MATATAG K TO 10 CURRICULUM

School: BAGO BANTAY ELEMENTARY SCHOOL Grade Level: 4

MATATAG Name of Teacher ALMA G. MAMARADLO Learning Area: MUSIC AND ARTS
K to 10 Curriculum Teaching Dates and Time: DECEMBER 9-13, 2024 (WEEK 1) Quarter: Third
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of their cultural identity as expressed through local Music and Arts’
Standards concepts, processes, and practices, and in the relevant narratives/ stories in their province.

B. Performance The learners produce creative works about relevant narratives/ stories in their province or culture using local Music
Standards and Arts concepts, processes, and practices.

C. Learning Lesson 1 Week 1 and 2)

Competencies  Discuss the use of the properties of sound, theatrical, dance and visual elements as expressed in relevant
and Objectives creative works.

Learning Objectives:
● identify the properties of sound, theatrical, dance and visual elements in Sinukuan: The Kapampangan Legend
of Mount Arayat; and
● explain how the properties of sound, theatrical, dance, and visual elements are used in the Sinukuan: The
Kapampangan Legend of Mount Arayat

Note: The material to be used will be determined and selected by the teacher based on the relevant creative works available in their province.

C. Content Properties of sound, theatrical, dance and visual elements

Legends and Folklore of the Province

D. Integration Theme: “Legends and Folklore of the Province and/or Region”

SGD 11: Sustainable Cities and Communities: Protect Cultural and Natural Heritage

Culture Identity

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II. LEARNING RESOURCES

Obando Church (2022). Obando Fertility Dance (Santa Clarang Pinung-Pino). Youtube. https://www.youtube.com/watch?v=65ALjmAEjeY
GMA Playground (2018). Alamat: Ang Alamat ni Mariang Sinukuan | Full Episode 4. Youtube.
https://www.youtube.com/watch?v=Dy57MJJnZp8
The Art Diary (2023). A Comprehensive Guide to the Seven Elements of Art. https://www.theartdiary.com/a- comprehensive-guide-to-
the- seven-elements-of-art/
AP®︎/College Art History (n.d.). Proportion and scale. Khan Academy. https://www.khanacademy.org/humanities/ap-art- history/start-
here-apah/principles-ofcomposition-apah/a/proportion-and-scale
The Virtual Instructor (nd) Unity, Harmony, and Variety – Principles of Art. https://thevirtualinstructor.com/blog/unity-harmony-and-
variety-principles-of-art
The Seven Principles of Arts (nd). Unity and Variety. https://www.purchase.edu/live/files/3467-activity-principles-of-art-unity-and-variety
Barking Squirrel Media (2024, January 25). Maximizing the Impact of Sound Design in Cinematic Storytelling.
https://barkingsquirrelmedia.com/video-production-blog/maximizing-the-impact-of-sound-design-in-cinematic-storytelling/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior WEEK 1: Day 1 30 Minutes

Knowledge
Short Review This activity will serve as recap
“Think-Pair-Share Activity” of the previous discussions.
● Let the learners watch “Obando Fertility Dance (Santa Clarang Pinung- Encourage learners to share
what they know about the
Pino)”, which manifests the faith and belief of the Province of Bulacan, at
identified/given concepts.
https://www.youtube.com/watch?v=65ALjmAEjeY
● Let the children sing along to Santa Clarang Pinung-Pino's lyrics Also, the teacher is free to use
other materials, especially
The learners will answer the following: those that are prominent and
1. For THINK: Learners will think about this question and come up with an available in their locality, as
answer in their head. long as they are within the
theme as the unifying element.
 What does this song tell us about the culture and beliefs of the people in
Bulacan?

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2. For PAIR: Learners will look for a partner nearby and discuss the answer to the
following questions for 1 minute.
 Analyze the lyrics of the song, what message does it convey?
3. For SHARE: The teacher will call on a few pairs to share their thoughts on the
pair activity with the class: what will call on a few pairs to share their thoughts
on the pair activity with the class.
 Do you think this faith and beliefs are still manifested nowadays? Why?

The fertility dance in Obando, Bulacan, is a traditional festival that is deeply

rooted in both cultural and faithful celebrations. Couples pray through dance
specifically for fertility, a bountiful harvest, and blessings.

Image from https://www.hellotravel.com/events/obando-fertility-rites

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B. Establishing Lesson Purpose 30 minutes

Lesson Purpose
To establish the lesson's purpose, have the learners describe the picture. Level 1 Answer: River, Birds,
Deer, Lady, etc.
Level 2 Answer: River for
Overflowing, Lady for Purity,
Bird for Peace
Level 3 Answers: A magical
place, a paradise, a fantasy

Image from https://www.aswangproject.com/philippine-mythology/pampanga-mythology-

beliefs/#google_vignette

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Teacher will ask the following guide questions:

Level 1: Describe the things you see in the picture.
Level 2: Describe the symbolism you see in the picture.
Level 3: Describe the overall picture.
Answers: A magical place, a paradise, a fantasy

Unlocking Content Area Vocabulary Answer Key:

Unscramble the letters in each item to form the words related to our topic. Use the 1. Legend
clues provided to answer this activity. 2. Folklore
3. Festival
1 L_G_N_ A mythical story that involves heroic characters, 4. Diwata
elemental beings, or magical events from the past 5. Relevant
2 FO_KL_R_ A collective culture transmits tales, dances, beliefs, and
traditions from generation to generation.
3 _ES_IV_L The annual celebration of events usually takes the form
of cultural dance, which is a way to preserve culture
and identity.
4 D_W_T_ Enchanting spirits, such as forests, seas, and
mountains, are usually guardians of nature.
5. _ELE_A_T This refers to a particular feature of music and arts that
is meaningful and appropriate to the place of learners.

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C. Developing and SUB-TOPIC 1: Identification of properties of sound, theatrical, dance, and visual
Deepening elements in Sinukuan: The Kapampangan Legend of Mount Arayat
Understanding
WEEK 1: Day 2

EXPLICITATION 20 minutes
To discuss Sub-Topic 1, watch the story of “Sinukuan: The Kapampangan Legend
of Mount Arayat” to be found at
https://www.youtube.com/watch?v=Dy57MJJnZp8

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WORKED EXAMPLE
“Let’s Analyze”
Instructions: Let the learners analyze the story they just watched. Answer the
20 minutes
following question.

Questions:
1. What are the main ideas of the story? The teacher may rephrase the
 The learners will identify the main ideas or messages of the guide question based on the
folklore/legend. reaction of the learners.
2. How does the story make you feel?
 The learners will reflect on their emotions and how they might relate to
the story’s themes and characters.
3. What is the historical and cultural background of the story?
 The learners will realize that the folklore they’ve just watched with their
teacher is related to culture.

WEEK 1: Day 2

“Break-It-Down”
The specific content for
1. Sound / Music performing and visual arts are
Masterfully combining music and sound to tell a story is a strong way to set the based on the practices in the
mood, express emotions, and drive the plot forward. To prove this, look at some locality.
interesting cases of how music and sound are used in storytelling in the story of
“Sinukuan: The Kapampangan Legend of Mount Arayat”:

The music in the introduction of Mariang Sinukuan in the animated story (0:30 –
1:39) is mysterious and enchanting, effectively helping to create an atmosphere,
evoke emotions, advance the plot, and provide information to the audience. The
background music for finding the culprit (2:50 – 10:20) is initially suspenseful,

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reflecting the search's tension. Then, it becomes dynamic. The music intensifies as
the characters near the villain's location, leading to a dramatic climax upon the
villain's final revelation. The use of echo or reverb effects during the verdict delivery
(10:35 – 11:48) could symbolize the lasting impact of Mariang Sinukuan's words,
implying that her verdict will continue to resonate long after its delivery. The solemn
and serious background music reflects Mariang Sinukuan's verdict's gravity.

Sound effects are a potent storytelling component. They are not just background
noise but key players that add depth, realism, and emotional impact to any
narrative. They harmonize with visuals and dialogue, creating a symphony of
storytelling that captivates the audience.

2. Visual Art and Theater

a. The teacher will define first Relevant Elements of Artistic Expression.
The teacher will discuss the
Elements of Artistic Expression elements of artistic expressions
● Lines and principles of composition
In visual arts, lines are the strokes that define a shape. It can be straight, based on how they are used in
curved, zigzag, or diagonal. In theater, a line can refer to the spoken the local art practices.
dialogue delivered by actors. Additionally, lines can also be the physical
arrangement of actors on stage, creating visual lines that guide the
audience’s focus and enhance the storytelling.
● Shapes
In visual arts, shapes are defined areas in two-dimensional space. Shapes
can be created in theater by the actors’ bodies, the set, and the lighting.
● Space
In visual arts, space refers to the area within, around, between, above, or
below objects. In theater, space refers to the stage area and how the actors
use it.
● Texture
In visual arts, texture refers to the surface quality of an artwork. In theater,
texture can refer to the ‘feel’ of a scene or performance, which can be

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influenced by elements such as lighting, sound, and the actors’

performances.
● Rhythm
In visual arts, rhythm is created through the repetition of visual elements.
In theater, rhythm can refer to the pacing and timing of the dialogue and
action.
● Movement
In visual arts, movement is the path the viewer’s eye takes through the
artwork. In theater, movement refers to the physical motion of the actors and
the emotional changes they portray.
● Color
In visual arts, color creates mood, represents temperature, expresses
emotion, or evokes a response. In theater, color can be used in lighting, set,
and costume design to a similar effect.
b. Replay the story and pause it in a scene at 1:02/15:00. Ask the learners to
enumerate what they see and let them identify the Relevant Elements of
Artistic Expression present in the scene.

To apply what the students learned during the lesson, an activity will be given. See
the worksheet for the activity which students will accomplish. Kindly refer to
Activity No. 2.

Week 2: Day 1
SUB-TOPIC: The properties of sound, theatrical, dance, and visual elements
60 minutes

c. The teacher will now proceed to describe Principles of Composition and

Organization

Principles of Composition and Organization

● Harmony is when different elements complement one another in a creative
work. Similarities in color, shape, or texture could result in a well-balanced
appearance.

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● Unity refers to the smooth integration of many elements in creative work,

creating a sense of total oneness.
● Variation is the combination of different elements in a creative work that
generates fascination and excitement. It enhances its appeal and prevents
it from becoming monotonous.
d. Based on the paused scene in the story, the teacher will ask the learners to
determine the relevant elements of artistic expression and the Principle of
Composition and Organization present in the scene.
e. Ask these questions:
● From the video you’ve just watched, how are the relevant elements of The teacher may rephrase the
artistic expression for visual arts and theater used in the story? guide question based on the
● Can you tell me what principles of composition and organization for reaction of the learners.
visual arts and theater are in this scene, and why do you think so?
● How did the relevant elements of artistic expression and principles of
composition and organization help enhance storytelling?

WEEK 2: Day 2

LESSON ACTIVITY
“Sound Check!” 50 Minutes
1. The teacher will look for a scene in the story, preferably in a forest. The
teacher may check the scene from 12:42 to 13:24.
2. Group the class with a maximum of 5 members.
3. Instruct the learners to ADD SOUND EFFECT, like the chirping of birds,
running rivers, blowing winds, moving heavy trucks, and the like, while Teachers can make his/her
playing the scene. own rubric (holistic or specific).
4. Each group will be given 15 minutes to practice and 5 minutes to perform. They may also modify the
rubric provided in this lesson
Sample Rubrics
exemplar.
Indicator Level 3 – Level 2- Level 1-
3 Points 2 Points 1 Point

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Vocal Ability If 2 Sub- If 1 Sub- If no Sub-

● Variety of Voices Imitated indicator is indicator is indicator is
● Quality of Sound Present Present Present
Over-all Presentation If 2 Sub- If 1 Sub- If no Sub-
● Quality of Transition indicator is indicator is indicator is
● Time Present Present Present

“Dress like Diwata”

Teachers can create their own
1. In the same group, assign one female member to dress like a diwata using rubric (holistic or specific) and
the items and materials available in the classroom. modify the rubric provided in
2. Ask the Diwata to introduce herself by completing the sentence. “A magical this lesson exemplar.
day to everyone, I am (name), the Diwata of , and my
superpower is ”
3. After dressing up and finalizing the introduction, a quick enchanted runway
will start.

Sample Rubrics:
Indicator Level 3 – Level 2- Level 1-
3 Points 2 Points 1 Point
Visual Impact If 2 Sub- If 1 Sub- If no Sub-
● Creativity indicator is indicator is indicator is
● Resourcefulness Present Present Present
Runway Presentation If 2 Sub- If 1 Sub- If no Sub-
● Diwata-Like Movement indicator is indicator is indicator is
● Confidence Present Present Present

D. Making Learner’s Takeaways 10 minutes

Generalizations
“My AHA Moments”

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Directions: Let the learners complete the sentence. The teacher may write or
post this to serve as a guide
for the learners.
Before, I thought that ,
but after listening to the lesson, I found out that
and that is My
AHA Moment. Aha!

Reflection on Learning
“One-Word-Closure”
Directions: Ask the learners to describe their learning session/ journey based on
the first letter of their name.

I am Elaine, my name starts with letter E. “ENJOYABLE”

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Assessment Method

Learning
Form of Assessment
Observation. The teacher will observe the class's overall participation during the
discussion and the individual engagement of the members during the activities.

Recording Method
The teacher may utilize a checklist to monitor the participation of the learners.

Assignment/Homework: None

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B. Teacher’s Note observations The teacher may take note of

Remarks on any of the Effective Practices Problems Encountered some observations related to
following areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
engagement and other related
materials used
stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored.
others

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
This lesson design What principles and beliefs informed my lesson? essential and necessary to
component prompts Why did I teach the lesson the way I did? improve practice. You may also
the teacher to record consider this as an input for
relevant observations ▪ learner the LAC/Collab sessions.
and/or critical teaching What roles did my learner play in my lesson?
events that he/she can What did my learner learn? How did they learn?
reflect on to assess the
achievement of ▪ ways forward
objectives. The What could I have done differently?
documenting of What can I explore in the next lesson?
experiences is guided
by possible areas for
observation including
teaching strategies
employed, instructional
materials used,
learners’ engagement in
the tasks, and other
notable instructional
areas. Notes here can

also be on tasks that

will be continued the
next day or additional
activities needed.
Teachers can be
provided with notes on
which particular lesson
component(s) they can
focus on.

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