Republic of the Philippines

Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

GRADES 1 to 12 School: Bato Rural Development High School Grade Level: Grade 9
DAILY LESSON LOG Teacher: Minda T. Capsa/ Learning Area: Arts
(Pang-Araw-araw na Tala sa Pagtuturo) Teaching Dates and Time: Quarter: Second No.1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards performs / participates competently in a presentation of a creative impression (verbal/non-verbal) of a particular artistic period
B. Performance
recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements and principles of art)
Standards
1. analyze art elements and principles in the production of work following a specific art style A9EL-IIb-1
2. identify distinct characteristics of arts during the Renaissance and Baroque periods A9EL-IIa-2
C. Learning
3. identify representative artists from Renaissance and Baroque periods A9EL-IIa-3
Competencies
4. reflect on and derive the mood, idea or message from selected artworks A9PL-IIh-1

II. CONTENT
A. Topic Renaissance Period (1400-1600
B. Subtopic
III. LEARNING RESOURCES
A. References
Music and Arts Music and Arts Music and Arts Music and Arts
1. Teacher’s Guide 64-70 71-75 76-80 8-85
Music and Arts Music and Arts Music and Arts Music and Arts
2. Learner’s Material 202 - 205 206 - 2010 2010 - 217 218 - 225
3. Textbook page(s)
4. Additional Materials
from Learning Downloaded Pictures and Video Downloaded Pictures Downloaded Pictures Downloaded Pictures
Resource Portal
B. Other Learning
Laptop and projector
Resources

IV. PROCEDURES
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

What do you think is the The word Renaissance is Who are the artist during The word baroque is come
importance of studying the arts of come from the word ? renaissance period? from the word ?
A. Reviewing previous lesson the Renaissance period ? Which means?
or presenting new lesson What is the style of arts during Which means?
this period?
What are the usual subject ? What is baroque period?

Do you think the arts during this What are the Painting from The word baroque is come
time (Renaissance) can help us this period that give impact to from the word ? What are the characteristics of
today? the people even today? arts during baroque period ?
Which means?
Can we get a lesson out of It? What are the sample What are the usual subject ?
B. Establishing purpose for
the lesson Sculpture from this period What is baroque period?
In what way ? that give impact to the people Why is the Portuguese
even today? How will differentiate from Baroque architecture so
special?
renaissance period?
How did the Renaissance
affect artists and their
patrons?

Renaissance art, painting, Who are the famous baroque

sculpture, architecture, produced Artists and their art works ? Who are the famous baroque
during the 14th, 15th, and 16th Who are the famous Artists and their art works ?
centuries in Europe under the Renaissance Artists and What are the
combined influences of an
C. Presenting examples of the their art works ? Painting/Sculpture from this
increased awareness of nature, a
lesson period that give impact to the
revival of classical learning, and a
more individualistic view of man. people even today?

Encircle 15 words that are

connected to the Renaissance
or Baroque Period.
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

From the activity, what are the 1. Michelangelo di Lodovico 1. Michelangelo Merisi or
meaning of the following words? Buonarroti Simoni (1475- Amerighi da Caravaggio 1. Rembrandt Harmenszoon
1564) van Rijn
Renaissance ? 2. Leonardo di ser Piero Da 2. Gian Lorenzo Bernini 2. Diego Velasquez
Vinci (1452- 1519) (1598-1680
What was the focus of arts in Note (discuss the life and
D. Discussing new concepts this period? 3. Raffaello Sanzio da Urbino 3. Peter Paul Rubens arts works by posting
and practicing new skill #1 (Raphael) (1483-1520) important details of the
How will you characterized of artist and let the students
this arts? Note (discuss the life and Note (discuss the life and arranges it on the board)
arts works by posting arts works by posting
What is the difference of important details of the important details of the
sculptures from the artist and let the students artist and let the students
Architecture? arranges it on the board) arranges it on the board)

E. Discussing new concepts 1. Divide your class into groups.

and practicing new skill #2 Each group will be given a What is the subject of their What is the subject of their What is the subject of their
set of pictures of different sculpture / Painting ? sculpture / Painting ? sculpture / Painting ?
art forms.
2. Identify the common What elements of arts are What elements of arts are What elements of arts are
characteristics of the visible in their works? visible in their works? visible in their works?
pictures.
3. Describe the similar Identify the element? Identify the element? Identify the element?
characteristics.
4. Each group will have to
answer the following What is the meaning or the What is the meaning or the What is the meaning or the
questions: idea that the painting or idea that the painting or idea that the painting or
 What are the subjects of the sculpture is trying to convey ? sculpture is trying to convey ? sculpture is trying to convey ?
art forms?
 What are the materials used
in the art forms?
 What could be the reason
why the artist made such an
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

art?

Note: Record all the answers

on a sheet of paper to be
submitted to the teacher.
1. How did you classify the The Baroque Period in art
Activity: Group of 3’s “Name It” How will you differentiate the different artworks into history came directly after
sculpture/painting from their respective periods? the Renaissance.
Direction: Name the following different Era ? Mass and movement are the
works and the corresponding 2. What was your basis of principles of the Baroque
name of the artist. Identify its classification? style. It did not aim for
era. perfection or the beauty of
F. Developing mastery leads
growth, but rather focused
to formative assessment
(Pictures are available on LM) on an event. Artworks from
this era showed exaggerated
emotions on the portrayed
experience. Exaggeration can
be seen in the forms,
gesture, mass, space, color,
energy, and light.

Paintings from different Era’s Is the sculpture/painting of

have different purpose, now a every era have a used in their What is the impact of What is the impact of Baroque
G. Finding applications of days what do you think is the everyday life ? renaissance period in todays period in todays society?
concepts and skills in daily purpose of painting ? society?
living What lesson can you get from
In what way ? that period ?
What lesson can you get from
Is it important ? in what ways ?
that period ?
What can you say about the What can you say about the The style was embraced
paintings today? sculpture/ today? by countries absorbed in
H. Making generalizations and the Counter Reformation;
abstractions about the lesson What are the subject? What are the subject? artworks commissioned by
the Roman Catholic church
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

Can it be a source of living ? were overtly emotional and

How sensory. 

A. Choose the correct answer. Directions: identify the A. Match the artworks with
Write only the letter on the paintings / sculpture of the the artist’s name. Write only
space provided. artist below the letter of the correct
__1. It means “an irregular answer on the space
shaped pearl” 1, Leonardo di ser Piero Da provided before the number.
__ 2. One of his famous works Vinci A
is the “Conversion of St. Paul”. 1 Equestrian Monument of
__ 3. “Ecstasy of St. Teresa” is 2. Michelangelo di Lodovico Gattamelata
the artwork of __ ? Buonarroti Simoni 2. Mona Lisa
I. Evaluating Learning
__ 4. He is known as the 3. The Sistine Madonna
greatest Baroque sculptor 3. Raffaello Sanzio da Urbino 4. The Last Supper d. Raphael
__ 5. “The maids of honour” is (Raphael) (1483-1520) 5. Pieta
the artwork of _____. B
a. Donatello
b. Michelangelo
c. Leonardo da Vinci
d. Bernini
e. Raphael

REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the formative
assessment
B. No. of learners who require
additional
activities/remediation
C. Did the remedial lesson
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

work? No of learners who

have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of teaching
strategies used worked well?
Why did it worked?
F. What difficulties have
encountered which my
superiors can help me solve?
G. What innovation or
localized material did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Checked by: Checked by: Checked by:
MINDA T. CAPSA
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

GRADES 1 to 12 School: BATO RURAL DEVELOPMENT HIGH SCHOOL Grade Level: Grade 8
DAILY LESSON LOG Teacher: GLYDEL P. RODRIGUEZ Learning Area: Music
(Pang-Araw-araw na Tala sa Pagtuturo) Teaching Dates and Time: AUGUST 29 – SEPTE,BER 02, 2022 Quarter: 1st Quarter (WEEK 2)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The learner demonstrates understanding of common musical characteristics of the region as well as unique characteristics of a particular Southeast Asian
C. Content Standards
country.
D. Performance
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.
Standards

The learner……
 explore ways of producing sounds on a variety of sources that would stimulate instruments being studied (MU8SE-Ic-h-5)
E. Learning
 improvises simple accompaniment to selected Southeast Asian Music (MU8SE-Ic-h-6)
Competencies
 performs on available instruments from Southeast Asia (MU8SE-Ic-h-7)
 evaluates music and music performances applying knowledge of musical element and style (MU8SE-Ic-h-8)

II. CONTENT
MUSIC OF SOUTHEAST ASIA MUSIC OF SOUTHEAST ASIA MUSIC OF SOUTHEAST ASIA MUSIC OF SOUTHEAST ASIA
C. Topic
Geographical, historical and Geographical, historical and Geographical, historical and Geographical, historical and
cultural background of cultural background of cultural background of cultural background of
D. Subtopic Indonesia Thailand -Piphat Cambodia- Pinpeat Myanmar
 Balinese - Saung Gauk
 Javanese
III. LEARNING RESOURCES

C. References
pp. 13-16 pp. 24-26 pp. 10-12 pp. 17-20
5. Teacher’s Guide

6. Learner’s Material
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

OHSP Q2 OHSP Q2

*Edukasyong Pangkatawan, Kalusugan at Musika III. *Edukasyong Pangkatawan, Kalusugan at

Adriano, Celia T. Et al, 1999. pp.299-308 Musika III. Adriano, Celia T. Et al, 1999. pp.299- 308

OHSP Q2 OHSP Q2
7. Textbook page(s)
*Edukasyong Pangkatawan, Kalusugan at Musika III. *Edukasyong Pangkatawan, Kalusugan at

Adriano, Celia T. Et al, 1999. pp.299-305, pp.308- Musika III. Adriano, Celia T. Et al, 1999. pp.299- 305, pp.308-

https://www.youtube.com/ https://www.youtube.com/ https://www.youtube

watch?v=c1AiCTJ9t8g https://www.youtube.co watch? .com/watch?v=ZU-
m/watch?v=PMOCzprG9 QrwMQ2TA
v=haukOqs00ss&list=PLXiCAli
8. Additional Materials 4yAWd3P6qmB_zfNGIPZl-
from Learning OgF6_
Resource Portal Q4

D. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous lesson The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
or presenting new lesson question: question: question: question:
1. Who can relate Philippine 1.Who can relate the music 1. Who can relate Philippine
1.Who can relate the music to that of Thailand of Cambodia to its music to that of Mynmar
music of Indonesia to its music then compare the Geography and Culture? music then compare the
Geography and Culture? music particularly in terms of ( 5 minutes) music particularly in terms of
pitch, rhythm, expression and What have you observed in pitch, rhythm, expression and
( 5 minutes)
style? their music? style?
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

( 5 minutes)
( 5 minutes) (5 minutes)
The teacher will present The teacher will post pictures The teacher will show The teacher will play video
picture of gamelan then let of the three primary pictures of different on how to play the saung
the students name the instrumental ensembles in instruments of Cambodia gauk https://www.youtube.
instruments in the gamelan Thailand.  Piphat  Khrueang then let the students com/watch?v=- wtFu5BDBjY
ensemble. (5 minutes) Sai  Mahori Let the students recognize each picture of https://www.youtube.
name and identify the instrument if it is aerophone, com/watch?v=ZUQrwMQ2TA
B. Establishing purpose for
classification of each membranophone and Let the students observe
the lesson chordophones. then ask them the questions
ensembles (aerophones,
chordophones, ( 5 minutes) below:  How were the
membranophone) instruments played?  Who
(5 minutes can name some parts of the
instruments?
( 5 minutes)
The teacher will play the The teacher will play video of The teacher will play the The teacher will post picture
video of Javanese the three primary video of Pinpeat. of Saung Gauk and names of
https://www.youtube.co instrumental ensembles in https://www.youtu each part then let the
m/watch?v=p3HwqqiVxb E Thailand.  Piphat be.com/watch?v=2 tYa- students label the parts of
and Balinese gamelan https://www.youtube. N6cKGY Ask the students the instrument. ( 5 minutes)
https://www.youtube.co com/watch?v=ZhNoT zhzYHg what they observed on the
m/watch?v=BmlAZxha8P w  Khrueang Sai video?
C. Presenting examples of the Allow the students to identify https://www.youtube. Who can name some
lesson the classification of musical instruments on the
com/watch?v=9dYpX 2t6x1Y
instruments used and how  Mahori ensembles? (5 minutes)
those instruments produce https://www.youtube.
sounds? (5 minutes) com/watch?v=tyu10i RTHZ4
Let the students observe and
tell something for each
ensemble. (5 minutes)
D. Discussing new concepts Teacher will lead discussion Teacher will lead discussion The teacher will discuss the The teacher will discuss the
and practicing new skill #1 on the gamelan orchestra about music of Thailand and Cambodian court music and Saung gauk and its part. (10
including the Javanese and its ensembles. (10 minutes) the pinpeat. (10 minutes) minutes)
Balinese Gamelan through
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

powerpoint presentation. (10

minutes)
E. Discussing new concepts
and practicing new skill #2
The teacher will again play The teacher will play the The teacher will show The teacher will post pictures
the Javanese and Balinese three primary instrumental pictures of pinpeat then let of Saung Gauk then let the
gamelan then let the ensembles in Thailand.  the students name each students identify the parts of
students watch, listen and Piphat https://www.youtube. instrument. (5 minutes) each instrument. (5 minutes)
answer the questions below: com/watch?v=ZhNoT zhzYHg
 Describe how the Javanese  Khrueang Sai
and Balinese musicians play https://www.youtube.
their instruments. com/watch?v=9dYpX 2t6x1Y
 How many instrument  Mahori
F. Developing mastery leads players are needed to form https://www.youtube.
to formative assessment each ensemble? (5 minutes) com/watch?v=tyu10i RTHZ4

Allow the students answer

the following questions:
 How will you describe the
three ensembles?
 Describe how the Javanese
and Balinese musicians play
their instruments.
(5 minutes)
G. Finding applications of Practical Work Approach Practical Work Approach Practical Work Approach Practical Work Approach
concepts and skills in daily (PWA) 2 minutes per group (PWA) (PWA) (PWA)
living  Each Group will perform  Each Group will perform  Each Group will perform  Each Group will perform
gamelan ensemble with the their assigned ensemble with their improvised pinpeat their improvised
use of their improvised the use of their improvised  Each group will be given 5 chordophone instruments.
percussion instruments. instruments. minutes to practice and 5  Each group will be given 5
 Each group will be given 5  Each group will be given 5 minutes to perform. minutes to practice and 5
minutes to practice and 5 minutes to practice and 5 (See attached rubrics) (15 minutes to perform. (See
minutes to perform. minutes to perform. minutes) attached rubrics) (15 minutes
(See attached rubrics) (15 (See attached rubrics) (15
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

minutes) minutes)
Ask students the following Ask students the question: Ask students the following The teacher will ask the
questions: How can musical instruments questions: students
*How does Gamelan enhance songs/music? * What is the significance of
contribute to the music (5 minutes)  How many instrument Saung gauk to the country of
H. Making generalizations and industry of Indonesia? players are needed to form Myanmar?
abstractions about the lesson * How does Gamelan pinpeat? (5 minutes)
produce quality sounds? (5
minutes)  Are their instruments made
of wood or metal? ( 5
minutes)

The teacher will ask the The teacher will ask students The teacher will ask students The teacher will ask students
students 1.How can you evaluate 1.How can you evaluate 1.How can you evaluate
1.How can you evaluate Thailand music according to Cambodian music according Myanmar music according to
I. Evaluating Learning
Indonesian music according its musical elements and to its musical elements and its musical elements and
to its musical elements and style? ( 5 minutes) style? (5 minutes) style? (5 minutes)
style? (5 min)
The teacher will play again List down the characteristics List down 5 instruments in The teacher will post picture
the Javanese and Balinese of each ensembles. pinpeat ensembles with its of Saung Gauk then let the
then let the students classification of musical students identify the parts of
J. Additional Activities compare the two gamelan by instruments. (5 minutes) each instrument. (5 minutes)
using the Venn Diagram. (5
min) ( 5 minutes)

REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the formative
assessment
B. No. of learners who require
Republic of the Philippines
Department of Education
Region V - BICOL
S C H O O L S D I V I S I O N O F CATANDUANES

additional
activities/remediation
C. Did the remedial lesson
work? No of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of teaching
strategies used worked well?
Why did it worked?
F. What difficulties have
encountered which my
superiors can help me solve?
G. What innovation or
localized material did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Checked by: Checked by: Checked by:
GLYDEL P. RODRIGUEZ