 3D and Sculpture

Lesson No. 6 Puppet Show

Code A3PR-IVg Performs as puppeteer together with others, in apuppet show to tell a story using the puppet he/shecreated

Think About This

A puppet show is a form of entertai nment in which the performersor characters are puppets. A person who manipulates a puppet is

called a p u p p e t e e r .

There are different ways of preparing for a show:

- Cover a table with c loth.- Use a cardboard box- Use a window for a performance

Illustrator may illustrate the 3 ways

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Be Creative

Activity 1 PUPPET SHOW

Planning the Puppet Show (Session 1)

1. Form groups of 5-8 members to plan for the activity.2. Tell each other to share the stories they have heard, seen or

read from books. It may be a good or funny stories, fable orfolk tales presentation.

3. Today, your teammates will write a short script of the chosenstory then agree on a presentation.

4. Use your hands to make the puppets move and your handsto make them talk. Practice talking in the puppets voiceand move them correc tly ac cording to planned script of thegroup.

5. You can use musical sounds and props to make the showmore interesting.

6. Prepare to be c alled for the puppet show.

Activity 2The Puppet Show (Session 2)

1. Get your number from the box prepared by the teacher toknow when to present.

2. Observe the standards in watching the show like givingrespect to the performers.

3. Perform the puppet show with confidenc e.4. Enjoy watching each others puppet show.

Frame Your Thoughts

A p upp e t show is a fo rm o f en t e rt a inm en t show w he re in t hep e rfo rm e rs a r e p u p p e t s m a n i p u la t e d b y a p e rso n c a l le d ap u p p e t e e r.

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Be Proud

Take the Challenge

Answer the following question below:

1. Did I show my cooperation in planning the puppetshow? How?

2. Did I show apprec iation of the advantages ofteam effort in doing a puppet show? How?

3. Did I take pride in the puppet show performanc eof the group? How?

4. Have I expressed my thoughts and feelings whenperforming as a puppeteer? How?

LEARNERS MATERIALS

Fourth Quarter 3D and SculptureLesson No. 7 Mask Making

Code A3PR-IVh Design and crea te a mask or headdress withthe use of rec ycled or natural objec tsinspired by best festivals

Think About This

In other places, masks are used by the people formerrymaking and special occasions. Masks range from simple bagmasks to more elaborately-shaped and painted ones.

Be Creative

Activity 1Paper Mask Making

1. Get a used cardboa rd or old folder just big enough to fit yourface.

2. Sketch a shape you want for your mask on the cardboa rd.Cut out the shape using scissors.

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3. Put the shape on your fac e and mark the loc ation of youreyes, nose and mouth with a penc il.

4. Make holes for the eyes, nose, and mouth using scissors.5. Draw the eyebrows and enhance the eyes, nose, and mouth

parts by using your crayons.6. You can also make the nose higher by cutting 2x2 inches

cardboard or folder. Paste it on the place where the nose islocated.

7. Add more shapes and colors to make your mask moreattractive.

8. Paint your mask using watercolor.9. Make small holes for the rubber bands near the ear.10. Put your mask on your face and present it to your teacher .

Frame Your Thoughts

Take the Challenge

Answer the questions by shading the box of the c orrectanswer with any of the primary colors.

1. What material can be used in mask making?

a. used folder b. paper c . ga lvanized iron

2. Which should be done first in mask making?

a. Make holes for the eyes, nose, and mouth.b. Cut any shape you like from a piece of card board.

c. Put rubber bands on the holes near the ears.

3. How will you add texture to your mask?

a. Cut the shapes.

b. Add more lines and colors.

c . Put holes in the mask.

Mask making is fun. One can create a mask artistically by usingdifferent shapes, colors , and texture s. Masks can be made of papers,cardboard, paper plates, and old folders , String, yarn, straw, and othermaterials can be added to decorate the mask.

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4. Why is Masskara Festival celebrated in Bacolod? YES.

BECAUSE IT IS MENTIONED IN THE LESSON.

a. to encourage people go to their place

b. to sell masks

c . to show happy spirit of the Negrenses

5. If you were to design a mask for merry making, which of

these should you make?

a. b. c.

Be Proud

Draw the mask you c reated inside the box. Then, answer thequestions below .

1. What colors did I use in my mask?

2. What rec yclable materials did I use?

3. Would I make more masks and headdresses? Why?

4. Should I be proud of our festivals? Why?

5. What I learn about our festivals?

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LEARNERS MATERIALS

Fourth Quarter Sculpture/3d WorksLesson No. 8 My Headdress

Code A3PR -IVi Creates a mask or headdress that isimaginary in design using found andrecycled materials, inspired by local Festivals

Think About This

Headdress has a variety of uses throughout the world.Different styles of headdress are worn over the head forcelebration/festivals, performances, and entertainment.

There are also headdresses that are worn mainly forprotec tion (e.g. helmet, bonnet, etc .).

picture of childrenwearing headdress ina festival

Be Creative

Activity 1 Making a Headdress for Festivals

1. Think of any happenings or festivals in your province/ regionwhere you c an use a headdress.

2. Design a headdress for that particular activity.3. Use a variety of shapes and colors to make your headdress

attractive.

4. Help one another adjust measurements of the headdress tofit your head.

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5. Use found or rec yclable/ indigenous materials available inyour province or region in making your headdress.

6. Help your seatmate in finishing his/her headdress whenneeded.

7. Give a title to your work.

Space for illustrations of # 4and 5 instructions

Be Proud

Activity 2

Chec k the column that corresponds to your answer.

Abilities/Skills Yes No1. I showed my creativity in making my

headdress.2. I used recyclable/indigenous materials

in my projec t.3. I shared my knowledge of the festivals I

observed in my province or region.4. I helped my seatmate in finishing his/her

Arts-3-LM-DRAFT-4.10.2014

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