The Indigenous Art of the

Mountain Province

I. OBJECTIVES:
Appreciates the distinctive designs, color schemes, figures and objects coming from the
Mountain Province.
Creates an AV Presentation with a group that compares the distinct artistic designs of artifacts
coming from the Mountain Province and explains what inspired or influenced the design.
Joins a group to do a research on the culture of Mountain Province and creates an audio-visual
presentation (drawings, paintings) for the class.
II. SUBJECT MATTER:
A. The Indigenous Art of the Mountain Province
B. Materials: research materials
C. References:
SMART 7, pp. 99 103
DepEd Music and Art Curriculum Guide for Music and Art, p. 84
III. PROCEDURE:
A. Lesson Proper:
1. Who among you have been to Baguio?
What artifacts have you seen there?
2. Look at this picture.

3. The people of Mountain Province are composed of several ethnic groups: The Ifugao, Kankanay,
Itneg or Tinguian, Ibaloi, Kalinga, Bontoc, and Apayao.
(Discuss pages 99 102.)
IV. GROUP ASSIGNMENT:
Do a research on the culture of Mountain Province and creates an audio-visual presentation
(drawings, paintings) for the class.

The Indigenous Art of the

Mountain Province

I. OBJECTIVES:
Presents an AV Presentation with a group that compares the distinct artistic designs of
artifacts coming from the Mountain Province and explains what inspired or influenced the
design.
II. SUBJECT MATTER:
A. The Indigenous Art of the Mountain Province
B. Materials: research materials
C. References:
SMART 7, pp. 99 103
DepEd Music and Art Curriculum Guide for Music and Art, p. 84
III. PROCEDURE:
A. Preliminary Activity:
1. Review:
What are the different artifacts of Mountain Province?
B. Lesson Proper:
1. Did you have fun doing your research?

2. Group Presentation:
(Ask each group to present their research on the class. Ask for some feedbacks and other
members of the class after all groups have presented.)
IV. EVALUATION:
COMPETENCIES
The learners presented a very informative AV of correct artifacts from the Mountain
Province. They explained clearly what inspired or influenced the designs.
The learners presented a very informative AV of correct artifacts from the Mountain
Province. They have some difficulties on explaining what inspired or influenced the
designs.
The learners presented a very informative AV but some artifacts are not from the
Mountain Province. They explained clearly what inspired or influenced the designs
The learners presented a very informative AV but some artifacts are not from the
Mountain Province. They have some difficulties on explaining what inspired or
influenced the designs.
The learners did a research but they did not make an audio-visual presentation.
No work.

POINTS
10
9
8
7
5
0

The Indigenous Art of Muslim

Mindanao

I. OBJECTIVES:
Appreciates the distinctive designs, color schemes, figures and objects coming from Mindanao.
Creates an AV Presentation with a group that compares the distinct artistic designs of artifacts
coming from Mindanao and explains what inspired or influenced the design.
Joins a group to do a research on the culture of Mindanao and creates an audio-visual
presentation (drawings, paintings) for the class.
II. SUBJECT MATTER:
A. The Indigenous Art of Muslim Mindanao
B. Materials: research materials
C. References:
SMART 7, pp. 104 - 107

 DepEd Music and Art Curriculum Guide for Music and Art, p. 84
III. PROCEDURE:
A. Preliminary Activity:
1. Review:
What are the different artifacts of Mountain Province?
B. Lesson Proper:
1. Who among you have been to Mindanao?
What artifacts have you seen there?
2. Look at these pictures.

The Muslim people are composed of nine ethnic groups; they are the Badjao, Samal, Jama
Mapun, Malbog, Tausug, Maranao, Maguindanao, Sanggil, and Yakan.
Muslim art is easily recognized by their decorative motifs.
3. Discuss pages 105 - 106
IV. GROUP ASSIGNMENT:
Performance Check, Exercise 1.

The Indigenous Art of Muslim

Mindanao

I. OBJECTIVES:
Presents an AV Presentation with a group that compares the distinct artistic designs of
artifacts coming from the Mindanao and explains what inspired or influenced the design.
II. SUBJECT MATTER:
A. The Indigenous Art of Muslim Mindanao
B. Materials: research materials
C. References:
SMART 7, pp. 104 - 107
DepEd Music and Art Curriculum Guide for Music and Art, p. 84
III. PROCEDURE:
A. Preliminary Activity:
1. Review:
What are the different artifacts of Muslim Mindanao?
B. Lesson Proper:
1. Did you have fun doing your research?
2. Group Presentation:

(Ask each group to present their research on the class. Ask for some feedbacks and other
members of the class after all groups have presented.)
IV. EVALUATION:
COMPETENCIES
The learners presented a very informative AV of correct artifacts from the Mindanao.
They explained clearly what inspired or influenced the designs.
The learners presented a very informative AV of correct artifacts from the Mindanao.
They have some difficulties on explaining what inspired or influenced the designs.

POINTS
10
9

The learners presented a very informative AV but some artifacts are not from
Mindanao. They explained clearly what inspired or influenced the designs
The learners presented a very informative AV but some artifacts are not from the
Mindanao. They have some difficulties on explaining what inspired or influenced the
designs.
The learners did a research but they did not make an audio-visual presentation.
No work.

8
7
5
0

V. ASSIGNMENT:
Performance Check, Exercise 2, p. 107

Philippine Art during the

Spanish Era
I. OBJECTIVES: After the lesson, learners are expected to be able to:
sees the strong influence of the Spanish (400 yrs) colonizers on Phil. culture and lifeways
(houses, churches, celebrations, education, food, daily utensils, clothing, accessories, paintings
of churches and plazas; pictures of cottages at John Hay, Teachers Camp; Vigan, Taal,
Batangas, Iloilo, Bacolod-these places have bahay na bato.);
writes a comparative visual report on the influences of the Spanish in the architecture of the
Philippines, particularly in the churches and the houses around the plaza, and the distinct
features found in it.; and
joins a group to write a report on how the Spaniards influenced the culture of the Filipinos.
II. SUBJECT MATTER:
A. Philippine Art during the Spanish Era
B. Materials: report materials
C. References:
SMART 7, pp. 108 - 119
DepEd Music and Art Curriculum Guide for Music and Art, pp. 84 - 85
III. PROCEDURE:
A. Preliminary Activity:

1. Submission of Assignment
1. Review:
What are the different artifacts of Muslim Mindanao?
B. Lesson Proper:
1. Who among you have been to the City of Manila?
What different artifacts have you seen there?
2. Discuss pages 109 118.
3. Ask the learners to form their respective groups and do Exercise 1, p. 119.
IV. EVALUATION:
COMPETENCIES
The learners presented a correct and very informative report on the influences of the
Spaniards in the art of the Filipinos. They explained clearly what inspired or
influenced the designs.
The learners presented a correct and very informative report on the influences of
the Spaniards in the art of the Filipinos. They have some difficulties on explaining
what inspired or influenced the designs.
The learners presented a correct and very informative report on the influences of the
Spaniards in the art of the Filipinos but some facts are not correct. They explained
clearly what inspired or influenced the designs
The learners presented a correct and very informative report on the influences of the
Spaniards in the art of the Filipinos but some facts are not correct. They have some
difficulties on explaining what inspired or influenced the designs.
The learners did a report but they were not able to present their work clearly.
No work.
V. ASSIGNMENT:
Knowledge Check, Exercise 2, p. 119.

POINTS
10
9
8
7
5
0

The American Influence on

Philippine Art
I. OBJECTIVES: After the lesson, learners are expected to be able to:
sees the strong influence of the American colonizers on Phil. culture and lifeways (houses,
churches, celebrations, education, food, daily utensils, clothing, accessories, paintings of
churches and plazas; pictures of cottages at John Hay, Teachers Camp; Vigan, Taal, Batangas,
Iloilo, Bacolod-these places have bahay na bato.);
writes a comparative visual report on the influences of the Americans in the architecture of the
Philippines, particularly in the churches and the houses around the plaza, and the distinct
features found in it.; and
joins a group to write a report on how the Americans influenced the culture of the Filipinos.
II. SUBJECT MATTER:
A. The American Influence on Philippine Art
B. Materials: report materials
C. References:
SMART 7, pp. 120 - 125
DepEd Music and Art Curriculum Guide for Music and Art, pp. 84 - 85
III. PROCEDURE:
A. Preliminary Activity:
1. Submission of Assignment
1. Review:
What are the different influences of the Spaniards in Philippine Art?
B. Lesson Proper:
1. Show pictures of different American celebrities.
Ask: Do you know these people?
What made them well known?
How did their works influences our daily lives?

2. Look at this picture.

The tranvia service started in 1905 during the American era.

The Americans came after being under the Spanish rule for more than three centuries. They
came to vanquish the Filipinos through governance and education. With their arrival came an
alteration in art patronage. The new patrons, tourists, and foreign investors preferred still life, genre,
and landscape themes that showcase the beauty of the land and the people. Portraits were also
favored by public officials.
The period for rebuilding came after World War II. Different art forms emanated and became
popular. The sixties and the seventies became a period of exploration of new techniques, and styles in
art.
3. Discuss pages 120 124.
4. Ask the learners to for their respective groups and do Knowledge Check, p. 125
IV. EVALUATION:
COMPETENCIES
The learners presented a correct and very informative report on the influences of the
Americasn in the art of the Filipinos. They explained clearly what inspired or
influenced the designs.
The learners presented a correct and very informative report on the influences of
the Americans in the art of the Filipinos. They have some difficulties on explaining
what inspired or influenced the designs.
The learners presented a correct and very informative report on the influences of the
Americans in the art of the Filipinos but some facts are not correct. They explained
clearly what inspired or influenced the designs
The learners presented a correct and very informative report on the influences of the
Americans in the art of the Filipinos but some facts are not correct. They have some
difficulties on explaining what inspired or influenced the designs.
The learners did a report but they were not able to present their work clearly.
No work.

POINTS
10
9
8
7
5
0