Mary Rose G.

Genova

Activity Plan for Creative Development

Students’ Profile
Class Kindergarten Class
Heterogeneous Grouping
Age Group 5-year-old learners with and without disabilities
Domain Aesthetic/Creative Development (Sining)
Appreciation
Content Standards:
• relevance and beauty of the environment
Performance Standards:
• the ability to observe and value the beauty of the environment
(K to 12 Kindergarten Curriculum Guide, May 2016)
Creative Expression
Content Standards:
• free expression of ideas and creative imagination
Performance Standards:
• the ability to creatively express ideas, emotions, feelings, and imagination
through drawing or painting
(K to 12 Kindergarten Curriculum Guide, May 2016)
What to Expect
Aesthetic/Creative Development (Sining)
Children are expected to develop their aesthetic sense and creative expression through
drawing, painting, and manipulative activities. Aesthetic development involves the love
and pursuit of beauty in art, music, and movement, and creates opportunities for the
creative expression of emotions, thoughts, feelings, and ideas. (K-12 Curriculum Guide,
May 2016)

Skills Needed Fine-Motor Skills

based on Early 1. Uses all 5 fingers to get food/toys placed on flat surface
Childhood Care 2. Picks up objects with thumb and index finger
and Development 3. Displays a definite hand preference
Checklist 4. Puts small objects in/out of containers
5. Holds crayon with all the fingers of his hand making a fist (i.e., palmar grasp)
6. Unscrews lid of container or unwraps food
7. Scribbles spontaneously
8. Scribbles vertical and horizontal lines
9. Draws circle purposely
10. Draws a human figure (head, eyes, trunk, arms, hands/fingers)
11. Draws a house using geometric forms
(Revised Philippine ECCD Checklist Technical and Administration Guideline, p.9)
Cognitive Skills
6. Exhibits simple pretend play (feed, put doll to sleep)
7. Matches objects
8. Matches 2 – 3 colors
9. Matches pictures
10. Sorts based on shapes
11. Sorts objects based on 2 attributes (e.g., size and color)
12. Arranges objects according to size from smallest to biggest
13. Names 4 – 6 colors
14. Copies shapes
(Revised Philippine ECCD Checklist Technical and Administration Guideline, pp 13-
15)
 Mary Rose G. Genova

List of Creative Activities

Indoor/Outdoor Self Portrait
Activity
Learning Appreciation :
Competencies: • Notices the lines, colors, shapes, and textures of beautiful things seen in the
environment such as but not limited to twigs of trees, root forms, leaves, trees,
flowers, plants, mountains, clouds, stones, shells
• Notices the lines, colors, shapes, and textures of man-made things such as but not
limited to personal things, toys, bottles, cars, and buildings
Creative Expression:
• Draws, paints, colors different things in the environment
Time Length 10-minute activity
Delivery Modality Synchronous through zoom
Objective/s 1. To copy the details of a picture by drawing or painting

Materials/ • Child’s picture

Resources • Coloring or painting materials
• Bond paper
• Graphic tablet and digital pen(if preferred)

Procedure Before the activity:

1. Relate the activity to the lesson.
2. Learners prepare one picture
3. Learners prepare bond paper and coloring materials.
4. Learners prepare graphic tablet and digital pen (if preferred)
During the activity:
5. Ask the learners to look at their pictures.
6. Ask the learners to choose between drawing or painting.
7. Learners draw or paint their self-portrait.
8. Learners accomplish the task.
After the activity:
9. Learners present their output in class.

Support Needed if • Provide extra time for learners with physical disability or those with difficulty in
Necessary doing fine-motor tasks.
• Assist parents on how to help the learner.
• The following can be prepared before the activity.

Elevated folder

Tape

Utilize clothespin as pencil

grip or crayon grip

• If the strokes of the pencil or crayon are too light to view, attach a sandpaper at
the back of the bond paper. Put a paper clip or a clothespin to prevent it from
moving. It will help the strokes become darker and more visible.
 Mary Rose G. Genova

Photo credit: Teacher Maru

Assessment • Teacher calls the learner to present the output.

• Teacher asks learner to say something about the drawing or the painting.
• Teacher processes the activity.
Today we draw or paint our self-portraits.
We use our eyes along with our hands, fingers, and wrists to draw or paint our
self-portraits.
Sample Pictures

Photo credit for picture 1:

http://killamcreationstation.blogspot.com/2015/02/self-portraits-kindergarten.html?m=1
Photo credit for picture 2: Teacher Maru
List of Creative Activities
Indoor/Outdoor Dress Me Up Activity
Activity
Learning Appreciation :
Competencies: • Notices the lines, colors, shapes, and textures of beautiful things seen in the
environment such as but not limited to twigs of trees, root forms, leaves, trees,
flowers, plants, mountains, clouds, stones, shells
• Notices the lines, colors, shapes, and textures of man-made things such as but not
limited to personal things, toys, bottles, cars, and buildings
Creative Expression:
• Draws, paints, colors different things in the environment
Time Length 20-minute activity
Delivery Modality Asynchronous Activity
Objective/s 1. to use natural materials seen around the environment for dress-up activity
(Exceptions: can use pencil, glue, scissors, and bond paper)

Materials/ • Pencil, bond paper, glue, scissors

Resources • Leaves, twigs, stones, or any materials from nature
 Mary Rose G. Genova

Procedure Before the activity:

1. Relate the activity to the synchronous lesson.
2. Have the child draw a human figure in a short bond paper.
3. Visit the garden or go for a short walk. Bring the following materials:
Gloves, tong, eco bag/basket, face mask and face shield
If gloves and tong are not available, you can use anything that can protect the child’s hands.
4. Tell the child that you will play “Dress Me Up”.
Parent’s possible script: We will play dress-up. You can design a dress or a body
covering for your human figure.
Learner’s possible response: Wow! What do we need for that?
Parent’s possible script: We are going to use materials from nature. Are you ready
for our trip to the garden (change this if you are getting the materials elsewhere)?
Learner’s possible response: Yahoo! Let us see what we can get!
Parent’s possible script: We are going to look at the beautiful things around us.
What can you see?
Child’s possible response: I can see trees, flowers, stones…
Parent’s possible script: Why do you think we have an eco-bag/basket?
Child’s possible response: Hmmm…maybe we are going to put something inside?
Parent’s possible script: Yes! You are correct! How did you know that?
Child’s possible response: …because I thought about collecting materials for my
human figure
Parent’s possible script: Yes, let us start gathering materials for your Dress Me
Up Activity.
5. After you have gathered all the materials, ask the child to wipe them clean.
During the activity:
6. Ask the learner to name the gathered materials.
7. Instruct the learner to mix and match materials to create a body covering or a
dress.
8. Show different examples. Several examples can be seen on this website:
https://mothernatured.com/printables/nature-printables/
9. Have the child think of his or her own design after seeing the example.
After the activity:
10. Have the child take a picture with her activity.
Support Needed if • What if the learner cannot walk outside?
Necessary Open the windows and have the learner look. You can ask him/her about what
he/she can see outside. You can also provide YouTube videos.
Ask what materials he/she wants for his/her dress-up activity. Gather the
materials for him/her.
• What if the learner has the tendency to get stuck?
Before your visit, explain that you are bringing an alarm clock or a timer. If the
alarm/timer sounds, it means that you must get back home.
• What if the learner does not want to wear gloves?
Some learners may have sensory issues and may find it uncomfortable to wear so.
It is okay. You can provide visual rules to make him/her understand about safety
issues.
Assessment Ask the following questions after the activity:
• How did you feel about our nature walk?
• Can you name three things that you like seeing or touching during our nature
walk?
• What made you think to dress up your human figure like this (show output)?
• What have you learned from this activity?
 Mary Rose G. Genova

Sample Pictures

Photo source: Teacher Maru’s Google Drive

List of Creative Activities
Indoor/Outdoor My Creative Feet
Activity
Learning Appreciation :
Competencies: • Notices the lines, colors, shapes, and textures of beautiful things seen in the
environment such as but not limited to twigs of trees, root forms, leaves, trees,
flowers, plants, mountains, clouds, stones, shells
• Notices the lines, colors, shapes, and textures of man-made things such as but not
limited to personal things, toys, bottles, cars, and buildings
 Mary Rose G. Genova

Creative Expression:
• Draws, paints, colors different things in the environment
Time Length 10-minute activity
Delivery Modality Synchronous
Objective/s 1. to use the feet to represent new object, scenes, or events
Materials/ • Pencil, bond paper, glue, scissors
Resources • Paint, crayons, color papers, thick paper, or spare parts of a box
Procedure Before the activity:
1. Relate the activity to the lesson.
2. Instruct the learners to prepare the needed materials.
3. Tell learners that the activity will be 10-minute long.
During the activity:
4. Explain what the expected output is.
5. Show a sample of the expected output.
Probable script of the teacher: What can you see in this picture?
Learner’s possible response: I can see a butterfly.
Teacher’s probable script: Yes. In this picture, you can see a pair of feet turned
into a butterfly.
Photo source:
http://swelldish.blogspo
t.com/2012/04/butterfl
y-feetperfect-for-
mothers-day.html

Let the children look at the output for 10 counts.

Teacher’s probable script: Now, I am excited to see what other things you can
make out of your feet. Let us start the activity.
6. Instruct the learners to trace their foot/feet.
7. Ask the learners to represent a new object, scenes, or events out of their footprints
or foot cut-outs.
After the activity:
8. Ask the learner to create a title for their output.
Example: The Butterfly Feet
9. Ask each learner to present output in class.
10. Ask learners to describe their output.

Support Needed if • What if the learner finds it hard to trace his own feet?
Necessary Have learner trace the feet of any adult present.
• What if the learner does not know what to do?
Ask learner what he wants to make. You can give cues or choices based on the
familiar objects around the learner.
For example: Do you want to make a foot bag? Leafy foot? Foot necklace?
Assessment Ask the following questions after the activity:
• How did you feel after finishing the activity?
• What were you able to make out of your foot cut-outs or footprints?
• What have you learned from this activity?
 Mary Rose G. Genova

Sample Pictures

Photo source: Teacher Maru’s Google Drive

References:
Creation Station (2015). Self-Portraits, Kindergarten. Retrieved from
http://killamcreationstation.blogspot.com/2015/02/self-portraits-kindergarten.html?m=1
Department of Education (2016) K-12 Kindergarten Curriculum Guide. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/01/Kinder-CG_0.pdf
Department of Education (2017) Kindergarten Teachers Guide K-12 Curriculum. Retrieved from
https://www.depedresources.com/kindergarten-teachers-guide-k-to-12-curriculum/
Mary Rose G. Genova

Department of Education (n.d.)Revised Philipine ECCD Checklist Technical and Administration

Manual.Retrieved from http://www.cfo-
pso.org.ph/pdf/orientationtrainingontheK_12/revisedphilippineECCDchecklist.pdf

The Swell Dish. (2012, April 17). http://Swelldish.Blogspot.Com/.

Retrieved October 11, 2021, from http://swelldish.blogspot.com/2012/04/butterfly-
feetperfect-for-mothers-day.html

Whitehouse, P. (n.d). Mother Natured Connecting Kids with Nature.

Retrieved November 30, 2021, from https://mothernatured.com/printables/nature-printables/