Mr. Ngilangil New Module Template Arts

St.
Paul University Surigao

St. Paul University System
8400 Surigao City, Philippines
COLLEGE OF EDUCATION, CULTURE AND ARTS

GENERAL EDUCATION
1stSemester, AY 2018-2019
OBE TEACHING LEARNING MODULE
Course Code :
Course Title : ART APPRECIATION
Class Schedule : TBA
Room No. : TBA
Professor : MR. KRISTOPHER M. NGILANGIL
E-mail Address : businesscom68@gmail.com
Consultation Hours : Wednesday 3:00-5:00 pm
Course Description :
This is a three-unit course that develops students’ ability to appreciate, analyze, and critique works
of art. Through interdisciplinary and multimodal approaches, this course equips students with a broad
knowledge of the practical, historical, philosophical, and social relevance of the arts in order to hone
students’ ability to articulate their understanding of the arts. The course also develops students’
competency in researching and curating art as well as conceptualizing, mounting, and evaluating art
productions. The course aims to develop students’ genuine appreciation for the Philippine arts by providing
them opportunities to explore the diversity and richness and their rootedness in Filipino culture.
COURSE OUTCOMES: Upon taking this course, the students will lead to:
 Describe arts in general, including their function, value, and historical significance;
 Utilize different theories of art and appraise based on aesthetic value, historical context, tradition, and social
relevance;
 Exercise and deepen their identity through art with respect to their nationality, culture, and religion; and
 Create own works of art and curate their own production or exhibit in the culmination day.
MODULE 1
ART: INTRODUCTION AND ASSUMPTION
THE PAULINIAN ESSENTIAL ELEMENTS
Cutting-Edge, Resilient VISIONARIES & INNOVATORS, who:

2.2 Gather information on emerging trends in their field, and propose novel ways they could incorporate them into
their work
Engaging, Trustworthy TEAM BUILDERS & MENTORS, who
3.4 Initiate and develop jointly beneficial projects with colleagues in which plans and responsibilities are equitably
shared, reliably carried out and honestly evaluated all;
3.5 Openly share relevant insights, observations, and expertise with less experienced colleagues, offering guidance
and support when requested.
AFFIRMATION
“As a Christ-centered Paulinian, I am a Cutting-Edge, Resilient VISIONARY and INNOVATOR, demonstrating my
creativity and charism”
“As a Christ-centered Paulinian, I am an Engaging, Trustworthy TEAM BUILDER and MENTOR, fostering
community through active collaboration”
DAY 1
TOPIC : GENERAL OVERVIEW OF ART APPRECIATION (Meaning, Importance, Scope, &
Functions)
HOURS : 3.5 hours
LEARNING Upon taking the course, the students will lead to;
OUTCOMES
Page 1 of 16
St. Paul University Surigao
1. utilize arts in general, including their function, value, and historical significance;
and
2. design a concept map to utilize art for self-expression and for promoting
advocacies.
TEACHING- :
LEARNING
ACTIVITIES
1. Preliminaries:
Students will be given preliminary clarifications on assumptions about art. In the first column, students
will list down striking encounters with arts. On the second column, they will explain each encounter.
My encounters with Arts Why?
2. Socialize Classroom Discussion:

Interactive discussion on the meaning, importance, scope, and functions of humanities/art
appreciation using a Concept Mapping.
 Each group (6 members) will be provided with a manila paper and pentel pen to be used.
 The group is allowed to be as creative as they wish to be. They may use text (strictly one word only),
symbols, and other elements to convey the message in a concise manner.
Guide questions on the concept mapping:

1. What is art appreciation?
2. How important is art appreciation in one’s life?
3. What is the scope of art appreciation?
4. What are the functions of art appreciation?
 After the given time, manila paper will be posted on the wall and the chosen group leader will share
to the class their concept map.
 The teacher will process the output of all groups.
3. Generalization/Synthesis:
REFLECTION : Deepen humanities and the art that have always been part of man’s growth and
civilization which tried to express his innermost thoughts and feelings about reality
through creating art.
ASSESSMENTS :
1. What is the importance of beauty in human life? Cite at least 3 and discuss briefly.
ASSIGNMENTS :
1. Look up: The role of creativity in Art making, Art as a product of Imagination, Art as Expression (visual,
film, performance, poetry, architecture, dance, literary, theater, applied)
2. Bring popsicle sticks, glue or glue stick, cardboard, used newspaper, cutter
EXPANDED - Students are invited to join the group chat created for the class as an avenue for
OPPORTUNITY exchange of ideas related to the topic discussed of the day or advanced topics.
RESOURCES: 1. Caslib, B. N. et.al, Art Appreciation 1st ed. (2018), Rex Bookstore, Manila, Philippines
2. Sanchez, C. A et.al, Introduction to the Humanities 6th ed. (2012), Rex Bookstore,
Manila Philippines
Page 2 of 16
Paulinian Essential Elements (Reflective Journal)

Guide Questions:
What have I LEARNED this week that has helped me do all aspects of this better?
What have I DONE this week that has made me better at doing all aspects of this?
How can I IMPROVE at doing all aspects of this is?
MODULE 2
ART APPRECIATION: CREATIVITY, IMAGINATION, AND EXPRESSION
THE PAULINIAN ESSENTIAL ELEMENTS
Engaging, Trustworthy TEAM BUILDERS & MENTORS, who

3.1 Initiate and develop jointly beneficial projects with colleagues in which plans and responsibilities are equitably
shared, reliably carried out and honestly evaluated all;
3.5 Openly share relevant insights, observations, and expertise with less experienced colleagues, offering guidance
and support when requested.
4.4 Look beyond conventional approaches to challenges in their field and identify creative ways these could be
addressed
Dedicated, Transformative SUPPORTERS & STEWARDS of ALL CREATION, who:
5.2 Devise programs and strategies that shift the momentum of society towards consciously preserving and
improving the viability of our planet’s eco-and social support systems;
5.4 Mobilize others in advocating and implementing public policies and programs that foster peace, justice, solidarity
and respect for life and cultures;
AFFIRMATION
community through active collaboration.
creativity and charism.”
“As a Christ-centered Paulinian, I am a Dedicated, Transformative SUPPORTER and STEWARD of ALL CREATION,
impelled by compassion and charity for all.”
DAY 2
TOPIC : THE ROLE OF CREATIVITY IN ART MAKING AND ART AS EXPRESSION
HOURS : 3.5 hours
LEARNING Upon taking the course, the students will lead to;
OUTCOMES 1. put to use the elements and principles of design;
2. discover and deepen their identity through art with respect to their nationality
and culture;
3. create their own works of art and curate their own production or exhibit.
TEACHING- :
LEARNING
ACTIVITIES
1. Recap of day 1 discussion.
2. Socialized classroom discussion. The teacher will show different art expressions which aims to
characterize artistic expression based on personal experiences with the art, categorize works of art
by citing personal experiences, and express work of art through a collaborative performance.
 Visual Arts
 paintings
 drawings
 letterings
 printing
 sculpture
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 architecture
 film
 Performing Arts
 poetry performance
 music
 dance
 theater
 Literary Art
 poetry
 novel
 essay
3. By triad, students will come-up a visual art through a miniature design using pop sickle sticks.
4. Generalization/ Synthesis:
-
REFLECTION : Strengthened collaboration and appreciation of one’s work
ASSESSMENTS :
Miniature design using pop sickle sticks.

Criteria:
Aesthetic Design – 20 pts.
Accuracy – 20 pts.
Neatness – 20 pts.
ASSIGNMENTS :
1. To bring short bond paper.
EXPANDED - Students are encouraged to ask questions and clarification in the group chat.
OPPORTUNITY - Students are also encouraged to share their learnings and advanced research
about the topic discussed of the day or for the next day.
Manila, Philippines
3. Different samples of arts (PPT)

Guide Questions:
How can I IMPROVE can at doing all aspects of this is?
DAY 3
TOPIC : THE ROLE OF CREATIVITY IN ART MAKING AND ART AS EXPRESSION (FILM)
HOURS : 3.5 hours
LEARNING Upon taking the course, the students will lead to:
OUTCOMES
1. relate real life situation based on the theme of the film;
2. infer why such societal problems exists;
3. make a proposal/activities on how to solve societal problems.
TEACHING- :
LEARNING
ACTIVITIES
Page 4 of 16
1. Gallery walk: Presentation of the miniature design done on DAY 2, each miniature will be displayed in
the classroom and bond paper will be attached each miniature for the classmates to write down their
appreciations and suggestions.
2. After the presentation of the miniature, another expression of art will be enjoyed by the students. A film
showing (ANAK) this aims to appreciate the work of film, analyze the story, and present
proposals/solutions on the problems portrayed in the film.
 While the students are watching the film, they will take note the following;
 Characters and characterization
 Setting
 Theme (application to present conditions/problems in the country)
 What are the societal problems portrayed in the film?
 What proposals in order to address the societal problems portrayed in the film?
- Art is a product of a man’s creativity, imagination, and expression. An artwork
may be inspired by nature or other works of art, but an artist invents his own
forms and patterns due to what he perceives as beautiful and incorporates them
in creating his masterpiece.
REFLECTION : Students may realize how real life experiences may put in art.
ASSESSMENTS :
1. Proposed activities to solve societal problems.
ASSIGNMENTS :
1. Each group will be assigned to bring a video clip on social and folk dances
Manila, Philippines

Guide Questions:
DAY 4 and 5
TOPIC : THE ROLE OF CREATIVITY IN ART MAKING AND ART AS EXPRESSION (DANCE)
HOURS : 7 hours
LEARNING : Upon taking the course, the students will lead to;
OUTCOMES 1. develop their identity with respect to their nationality, culture, and region through folk
dancing;
2. choreograph folk dance and perform in the class.
TEACHING- :
LEARNING
ACTIVITIES
1. Recap on previous day lesson/activity.
2. The students will share the video clip they downloaded and an interactive discussion will be done by
Page 5 of 16
asking if the dances are still observed nowadays.
 Students will identify the benefits they may get from dancing and elements of dancing.
3. To appreciate Filipino folk dances, students (group) will choreograph a folk dance;
 Itik-itik
 Tinikling
 Sayaw sa Banga
 Maglalatik
 Pandango sa Ilaw
 Surigao Bonok-bonok festival dance
- Art is a product of a man’s creativity, imagination, and expression. An artwork
may be inspired by nature or other works of art, but an artist invents his own
forms and patterns due to what he perceives as beautiful and incorporates them
in creating his masterpiece.
REFLECTION : Execute Filipino culture through folk dancing
ASSESSMENTS :
1. Dance performance will be assessed based on the given criteria.

Criteria:
Choreography – 20 pts.
Precision – 20 pts.
Mastery – 20 pts.
ASSIGNMENTS :
1. Look up: Functions and Philosophical Perspectives on Art
Manila, Philippines

Guide Questions:
MODULE 3
FUNCTIONS AND PHILOSPHICAL PERSPECTIVE ON ART

a. Develop ideas for innovations in their field, testing meticulously their feasibility and ability;
b. Look beyond conventional approaches to challenges in their field and identify creative ways these
could be addressed;
Engaging, Trustworthy TEAM BUILDERS & MENTORS, who:
3.1 Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their word
and offering clear, constructive responses in return;
3.5 Openly share relevant insights, observations, and expertise with less experienced colleagues, offering
guidance and support when requested
AFFIRMATION
Page 6 of 16
DAY 6
TOPIC : FUNCTIONS AND PHILOSOPHICAL PERSPECTIVES ON ART
HOURS : 7 hours
OUTCOMES 1. evaluate and explain different theories of art used in an art exhibit;
2. develop an appreciation of the local arts;
3. create their own work of art.
TEACHING- :
LEARNING
ACTIVITIES
1. Prepare and have approved a risk analysis for the visit in the local museum.
2. Visit a local museum (Surigao City), which aims to distinguish between directly functional and indirectly
functional art, explain and discuss the basic philosophical perspectives on the art, realize the function of
some art forms in daily life.
3. While in the museum the students will do the following;
Using the table, list down as many artworks that you have witnessed. On the second column, identify
what it is for.
Art What is it for?
4. Socialize classroom discussion on Philosophical Perspective on Art, of the arts listed during the local
museum visit, if it is;
 Art as Imitation
 Art as a Representation
 Art as a Disinterested Judgment
 Art as a Communication of Emotion
- Art has remained relevant in our daily lives because most of it has played some
form of function for man. The different functions of art may be classified as
personal, social, or physical.
REFLECTION : Manifest local-cultural art appreciation.
ASSESSMENTS :
Quiz
 What art form/artwork has changed something in your life? Why?
 Does art always have a function? Why? Support your response by providing examples.
 If an artwork ceased to have a function, will it remain an art? Why?
ASSIGNMENTS :
1. Look around your house and identify a product of art. In a short bond paper, paste a picture of that
product of art in your household. Trace the beginnings of this item and identify what functions it has
played in history (e.g., a painting of the Last Supper in your dining room or a spoon.
2. Bring the following art materials: ¼ size cardboard, colors (crayon/pastel/water color), pencil, eraser,
cover cellophane
Page 7 of 16
Manila, Philippines

Guide Questions:
MODULE 4
SUBJECT AND CONTENT
Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

2.3 Develop ideas for innovations in their field, testing meticulously their feasibility and utility;
2.5 Explain significant setbacks they have experienced in life and the inner resources and ‘out of the box’ actions
taken to address and overcome them.
3.2 Clarify at the outset the substance and intent of all agreements and commitments made, making every effort
to fulfill them and supporting others to do the same;
5.4 Mobilize others in advocating and implementing public policies and programs that foster peace, justice,
solidarity and respect for life and cultures;
Reliable, Productive EXPERTS & IMPLEMENTERS, who:
5.4 Accomplish projects and related work that meet or exceed quality standards within agreed-upon timeliness
and resource limits;
AFFIRMATION
“As a Christ-centered Paulinian, I am a Dedicated, Transformative SUPPORTER and STEWARD of ALL creation,
impelled by compassion and charity for all”
“As a Christ-centered Paulinian, I am a Reliable, Productive EXPERT and IMPLEMENTER, competently pursuing my
mission in life”
DAY 7 & 8
TOPIC : METHODS OF PRESENTING ART
HOURS : 7 hours
OUTCOMES 1. outline the difference of directly and indirectly functional art;
2. explain the basic philosophical perspective on the art;
3. apply the concepts and theories of art through portfolio making.
TEACHING- :
LEARNING
ACTIVITIES
1. Socialize Classroom Discussion on the different methods used by artists in presenting the art subjects.
Samples of work of art in different method will be presented.
 Realism
 Abstraction
 Symbolism
 Fauvism
 Dadaism
 Futurism
 Surrealism
2. Socialize Classroom Discussion on the Principles of Design

 Unity and harmony
Page 8 of 16
 Rhythm, variation
 Balance and proportion
 Emphasis and subordination (focal point)
3. Cooperative Learning (triad)

Applying the knowledge in presenting art and the principles of design, poster will be made. Theme will be
centered on the following; peace, family, love, effects of drugs, environment, etc.
- In deciphering the subject and content of art, it is hoped that an individual’s
sensitivity and perceptiveness to art will be developed. Knowing more about the
context of its creation – from the artist’s inspiration, reference or source, will
prove useful in understanding the meaning of artwork. However, one must forget
that each viewer is armed with his or her experience, background and education.
REFLECTION : Exhibit one’s potential through portfolio making.
ASSESSMENTS :
1. Portfolio making applying method of art and principles of design

Criteria:
Subject matter (idea, theme) – 20 pts.
ASSIGNMENTS :
1. Look up: Artists and Artisans
Manila, Philippines

Guide Questions:
MODULE 5
ARTISTS AND ARTISAN

Page 9 of 16
a. Accomplish projects and related work that meet or exceed quality standards within agreed-upon
timeliness and resource limits;
AFFIRMATION
mission in life”
DAY 9 & 10
TOPIC : THE ARTISTS AND THEIR ART, ARTISAN AND GUILDS
HOURS : 7 hours
OUTCOMES
TEACHING- :
LEARNING
ACTIVITIES
1. Using printed and electronic sources in the library LET US TRAVEL THE WORLD ACTIVITY.
Cooperative learning (Group of 3 members).
2. Identify and select one artist. He or she may be Filipino or foreign; and may be identified with any art
form: architecture, sculpture, painting, music, literature, film, dance, performance/theater, and living
traditions.
3. Present in class using the Pecha Kucha format. This presentation format was devised by Astrid Klein and
Mark Dytham, where you show 20 images to make a presentation. This images advance automatically
(20 seconds are allotted for each image) and you talk along to the images.
- The evolution of the artist throughout history is one of the most interesting
progressions in the affairs of man. From the banalities of the works he created to
assist and inform the every day, he was caught in the midst of prevailing and
shifting ideologies, and utilized the power of the creativity and imagination in
attempt to grapple with the world around him.
REFLECTION : Imbibe the historical emergence of the artists.
ASSESSMENTS :
1. Portfolio of different artists and their contribution, citation/award

Criteria:
Content – 30 pts.
Creativity – 10 pts.
Timeliness – 10 pts.
ASSIGNMENTS :
1. Pre-assigned topics given to the students for them to prepare samples of the elements and
principles of art.
2. Remind students to bring ¼ size cardboard, colors, pencil, ruler, eraser, cover cellophane
Manila, Philippines
Page 10 of 16
MODULE 6
ELEMENTS AND PRINCIPLES OF ART

b. Accomplish projects and related work that meet or exceed quality standards within agreed-upon
AFFIRMATION
mission in life”
DAY 11 & 12
TOPIC : ELEMENTS OF ART AND PRINCIPLES OF ART
HOURS : 7 hours
OUTCOMES 1. Differentiate representational and non-representational art ;
2. Identify the subject matter and content of specific examples of art;
3. Make a portfolio of the most recognizable works of art in Philippine art history.
TEACHING- :
LEARNING
ACTIVITIES
1. Preliminaries. Think-Pair-Share
Look at the painting below by artist David Bailly entitled “Selbstbildnismit Vanitassymbolen” (Self-Portrait
with Vanitas Symbols). List down everything you see within the four corners of the work. List as many
items as you can in 3 minutes. Use the space on the next page for your answer.
“Selbstbildnismit Vanitassymbolen” portrait will be provided
 With your seatmate, discuss and compare the items you listed.
 Based on your answers, write an assumption about what the painting means.
For the students to appreciate work of arts the following paintings will be presented to support its subject
and content.
 “Mona Lisa”
 “Number 1A”
 “Head of a Woman, Mougins”
 “Die Ebene von Auvers”
 “A Cockchafer, Beetle, Woodlice and Other Insects, with a Sprig of Auricula”
 “Discobolus”
 “Sistine Chapel”
 ‘hah Jahan Receiving Dara Shikoh”
 “El Tres de Mayo”
Page 11 of 16
 “Creation of Adam”
2. Socialized classroom discussion (TV SEGMENT REPORTING). Students will share to the class the
topic assigned to them;
 Elements of Art
 Line
 Shape and Form
 Space
 Color
 Texture
 Planes and Perspective
 One-point perspective
 Two-point perspective
 Elements of Art: Auditory
 Rhythm
 Dynamics
 Melody
 Harmony
 Timbre
 Texture
 Principles of Art
 Balance
 Scale and Proportion
 Emphasis and Contrast
 Unity and Variety
 Harmony
 Movement
 Rhythm
 Repetition and Pattern
 Combined or Hybrid Art
5. Cooperative Performance: By pair.
Create a poster for your favorite film.
 Using the elements and principles of art as guide, make a poster campaigning how to
combat illegal activities in the country
 The poster must clearly reflect the use of the elements and principles of art. It is not
required that all elements and principles be represented in the poster.
 Prepare to show the poster in the class.
- The elements and principles of art are essential to any artwork. Some of them
will be more obvious than others, becoming the anchors in which the viewer may
latch on to engage with the artwork. Familiarity of the elements and principles
has the potential to break barriers in which art becomes ineffable.
REFLECTION : Exhibit one’s potential through poster making
ASSESSMENTS :
Poster making
Criteria:
Subject matter (idea, theme) – 20 pts.
ASSIGNMENTS :
1. Look up: Western Art (Art in Early Civilization & art of Emerging Europe)
OPPORTUNITY - Students are also encouraged to share their learning and advanced research
Page 12 of 16
Manila, Philippines
MODULE 7
WESTERN ART

a. Accomplish projects and related work that meet or exceed quality standards within agreed-upon
AFFIRMATION
mission in life”
DAY 13 & 14
TOPIC : ART IN EARLY CIVILIZATION & ART OF EMERGING EUROPE
HOURS : 7 hours
OUTCOMES 1. Discuss how art was used by prehistoric people to depict everyday life;
2. Differentiate the techniques used during the three kingdoms of early
Egypt;
3. Compare and contrast the artworks produced during the different time
periods and art movements 9Western civilization) ;
4. Come-up a photo journal in order to differentiate the three art pieces
during the Egyptian civilization and Western civilization.
TEACHING- :
LEARNING
ACTIVITIES
1. Preliminaries: Students will fill-up the boxes below.

In the two boxes, draw two different images of something that you consider beautiful.
In what ways are your drawings similar? In what ways are they different?
2. Socialized classroom discussion of Art during;

 Ancient Greece
 Ancient Rome
 Middle Ages
 Renaissance
3. Cooperative Learning: By pair.

Page 13 of 16
 Pretend that you are a commissioned artist and you are asked to create an artwork (any form or
medium) that depicts love. Using the different periods and art movements in Western Europe,
describe (or draw) how you will execute and create the artwork based on the period you chose.
 Come-up a photo journal in order to differentiate the three art pieces during the Egyptian
civilization and Western civilization (to be submitted on the schedule date).
- When an artist creates something, there is a desire for him or her to elicit a
certain kind of response from his audience. There is this notion that art should
be perceived as something that would engage and enrich the experience of the
audience as the artist tries to piece together all the elements grounded on
design rules.
REFLECTION : Man being the focal point of most work is not new which highlighted the centrality of
man in any society.
ASSESSMENTS :
1. Compare and contrast Greek and Roman artworks.
2. Discuss how Mannerism art became an offshoot of works from the Renaissance.
3. Explain why Neoclassicism served as a response or reaction to the Baroque period.
ASSIGNMENTS :
Read in advance, modern and contemporary art
Manila, Philippines
MODULE 8
MODERN AND CONTEMPORARY ART

b. Accomplish projects and related work that meet or exceed quality standards within agreed-upon
AFFIRMATION
mission in life”
DAY 15 & 16
TOPIC : CONTEMPORARY ART & SOULMAKING, APPROPRIATION AND IMPROVISATION
HOURS : 7 hours
Page 14 of 16
OUTCOMES 1. Explain how improvisation distinctive;
2. Identify the issues and problems arises in appropriation of art
3. Discuss the interrelation of modern and contemporary art;
4. Make a visual aid on the significant historical events that informed and inspired
the different movements under contemporary art;
TEACHING- :
LEARNING
ACTIVITIES
1. Preliminaries: Students will do the given task.

Pop art as a movement drew inspiration, sources, and even materials from commercial culture,
making it one of the most identifiable and relatable movements in art history.
Based on what you know about pop art, select one item from your bag that you think will be a
good inspiration, take off point, and even the material itself, for an artwork. Describe how you will
make use of this item and what your concept is behind the work. Explain the selection in the
class.
2. Socialized classroom discussion on Modern and Cotemporary Art

 Social context between modern and contemporary art
 Neo-pop Art
 Photorealism
 Conceptualism
 Performance Art
 Installation Art
 Earth Art
 Street Art
3. Cooperative learning: By pair ( Soulmaking, Appropriation, and Improvisation)
4Pics 1 Word
Look at the four pictures below and think of a word that you can associate with them. Write three sentences
explaining why you chose that word to describe them. Use the space provided for your answer.
Picture 1 Picture 2
Picture 3 Picture 4
4. Lecturette: Soulmaking, Appropriation, and Improvisation

5. Let’s Make This Happen:
 Research one (1) appropriation artist and highlight his or her artwork. Using that
artwork, answer this question: to what extent is art appropriation a form of forgery?
 Make a visual aid on the significant historical of the modern and contemporary art.
-
REFLECTION : Exhibit one’s potential through painting.
ASSESSMENTS :
1. Research on appropriation artist.
2. Visual aid on the significant historical of modern and contemporary art.
Page 15 of 16
ASSIGNMENTS :
Manila, Philippines
DAY 17
TOPIC : CULMINATION DAY
HOURS : 3.5
LEARNING : Upon completion the course, the students will lead to;
OUTCOMES 1. Demonstrate and appreciate arts in general, including their function, value, and
historical significance;
2. Situate Philippine Arts through a culmination activity by exhibiting classroom
outputs in order to utilize art for self-expression and for promoting local arts;
3. Manage to plan, execute, and evaluate activities for the culmination program.
TEACHING- :
LEARNING
ACTIVITIES
1. Pre-assigned students to do the following task in the culminating activity like;

 Booking of the venue, sound system, program and invitation, production in-charge,
decoration;
 Preparation of the activity plan duly approved by the concerned authorities;
 Crafting activity evaluation form.
2. Exhibit classroom outputs in the lobby.

3. Invite a resource person for a Lecture Forum on Local Arts
REFLECTION : Develop self-initiated learning experiences and projects through partnership and
collaboration.
ASSESSMENTS :
ASSIGNMENTS :
Review for the Final Examination
OPPORTUNITY - Students are also encouraged to share their leanings.
Manila, Philippines
Prepared by: Revised by: Reviewed by: Recommending Approval by: Approved by:
KRISTOPHER M. NGILANGIL, MA NA HAZEL B. MONTALBA, PhD SISTER NICOLE DE MARIE P. ANTONIO P. TALAMAYAN, PhD
Instructor Instructor Program Chair DABALUS, SPC VP for Academic Services
Dean, CECA
Page 16 of 16

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St.

Paul University Surigao

COLLEGE OF EDUCATION, CULTURE AND ARTS

OBE TEACHING LEARNING MODULE

THE PAULINIAN ESSENTIAL ELEMENTS

Cutting-Edge, Resilient VISIONARIES & INNOVATORS, who:

My encounters with Arts Why?

2. Socialize Classroom Discussion:

Guide questions on the concept mapping:

Paulinian Essential Elements (Reflective Journal)

THE PAULINIAN ESSENTIAL ELEMENTS

Engaging, Trustworthy TEAM BUILDERS & MENTORS, who

1. Recap of day 1 discussion.

Miniature design using pop sickle sticks.

Paulinian Essential Elements (Reflective Journal)

1. Proposed activities to solve societal problems.

Paulinian Essential Elements (Reflective Journal)

1. Recap on previous day lesson/activity.

asking if the dances are still observed nowadays.

1. Dance performance will be assessed based on the given criteria.

Paulinian Essential Elements (Reflective Journal)

Cutting-Edge, Resilient VISIONARIES & INNOVATORS, who:

Paulinian Essential Elements (Reflective Journal)

Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

2. Socialize Classroom Discussion on the Principles of Design

3. Cooperative Learning (triad)

1. Portfolio making applying method of art and principles of design

1. Look up: Artists and Artisans

Paulinian Essential Elements (Reflective Journal)

Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

1. Portfolio of different artists and their contribution, citation/award

Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

“Selbstbildnismit Vanitassymbolen” portrait will be provided

Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

1. Preliminaries: Students will fill-up the boxes below.

2. Socialized classroom discussion of Art during;

3. Cooperative Learning: By pair.

Read in advance, modern and contemporary art

Cutting-Edge, resilient VISIONARIES & INNOVATORS, who:

1. Preliminaries: Students will do the given task.

2. Socialized classroom discussion on Modern and Cotemporary Art

3. Cooperative learning: By pair ( Soulmaking, Appropriation, and Improvisation)

4. Lecturette: Soulmaking, Appropriation, and Improvisation

1. Pre-assigned students to do the following task in the culminating activity like;

2. Exhibit classroom outputs in the lobby.

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