DETAILED LESSON PLAN School Liceo Virgen Delos Remedios Grade Level 11
IN CONTEMPORARY
PHILIPPINE ARTS IN THE (Placer) Inc.
REGION 11 Teacher Hershey Marie H. Abarri Learning Area Contemporary Philippine Arts in the Region
Time and Date July 2, 2025 – July 8, 2025 Quarter 1
I. OBJECTIVES
The learners demonstrate appreciation of contemporary art forms, found in the various regions by understanding the elements and
1. Content Standard
principles
2. Performance
The learners present a form of integrated contemporary art based on the region of his / her choice.
Standard
3. Learning
Identifies various contemporary art forms and their practices from the various regions (CAR11/12IAC-0a-1)
Competencies
1. Identify and discuss the fundamental components of art
4. Specific Objectives 2. Express the importance of understanding the context of an artwork
3. Make a reflective essay on the local contemporary artworks in Placer
II. CONTENT Topic: Contexts of Contemporary Art
III. LEARNING
RESOURCES
Lico, G. (2018). SINING REHIYON: Contemporary Philippine Arts in the Region for Senior High School. 839 EDSA, South Triangle,
A. References
Quezon City, pp. 12-22.
B. Other Learning
Resources
C. Materials Laptop, TV, Pictures, Tarpapel, and PowerPoint Presentation
IV. PROCEDURES Integration: Strategy: Cooperative Learning
Teacher’s Activity Students’ Activity
Everyone will stand for the prayer. Student A will
lead the prayer.
“Good morning, Class!”
A. Preliminaries Students will arrange the chairs and pick up the
Prayer litters on the floor.
Greetings The class secretary will check the attendance.
Checking of The teacher will review about the previous lesson. Answers:
Attendance Questions: 1. Ma’am, it is about the functions of art.
Review 1. What was our previous lesson? 2. We have seven functions of art which involve contemporary art for
2. What are the functions of art? pleasure, contemporary art as profession, contemporary art as
commentary, contemporary art in spirituality, contemporary art as
remembrance, contemporary art for persuasion, and art as self-
expression.
I hope that you will keep those learning in mind
because those are important for you to understand We don’t have any, Ma’am.
our next and upcoming lessons. Do you have any
questions or clarifications with regards to our
previous lesson?
ACTIVITY 1: ART MATCH-UP
The teacher will divide the students into small The students actively do the task.
groups and give them reproductions of various
artworks. Have them match the artwork with its
title and artist while discussing what they think
the art represents.
The teacher will ask the students about the Answer may vary.
B. Establishing the following question:
Purpose of the New How did you find the activity?
Lesson
At the end of the lesson, the students will be able to: The student will read the specific objectives.
1. Identify the different elements formed after the
process of synthesis
2. Realize the importance of the atomic number in
identifying the new elements identity in the
periodic table.
3. Create your own periodic table of elements
ACTIVITY 2: EXPLORE The student will actively do the task.
The teacher will divide the class into two (groups).
The first group will explain the painting through the
C. Presenting artist’s context while the second group will explain
Examples/ it through the viewer’s context.
Instances of the
New Lesson
D. Discussing new Analysis Possible Answers:
concepts and new Based on the activity: 1. Answer may vary.
practicing new skills 1. How did the artist influence his own painting? 2. Answer may vary.
#1 2. How did the viewers see the painting?
Abstraction
Context of Art The student will listen attentively and participate actively.
Context refers to factors that surround a work of
art.
Context of art maybe classified into two:
- Primary context pertains to the artist: his/her
attitudes, beliefs, interests, and values;
education and training; and biography.
- Secondary context addresses the external
conditions in which work was produced.
Types of Context:
Historical Context - All forms of art are present in The student will listen attentively and participate actively.
history. Each work of art is the product of materials,
purposes, and results that are specific to a given
E. Discussing new
time and place. Travel through time and space to
concepts and new
learn about the various interconnected histories if
practicing new skills
you want to comprehend and take advantage of
#2
the cultural legacy that art provides.
Art and Artist Context - The following are some
examples of the creator's context:
Their worldview and culture (where they grew up;
family values; etc.) The student will listen attentively and participate actively.
Location; geography (e.g., city, rural, home,
traveling)
Their "worldview," their religious convictions, etc.
Viewers Context - Given that each of these factors
has the potential to influence how someone
experiences or responds to a work of art, it is
helpful to consider them when considering the
viewer's context:
Time
Culture
Nationality
Gender
Society refers not only to systems of regulation and
control, but also to social relations based on class, The student will listen attentively and participate actively.
gender, race, sexuality, ethnicity, spiritual
persuasion, political commitment and moral norm.
Cultural context is more subjective; it allows
students to examine the influences on that artist’s
work as a result of their environment.
History is the process by which society and culture
are created by people.
A thing becomes art when it is charged with
meaning and value based on the following criteria:
Aesthetic experience
Consensus of the world
Cultural practice and shared meaning
ELEMENTS OF THE ART
LINE:
VERTICAL LINE Evidence from the oppressor's
straight body or the Roman soldiers.
HORIZONTAL LINES Seen on the floor near the dead
person or the gladiator.
DIAGONAL LINES Men's arms are clearly seen
dragging the hurt gladiators into the adjacent room.
CURVED LINES Dominant use of curve lines, as
seen in the muscles of the gladiators' arms, legs, and
backs.
COLOR:
The red in the painting's centre and the green in the
shadows are in harmony with one another. Light is also
balanced by the use of light colors on the painting's left
side in contrast to the gloomy darkness on its right side.
Juan Luna depicted gloom and despair with strong, dark
red and brown hues.
SHAPES:
Additionally, the painting's shape makes a point of
interest and harmonizes with the color scheme.
The bodies that are being dragged are painted in a 9:1
ratio. Because Juan Luna emphasizes life through his
body, the body is nine times larger than the head.
The Study of Art in the Regional Context
The study of art must begin in one’s locality, in the
regional sense. It is within this regional location
that the idea of homeland is anchored.
The Philippines is shaped from a mosaic of
regional identities.
Regionalism in art celebrates local tradition and
pride of place.
Fundamental Components of Art
Form allows the work to be perceived by the
senses and its ideas to be communicated through
the arrangement of elements as a whole. Form is
made up of:
formal elements such as line, shape, color,
texture, mass, volume, space, among others
overall composition (which is the
arrangement of those formal elements)
materials and technique from which the
artwork is made
Creativity is the generation of new
ideas, insights, and previously
unimagined images and artifacts.
Imagination is a faculty that allows us
to generate mental pictures, ideas,
and sensations that do not exist in
the world and in some cases cannot
exist.
Language is a medium by which cultural meanings
are formed and communicated.
Interpretation is concerned with search for
meaning.
Mode of Production
Political Economy is concerned with power
and the distribution of economic resources
in the context of art production.
Ideology is unearthed and revealed from the
surface of the forms.
The teacher will ask the students the following questions:
1. What are the fundamental components of art you 1. Answer may vary.
F. Developing Mastery
learned about today? 2. Answer may vary.
(Leads to Formative
2. Why is context important in understanding an artwork? 3. Answer may vary.
Assessment)
3. How can you apply what you've learned about
fundamental components of art to your own experiences?
ACTIVITY 3: ESSAY Rubrics:
G. Finding Practical
The teacher will ask the students to write a 300- Content and Ideas 5
Application of
word reflective essay about the local contemporary Organization and Structure 3
Concepts and Skills
artworks found in the Municipality of Placer. Style and Language 2
in Daily Living
TOTAL 10
The teacher will ask the students of the question below.
H. Making
As a student, how can you relate your learning
Generalizations and
about the context of art and its fundamental Answers may vary.
Abstractions about
components in understanding the message of an
the Lesson
artwork?
EVALUATION Answer Key to Assessment:
The students will be asked to get ¼ sheet of paper and 1. Form
answer the following questions within 10 minutes. 2. Creativity
3. Interpretation
TEST I - IDENTIFICATION 4. Language
Direction: Identify the term/s being referred to. Write your 5. Political Economy
answer on a ¼ sheet of paper. 6. Ideology
7. Formal elements
I. Evaluative Learning
1. It allows the work to be perceived by the senses and its 8. Overall composition
ideas to be communicated through the arrangement of 9. Regionalism
elements as a whole. 10. Context
2. It is the generation of new ideas, insights, and
previously unimagined images and artifacts.
3. It is concerned with search for meaning.
4. It is a medium by which cultural meanings are formed
and communicated.
5. It is concerned with power and the distribution of
economic resources in the context of art production.
6. It is unearthed and revealed from the surface of the
forms.
7. These refer to line, shape, color, texture, mass,
volume, space, among others.
8. It is the arrangement of those formal elements.
9. It celebrates local tradition and pride of place.
10. It refers to factors that surround a work of art.
Assignment:
Direction: Explain the context of art of Spolarium by Juan Luna. Write your answer in a short bond paper.
J. Additional Activities Rubrics:
for Application and Content and Ideas 5
Remediation
Organization and Structure 3
Style and Language 2
TOTAL 10
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% in
the evaluation
B. Number of
learners who
require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. Number of
learners who
continue to
require
remediation.
E. What of my
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me to
solve?
G. What innovation
or localized
materials did I
use or discover
which I wish to
share to other
teachers?
Prepared by: Checked by: Verified by:
HERSHEY MARIE H. ABARRI AMELENE C. MONTEROLA ROGETO J. ENOC JR.
Teacher Academic Coordinator School Principal
