Grade 3 Arts Learners Module

DRAFT April 10, 2014

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MAPEH

Learner’s Material Unit 1

Drawing

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

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MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. 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 from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Yolanda S. Quijano, Ph.D. Assistant Secretary: Elena R. Ruiz, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]

Development Team of the Learner’s Material


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Table of Contents

Lesson 1 Kinds of Lines and their Characteristics………….. 4

Lesson 2 People of Different Sizes ……………………………. 7

Lesson 3 Illusion of Space …………………………………….. 8

Lesson 4 Visual Texture ………………………………………… 11

Lesson 5 Landscape Drawing ………………………………… 14

Lesson 6 Textures and Shapes ………………………………. 17

Lesson 7 Pencil Drawing ……………………………………… 19

Lesson 8 Historical Houses and Building …………………... 22


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LEARNER’S MATERIALS (LM) First Quarter : Drawing Lesson No.1 : Kinds of Lines and their Characteristics Code A3PR-If : Create 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 simple shapes such as rectangles, triangles, and circles.

BE CREATIVE

Activity I : Making a Design for a Gift Wrap

Materials: oslo paper, pencil, crayons, pastel colors, ruler Procedure:

1. Prepare the materials needed for this activity. 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 attractive 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 designs using the different kinds of lines.

TAKE THE CHALLENGE Creative Paper Bag

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

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 place and paste. (Ask for the teacher’s assistance if necessary.)

4. Flip the bag over so that it sits glued side-down. 5. Fold the side-creases inward to create 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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LEARNER’S MATERIAL

First Quarter : Drawing Lesson No. 2 : People of Different Sizes Code A3EL-Ia : Distinguishes the size of persons in the

drawing, by their distance from the viewer

THINK ABOUT THIS

In a drawing, the sizes of objects may differ. Objects look smaller when they are far from the viewer, and larger when they are near.

FRAME YOUR THOUGHTS

In a drawing, objects that are near to the viewer are drawn bigger while objects are far from the viewer are drawn smaller.

Picture of children with the same age group playing

that shows distance.... children near the viewer, at the

middle and far from the viewer ( the sizes vary based

on their placement )

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BE CREATIVE

Activity 1:

Directions:

1. Imagine and then, draw a view of a farm or farmscape. 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 : Drawing Lesson No.3 : Illusion of Space

Code: A3EL-Ib : Shows illusion of space in drawing objects and Persons of different sizes

THINK ABOUT THIS

In a drawing, the farther the distance from the viewer, the smaller the object, the nearer the distance from the viewer the bigger the object. This is called Illusion of Space.

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The use of illusion of space is a technique or process used by an artist to show distance, depth, and width in an artwork.

BE CREATIVE

Activity 1

“Drawing of Community”

Procedure:

1. Go out of the room and look for a place where you can 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 as

pathway. 6. Draw another two slant lines above the horizontal line

to serve as guide in drawing persons and objects.

7. Make sure that objects near the viewer are bigger than the objects 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 the bigger the object. This is called Illusion of Space.

Take the Challenge

Instruction: Check the box of the picture that shows illusion of space.

1.___ 2.____

3.___ 4.___

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Learner’s Material First Quarter : Drawing Lesson 4 : Visual Texture Code A3PL-Ic : Appreciates that artists create visual textures by using lines, dots, and colors THINK ABOUT THIS

Still life drawing is one of the processes in showing one’s creativity. We can use cross hatch lines and pointillism to produce visual textures. Cross hatch lines are marks of two or more sets of intersecting parallel lines while pointillism is a technique done by applying small dots to a surface to form a picture.

Our eyes can only determine visual textures; they cannot be touched or felt. We distinguish the texture of the object in a picture by looking at it.

BE CREATIVE

Still Life Drawing with Cross Hatch Lines and Dots 1. Prepare the drawing materials.

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2. Arrange the objects to be drawn (ex. different kinds of fruits , bottles, etc.) in a pleasing arrangement to be used as model. 3. Draw the arranged objects with the use of pencil. 4. Choose cross hatching or pointillism(using of dots) to show the texture of the objects. 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

Visual Texture is a texture that can only be noticed by looking at the picture of an object. 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 visual textures. 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 visual

texture in my artwork? How? ________________________

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4. Did I show appreciation to my works and the works of others? How? ________________________


First Quarter : Drawing Lesson 5 : LANDSCAPE DRAWING Code A3PL – ld : Tells that in a landscape, the nearest object

drawn is the foreground; the objects behind the foreground are the middle ground, while the farthest objects are the background.

THINK ABOUT THIS

An artist makes objects appear bigger and smaller in his/her drawing depending on their placement or position in the foreground, middle ground, and background.

Objects in the foreground are usually big because they

appear to be in the front and nearest to the viewer while objects in the backgrounds appear smaller for they are far from the viewer. Objects in the middle ground are found between the background and foreground.

Background

Middle ground

Foreground

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The principle of balance is shown in the picture through the distribution of objects seen in the foreground, middle ground, and background within the composition.

BE CREATIVE

LANDSCAPE DRAWING

1. Think of a scene or landscape in your province or region that you want to draw. 2. Decide what objects are to be included in the drawing. 3. Draw a landscape showing the foreground, middle ground and

background. 4. Position the objects 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, middle ground, and background in the composition.

TAKE THE CHALLENGE Identify the foreground, middle ground, and background in each of the pictures below.

1.

2.

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BE PROUD

Put a if your answer is Yes if No.

RUBRIC 1. 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? LEARNER’S MATERIAL First Quarter : DRAWING Lesson No. 6 : Textures and Shapes Code A3PR-lg : Sketches on-the-spot outside or near the

school to draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil, black crayon, ballpen.

THINK ABOUT THIS Sketching is a fast way to record observations of what you see. These lines and forms are often simple but beautiful. On the other hand, drawing is usually considered more of a finished piece than a sketch. This generally means that a drawing will contain more visual details than a sketch. Drawings are complete statements of a scene or subject compared to sketches. BE CREATIVE

Sketching of a Plant, Flower, or a Tree

1. Look for a plant, flower, or tree that you would want to 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 is an 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 object seen inside the classroom .

BE PROUD

Rate your outputs based on the rubric below.

RUBRIC 3 Very

Evident

2 Evident

1 Not

Evident 1. I drew an example of a natural

object seen outside the classroom.

2. I made a sketch of the object before finalizing my artwork.

3. Texture and shape were evident in my drawing.

4. I shared my feelings about my experience to my classmates after the art activity.

LEARNER’S MATERIALS

First Quarter : Drawing Lesson No. 7 : Pencil Drawing Code A3PR-lh & Ie : 1. Creates a pencil or pen drawing of scene

in daily life, where people in the


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province/region show their occupation by the action they are doing. 2. Describe the way of life of people in the cultural community.

THINK ABOUT THIS Work or occupation is important to our lives. It is an activity

that serves as one's regular source of livelihood to earn money for his/her family’s everyday living.

Here are some occupations in different places that are rich

in culture.

Sculpturing in Paete, Laguna Weaving in Aklan

Jar making in Ilocos Painting in Angono, Rizal

(Source: En.wikipedia.org; stella-arnaldo.blogspot.com; rizalprovince.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 source of 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 4‐line 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.

3 Very

Evident

2

Evident

1 Not

Evident 1. We took part in doing the group activity by sharing my ideas.

2. We kept our working area clean and orderly.

3. We were able to create a pencil

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drawing of the different occupations in my province or region. 4. We respected the works and ideas of others.

5. We are proud of the occupations of the people in my province or region.


First Quarter : Drawing Lesson No. 8 : Historical Houses and Buildings Code A3PR-Ii : Sketches and colors the view of the

province/region with houses and buildings indicating the foreground middle ground

and background by the size of the objects.

THINK ABOUT THIS

Lines and shapes are very important for us to represent or draw objects. To draw objects 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 in your locality/province or region.

2. Using different kinds of lines and shapes, draw the historical house or building you choose.

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 your answers on the blank provided. 2. _______________________

1. _____________________

3.________________

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MAPEH

Learner’s Material

Unit 2

Painting

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MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. 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 from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dino S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]



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Table Of Contents

Lesson 1 Harmony in Plants.......................................... 4

Lessons 2 to 4 Landscape Painting ………………………….. 8

Lesson 5 Still Life Painting of Fruits….………………….. 15

Lesson 6 Tints and Shades of Color …………………… 18

Lesson 7 Painting of Animals …………………………… 21

Lesson 8 Painting of Wild Animals …………………….. 23


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LEARNER’S MATERIALS Second Quarter : PAINTING Lesson No. 1 : Harmony in Plants Learning CodeA3PL-IIc : Perceives how harmony is created

in an artwork because of complementary colors and shapes

THINK ABOUT THIS

Painting is an art form dating way back thousands of years ago. It is the process of using paint to express ideas and emotions. There are different techniques in painting and one of this is the resist technique. Painters have developed their own creative ways of doing an artwork.

Look at the group of colors and the color wheel. These will

be useful in your painting activity. Primary colors

Try mixing the primary colors. What colors are produced

We can form the Secondary Colors by mixing the primary colors. Look at the illustration below.


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

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

= +

Red Blue Violet

= +

Blue Yellow Green

= +

Yellow Red Orange


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BE CREATIVE

Harmony in Plants

1. Go out of the classroom and explore the environment. Observe plants that you like most and you would like to draw.

2. Draw the plants. These can be overlapped. Overlapping can make your artwork more interesting.

3. Color the plants with secondary colors or their opposite color in the color wheel to create harmony in your painting. These colors are complementary and they create harmony in your painting.

FRAME YOUR THOUGHTS

Harmony in painting is a pleasing visual arrangement of colors. It is created when secondary colors and their opposite colors or complementary colors in the color wheel are used.


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TAKE THE CHALLENGE

Discover color harmonies in your painting. 1. Identify complementary colors in your painting.

2. Check the secondary 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 best describes your behavior in doing the artwork.

Questions

Points 3

Very Evident

2 Evident

1 Not

Evident 1. Did I use complementary

colors to show harmony?

2. Is my painting based on the natural environment?

3. Did I express myself freely in making my painting?

4. Did I finish my painting within the given working time?


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LEARNER’S MATERIAL Second Quarter : Painting Lesson 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 a challenging activity for artists. Most of the paintings are affected by the mood of the artist. Painting with bright colors (yellow, red, orange) gives out the feeling of happiness and joy, while painting with dull and dark colors (blue, blue-green, red-violet) suggests loneliness and sadness.

BE CREATIVE

Activity I - Landscape Painting

Read and understand the direction:

1. Think of a time of the day you want to portray in your landscape. Decide the color to use, bright or dull, light or dark. Recall color combination used by the Filipino landscape painters: Felix Hidalgo, Fernando Amorsolo, Jonahmar Salvosa.

2. Sketch a landscape showing your own unique style. 3. Use watercolor and brush in painting your landscape. 4. Combine colors to show harmony. 5. Let the finished painting dry and give a title. 6. Prepare for an exhibit.


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Frame your Thoughts

Harmony in nature is depicted through the different combination of colors in the landscape painting. The painter expresses his feelings/ mood or emotions based on the kinds of colors he used in the painting.

Quarter 2 : PAINTING LESSON 3 : LANDSCAPE PAINTING Code A3PR– IIf : Paints a landscape at a particular time of

the day and selects colors that complement each other to create a mood

THINK ABOUT THIS Painters use colors to create mood or emotions in their paintings. Mood and emotions can be shown through the use of warm and cool colors. Cool colors include blue, violet, and green. These colors make us feel cool, peaceful, and calm. Warm colors are red, yellow and orange. They suggest feelings of warmth and happiness.


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Warm colors

Red Yellow Orange

Cool Colors

Blue Violet Green

To create a mood or feelings in our painting, we use warm and cool colors.

BE CREATIVE LANDSCAPE PAINTING

USING 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 to communicate.

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 share

my experiences while painting a landscape.

4. I show pride in my landscape through painting.


Second Quarter : Painting Lesson No. 4 : Landscape Painting Code A3PR-IIh : Appreciates the Filipino artists and their

own particular style and identify what makes each artist unique in his use of colors to create harmony.

THINK ABOUT THIS Our surroundings become more interesting and beautiful because of colors. Look at the red flowers, the green grass and the blue skies. Can you imagine how dull and gloomy the environment would be if these objects had no colors?

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 CREATIVE Landscape Painting

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

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. Their paintings became famous because of their unique styles. e.g. Fernando Amorsolo uses dark and bright colors while Carlos 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 of Manansala. __________________________________________________ 2. What does the painting tell us about? ___________________________________________________


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Second Quarter : Painting Lesson 5 : Still Life Painting of Fruits Lesson Code A3PR-IId: Paints a still life by observing the different

shapes, color and texture of fruits, drawing them overlapping and choosing 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 be

good subjects in drawing and painting.

Look at the picture. Observe closely how the fruits were arranged as subject in a still life painting.


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BE CREATIVE Still Life Painting of Fruits

1. Observe the different fruits arranged on top of the table -

their colors, shapes, and textures and how they overlap with 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 darker, put a bit of black in

your color. 7. Have it dry, then post it on the blackboard for

evaluation. TAKE THE CHALLENGE

Direction:

Color the picture with watercolor that corresponds to the names of colors below. (Primary and Secondary Colors)


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Violet Yellow Red Green Blue Orange FRAME YOUR THOUGHTS

Still Life Painting is an arrangement of inanimate or everyday objects whether natural objects or man-made objects.

BE PROUD

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

inside 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 colors of fruits?

Yes No How? ________________________

3. Did my artwork show overlapping of objects?

Yes No How? ________________________

4. Did we discuss with my classmates how we created our

artwork?

Yes No How? ________________________


Second Quarter : Painting Lesson No. 6 : Tints and Shades of Color Code 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. The lightness (tints) or darkness (shades) of a color is called value.

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

Shades are dark values that are made by mixing a color with black. 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 of white or black paint added e.g. light pink, medium pink and intense pink- another term for red.

A. Tints of Color Red

red + white = pink

B. Shades of Color 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 circles on your paper.

+ =

3. Paint the first circle with blue and the second circle with white.

Mix blue and white to create a tint of blue. Paint the 3rd circle a tint of blue.

+ =

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


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

Mix red and black to create a shade of red. Paint the 3rd circle 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 recycled 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 and shades of colors in your painting .

7. Sprinkle black dye on the color, then mix the color with your fingers.

8. Look closely at the result of your finger painting. You might have created 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 describes your work behavior.


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With much confidence

With less confidence

With no confidence

1. I can mix colors properly. 2. I can produce tints and shades by adding white or black to a color.

3. I can relate my happy or sad feelings through finger painting.

4. I can work independently. 5. I can display and be proud of my paintings.


Second Quarter : Painting Lesson No. 7 : Painting of Animals Code A3EL-IIb : Appreciates that nature is so rich for no

two animals have the same shape, skin covering, and color

THINK ABOUT THIS

Some regions in the country are rich with animals that are unique in terms of their color and their skin covering. For example are the Tamaraw in Mindoro, Pilandok in Palawan, and Philippine Eagle in Davao. These animals have special characteristics that enrich 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. Select your favorite animal that can be found in your province 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 varied sizes, color, texture, and body coverings add to the beauty of nature.

BE PROUD

Rate your artwork,

Indicators Points

3 Very

Evident

2 Evident

1 Not

Evident 5. Does your work show

harmony by the use of complementary colors?

6. Does your artwork show texture of the skin covering of animals found in your place?

7. Does your artwork show the use of crayon resist?

8. Did you finish the artwork on time?

LEARNERS’ MATERIALS

Second Quarter : Painting Lesson 8 : Painting Wild Animals A3PR-IIg : Observes the characteristics of a wild

animal by making several pencil sketches and painting it later, adding the texture of its skin covering


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THINK ABOUT THIS Painting is a worthwhile art activity that can show feelings and ideas of the artist. Paintings could be made realistic by adding lines, colors, and texture. There are many kinds of coloring materials such as water color, acrylic or poster paint, charcoal, leaves, and flowers.

Look at the picture below and observe the skin of the wild pig.

Do you see different kinds of lines showing the texture of the wild pig’s skin?

BE CREATIVE

1. Using a pencil 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, and texture.

FRAME YOUR THOUGHTS

TAKE THE CHALLENGE Identify the skin texture of the following wild animals (rough, smooth, hard, or soft). Then, color the pictures with warm and cool colors. 1. 2.

______________________________ ___________________________

3. 4,

__________________________ _______________________

5.


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BE PROUD Make a sketch of a bird in the box if you are happy and satisfied with your painting or a fish if you still want to enhance it. Then, explain your answer by writing sentence/s in the blanks provided.


MAPEH

Learner’s Material Unit 3

Printing


3


2

MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. 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 from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]



3

Table of Contents Lesson 1 Nature Printing…………………………………… 4 Lesson 2 Marbling………………………………………….. 5 Lesson 3 Finger Printing…………………………………… 9 Lesson 4 Stencil Making …………………………………. 12 Lesson 5 Logo Printing ……………………………………. 15 Lesson 6 Stenciling a Name …………………………….. 17 Lesson 7 Printing Using Found Objects ………………... 19 Lesson 8 Slogan and Logo Making ……………………. 22


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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 unique designs in printmaking.

BE CREATIVE

Activity No.I :

1. Collect objects found in nature that can be used for

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

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

pad. 5. Stamp the found object on the bond paper to create a

print according to your abstract design. Decide which part will be given emphasis.

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


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

____________________________________________ Title

FRAME YOUR THOUGHTS

LEARNER’S MATERIALS Third Quarter : PRINTING Lesson No. 2 : Marbling Code A3PL-IIIb : Appreciates variety of

materials used for printing and its importance THINK ABOUT THIS

Paper marbling is a method involving water in making a design. It can produce patterns similar to smooth marble or other stone. 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 to an absorbent surface, such as paper or fabric.

In paper marbling, one can learn how colors go agreeably together and how textures can appear rough or fine. Transferring a pattern from water to a paper or fabric can also be experienced. 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 basin of water. The mouth of the basin should be wider than the paper that will be used.

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

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

5. While the paint is still moving, hold two opposite corners of the paper and place the paper gently on the surface of the water.

For illustration of step no.2





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Paper marbling is a method used for making a design in which paper or fabric is decorated with swirling patternssimilar to a marble stone.

6. Press the paper carefully so that it will come in contact with the paint.

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

Activity 2 : Pencil Holder with Designs

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

2. Cut the paper with marbling design according to the height and size of the can.

3. Paste the paper with marbling design around the can. 4. Place the finished pencil holder on the table. Be ready for

the class 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 the

statements below by writing numbers 1 to 7 on the blanks.

____ Put several drops of paint on the water. Stir the water until the 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 corners of the paper and place the paper gently on the surface of the water.

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

____ Press the paper carefully so that it will come in contact with the paint. ____ Open the cans of paint and stir the paint with a piece of stick. Add kerosene if the paint is thick. _____ Take the basin of water. The mouth of the basin should be wider than the paper that will be used.

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

inside the circle. 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 my artwork? Yes No How?__________________________________________

5. Have I shown value in my own work and in those of others? Yes No How?__________________________________________

LEARNER’S MATERIALS (LM)

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

repetition of lines and shapes and give emphasis on contrast of shapes and lines

THINK ABOUT THIS Finger printing is an act of making designs with the use of fingerprints. This artwork is simpler than other art processes because artists can make different designs with their fingers.


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It is so easy to do. Just let the “fingers do the pressing” and we can never imagine the number of designs with varied sizes and colors that we can create simply with our fingers. And like any artwork, this is accepted by people of any age group, besides the children.

Some sample designs of finger printing.

BE CREATIVE:

Activity I: Finger Printing

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

2. Your teacher will prepare your paint on an assigned place as well as the printing place.

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


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4. Try out your idea on newspaper on shapes and lines repeating and changing from straight to curvy to show contrast.

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. Decide 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 of making designs and printing it with the use of fingers. Good print designs are created by using repeated shapes or lines and giving emphasis on contrast of shapes and lines.


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BE PROUD:

Rate your own output based on the rubric below.

Criteria 3

Very Evident

2 Evident

1 Not

Evident 1. I created designs through

fingerprinting.

2. I used contrasting colors in my artwork.

3. The artwork is unique and colorful.

4. I Showed appreciation for my work and my classmates through sharing of ideas.


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

duplicated many times by hand or by machine and can be shared with others

: Explain the meaning of the design created

THINK ABOUT THIS Stencil print designs can be used repeatedly on different objects, materials, or garments. Look at the pictures below.


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BE CREATIVE Activity 1 : Stencil Making

1. Prepare your materials. 2. Cover the surface of your working table with newspaper. 3. Draw different ethnic shapes on a recycled or used folder.

Arrange the shapes in an interesting way. 4. Cut out your designcarefully using scissors. Be careful in

using the scissors. 5. Place your stencil design on the top of a bond paper. 6. Apply watercolor or acrylic paint on the whole of the

stencil design evenly with the use of brush. 7. Be careful not to spread the paints anywhere. 8. Slowly remove the stencil from the bond paper.

9. Do the printing several times on bond papers to make more prints.

10. Exchangestencil designs with your classmates to have varied designs for your group output.

11. Let your prints dry then have a class exhibit of ethnic stencil designs.


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FRAME YOUR THOUGHTS

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

TAKE THE CHALLENGE Directions: Answer the following questions: Did you share your stencil with other groups? _________________________________________________________ What can you say about your group output? _________________________________________________________ What can you say about the works/outputs of others? _________________________________________________________ How does it feel sharing your design with others? _________________________________________________________ BE PROUD

Color the smiling facered if you agree with the statement and blue if you disagree.

1. I finished my stencil design on time.

2. I followed the directions in making stencil designs.

3. I showed appreciation for my own ethnic design and that of others by participating in our group exhibit.

4. I willingly shared my design with others.


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LEARNER’S MATERIAL First Quarter : Print Making Lesson No.5 : LogoPrinting Code A3PR-IIIf: Designs an attractive logo with slogan about the environment to be used for printing THINK ABOUT THIS A logo is a mark commonly used by commercial enterprises, organizations, and even individuals to aid and promote instant public recognition.A slogan is a phrase used to communicate a message.

You can make a logo and slogan and be able to duplicate it through printing.

Stamp printing can make use of discarded materials such as bottle caps, paper clips, hair clips, 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 on environmental awareness using discarded materials. Be creative in making your logo. Get idea from the environment.

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 paint that your teacher prepared.

3. Press the discarded materials on the prepared wet sponge brushed with paint.

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

5. You can make repeated 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

Very Evident

3

Evident 2

Not Evident

1

1. Was able to create a logo with slogan about the environment.

2. Was able to show creativity in printing.

3. Was able to create an artwork with confidence and creativity.

4. Was able to inspire others to use discarded materials in making an artwork.

5. Was able to finish the drawing on time.


Third Quarter : PRINTMAKING LESSON 6 : STENCILING A NAME Code A3PR – lIIg: Create and cut a stencil from paper or plastic sheets to be used for multiple prints on color or hard paper.

Discarded materials can be made useful in any art activity. An attractive logo design can be created by using repeated patterns though stamp printing.


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BOHOL

THINK ABOUT THIS

Stencil artor stenciling is printing of repeated designs by making ink, paint or wax pass through holes or cuts in cardboard or metal. Using different colors in stenciling, one can produce beautiful 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, popular icon, 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 stencil throughwhich color will be applied.

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 crayons in the holes.

6. You may exchange stencils with your classmatesso that youcan create different designs.

FRAME YOUR THOUGHTS

Stenciling is a method in printmaking. Design for stenciling is done by cutting holes in cardboard so that colors could passthrough easily. One stencil can be used repeatedly for multiple print designs.


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BE PROUD

LEARNER’S MATERIAL Third Quarter : PRINTMAKING Lesson 7 : Printing Using Found Objects Code A3PR-IIIh : Creates a print for a shirt, a bag, or a

poster using letter stencils or abstract designs that convey a message and can be replicated.

THINK ABOUT THIS

Most of our belongings have printed designs. Some of the designs are shapes, lines, words, flowers, animals, sceneries, faces, etc. which may be real or abstract.

Designs which do not appear like real objects are called abstract. It has no concrete shape or form.

Look at the examples below.

Yes

No

1. Did I create a stencil using a cardboard?

2. Did I show understanding in making a stencil?

3. Did I use different colors?

4. Did I create my own design?

5. Did I produce multiple prints from my stencil?

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. Decide which part of the found object you will use for your

design. 5. Dip the chosen part of the found object 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 PROUD

Assess yourself with the

BE PROUD Put a check (/) on the box that corresponds your response to

each statement.

Activities Outstanding Very Satisfactory Satisfactory Needs

Improvement 1. Works

independently on making the artwork

2. Creates own prints and style using found objects

3. Observes cleanliness in doing the artwork

4. Uses found objects and/or recyclable materials

5. Submits output on time

Found objects such as bottle caps, nut shells, paper clips, 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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LEARNER’S 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 or explains 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 or idea using shapes, letters, colors, and/or images. A logo should be simple, 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 or

coloring materials. 5. Enhance your slogan with colors.

Activity 2. Logo Making

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

and/or pictures that you will use in your logo about Saving 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 symbols or icons appropriate to the message you want to tell or relay. Colors are also important to make your slogan or logo attractive.


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BE PROUD

Put a Check mark (/) on the box that corresponds your answer to the questions.

Rubrics 3 Very

much

2 Not

much

1 Needs

improvement 1. Does my work show the exact meaning of the message given?

2. Did I follow the steps or procedure in making the artwork?

3. Did I show appreciation of my own work and the works of others?

4. Did I finish my work on time?


MAPEH

Learner’s Material

Unit 4

Sculpture and 3D Works

3



2

MAPEH – Grade 3 Learner’s Material First Edition, 2013 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. 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 from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: [email protected]



3

Table of Contents

Lesson 1 Finger Puppet……………………………………….. 4

Lesson 2 Hand Puppet ……………………………………….. 6

Lesson 3 Sock Puppet ………………………………………... 8

Lesson 4 Stick Puppet ………………………………………… 12

Lesson 5 String Puppet ……………………………………….. 15

Lesson 6 Puppet Show ……………………………………….. 18

Lesson 7 Mask Making ………………………………………. 20

Lesson 8 My Headdress ……………………………………… 23


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LEARNER’S 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 effective means of educational entertainment. In the Philippines, Puppetry started since the time of Dr. Jose

Rizal, our national hero, when he staged the play entitled “CARILLO” or shadow puppetry. He used a carton and a stick and he placed this at the back of a white cloth. Then he used a candle light at the back of the puppets.

Angono, is known to have the giant puppets . These are

made of Paper Mache and bamboo sticks. They used this to celebrate the feast of St. Clementine every last Sunday of November.

Children are well amazed by the magic behind the puppetry

art.

Be Creative

1. Prepare your materials: flat pieces of cardboard, and the

drawing and coloring materials.(DRAWING AND COLORING MATERIALS PO}

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

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


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4. Draw your characters on the flat piece 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 piece for its clothes. 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 performance. 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 iba’t 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 show

creativity? 3

Very Evident

2 Evident

1 Not

Evident 2. Does your puppet show use

of different recyclable materials?

3. Was the presentation interesting?

4. Did you work well with your groupmates?

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

material, structure, shapes, colors, and intricacy of textural details

Think About This

Puppetry is a form of performance that involves using puppets as characters in a show or a story. Discarded and recyclable materials can be used to make puppets. Different colors, shapes, and textures of the recyclable and discarded materials can create simple but beautiful puppets.


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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 recyclable 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 recyclable materials to the paper bag to make your 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 performance.

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 attractive and interesting? Frame your Thoughts

By reusing materials that can be recycled, we help protect our environment.


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Be Proud

Check or rate your output based on the given rubric below.

Indicators

Points

3 Very

Evident

2 Evident

1 Not

Evident 1. I showed creativity in using

recyclable materials.

2. My puppet shows an interesting expression.

3. My work was appreciated by my classmates.

4. I cooperated with my groupmates in putting up an exhibit of our hand puppets.

LEARNER’S 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 and colors on puppets to show the unique character of the puppets

Think About This

Puppets today are widely considered as entertainment for children. More and more people are discovering that puppets have 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 Creative Activity 1: Hand Puppet

1. Find an old clean sock. (Preferably, the sock should reach the elbow.)

2. Check your recycled box of materials. Plan the design and

the 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 puppet’s 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 cardboard in half and glue it at the center of the sole part of the sock.

6. Add something to the mouth of your puppet to make it

unique and different.

illustration

illustration

illustration


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

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-hand puppet show.

2. Get a small table and a cloth to cover 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 YES and if your answer is NO.

1. Do I understand the art of making a sock 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 controlled by the hand in presenting a show.


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3. Did I use found objects to decorate my sock puppet?

Yes No Explain_______________

4. Did I share materials with my classmates?

Yes No Explain_______________

5. Did I enjoy doing the activity? Yes No Explain_______________


Fourth Quarter Sculpture/3d Works Lesson No. 4 Stick Puppet Code A3PR-IVe Constructs a simple puppet based on a

character in a legend, myth or story using recyclable materials and bamboo sticks or twigs

Think About This Puppeteers can create a small theater for doing shows using finger puppets or stick puppets. The puppeteer holds the puppet with one hand and uses the other hand to move other puppets involved in the puppet show.


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Some sample shows using stick puppets.

Some sample puppet shows and stick puppets

Be Creative Activity 1

Making a Stick Puppets

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

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


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3. Prepare several pieces of popsicle sticks preferably bought from the craft store. These will be enough to make many puppets.

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

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

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

7. Glue leftover Popsicle sticks together to make a mini puppet area. Use a piece of fabric for curtains and you can put on a show anywhere.

SEVERAL ILLUSTRATIONS

ON HOW TO MAKE A STICK

PUPPET


15


Frame Your Thoughts

Be Proud

Put a star ( ) in the circle if your answer is YES and a half moon

( ) if your answer is NO.

RUBRIC 1. Did I make a stick puppet based on a character

in a legend?

2. Did I use my puppet to entertain others?

3. Did I show appreciation for puppet making by enjoying making one?

4. Did I willingly participate and cooperate in our group project?

Think About This

You learned that puppets are widely used nowadays.

Puppets are like magical little people that can laugh, cry, jump or dance. But puppets need puppeteers, without puppeteers they are nothing. Puppets depend on little puppeteers to make them come.

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

character in a story together with other puppets

A stick puppet is a simple type of puppet made of cardboard and sticks. It is an artwork which gives joy to children of all ages.


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Be Creative

Activity 1 Story Making on Filipino Values

1. Each group is assigned a situation to portray. 2. Create 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 assigned Filipino value.

5. This activity 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 Child Group II – The Helpful Handicapped Child Group III – An Industrious Child Group IV – The Respectful Special Child

Note: Ask for teacher’s assistance if you find difficulty in coming up with a

short story. Write your story here.

________________________________________________ Title of the Story


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Take The Challenge Puppet Show

1. Let each of your groups present a short puppet show based on the story you created.

2. Be aware that the groups are given only 2 minutes to present the puppet show.

3. Other groups shall observe the performance of the performing group so that you can give your honest rating after the performance.

4. Rate the group performance using the rubric below:

Skills to Measure 3 2 1 1. The performance was well planned. 2. The performers expressed their feelings

and emotions during the presentation.

3. The presentation portrayed the Filipino values assigned.

4. Cooperation and participation among each member were observed.

5. Manipulation of the puppets was creatively shown in portraying a character.

6. Finished the performance within the given time.

Legend: 3Very Evident, 2 Evident, 1 Not Evident

Frame Your Thoughts

Puppets can be used to tell a story in an interesting way. Careful handling of a string puppet is effective in telling a story.


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Fourth Quarter 3D and Sculpture

Lesson No. 6 Puppet Show

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

Think About This A puppet show is a form of entertainment in which the performers or characters are puppets. A person who manipulates a puppet is called a puppeteer. There are different ways of preparing for a show:

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

Illustrator may illustrate the 3 ways


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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 or folk tales presentation.

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

4. Use your hands to make the puppets move and your hands to make them talk. Practice talking in the puppet’s voice and move them correctly according to planned script of the group.

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

6. Prepare to be called for the puppet show. Activity 2

The Puppet Show (Session 2)

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

2. Observe the standards in watching the show like giving respect to the performers.

3. Perform the puppet show with confidence. 4. Enjoy watching each other’s puppet show.

Frame Your Thoughts

A puppet show is a form of entertainment show where in the performers are puppets manipulated by a person called a puppeteer.


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Be Proud Take the Challenge

Answer the following question below:

1. Did I show my cooperation in planning the puppet

show? How? 2. Did I show appreciation of the advantages of

team effort in doing a puppet show? How? 3. Did I take pride in the puppet show performance

of the group? How? 4. Have I expressed my thoughts and feelings when

performing as a puppeteer? How?


Fourth Quarter 3D and SculptureLesson No. 7 Mask MakingCode A3PR-IVh Design and create a mask or headdress with

the use of recycled or natural objects inspired by best festivals

Think About This

In other places, masks are used by the people for merrymaking and special occasions. Masks range from simple bag masks to more elaborately-shaped and painted ones. Be Creative

Activity 1 Paper Mask Making

1. Get a used cardboard or old folder just big enough to fit your

face. 2. Sketch a shape you want for your mask on the cardboard.

Cut out the shape using scissors.


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3. Put the shape on your face and mark the location of your eyes, nose and mouth with a pencil.

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 is located.

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

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 correct answer with any of the primary colors.

1. What material can be used in mask making?

a. used folder b. paper c. galvanized 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 using different shapes, colors, and textures. Masks can be made of papers, cardboard, paper plates, and old folders, String, yarn, straw, and other materials 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 created inside the box. Then, answer the questions below .

1. What colors did I use in my mask?

2. What recyclable 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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LEARNER’S MATERIALS Fourth Quarter Sculpture/3d WorksLesson No. 8 My Headdress

Code A3PR -IVi Creates a mask or headdress that is imaginary in design using found and recycled 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 for celebration/festivals, performances, and entertainment. There are also headdresses that are worn mainly for protection (e.g. helmet, bonnet, etc.).

picture of children wearing headdress in a festival


Making a Headdress for Festivals

1. Think of any happenings or festivals in your province/region where you can 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 to

fit your head.


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5. Use found or recyclable/indigenous materials available in your province or region in making your headdress.

6. Help your seatmate in finishing his/her headdress when needed.

7. Give a title to your work.

Space for illustrations of # 4 and 5 instructions

Be Proud Activity 2

Check the column that corresponds to your answer.

Abilities/Skills Yes No 1. I showed my creativity in making my

headdress.

2. I used recyclable/indigenous materials in my project.

3. I shared my knowledge of the festivals I observed in my province or region.

4. I helped my seatmate in finishing his/her headdress.