ST. JOHN THE BAPTIST ACADEMY, INC.

West-Poblacion, Garcia-Hernandez, Bohol

Catholic Education Association of the Philippines (CEAP)
Bohol Association of Catholic Schools (BACS)
Diocese of Tagbilaran
E-mail Address: [email protected]
Tel. No. (038) 532-1079

SJBA PVMGO
Goals
Philosophy Concern of the present realities inflamed by our vision and mission; we aim to:

ST. JOHN THE BAPTIST ACADEMY, INC. (SJBA) in the 21st century setting, inspires young ● produce highly empowered learners, artistic performers, and spirited sports enthusiasts;
learners to develop critical thinking skills, collaborative work, effort, social and physical potential ● provide a quality education through digital learning competency and ICT literacy;
for future purposes. Thus, making them effective and competitive around the globe. ● keep abreast with the different teaching paradigms and strategies of the competent
teaching force;
ST. JOHN THE BAPTIST ACADEMY, INC. always aspires not to be a community of learned but ● render exemplary service and apostolic work in building a Christ-centered society.
rather a community of learners where individual differences are honed. The sublime advocacy is
manifested by sharing knowledge to humankind. Objectives
St. John the Baptist Academy, Inc. guides the learners to form and harness the following
ST. JOHN THE BAPTIST ACADEMY, INC. engages digital learning, employs innovative methods attributes:
and strategies, applies contemporary teaching for the development and progress of the learners in
Strengthening FAITH
the global community.

- We believe that God is the source of everything, therefore, the institution strives to apply
the truths of scriptures in all relationships and undertakings for the glory of God and for
Vision
everyone.
ST. JOHN THE BAPTIST ACADEMY, INC. inspired by the ideal and character of St. John the
Baptizer, envision to achieve academic excellence through the holistic formation of the learners as Building CHARACTER
well as the teachers as harbingers and evangelizers of the Catholic Doctrines to strengthen the
Christian Community. - We believe that character education and societal values are vital where love, respect,
honesty, and appreciation of individual differences are fostered.

Mission Exemplifying SERVICE

We, the SJBA Family commit ourselves to Catholic Christian Religion and Quality Education as
the core and motivating force of the curriculum in order to produce globally competitive individuals - We believe in apostolic and humanitarian services as we emulate an aura of pure
and future leaders of our community who are God-centered and civic-minded. Christianity to hone leadership, integrity, and competence among the teachers and
learners.

Molding EXCELLENCE
- We believe in an unwavering commitment to excellence for the learners to become
effective and competitive in the real-scenario of life.
 LEARNING PLAN
Grade/ Subject Arts 10
Quarter First
Unit Topic Modern Art (Different Art Movements)
Unit Standards:
Content Standard The learner:
1. Art elements and processes by synthesizing and applying prior knowledge and skills
2. The arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural
disasters/ occurrences and other external phenomenon

The learner:
Performance Standard 1. Performs/ participate competently in a presentation of creative impression (verbal/nonverbal) from the various art movement
Recognize the differences and uniqueness of the art styles of the various art movements (techniques, process, elements, and
principle of art)

Most Essential 1. Analyzes art elements and principles in the production of work following a specific art style from the various art movements
Learning Competencies (A10EL-Ib-1)
2. Identifies distinct characteristics of arts from the various art movement (A10EL-Ia-2)
3. Identifies representative artist and Filipino counterparts from the various art movement. (A10EL-Ia-3)
4. Reflects on and derive the mood, idea, or message from selected artworks (A10PL-Ih-1)
5. Explain the role or function of artworks by evaluating their utilization and combination of art elements and principles (A10PL-
Ih-2)
6. Uses artworks to derive the traditions/ history of the various art movements (A10PL-Ih-3)
7.Compares the characteristics of artworks produce in the art movements (A10PL-Ih-4)
8. Create artworks guided by techniques and styles of the various art movements (e.g., Impasto, Encaustic, etc.) (A10PR-Ic-e-
1)
9. Discusses the influence of iconic artists belonging to the various art movements (A10PR-Ic-e-2)
10. Applies different media techniques and processes to communicate ideas, experiences, and stories showing the
characteristics of the various art movements (e.g., the use of industrial materials or found objects, Silkcreen Printing, etc.)
(A10PR-Ic-e-3)
11. Evaluates works of art in terms of artistic concepts and ideas using criteria from the various art movements(A10PR-If-4)
12.Shows the influences of Modern Art movements in the Philippines(A10PR-I-f-5
Learning Targets
 I can Analyzes art elements and principles in the production of work following a specific art style from the various art
movements
 I can identify distinct characteristics of arts from the various art movement.
  I can identify representative artist and Filipino counterparts from the various art movement.
 I can reflect on and derive the mood, idea, or message from selected artworks.
 I can explain the role or function of artworks by evaluating their utilization and combination of art elements and principles.
 I can use artworks to derive the traditions/ history of the various art movements.
 I can compare the characteristics of artworks produce in the art movements
 I can create artworks guided by techniques and styles of the various art movements (e.g., Impasto, Encaustic, etc.)
 I can discuss the influence of iconic artists belonging to the various art movements.
 I can apply different media techniques and processes to communicate ideas, experiences, and stories showing the
characteristics of the various art movements (e.g., the use of industrial materials or found objects, Silkcreen Printing, etc.)
 I can evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements.
 I can show the influences of Modern Art movements in the Philippines

Activity 1:
EXPLORE
A. Find the missing piece.
Directions: Complete the title in all items using the artwork/terms in the box.

o Canvass o Personages o Western

o Wives o Realism o Super
o The o Sweater o Pavilion
o Blue o Mystery o Wild
o Woman o Persistence o South
o Diana o Guernica o North

1. Miner’s ____________ by Ben Shahn

2. _______________with Star by Joan Miro
3. I and _______________ Village by Marc Chagall
4. _______________ of Memory by Salvador Dali
5. Melancholy and _______________of a Street by Giorgio de Chirico
6. _______________with Hat by Henri Matisse
7. Yellow _______________ by Amadeo Modigliani
8. _______________Window by Henri Matisse
9. Oil on ________________
10. Social _______________
11. _______________ realism
12. Spanish _________
 13. _______________beast
14. _______________sea Islanders
15. _______________art
B. Name it and give your thoughts
Directions: Given the paintings below, name what kind of art movement the painting is representing and point out your idea or first impression by writing
your responses on the empty scrolls.

ACTIVITY 2: OBSERVATION THINK SHEET

FIRM UP
Directions: Closely observe the modern artwork and give your thoughts below.
 ACTIVITY 3: TRUE OR FALSE
Directions: Read and analyze the following statements. Write true if the statement is correct and write false if it’s not.
________________1. Two of the foremost post-impressionists were Claude Monet and Vincent van Gogh.
________________2. Impression, Sunrise by Claude Monet was finished on 1872.
________________3. Starry night was created by the painter Edouard Monet.
________________4. Paul Cezanne was a French artist and post-impressionist painter.
________________5. Auguste Renoir was a key to figure in the transition from realism to impressionism.
________________6. La Promenade, 1875 by Eduoard Manet.
________________7. A Girl with a Watering Can, 1876 by Augusto Renoir
________________8. Argenteuil, 1874 by Van Gogh
________________9. Boy in the Red Vest, 1890 by Paul Cezanne
________________10.The Sower, 1888 by Vincent Van Gogh
________________11. One and Three Chairs, 1965 was painted by Joseph Kosuth
________________12. Marilyn Monroe, 1967 was painted by Lee Krasher
________________13. Autumn Rhythm, 1950 was painted by Jackson Pollock
________________14. The Three Musicians was painted by Pablo Picasso on 1921 is an example of cubism.
________________15. George Braque painted Oval Still Life on 1914 and it was an example for expressionism.

DEEPEN
ACTIVITY 4:

Directions: Below are different art forms from pre-selected modern arts. Identify the different art elements and principles each art uses and
explain the role represented by the artwork in the society. Answer the questions that follow after the activity
(5 points each).

Elements utilized Purpose/role in the

Art Form Artwork/author society

Luncheon of the Boating

Party
Impressionism Auguste Renoir, 1881
Oil in Cnvas
 The Old Guitarist
Pablo Picasso 1903—1904
Oil Paint
Expressionism

The City
Ferdinand Léger, 1919
Abstractionism Oil on Canvas

Abstract Autumn Rhythm

Expressionism Jackson Pollock
Enamil Paint in Canvas

Four Masks
Edgar Talusan Fernandez,
1991
Installation Art Outdoor installation
TRANSFER PERFOMANCE TASK

DRAW A PICTURE!
One of the basic things used by the painters is to sketch/draw first before putting colors in it.
Materials:
Pencil
Coloring materials

Procedure:
1. Before you start to draw, focus on the theme “ Scenes of Everyday Life”
2. Make sure to apply the art elements and principles, and
3. Appropriately color your drawing.

DISTINGUISHED PROFICIENT COMPETENT EMERGING

RUBRIC SCORE
(15pts) (13 pts) (12 pts) (10 pt)
Art work is
Art work is neat and
Art work is impeccable somewhat messy and Art work is messy and
Craftsmanship

shows very little

and shows no evidence shows either smudge shows smudge marks
evidence of smudge
of smudge mark, rip, marks or rips, tears, and rips, tears and
marks, rips, tears, or
tears, or folds. No or folds. Some folds. Erasure lines
folds. A few erasure
erasure lines showing. erasure lines showing.
lines showing.
showing.
Artworks shows mastery
Art work shows good
Technique/ Art

of advanced techniques Art work shows some Art work lacks

technique. All objects
Concepts

in composition. All technique and techniques and or

are in correct place.
objects are placed in understanding of art understanding of art
Paper is drawn on
correct space. Paper is concepts. Paper is concepts. Paper is left
leaving some undone
completely drawn on half-filled. mainly blank.
background.
and shows background.
Artwork shows some
Art work shows little
Artwork reflects high Artwork reflects evidence of
or no evidence of
Creativity

level of originality. originality. Students originality thought.

original form. Student
Students uses line, uses line, shading or Student uses line,
does not use line,
shading or form in a form in an original shading or form in a
shading or form in a
highly original form. form. slightly original
creative manner.
manner.
Quarter Second
Unit Topic Technology- Based Art
Unit Standards:
Content Standard The learner…
1. Uses new technologies that allow new expressions in arts using art elements and processes
Performance Standard The learner creates a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating to a
selected topic from the different learning areas using available technologies, e.g., food
and fashion
Most Essential 1. identifies art elements in the technology based production arts (A10EL-IIb-1)
Learning Competencies 2. identifies distinct characteristics of arts during in the 21st century in terms of:
1.1 production
1.2 functionality range of audience reach
(A10EL-IIa-2)
3. identifies artworks produced by technology from other countries and their adaptation by Philippine artists (A10EL-IIa-3)
4. discusses the concept that technology is an effective and vibrant tool for empowering a person to express his/her ideas, goals,
and advocacies, which elicits immediate action (A10PL-IIh-1)
5. explains the role or function of artworks by evaluating their utilization and combination of art elements and principles (A10PL-IIh-
2)
6. uses artworks to derive the traditions/history of a community (e.g., A10PL-IIh-3310 landscapes, images of people at work and
play, portrait studies, etc.)
(A10PL-IIh-3)
7. compares the characteristics of artworks in the21st century(A10PL-IIh-4)
9. explains the influence of technology in the 21st century on the evolution of various forms of art(A10PR-IIc-e-2)
8. creates artworks that can be locally assembled with local materials, guided by 21st-centurytechniques (A10PL-IIh-4)
10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics
of 21st-centuryart (e.g., the use of graphic software like Photoshop, InDesign, etc.) (A10PR-IIb-e-3)
11. evaluates works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form (A10PR-IIf-4)

Learning Targets
 I can identify art elements in the technology-based production arts.
 I can identify distinct characteristics of arts during in the 21st century in terms of:
1.1 production
1.2 functionality range of audience reach
 I can identify artworks produced by technology from other countries and their adaptation by Philippine artists.
 I can discuss the concept that technology is an effective and vibrant tool for empowering a person to express his/her ideas,
 goals, and advocacies, which elicits immediate action
 I can explain the role or function of artworks by evaluating their utilization and combination of art elements and principles
 I can use artworks to derive the traditions/history of a community (e.g., landscapes, images of people at work and play,
portrait studies, etc.)
 I can compare the characteristics of artworks in the21st century.
 I can explain the influence of technology in the 21st century on the evolution of various forms of art
 I can create artworks that can be locally assembled with local materials, guided by 21st-centurytechniques
 I can apply different media techniques and processes to communicate ideas, experiences, and stories showing the
characteristics of 21st-centuryart (e.g., the use of graphic software like Photoshop, InDesign, etc.)
 I can evaluate works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form

EXPLORE ACTIVITY 1
Direction: Identify the technology-based arts being described in each sentence. Write your answer on the space
provided.
__________________________1. Interactive games played by electronically manipulating images produced by a
computer program on a screen.
____________________________2. Uses electronic sensor of light or other electromagnetic energy to capture an image
which is stored and digitized to a computer for digital processing or digital printing.
____________________________3. Mobile photography has evolved and developed with the purpose of capturing the
spontaneity of the moment.
____________________________4. the art of creating images in art, printed media, video games, films, animation,
television programs, commercials, and simulators with the aid of computer graphics
with no direct human control.
____________________________5. It is an emerging art form wherein artists create art objects digitally. It also refers to
a technique in making digital art using the computer.

FIRM UP ACTIVITY 2
A. What do you think are the elements of art being used in the production of each technology- based art. Give 2
elements.
1. Cellular Phones-

2. Computer-generated Images (CGI)-

3. Digital Photography-

4. Digital Paintings and Images-TV and Film-

5. Video Games-
 B. Give one (1) product or artwork produced by technology and explain in 2-3 sentences why you choose it. (10
points)

DEEPEN ACTIVITY 3
A. Do the following.
1. Explain the importance of art in your life. (5 pts.)

2. Give three (3) functions of cellular phones (5 pts.)

3. Relate an event that happened to you that shows the importance of the different technology-based art. (5 pts.)

B. TASK- Create a collage composed of five to six pictures with the theme: “Embracing Individualities, Accepting
Differences”. (20 pts.)

PERFORMANCE TASK:

Direction: Take picture exploring the different functions of your cellular phone. The picture must be a landscape or beauty
spot in your community, images of people at work or your situation now as a student in this time of pandemic. Explain the
concept of your composition below the picture.

Take Note:
 For those who have printers at home you can print the picture and attach it in the module. (Note: You may use the space at
the back or another sheet of long bondpaper.)
 For those who doesn’t have printers at home, you may send the picture together with the written concept through your
google classroom or message me via messenger.
  For those who doesn’t have cellular phones, you may cut one picture and explain why you choose it and attach it to your
module. (Same idea from the instruction above)

Prepared by: RITZI S. LAGUE, LPT Checked by: MC JIM P GALBIZO, LPT
Subject Teacher JHS Academic Coordinator

Verified by: RAMON CARESIOSA, LPT, MACDDS

School Principal