Notre Dame of Siena College General Santos City

Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: The Principles Behind Asian Art Subject Area: MAPEH 8
Big Idea:
ART: The Thread that Binds Asian Culture
Year Level: GRADE 8
Time Allocation: four sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the principles that shaped Asian Art.
Performance Standards:
The learner creates an artwork based on these principles.

Essential Questions: Enduring Understanding:

 What are the Principles that formed
Asian art?
 How these principles are made evident
in Asian Art?
 Why are these principles essential in
the shaping of Asian art?
Topical Questions:
 What is a PRINCIPLE?
 Where can you normally meet the
word PRINCIPLE?
 How valuable having a PRINCIPLE in
our life?
Students will understand that…
- principles serves as guides.
- it is important to have principle in life
so that we will be guided to our goal
and to develop one’s personality
towards achievements in life.
- Asian art is primarily symbolic.
- Asian art is known for its symbolisms
and motifs.

Knowledge: Skills:

Students will know: Students will able to…

 symbolisms and motifs are significant
in Asian Art.
 paintings, pottery, and even clothing
reflect the use of principles of Asian
Art.
 explain the principles behind Asian art.
 validate these principles accordingly.
 show sample artworks based on these
principles.
 create an artwork based on any of
these principles.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 113

of the textbook based on rubrics next page/ on page 115 of the textbook.
 RUBRICS

Level of Performance
Criteria Very Good Fair Needs
Improvement
Good (6 pts.) (4 pts.) (2pts)
(10 pts.)
The Chinese symbols is neatly
cut and mounted.
The description and
explanation are brief and
concise.
The description of the symbol
is written artistically and
properly using lettering style.
The overall effect of the
symbol poster is attractive,
readable, and understandable
to viewers.
Total points:
Score
Rating
Highest Possible Score: 40 pts.
Very Good:32-40pts.=85; Good:24-31pts.=85;
Average: 16-23pts.=80; Needs Improvement:8-15pts.=75

Other Evidence of Assessment

- Oral recitation will be administered during discussion.
- There will be a quiz after the discussion.
- Student accomplishes Self-assessment on page 115 of the textbook.

Stage 3: Learning Plan

The Principle Behind Asian Art:

Explore. Unlock with the students the word PRINCIPLE and then ask them where they
normally meet the word PRINCIPLES.
Firm-up. Emphasize to them the value of having principles in life. Relate this premise to the
shaping of Asian Art.
Deepen. Discuss with them these principles as found on pp. 110-112 of the textbook. After
that induce them to show appreciation of these principles in Asian art.
Transfer. Refer them the key points in Remember to conclude the discussion and finally have
them to do Creating Art on pp. 113-114 based on rubrics, page 115 of the textbook.
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: Functions of Asian Art Subject Area: MAPEH 8
Big Idea:
ART: The Thread that Binds Asian Culture
Year Level: GRADE 8
Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the function of Asian art.
Performance Standards:
The learner create an artwork based on the functions of art; religious, aesthetic and practical.

Essential Questions: Enduring Understanding:

 What are the functions of Asian art? Students will understand that…
 How are those function shown in Asian
art? - for every move there is a
 Why does Asian art have those specific corresponding function.
functions? - Asian art have religious, practical, and
aesthetic functions.
Topical Questions: - Kitchenware and batik serve a practical
function.
 What are the things you use when - painting and woodblock printmaking
eating at home? are examples of aesthetic function of
 What are the things you use to art.
decorate your home?
 Differentiate the things you use and
the things you decorate.
 Is it possible to interchange the
functions of a certain thing to another?
Skills:
Knowledge:
Students will able to…
Students will know:
 determine the functions of Asian art.
 Asian art has religious, aesthetic and  show sample artworks on any of these
practical functions. functions in Asian art.
 Painting serves as aesthetic function  Judge accordingly these functions of
and temples a religious function. Asian art via Asian society.
 do Creating Art on page 112 of the
textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 122

of the textbook based on rubrics next page/ on page 123 of the textbook.
 RUBRICS

Criteria
Very Good Good Average Needs
Improvement
(10 pts.) (6 pts.) (4 pts.) (1 pt)
Craftsmanship
Creativity
Knowledge
Performance
Behavior
Shared materials with classmate
Total points TTOTAL:
Score
Rating
Highest Possible Score: 100 pts.Very Good:80-100.=95; Good:60-79.=85;Average: 30-59.=80;
Needs Improvement:20-29pts.=75

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 123 of the textbook.

Stage 3: Learning Plan

Functions Asian Art:

Explore. Inquire from the students the things they use when eating at home and things they
use to decorate their home. Then have the students to differentiate the things that they use to
decorate. Ask them if they can be interchanged.
Firm-up. Refer them to the functions of Asian art – religious, aesthetic and practical. Secondly,
discuss with them these functions of Asian art based on pp. 120-121 of the textbook.
Deepen. Direct them in the key point in Remember.
Transfer. Make them form the form an acronym of FUNCTION or ROLE. Then Induce them to
do Creating Art on page 122 based on rubrics on page 123 of the textbook. Finally, help the
learner to complete Self-assessment on page 123 of the textbook.
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: Folk Arts in Asia Subject Area: MAPEH 8
Big Idea:
ART: The Thread that Binds Asian Culture
Year Level: GRADE 8
Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the folk arts in Asia.
Performance Standards:
The learner creates an artwork inspired with Asian culture.

Essential Questions: Enduring Understanding:

 What are the features of Asian Folk Students will understand that…
arts?
 Where do folk arts emanate? Why? - Asia is replete and beaming with group
 What do Asian folk arts reveal about of artist.
Asian culture? - Asian art depicts community life.
- folk arts in Asia owe their origin and
Topical Questions: much of their content to the religious
festivities and celebrations.
 What have noticed with the pictures
presented?
 What are those things presented in the
picture?
 Who do you think possibly made them?
 How did folk arts came to be? Skills:

Knowledge: Students will able to…

Students will know:  identify the characteristic of folk arts in

 Asian folk arts embody the traditional
art style produce in the community.
 Folk arts in Asia owe their origin and
content to religious festivities and
celebrations.
Asia.
 recognizes Asian folk arts as such.
 show samples of Asian folk art pieces.
 Justify the significance of folk arts in
Asia to Asians themselves.
 do Creating Art on page 128 based on
page 125 of the textbook of the
textbook.
 accomplish Self-assessment on page
129 of the textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 128

of the textbook based on rubrics below /on page 129 of the textbook.
 RUBRICS

Criteria
Very Good Good Average Needs
Improvement
(10 pts.) (6 pts.) (4 pts.) (1 pt)
The motif is taken from
Asian art.
The clay pot is
decorative and not
functional.
The execution of the
design is neat.
Line is dominant in the
artwork.
The workplace is clean
after work.

Total points TTOTAL:

Score
Rating
Highest Possible Score: 50 pts. Very Good:40-50.=95; Good:30-39.=85;Average: 20-29.=80;
Needs Improvement:10-19pts.=75

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 123 of the textbook.

Stage 3: Learning Plan

Folk Arts in Asia:

Explore. Show the students picture of Asian folk arts and ask them what are they and who
could possibly made them.
Firm-up. The teacher will emphasize to students how folk arts came to be. Assess them the
value of folk arts and then direct them to do the handwork: graffiti of sample folk arts in Asia.
Deepen. The teacher will discuss the characteristics of folk arts in Asia based on pp. 124-127
of the textbook and refer them to the rubrics on page 129 of the textbook. Make them induce
to underscore Remember on page 127 of the textbook.
Transfer. Have them sing a folk song to wrap up discussion and help them with Creating Art
on page 128 based on rubrics on page 129 of the textbook.
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: The Nature of Chinese Painting Subject Area: MAPEH 8
Big Idea:
Art is the greatest glory of Asian life and
culture. Year Level: GRADE 8

Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the nature of Chinese painting.
Performance Standards:
The learner creates an artwork inspired with Chinese painting.

Essential Questions: Enduring Understanding:

 What is a painting? Students will understand that…

 What re the characteristic of Chinese
Painting? - art mirrors life.
 What inspired the Chinese to go into - Chinese paintings are inspired by
painting? natural forms such as flowers and
animals.
Topical Questions: - Chinese art is a form of expression, a
means of achieving harmony with
 What is the value of doing art as an oneself and the universe.
expression of one’s feelings and
emotions?
 How to develop one’s artistry as well as
the determination of doing art?

Knowledge: Skills:

Students will know: Students will able to…

 Chinese painting are inspired with  characterize Chinese painting.

nature.
 their paintings are done in silk scrolls.
 calligraphy is regarded as the highest
of all Chinese art forms.
 validate the motifs and symbols used in
Chinese Painting.
 do Chinese painting based on rubrics.
 accomplish Creating Art, page 146 of
the textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 146

of the textbook based on rubrics below /on page 146 of the textbook.
 RUBRICS
Criteria
Very Good Good Average Needs
(10 pts.) (6 pts.) (4 pts.) Improvement
(1 pt)
The painting reflects the characteristics of
Chinese Painting.
The composition shows balance and unity of
elements.
The subject matter is clear and painted
neatly
The background is not as strong as the main
subject matter.
The artwork has details of a stamp such as
artwork price and city of origin.
There is enough space for the price and city
of origin
Total points TTOTAL:
Score
Rating

Highest Possible Score: 70 pts. Very Good:56-70.=95; Good:42-55.=85;Average: 28-41.=80;

Needs Improvement:14-27pts..=75

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 146 of the textbook.

Stage 3: Learning Plan

The Nature of Chinese Paintings:

Explore. Show the pupils various paintings they will appreciate. Draw from them the
inspirations of such artwork.
Firm-up. Emphasize to student the value of doing Art as an expression of one’s feelings and
emotions.
Deepen. Discuss with them the nature of Chinese painting based on pp. 144-145 of textbook.
Teach with them how these paintings came about and let them realize the value of Artistry as
well as determination of doing art.
Transfer. Throw a review or recap question to student on the key points of the lesson and
introduce Remember as basis for the question and answer. Secondly, the teacher will inspire
the student to do the Creating Art on pp. 146-147 of the textbook based on rubrics. Finally the
teacher will help the students to accomplish Self-assessment on page 147 of the textbook.
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: The Splendor of Indian Architecture Subject Area: MAPEH 8
Big Idea:
Art is the greatest glory of Asian life and
Year Level: GRADE 8
culture.
Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the beauty of Indian architecture.
Performance Standards:
The learner creates an artwork that manifest the culture of Indian architecture.

Essential Questions: Enduring Understanding:

 What could have inspired Indian Students will understand that…

architecture?
 Where lays the beauty of Indian - beauty is in the eye of the beholder.
architecture? - Indian architecture may be pyramidal
 Why could these have produced such or curved. It can soar high with the use
structures? of stones and bricks
- Buddhism greatly influenced the
Topical Questions: architecture and sculpture of India.

 What comes in your mind when I say

“SPLENDOR?”
 What are the places or things that you
considered splendid and magnificent?
 What are the characteristics of Indian
architecture, its motif and inspiration?
 What is the value of creating artworks
and using time wisely?
 What architecture in India you like the
most? Why?
Skills:
Knowledge:
Students will able to…
Students will know:
 trace the inspiration of Indian
 Indian architecture is greatly influenced architecture.
by Buddhism.  describe Indian architecture.
 The Taj Mahal and Ajanta Cave are  show appreciation to the talent shown
some of the well-known structures of in the artwork.
India.  recreate Indian Architecture.
 do Creating Art on page 150 based on
rubrics, page 151 of the textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 150

of the textbook based on rubrics below /on page 150 of the textbook.
 RUBRICS

Level of Performance
Indicators Very Good Fair Needs
Good (6 pts.) (4pts.) Improvement
(10 pts.) ( 2 pts.)
1. Performance
2. Creativity
3. Craftsmanship
4. Behavior
5. Uniqueness of structures
6. Interesting Decoration
TOTAL:

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 150 of the textbook.

Stage 3: Learning Plan

The Splendor of Indian Architecture:

Explore. Unlock with the pupil the word “SPLENDOR.” Then recall with them the places or
things associated with the word SPLENDOR. Next, ask the student about the splendor of Indian
architecture.
Firm-up. Discuss with them the characteristics of Indian architecture. Let the student
characterize the motifs and inspirations of Indian architecture.
Deepen. Emphasize them the value of creating artworks and using time wisely.
Transfer. Inspire them to do the Creating Art based on rubrics, pp. 150-151 of the textbook.
Then conclude by asking them the three questions based on the discussion.
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: Iconic Sites in Asia Subject Area: MAPEH 8
Big Idea:
Art is the greatest glory of Asian life and
Year Level: GRADE 8
culture.
Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1

Content Standards:
The learner demonstrates understanding of the iconic sites in Asia.
Performance Standards:
The learner creates an artwork that reflects iconic sites in Asia.

Essential Questions: Enduring Understanding:

 What are the iconic sites in Asia?
 In what way are they considered
iconic?
 Why are there such sites in Asia?
Topical Questions:
 What do you mean by “ICONIC?”
 What makes something “ICONIC?” by
making example of the places/sites in
Asia.
 What iconic site in Asia do you like
most? Why?
Students will understand that…
- Art is everywhere.
- There are iconic sites of Asia because
of their beauty, splendor and value to
history.
- Asia has important architecture that
serves as temples, tombs, and
mountains.

Knowledge: Skills:

Students will know: Students will able to…

 iconic sites in Asia are known for their  define iconic.

beauty and value to history.
 temples, tombs and monuments are
important architecture in Asia.
 Identify the iconic sites in Asia.
 consider the factors that contributed to
their being iconic sites in Asia.
 recreate Asia’s iconic sites.
 do Creating Art on page 150 based on
rubrics on pages 154-155 of the
textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 155

of the textbook based on rubrics below /on page 155 of the textbook.
 RUBRICS

Level of Performance
Indicators Very Good Good Fair Score
(5 pts.) (3-4 pts.) (1-2
pts.)
1. The drawing is neat and
the Asian countries can easily
recognize.
2. The iconic sites is properly
drawn, cut, and pasted.
3. The location of each iconic
site is correctly identified.
4. Basic information about
each other of the iconic sites
is provided to aid tourist.
TOTAL:

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 155 of the textbook.

Stage 3: Learning Plan

Iconic Sites in Asia:

Explore. Unlock with the pupil the word “ICONIC.” Induce them to share when they considered
as iconic and ask the student about what something iconic like these sites/places in Asia.
Firm-up. Let them go to the board to write what these iconic sites/places are.
Deepen. Have them qualify why these are said to be iconic and discuss the different places
where iconic sites can be found.
Transfer. Recap with these key points based on Remember, page 149 of the textbook. The
teacher will conclude the lesson by forming an acronym “SITES.”
 Notre Dame of Siena College General Santos City
Teaching Plan in
Music, Arts, Physical Ed. and Health
Topic: Mixed Media in Asian Art Subject Area: MAPEH 8
Big Idea:
Appreciation of Art through Print and
Year Level: GRADE 8
Mixed Media Art in Asia
Time Allocation: two sessions Designer: Jasfer C. Olendo

STAGE 1 (not fnished please fininshed)

Content Standards:
The learner demonstrates understanding of the iconic sites in Asia.
Performance Standards:
The learner creates an artwork that reflects iconic sites in Asia.

Essential Questions: Enduring Understanding:

 What are the iconic sites in Asia? Students will understand that…
 In what way are they considered
iconic? - Art is everywhere.
 Why are there such sites in Asia?

Topical Questions:

 What do you mean by “ICONIC?”

 What makes something “ICONIC?” by
making example of the places/sites in
Asia.
 What iconic site in Asia do you like
most? Why?

Knowledge:

Students will know:

 iconic sites in Asia are known for their Skills:

beauty and value to history.
 temples, tombs and monuments are Students will able to…
important architecture in Asia.
 define iconic.
 Identify the iconic sites in Asia.
 consider the factors that contributed to
their being iconic sites in Asia.
 recreate Asia’s iconic sites.
 do Creating Art on page 150 based on
rubrics on pages 154-155 of the
textbook.

Stage 2: Assessment Evidence

Performance Task:

Students do creating art on page 155

of the textbook based on rubrics below /on page 155 of the textbook.
 RUBRICS (edit the rubrics please Jasfer, page 155)

Level of Performance
Indicators Very Good Good Fair Score
(5 pts.) (3-4 pts.) (1-2
pts.)
1. The drawing is neat and
the Asian countries can easily
recognize.
2. The iconic sites is properly
drawn, cut, and pasted.
3. The location of each iconic
site is correctly identified.
4. Basic information about
each other of the iconic sites
is provided to aid tourist.
TOTAL:

Other Evidence of Assessment

- The Teacher throw questions to serve as student’s oral recitation
- The student will have a quiz
- Students accomplish Self-assessment on page 155 of the textbook.

Stage 3: Learning Plan

Iconic Sites in Asia:

Explore. Unlock with the pupil the word “ICONIC.” Induce them to share when they considered
as iconic and ask the student about what something iconic like these sites/places in Asia.
Firm-up. Let them go to the board to write what these iconic sites/places are.
Deepen. Have them qualify why these are said to be iconic and discuss the different places
where iconic sites can be found.
Transfer. Recap with these key points based on Remember, page 149 of the textbook. The
teacher will conclude the lesson by forming an acronym “SITES.”