Q1_LE_Music and Arts 7_Lesson 4_Weeks 5-7.pdf

7 Quarter Quarter Quarter 11 Lesson Exemplar Lesson for Music and Arts 4 Lesson Exemplar for Music and Arts 7 Quarter 1: Lesson 4 (Weeks 5-7) SY 2024-2025 This material is intended exclusively for the use of teac...

7 Quarter Quarter Quarter 11 Lesson Exemplar Lesson for Music and Arts 4 Lesson Exemplar for Music and Arts 7 Quarter 1: Lesson 4 (Weeks 5-7) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024- 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Anavy l. Cellona Bombie A. Dalangin Validator: Rus Will E. Ledesma (West Visayas State University) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. MUSIC AND ARTS /QUARTER 1/ GRADE LEVEL 7 (WEEKS 5-7) I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the Philippines Standards and selected Southeast Asian countries, and their cultural influences, including the subjects, themes, concepts, mediums, processes, techniques, and/or practices. B. Performance The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected Standards representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the production of their creative works. C. Learning The learners produce creative works about contemporary and emerging popular performing and visual arts Competencies of the Philippines and selected Southeast Asian countries using relevant concepts, processes, techniques, and Objectives and/or practices; 1. Explain the artistic choices they made in their creative works, linking them to the techniques and concepts observed in the studied arts. 2. Apply relevant concepts, processes, and techniques to create original creative works inspired by these arts. 3. Produce creative works inspired by these arts using relevant techniques. 4. Participate actively in the culminating activity inspired by contemporary performing and visual arts. C. Content Theme: “Contemporary and Emerging Music and Arts of the Philippines and the Southeast Asia and their Cultural Influences” I. PERFORMING ARTS A. Music o Popular Music | Vocal Music & Instrumental Music Musical Behaviors: Active Listening; Describing; Interpreting; Performing; Improvising; Composing; Evaluating B. Theater Arts o Asian Theater Practices & Relevant Principles of Theater Arts C. Dance o Contemporary and Emerging Southeast Asian Dance Styles ▪ Application of the Movement and Meaning – Directions, Speed, and Weight of Movement (Laban) II. VISUAL ARTS A. Visual Art | Comics; Animation; Architecture; Weaving B. Film | Feature film, Short Film, Historical film, Biographical, Documentary, Animation Arts Processes: Perceiving; Describing; Performing; Producing; Creating D. Integration Global Citizenship and Cultural Heritage 1 II. LEARNING RESOURCES BenCab Museum. (n.d.). BenCab Museum. http://www.bencabmuseum.org/ Esplenad, T. (n.d.). The Eight Efforts: Laban Movement. https://www.theatrefolk.com/blog/the-eight-efforts-laban-movement/ MCCCHumanities. (June 21, 2023). Laban Movement Analysis. https://youtu.be/y6JdEyBjrQQ Moya, J. (October 29, 2021). The Strokes of Genius: 5 of National Artist Bencab's Most Famous Works. https://www.tatlerasia.com/lifestyle/arts/works-of-ben-cab III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. Short Review Activity 1 “SABEL” (5 minutes) To recall previous lessons, the teacher will show National Artist for Visual Arts BenCab’s (Benedicto Reyes Cabrera) iconic artwork “SABEL” and let the learners describe its characteristics and express their thoughts about the message of the artwork: Subject Theme Concept Medium Processes Techniques https://cdn.tatlerasia.com/tatlerasia/i/2021/10/29112041- 27308_cover_779x1300.jpg 2. Feedback (Optional) 2 B. Establishing 1. Lesson Purpose (the teacher may choose from Lesson Purpose Activity 2 “Behind the Scenes” (5 Minutes) the videos included in Weeks 1- The teacher will present an excerpt of a contemporary or emerging film or theatre 2) from a Southeast Asian country and ask the learners the following questions: 1. What is the film all about? 2. How does it relate to the country’s culture? 3. Who are the people who play a role in the various stages of this film's production? 2. Unlocking Content Vocabulary Activity 3 “ARRANGE ME” (10 minutes) Organize letters to create terms associated with the process of making a film. The provided definition gives hints for each term. EOICTRRD _________________ The person responsible for guiding and overseeing the creative aspects of a film's production, including directing actors, visuals, and overall storytelling. TCRSITIRWPRE_________________ The individual who writes the screenplay, which serves as the foundation for the film's story, dialogue, and structure. CATRO_________________ A performer who portrays characters in a film, bringing them to life through their acting skills and interpretations. CEMUTOS_________________ Clothing and accessories are worn by actors to represent their characters' identities and styles within the film. NACHELICT_________________ About the practical and technological aspects of filmmaking, including equipment, camera work, and production design. EKAUMP_________________ Cosmetics applied to actors to enhance appearances, create characters, or achieve specific visual effects. 3  GHHCRAOPEREOR_________________ A person who designs and coordinates the dance and movement sequences in a film, ensuring artistic and rhythmic coordination. DOUNS_________________ The auditory elements of a film, including dialogue, music, sound effects, and ambient noise. LREAHERSA_________________ Practice sessions where actors and crew prepare for filming, refining performances, and testing technical aspects. GIGLTNHI_________________ The strategic use of illumination to achieve desired visual effects and set the mood for scenes in a film. Activity 4: “Who Am I?” (10 Minutes) Materials: cutouts, Scotch tape The teacher hands out these paper cutouts to ten groups of students. While the teacher explains the duties, the class determines which person's position is being talked about. If the answer is right, the student with that role sticks the cutout on the board until the illustration below is achieved. Producer: Responsible for overseeing the entire film project. Secures financing, manages budgets, and ensures the project stays on schedule. May be involved in script development, casting, and hiring key personnel. Director: Shapes the creative vision of the film. Guides actors' performances and overall storytelling. Makes decisions about shot composition, camera angles, and scene pacing. Screenwriter: Develops the script, which serves as the foundation of the film. 4  Writes dialogue, characters, and narrative structure. Collaborates with the director and producers to refine the story. Production Designer: Responsible for the visual look and feel of the film. Design sets, props, and overall aesthetics to match the script and director's vision. Art Director: Works closely with the production designer. Manages the art department, ensuring sets and props align with the film's visual style. Costume Designer: Designs and selects costumes to define characters and the film's time and place. Collaborates with the director to establish character identities through clothing. Cinematographer (Director of Photography - DP): In charge of capturing the elements of visual films. Decide on camera angles, lighting, and shot composition. Works closely with the director to achieve the desired visual style. Editor: Assembles and edits footage to create the final film. Collaborates with the director to shape the story and pacing. Works with sound and visual effects teams to achieve the desired result. Actors: Bring characters to life through their performances. Interpret and portray characters based on the script and director's guidance. Collaborate with other actors to create believable interactions. Music Supervisor: Selects and licenses music for the film. Works with the director and editor to enhance the emotional impact of scenes through music. Collaborates with composers if original music is needed. 5  Activity 5 “Sort It Out!” (15 minutes) The learners must work in groups and decide on the stages they want to sort the terms into. After arranging appropriately, the teacher will provide a concise overview of each term. Pre-production: Casting: The process of selecting actors for the film's roles. Production Design: Creating the visual style and aesthetics of the film, including sets and props. Planning: The initial stage where the script is developed, and production logistics are arranged. Budgeting: Estimating and allocating funds for the entire film production. Scheduling: Determining the timeline and order of production activities. Actor Preparation: The actors' work in getting ready for their roles, including character development and script analysis. Production: Filming: The actual recording of scenes and footage. Directing: Overseeing the cast and crew, ensuring the creative vision is realized. Blocking: Planning and coordinating actors' movements within scenes. Lighting: Setting up and managing the illumination of scenes. Sound Recording: Capturing high-quality audio on set. Post-production: Editing: Assembling and arranging the recorded footage to create the final film. Sequencing: Deciding the order in which scenes are placed in the film. Adjusting Color and Sound: Enhancing and fine-tuning the visual and auditory aspects of the film. Visual Effects: Adding computer-generated or practical effects to scenes. 6  Sound Effects: Creating and incorporating various audio elements to enhance the soundtrack. Rehearsals: Practice sessions before filming, typically for actors to refine their performances. Finalization: Completing the finishing touches on the film before it's ready for distribution. Basic Elements of Theater Activity 6 “Match Maker” (10 minutes) Learners must match column A with column B. Draw a line to link the term to its meaning. The teacher may ask the following processing questions: 1. What are some key similarities and differences in the way actors perform in film versus theater? How does the audience experience these performances differently in each medium? 2. Consider the role of the audience in both film and theater. How does the presence of a live audience in theatre impact the performance and the actors' interactions? How does the absence of a live audience in the film affect the storytelling and the actors' performances? 3. How do films and theater productions reflect and sometimes challenge cultural norms, values, and societal perspectives? DAY 2 - 5 ACTIVITY 7 “The Laban Movement” (20 minutes) (Kindly refer to the link in the The teacher will briefly explain Laban Movement Analysis (LMA) as a framework for learning resources. The teacher understanding and describing movement. may search the Internet, or Four basic movement components: YouTube for other reference 1. Body 2. Effort videos) 3. Space 4. Shape For this activity, you'll focus on exploring the Effort component. 7 Laban's Eight Efforts is a classification of movement qualities that help describe and analyze how movement is performed. These efforts are based on combinations of four basic components. Each Effort is a distinct combination of these components, resulting in eight distinct movement qualities. Here's a brief explanation of each Effort: Float: This Effort combines Light Weight, Free Flow, and Sustained Time. Movements in this Effort are gentle, flowing, and continuous, often characterized by a sense of ease and grace. Punch: Punch involves Strong Weight, Bound Flow, and Sudden Time. Movements in this Effort are sharp, forceful, and energetic, with clear and direct initiation and abrupt stops. Glide: Glide combines Light Weight, Bound Flow, and Sustained Time. Movements in this Effort are smooth, controlled, and sustained, with a sense of steady continuity and fluidity. Dab: Dab involves Strong Weight, Free Flow, and Sudden Time. Movements in this Effort are quick, light, and spontaneous, often characterized by flicking or brushing actions. Wring: This Effort combines Strong Weight, Bound Flow, and Sustained Time. Movements in this Effort are twisting and wringing in nature, with a sense of compression and release, like wringing out a cloth. Slash: Slash involves Light Weight, Free Flow, and Sudden Time. Movements in this Effort are fast, expansive, and cutting in nature, often resembling slicing or striking actions. Press: Press combines Strong Weight, Bound Flow, and Sustained Time. Movements in this Effort are slow, gradual, and deliberate, involving a sense of pushing, pressing, or squeezing. (The teacher can ask the entire Flick: Flick involves Light Weight, Free Flow, and Sudden Time. Movements in this class to stand together. Call out Effort are light, quick, and flickering in nature, like a sudden release of energy. an Effort quality (e.g., Light, Indirect, Sustained, Free) and These Eight Efforts offer a way to analyze and understand the qualities and ask participants to collectively intentions behind different movements, providing a valuable tool for dancers, move in a way that embodies choreographers, actors, and anyone interested in movement expression. that quality. Encourage creative interpretations). 8 C. Developing and 1. Worked Example (Provide the rubrics for Deepening Activity 8 “Production Journey” guidance) Understanding The learners will decide which group they wish to be a part of to commence the preparation for their culminating event. Group 1 Group 2 Staging An Original Performance: An Exhibit of Visual Arts: The Southeast Asian Countries The Southeast Asian countries 1. Sourcing/Writing the Script Your group will choose one from A group of class members will be tasked with sourcing the following categories: (this can an existing or creating an original script. also be an individual output) 2. Casting the Actors 1. Film Based on the script that has been sourced or written, 2. Animation the character will be cast from among the class 3. Comics members. 4. Weaving 3. Forming the Production Team The remaining class members will be assigned the Each visual artwork will be accompanied by a card following roles that are typically required for school or describing the work as follows: class play. (Director, Technical/Assistant Director, Set Designer, Production Manager, Costume Designer, Makeup Designer and Choreographer. Production of Sets, Costumes, and Props Design of lighting and sounds, using different media, the start of acting rehearsals and blocking. Elements of Arts as Applied to an Original Invite the school Administration, other faculty Performance members, and your schoolmates to visit the exhibit. 1. Sound and Music Be prepared to explain the works and how these 2. Gesture, Movement, and Dance present the characteristics, techniques, and 3. Costume, Mask, Makeup, and accessories trends of media-based arts and design. 4. Spectacle Technical Rehearsal and Performance Plan a technical run-through at least seven days before the desired date of your play's performance. Each student is required to sketch out their planned task for each day as they approach the culmination of the activity. 9 DAY 6 2. Lesson Activity Activity 9 “Unveiling Our Journey” The students will present their final work during the culminating event. Each group's performance will be assessed using the subsequent set of evaluation criteria. Rubrics for Theatrical Performance Criteria 4 (Excellent) 3 (Good) 2 (Fair) 1 (Needs Improvement) Acting and Demonstrates Shows strong acting Displays adequate Struggles with Characterization exceptional acting skills skills, portraying acting skills, though acting skills, with fully developed characters effectively some characters may resulting in characters that engage with depth and lack depth or emotional characters that lack and captivate the emotional authenticity. authenticity. depth, consistency, audience. Portrays Engages the Engagement with or emotional characters with audience with characters varies. authenticity, impacting depth, consistency, and convincing audience engagement. emotional characterizations. authenticity. Stage Presence Commands the stage Maintains good stage Displays limited stage Lack of confidence with confidence, strong presence with presence, occasional and strong stage body language, and confidence, appropriate uncertainty, and presence, leading to engaging expressions body language, and expressions that may minimal engagement that enhance the expressive facial not consistently with the audience. overall performance. expressions that will enhance the contribute to the performance. performance. Delivery of Lines Delivers lines with Delivers lines clearly Occasionally struggles Line delivery is often exceptional clarity, with suitable pacing with line delivery, unclear, rushed, or appropriate pacing, and and emphasis, resulting in unclear lacking in appropriate meaningful emphasis, effectively conveying the speech or inconsistent emphasis, hindering enhancing the dialogue and narrative. pacing that affects the understanding and dialogue and narrative flow. engagement. narrative. Emotional Elicits a strong Successfully conveys Displays some Struggles to convey Impact emotional response emotions that resonate emotional delivery, but emotions convincingly, from the audience with the audience, emotions may lack resulting in a limited through powerful enhancing the consistency or fail to emotional impact on (The rubrics will be provided delivery of emotions, contributing to the performance's emotional impact. strongly impact the audience. the audience. during the planning stage to overall depth of the serve as their roadmap toward performance. achieving excellence.) Collaboration Collaborates seamlessly Collaborates Interacts adequately Struggles to establish and Chemistry with fellow actors, well with other actors, with fellow actors, meaningful interactions 10  demonstrating excellent contributing to scene though chemistry and and chemistry with chemistry that dynamics and collaboration may be fellow actors, affecting enhances scene interactions through inconsistent. scene dynamics and dynamics and good chemistry. overall cohesion. interactions. Stage Utilization Utilizes the stage Makes effective use of Demonstrates some Lacks effective stage effectively, making the stage, using stage awareness, but utilization, resulting purposeful movements movements that movements and in movements that and using the space to enhance the visual and utilization of space may appear random or enhance the narrative aspects of the lack purpose or disconnected from performance's visual performance. coherence. the performance. and narrative aspects. Rubrics for Art Exhibit Criteria 4 (Excellent) 3 (Good) 2 (Fair) 1 (Needs Improvement) Artistic Demonstrates Displays good artistic Shows some level of Lacks noticeable Creativity exceptional creativity, creativity and originality, creativity in the creativity and fails to originality, and presenting artworks that artworks, though bring new or intriguing innovation in the showcase fresh originality and ideas to the artworks, artworks presented. perspectives and innovation may be resulting in limited Offers unique creative ideas. Captures limited. Engages the audience engagement. perspectives and the audience's interest audience to a certain concepts that engage effectively. extent. and intrigue the audience. Technical Skill Exhibits exceptional Demonstrates good Displays moderate Demonstrates limited technical skill and technical proficiency technical ability, but technical skill, resulting mastery of chosen and a solid grasp of some artworks may lack in artworks that lack mediums. Artworks chosen mediums. precision or attention to finesse, precision, or display precise Artworks show skillful detail. Execution is effective execution of execution, attention to execution and attention uneven across the chosen mediums. detail, and a high level to detail. exhibit. of craftsmanship. Artistic Conveys emotions, Successfully conveys Expresses emotions or Struggles to effectively Expression ideas, or themes emotions or ideas ideas to some extent, convey emotions or effectively through the through the artworks, but the connection with ideas, resulting in artworks. Artworks eliciting emotional the audience may be artworks that fail to evoke strong emotional responses and effectively uneven or lack depth. resonate or responses and effectively communicating communicate with the communicate their messages. audience. intended messages. Visual Impact Creates a powerful Generates a strong Presents visual impact Fails to create a visual impact through visual impact through to a certain degree, but significant visual composition, color, and thoughtful composition, composition and color impact, with artwork visual elements. color use, and visual choices may lack lacking coherence in Artworks command elements. Artworks consistency or fail to composition, color, attention and engage the capture the viewer's engage the viewer from a or visual elements. viewer from a distance. attention effectively. distance. 11  Artistic Demonstrates a cohesive Shows a good degree of Presents some level of Lacks cohesive elements Cohesion theme, style, or artistic cohesion, with thematic or stylistic that tie the artworks narrative across the artworks that share a cohesion, but artworks together thematically or exhibit. Artworks flow common theme, style, or may vary in their stylistically, resulting in well together and narrative. They alignment with the a disjointed exhibit contribute to a unified contribute to a coherent exhibit's overall theme experience. experience. overall experience. or narrative. Processing questions after the culminating: 1. What were the most significant takeaways from this culminating activity? 2. How did collaborating with others enhance your experience during the culminating activity? 3. What aspects of your own contribution do you feel particularly proud of? 4. Looking ahead, how can you apply the insights gained from this culminating activity in the future? D. Making The teacher will present the following question: Generalizations How can the concepts and skills you have acquired during this activity be applied in different contexts or situations? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Compose a reflective essay bearing the following title: Provide these rubrics to the Learning learners for guidance Activity 10 “My Culmination Odyssey” "Discovering through Culmination: How My Learning Journey Evolved" Rubrics for Short Essay Criteria 4 (Excellent) 3 (Good) 2 (Fair) 1 (Needs Improvement) Introduction The introduction is The introduction The introduction The introduction engaging, and clearly introduces the topic states the topic and lacks clarity in introduces the topic, and includes a includes a thesis stating the topic and presents a well- sufficiently clear statement, but it and may not structured thesis thesis statement might lack clarity or include a clear statement that previewing the a clear preview of the thesis statement. previews the essay's main points. main points. main points. 12  Support Strong and ample Appropriate and The evidence Insufficient, evidence is used to sufficient evidence is provides some misinterpreted, effectively support used to support the support, but some or limited evidence is the author's main author's main points. ideas might lack used to support the points. clarity or strong main points. support. Improvement needed. Quality of The author The writer displays a The writer shows The writer's Content demonstrates good grasp of the understanding, but understanding of the exceptional topic and adequately some ideas are topic is unclear, understanding of develops main ideas. underdeveloped. leading to an the topic, fully unfocused developing the main discussion. ideas. Conclusion The essay includes a The essay has a The conclusion The essay lacks a detailed conclusion detailed conclusion restates the main detailed conclusion that effectively restating the main points, but it might restating the main restates the main points. There's little lack clarity or a points, leaving the points and provides a doubt left in the complete resolution. reader questioning satisfying wrap-up. reader's mind. the viewpoint. The reader is convincingly swayed by the author's argument. Language/ The essay is skillfully The essay is clear The essay is mostly The essay lacks Grammar/ written with clear and reader-friendly, clear but contains clarity and contains Style and sophisticated with some several grammatical, numerous language. Grammar, grammatical, spelling, and/or grammatical, spelling, and spelling, and/or sentence-level errors. spelling, and/or sentence-level errors sentence-level errors. sentence-level errors. are minimal. B. Teacher’s Note observations on Remarks any of the following Effective Practices Problems Encountered areas: strategies explored materials used 13  learner engagement/ interaction others C. Teacher’s Reflection guide or prompt can be on: Reflection ▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did? ▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ ways forward What could I have done differently? What can I explore in the next lesson? 14