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CONTENT STANDARDS
The learner demonstrates understanding of
1. new technologies that allow new expressions in the arts using art elements and
processes.
PERFORMANCE STANDARDS
The learner
1. 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.
LEARNING COMPETENCIES
The learner
1. identifies art elements in the technology-based production arts.
2. identifies distinct characteristics of arts during the 21st century in terms of:
- production
- functionality / range of audience reach.
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a person
to express his/her ideas, goals, and advocacies, which elicits immediate action.
5. determines the role or function of artworks by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g., landscapes,
images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials, guided by
21st century techniques.
9. describes the influence of technology in the 21st century on the evolution of
various forms of art.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st century art (e.g., the
use of graphic software like Photoshop, InDesign, etc.).
11. evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.
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I.
II.
SUBJECT MATTER
A.
Topic:
B.
Materials:
C.
Reference:
PRE-ASSESSMENT [Session 1]
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Conduct the following survey to assess what the students know or have
experienced concerning computer / digital arts:
1.
2.
3.
4.
5.
6.
7.
8.
What forms of art are you familiar with? (e.g., painting, sketching,
sculpture, silk-screen)
Have you heard of computer art? If yes, can you give some examples?
[Showing the sample posters, book/magazine covers, etc.] Would you be
able to identify these samples as traditional art or computer art? Explain
how.
Can you give a brief definition of what computer art is?
Do you have any experience with using the computer? If yes, what
device(s) have you used?
What computer software do you use?
For what purposes do you use these?
Have you ever tried creating art with a computer? If so, what did you create
and how did you create it?
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office.
2.
3.
Brief them that the various artworks that they will create in all the sessions
of Quarter II will be labelled for proper curating and will be turned over to
you for safekeeping, to be retrieved for mounting in the final exhibit.
Explain that, due to time constraints with just eight class sessions for Art in
one quarter, they must be prepared to complete the artworks and/or do
other required tasks for the exhibit outside of class hours.
[Note to the teacher: If time is too limited, the culminating exhibits for BOTH
Quarters II and III can be presented AT THE END OF QUARTER III instead
since the forms of art presented in the two quarters are related.]
IV. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1. Have the class turn to pages 232-236 of the Arts Grade 10 Learners
Materials, and look over the examples of digital art presented.
2. Ask them what their general impression of these artworks is, and have
them explain their opinions.
3. Ask them what common characteristic(s) they notice in these works,
and to point out these characteristics to support their observation.
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B. WHAT TO KNOW
Have the class answer the What to Know questions on page 236 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.
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2.
3.
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D.
WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on pages 237238 of the Arts Grade 10 Learners Materials:
1. Research online for the works of any two of the following digital
artists who were at the forefront of this field in the early 1960s:
James Faure Walker
Geroge Grie
Manfred Mohr
Olga Kisseleva
Ronald Davis
John Landsdown
Joseph Nechvatal
Perry Welman
Matthias Broegel
Jean-Pierre Hebert
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Select one artwork each by the artists that you have chosen. Give the
basic details of each (title of work, name of artist, technique used, year
created). Briefly explain how the following principles of art are
incorporated or expressed in these particular works:
Rhythm, Movement
Balance
Emphasis
Harmony, Unity, and Variety
Proportion
2. Then write a brief personal reaction that you have to the works you
chosewhether positive or negative. Explain your opinion.
3. Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
4. Research online for three Filipino artists using digital techniques for
their works. Compare and contrast their works with the examples of
digital art by foreign artists in the Arts Grade 10 Learners Materials.
5. As a young citizen of the Philippines and of the world, how do you
feel about the pervasiveness of digital technology in
a) art (digital illustration, digital photography, digital videos)?
b) media?
c) entertainment / gaming?
d) education?
e) communication?
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office.
E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Art
Having presented the concept and techniques of computer/digital art, guide the
students in planning how to prepare their artworks for the culminating exhibit
at the end of the quarter.
1.
All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
2.
As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.
V.
GENERALIZATION
Computer/digital arts make use of electronic and mechanical devices, rather
than the artists own hand, to produce the desired images and effects. Thus,
these are definitely a technology-based art form. As a result, there is a strong
scientific or mathematical look and feel to the creations of many digital
artistswith geometric forms and repeating patterns appearing frequently.
While such works were not initially viewed as a true art form, they have since
been widely accepted and have become a major art genre on their own.
VI.
DEPED COPY
SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1. What is computer or digital art?
2. When did it start to develop?
3. From what non-artistic profession did the early computer artists come
from?
4. Name three distinct characteristics of computer/digital art?
5. What was the initial reaction of the public to this new type of art?
6. What were some signs of the eventual acceptance of computer art as true
art?
7. Did this form of modern art reach the Philippines?
8. What is the status of computer art in the modern art scene today?
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I.
SUBJECT MATTER
A.
Topic:
B.
Materials:
C.
II.
Reference:
DEPED COPY
PRE-ASSESSMENT [Session 3]
Conduct the following survey to assess what the students know or have
experienced concerning mobile phone art and computer-generated images:
1.
2.
3.
4.
5.
Do you own a personal mobile phone or android phone? If so, does it have
a camera for capturing images?
Have you experienced taking photos with your mobile phone? If so, what
types of photos do you usually take?
Have you tried to modify those images in some way? What program(s) or
application(s) did you use?
Have you created original artworks from scratch on a computer, laptop, or
tablet? If so, what kind of artworks were these?
What program(s) did you use to create them?
III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.
2.
Have the class turn to pages 241-243 of the Arts Grade 10 Learners
Materials, and look over the examples of cellular phone art presented.
Ask them if any of these images and their modified versions are
similar to ones they have made themselves.
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3.
4.
5.
Ask what other image modifications and effects, aside from those
shown, they have done themselves. Have them relate their experiences
using different applications for these.
Have them also go over the section on computer-generated images,
page 244 in the Arts Grade 10 Learners Materials.
Ask them what computer programs are used to create such images.
B. WHAT TO KNOW
Have the class answer the What to Know questions on pages 244-245 of
the Arts Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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2.
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DEPED COPY
D.
WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on page 246 of
the Arts Grade 10 Learners Materials:
1. Mobile phone art is a technology-based art form. Support this
statement with your own brief explanation.
2. Do you consider the products of such mobile phone applications as
true art? Why or why not?
3. Did you feel like an artist while capturing and modifying your mobile
phone image? Describe the experience.
4. In the case of rendering and modifying an original computer
illustration, do you consider this as true art? Why or why not?
125
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E.
WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Art
Having presented the concept and techniques of mobile phone art and
computer-generated images, guide the students in planning how to prepare
their artworks for the culminating exhibit at the end of the quarter.
1. All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.
IV. GENERALIZATION
Mobile phone art is a form of modern art that emerged due to the available
technology on mobile phones with built-in cameras that could capture and store
images. This further evolved dramatically with the development of android
phones that can now use image editing applications to modify and manipulate
the captured images right on the phone unit itself.
DEPED COPY
V.
SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
2.
3.
4.
5.
6.
7.
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8.
9.
10.
I.
SUBJECT MATTER
A.
Topic:
Digital Photography
DSLR photography
Point-and-shoot photography
B.
Materials:
DEPED COPY
C.
II.
Reference:
PRE-ASSESSMENT [Session 5]
Conduct the following survey to assess what the students know or have
experienced concerning digital photography:
1. How do you take pictures for your own personal use and enjoyment?
2. What device(s) do you use your mobile phone, digital camera, or tablet?
3. If you use a digital camera, is it the type that does all the image adjustments
for you automatically?
4. Do you know what a DSLR camera is?
5. Have you ever tried using such a camera?
6. If yes, how did it differ from using a regular digital camera?
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7. Have you taken photographs for purposes other than for just personal use
and enjoyment? If so, what were these for?
III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.
2.
3.
4.
Have the class turn to pages 246-248 of the Arts Grade 10 Learners
Materials, and read the explanation of the very simple technology of
early photography.
Announce that they will be doing a simulation of that early form of
camera to better understand the principles behind it.
Have them then read the description of the two basic types of digital
photography available today: point-and-shoot and DSLR.
If available, show to the class actual examples of a digital camera and
a DSLR camera. Discuss the differences and similarities of the two.
B. WHAT TO KNOW
DEPED COPY
Have the class answer the What to Know questions on page 248 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.
C. WHAT TO PROCESS
Have the students do the following What to Process activities on pages 248250 of the Arts Grade 10 Learners Materials.
Creating a Pinhole Camera
1.
2.
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4.
2.
3.
Using any cameras available to the class members, have them follow
the instructions given in the Arts Grade 10 Learners Materials for
taking either point-and-shoot or DSLR photos.
The exposure to photography in Quarter II is more for the students to
become familiar with the process of using the cameras, and
understanding the underlying technology.
There will be separate group projects in Quarter III allowing the
students to take photos with an assigned or chosen theme, as potential
artworks for the culminating exhibit on Technology-based Arts.
For this session of Quarter II, let the students experiment and discuss
among themselves about the different photography techniques they are
experiencing.
DEPED COPY
4.
D. WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on page 250 of the
Arts Grade 10 Learners Materials:
1.
2.
3.
4.
5.
What was the experience like creating your own pinhole camera and
being able to capture images using it?
What do you see as the advantages of digital photography as compared
to the earlier film-type photography?
What do you think of the view that film photography is more artistic
than digital photography? Support your opinion.
If you have experienced both regular digital photography and DSLR
photography, which one did you find more useful to you? More
doable? More interesting? Explain your answers.
What do you think of the way digital technology has made quality
photography accessible to everyone including young people like
you?
129
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E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Arts
Having presented the concept and techniques of digital photography, guide
the students in planning how to prepare their artworks for the culminating
exhibit at the end of the quarter.
1.
All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
[Note: For Sessions 5 and 6, the artworks to be prepared will be the
photos taken using the pinhole cameras made by the students. In the
final exhibit, these will make an interesting contrast to the digital photos
they will take in Quarter III.]
2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.
IV. GENERALIZATION
DEPED COPY
SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
What is digital photography?
2.
How does it differ from the traditional film-type of photography?
3.
Briefly describe the elements of a pinhole camera.
130
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4.
5.
6.
7.
8.
9.
10.
What was the basic technology that allowed such a simple device to take
photos?
Cite one or two technological developments that made digital
photography possible.
What are the two basic types of digital photography?
Briefly describe point-and-shoot photography.
Briefly describe DSLR photography?
What elements of photo-taking are pre-set by a point-and-shoot camera?
Without film, how do digital cameras capture and store images?
Quarter II Session 7
VIDEO GAMES / DIGITAL PAINTING / IMAGING VIDEOS
I.
SUBJECT MATTER
A.
Topic:
B.
Materials:
C.
Reference:
DEPED COPY
II.
PRE-ASSESSMENT
Conduct the following survey to assess what the students know or have
experienced concerning video games / digital painting / imaging videos:
1. Do you play video games?
2. What device(s) do you play them on? Your mobile phone? A tablet? A
laptop? A desktop computer?
3. What particular games do you like to play?
4. What features make you choose a particular game over others?
5. Is the visual appearance of the game important to you? Why or why not?
6. Have you experienced creating your own simple video games?
7. Have you taken videos of yourself and your friends/family? If so, what
device do you use for this?
8. Do you use any video editing software? If so, what kind?
9. Have your tried digital painting? If so, what software do you use?
10. Briefly explain what imaging videos are? In what areas of modern life are
these used? Have you experienced any of these yourself?
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III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.
2.
Have the class turn to pages 251-252 of the Arts Grade 10 Learners
Materials, and read the sections on: video games, digital painting, and
imaging videos.
Lead the students in a short discussion on how these different forms of
digital imaging are used in daily life.
B. WHAT TO KNOW
Have the class answer the What to Know questions on page 253 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DEPED COPY
C. WHAT TO PROCESS
Have the students do the following What to Process activities on page 253
of the Arts Grade 10 Learners Materials.
Group Projects: Video Games / Digital Painting
1.
2.
Assign half of the groups to create their own video games (using any
simple software that they have available or can download from the
internet for free); and the other half of the groups to create works of
digital painting.
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3.
4.
They will then save their finished video games or digital paintings in a
storage device that you will hold for safekeeping until the culminating
exhibit on Technology-based Arts.
D. WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on pages 253-254
of the Arts Grade 10 Learners Materials:
1.
2.
3.
4.
DEPED COPY
5.
E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Arts
Having presented the concept and techniques of creating video games and
doing digital painting, guide the students in planning how to prepare their
artworks for the culminating exhibit at the end of the quarter.
1.
All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
[Note: For the video games and digital paintings created in Session 7,
some form of device with a display capability will need to be prepared
prior to the culminating exhibit. This could be a desktop computer or a
laptop/tablet connected to a large monitor, if available within the school
or loaned from a students family.]
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2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.
IV. GENERALIZATION
Video games, digital painting, and video imaging are advanced applications
of the digital technology available today for a wide range of purposes.
Video games are not only played and enjoyed by countless gamers all over the
world, they can also be developed by amateurs on a personal device using
available software. They now also involve extremely complex and realistic
graphics and animation techniques that may be considered a form of modern art.
Digital painting makes use of virtual tools on a computer to simulate the
canvas, brushes, paints, etc. used in traditional painting. The result is a work of
modern art created by robot devices controlled by a computer, or else entirely
virtual on an electronic device.
Video imaging is the application of video technology to serve not only
entertainment purposes, but even scientific, educational, and medical needs. We
see this in the form of CT scans, magnetic resonance imaging (MRI), and even
the ultrasound used to diagnose diseases and injuries and to monitor a babys
development in the womb.
DEPED COPY
V.
SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
2.
3.
4.
5.
6.
134
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Quarter II Session 8
CULMINATING ACTIVITY: EXHIBIT OF TECHNOLOGY-BASED ARTS
The last session for Quarter II will be devoted to staging An Exhibit of Technology-based
Arts presenting the following categories:
1.
2.
3.
4.
5.
The students will select from among their own works created within Quarter II, as well as
source photos, magazine or calendar cutouts, Internet images, etc. of at least two to three
representative artworks each for the above categories.
DEPED COPY
For student-made artworks:
Title
_________________________________________________
Artist/s
_________________________________________________
_______________________________
_________________________________________________
Artist ____________________________________________________
Artistic style and medium used
_______________________________
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Have the class members invite the school Administration, other faculty members, and
their schoolmates to visit the exhibit. Help them prepare to explain the works and
how these present the characteristics of different forms of technology-based art.
Criteria
Very Good
Good
Fair
Poor
DEPED COPY
Completeness of exhibit
Presentation
(display, mounting, and
labelling of works)
Assignment of tasks
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