School: LLORENTE NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: EUGENIO C. DIALINO JR. Learning Area: MAPEH (Arts)

DAILY LESSON LOG Teaching Dates and
Week 1 Quarter: THIRD
In MAPEH-9 Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner…
A. Content 1. art elements and processes by synthesizing and applying prior knowledge and skills
Standards: 2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural
disasters/ occurrences, and other external phenomena
The learner…
1. perform/participate competently in a presentation of a creative impression (verbal/nonverbal) from the Neoclassic and
B. Performance
Romantic periods
Standards:
2. recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and
principles of art)
 analyzes art elements and principles in the  identifies representative  reflects on and derive the mood,
production of work following a specific art style artists from the idea, or message from selected
from the Neoclassic and Romantic periods Neoclassic and artworks (A9PLIIIh-1)
C. Learning
(A9ELIIIb-1) Romantic periods  explains the use or function of
Competencies
 identifies distinct characteristics of arts during the (A9ELIIIa-3) artworks by evaluating their
/ Objectives:
Neoclassic and Romantic periods (A9ELIIIa-2) utilization and combination of art
elements and principles (A9PLIIIh-
2)

II. CONTENT Lesson 1: The Art Production of Neoclassic and Romantic Lesson 2: Artists from Functions of Art
Periods Neoclassical and Romantic
Periods
V. LEARNING
RESOURCES
Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 A. References
1. Teacher’s
None None None None None
Guide Pages
2. Learner’s
Music & Arts LM Music & Arts LM
Materials Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages
pages pages
Pages
3. Textbook
Pages
4. Additional
Materials
from Learning CO_Q3_Arts 9_ Module 1
Resource (LR)
portal
B. Other
Learning
Resources
VI. PROCEDURES
A. Reviewing Gallery Walk! To recall the previous The teacher will select 5 Tell Us What You Ask them to recall
previous  The teacher will post lesson, let the students best paintings from the See! the previous lesson:
lesson or pictures of sample identify the distinct class and ask them to Direction: To recall
presenting the artworks from the Neo- features of the describe the features of what the students  What is/are
new lesson classicism and Neoclassic and their artwork. learned from motivated and
(ELICIT) Romanticism. Students Romantic arts through Module 1, ask them non-motivated
will be asked to roam the table below: (5 mins) to describe the function of art and
around the classroom N R picture below. give examples.
and observe the Values
artworks in terms of the Inspiration
elements and Tone
principles. Let the Subjects
students write their Techniques
observations on their Role of Art Question:
notes. Compositio How are lines,
(5 mins) n shape and color
Lines used?
Texture (5 mins)
B. Establishing a PICTURE GUESS! To draw or paint an WORD POOL MESSAGE IN A To Paint or sketch
Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 purpose for Direction: From the artwork incorporating Direction: Identify the PICTURE an illustration
the lesson sample artworks/pictures, characteristics of following artists if they Identify the kind of showing the
(ENGAGE) ask the students identify if Neoclassicism or belong to Neoclassical or art shown in the ideas/characteristic
it belongs to Romanticism with the Romantic period. picture (functional or s of Neoclassical or
Neoclassicism or theme “Addressing the 1. Jacques-Louis David (N) non-functional). Romantic painting.
Romanticism. challenges of the 2. Bertel Thorvaldsen (N)
COVID-19 pandemic”. 3. Eugene Delacroix ®
(the teacher can select 4. Francisco Goya ®
any artworks of the two 5. Theodore Rousseau ®
periods) 6. Robert Adam (N)
(you may refer also to LMs 7. Jean-Auguste
pages 219-245) Dominique Ingres (N)
(5 mins) 8. Henri Labrousete (N)
9. Jean-Baptiste-Camille
Corot ®
10.Francois Rude ®
(5 mins)

(10 mins)
C. Presenting Video-watching! The teacher will show News Casting! Process Questions: The teacher will ask
examples/ Direction: The teacher will example of paintings Direction: The teacher will 1. Which art the students to
instances of how short video clips of related to the theme. divide the class into 6 element helps think of their own
the new lesson artworks of Neoclassical groups. make the images subject/idea of their
(EXPLORE) and Romantic Period. Sample artwork: Each group will be given a realistic? Why? artwork to
After watching the short specific topic to report like 2. Which art paint/sketch.
video clips, ask students to in newscasting. principle was
answer the guide used to show
questions written below: accurate
1. What do you size/form of the
observe in their figures and
artwork? spatial divisions
2. Which artwork do of the painting or
you like it better? building?
Why?
3. What are the
visible Neoclassic
or Romantic
characteristics of
the artworks?

Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 (15 mins)
D. Discussing The teacher will lead a The teacher will group Each group will be asked to The teacher will The students will do
new concepts brief discussion about the class with 2-3 outline the topic for brief briefly discuss the the task given to
and practicing Neoclassicism and members only per reporting. classification of them.
new skills #1 Romanticism movement group. The teacher will provide the Artwork’s Function.
and its distinct features. music to use for
Each group will discuss accompaniment in (see ADM pages 5-
(see ADM pages 3-4) and decide on what reporting. 6)
(10 mins) period/era they will use Link:
as inspiration either https://www.youtube.com/ (10 mins)
Neoclassic or wa
Romantic. tch?v=5TErfsQ1tmQ&t=28s
(5 mins) (10 mins)
E. Developing Look at Me! Each group will draw or Reporting! THE ART Reflection
mastery Directions: Describe the paint an artwork Direction: Each group will PRINCIPLE OF Questions:
(leads to following images based on incorporating be asked to do the task BALANCE 1. What is the
formative the basic elements of arts characteristics of given. The teacher will give Direction: Identify subject of your
assessment) such as to lines, colors, Neoclassicism or feedback about the reports the kind of Balance artwork?
(EXPLAIN) shapes, and texture. Romanticism with the done after each used in each work. 2. Why did you
Based on your description, theme “Addressing the presentation. Choose the letter of choose this
briefly discuss if the art challenges of the the correct answer subject?
work is an example of COVID-19 pandemic”. They will be given points inside the box. 3. How did you
neoclassical or romantic according to the following Then, write 2-3 apply the
art. Write the details of Let each of them give a criteria: sentences to explain elements of art
your answer and title and a short 1. Content why balance helped as to lines, color
explanation for each description about their 2. Presentation in conveying the and texture?
image. artwork. 3. Performance message of the 4. What did you
A. SCULPTURE 4. Individual work in the blanks feel while doing
Participation provided. your artwork?
S-Symmetrical
(15 mins) A-Asymmetrical (10 mins)
R-Radial
B. PAINTING

(10 mins)
Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 (10 mins)
F. Making Process Questions: Reflection: Fill in the Box! Ask them:
generalization 1. Based on the 1. Does your artwork Directions: To know how  How are
s and previous activity, visibly convey the much you have learned elements and
abstractness what do you characteristics or from the discussion, fill in principles of arts
to the lesson observe in the idea of the box with their correct important to any
(ELABORATE) neoclassical and Neoclassicism or answers to complete the art form?
romantic artwork? Romanticism? table.  Write 3 words,
2. What makes 2. How does your terms, or
neoclassical and artwork illustrate the concepts that
romantic arts idea and the best describe the
unique from other message of such use of art
arts? issues you have elements and
(5 mins) decided to work on? principles in the
3. What did you feel works of:
while doing your
artwork? Neoclassical Art
(5 mins) Romantic Art

(10 mins)
G. Evaluating Direction: Analyze the Evaluation of Output Match Me! Explain the The teacher will
learning following features below if guided with the Directions: Match Column following: evaluate students
(EVALUATION) it describes Neoclassicism following criteria: A with Column B.  Motivated output based on the
or Romanticism. Column A Function of Art following criteria:
1. Nature is defined CRITERIA: 1. Theodore Gericault  Non-motivated  Quality of
as human nature  Quality of 2. Jacques Louis David Function of Art Artwork
(N) Artwork 3. Antonio Canova (5 mins)  Visual
2. Individual is more  Visual Impact 4. Eugene Delacroix Impact
important than  Neatness 5. Francisco Goya  Punctuality
society ®  Punctuality  Neatness
3. Spontaneity ® Column B
4. Linear style (N) (see the whole rubric A. An influential French (see the attached
5. Often has visible attached) painter created the rubric ADM page
brushstrokes ® famous Death of 16)
Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 6. Dramatic, carry Marat
viewer away ® B. The greatest French
7. Greek & Roman romantic painter of
history (N) all.
8. Calm, rational (N) C. A French master
9. Morally uplifting, and created the Raft
inspirational (N) of Medusa
10. Originality ® D. An old master that
(5 mins) created the Third of
May
E. A prolific sculptor
whose masterpiece
of Psyche
Awakened by
Cupid’s Kiss
(5 mins)
H. Additional Let the students bring the Copy the Masters Let the students
activities for following art materials: Directions: bring the following
application Materials: Choose 1 prominent materials:
and  ¼ white cartolina painting from the neoclassic  Oslo paper
remediation  Art and coloring or romantic period, and  Drawing
(EXTEND) materials make your own rendition of materials
 Drawing materials the work. You may use your  Painting
own materials and other materials
found objects to recreate
your chosen painting.
VII. REMARKS

VIII. REFLECTION

A. Number of learners
who earned 80% in the
evaluation: _________

B. Number of learners
who scored below 80%
who needs additional
activities for

Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
 remediation: _________

C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson: __________

D. Number of learners
who continue to
require remediation:
__________

E. Which of my teaching
strategy/ies worked
well? Why did this
work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

EUGENIO C. DIALINO JR. ____________________________

Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]
Master Teacher I Dept. Head

Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: [email protected]