School Sergio P. Cerujales Jr.

National High School Grade Level VII

Teacher Edward A. Taruc Learning Area MAPEH
Time and Date Quarter Third

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding…

1. art elements and processes by synthesizing and applying prior
knowledge and skills
2. the salient features of the arts of Mindanao by showing the
relationship of the elements of art and processes among culturally
diverse communities in the country
3. the Philippines as having a rich artistic and cultural tradition
from precolonial to present times
B. Performance Standard The learner …
1. create artworks showing the characteristic elements of the arts
of Mindanao
2. exhibit completed artworks for appreciation and critiquing
C. Learning Show the relationship of Mindanao’s arts and crafts to Philippine
Competency/Objectives culture, traditions, and history, particularly with Islamic influences
(Write the LC Code for and indigenous (Lumad) practices
each) (A7PR-IIIh-4)
a. Show the relationship of Mindanao’s arts and crafts to
Philippine culture, traditions, and history, particularly with
Islamic influences and indigenous (Lumad) practices
b. Identify the Mindanao’s arts and crafts to Philippine
culture, traditions, and history, particularly with Islamic
influences and indigenous (Lumad) practices
c. Create a craft of Mindanao’s arts and crafts to Philippine
culture, traditions, and history, particularly with Islamic
influences and indigenous (Lumad) practices

II. CONTENT C. Arts and Crafts of Mindanao

A. Subject Matter
 Functional Art
 Balanghay and Vinta,
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Music and Arts
pages
2. Learner’s Materials Music and Arts pp. 235-236
pages
3. Textbooks pages

4. Additional Materials https://www.youtube.com/watch?v=Vo_-MnNhkcA

from learning https://www.youtube.com/watch?v=YpNXWkk-B7M
resource (LR portal) https://www.youtube.com/watch?v=cPByzQXtA-I
https://www.youtube.com/watch?v=TCDvJgwJqZY
https://en.wikipedia.org/wiki/Vinta
https://en.wikipedia.org/wiki/Balangay
https://www.youtube.com/watch?v=7ANqaXfuzgY

B. Other learning Videos, audios, pictures and maps

resources (youtube, google images)

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected

Response/s
A. Reviewing previous Have the students recall the different Answer: They travelled
lesson or presenting ways of transportation by sea? Let before using bangka and
the new lesson them compare before and present. dependent on the air
pressure while now, we
used machinery to make it
fast.

B. Establishing a purpose Let the students sing the song: Answer: the video is
for the lesson Balangay Balanghay that is a large
https://www.youtube.com/watch wooden boat used by the
?v=Vo-MnNhkcA pre-colonial Filipinos
https://www.youtube.com/watch
?v=YpNXWkk-B7M

After singing the song, process the

responses by discussing their
observations about the video

Discussion= integration of Araling

Panlipunan and Music
C. Presenting Activity: Paper Boat Making. (10
examples/instance of mins) 1 colored paper to be used in
the new lesson creating paper boat.

https://www.youtube.com/watch
?v=cPByzQXtA-I
How to Make a Paper Canoe - Paper
Boat Making Origami Tutorial for Kids

D. Discussing new Functional Art

concepts and
practicing new skills # Balanghay
1 -known as balangay or Butuan Boat,
is a large wooden boat used by the
pre-colonial Filipinos to traverse the
seas for trade or migration.
The balangay was the first wooden
watercraft excavated in Southeast
Asia and is evidence of early Filipino
craftsmanship and their seamanship
skills during pre-colonial times.
https://en.wikipedia.org/wiki/Balangay

Watch the video about Balangay

https://www.youtube.com/watch
?v=7ANqaXfuzgY
E. Discussing new Vinta
concepts and - This boat is traditionally made
practicing new skills # by the badjaos who live in the
2 Sulu Archipelago.
- Consists of several colors and
geometric shapes,
representing the colorful
culture and history of the
Muslim people.
https://www.youtube.com/watch
?v=NKFwknpuOSk

https://en.wikipedia.org/wiki/Vinta
 Watch the video about the modern
Vinta boat.

F. Developing mastery Enumerate the differences and Differences:

similarities of balanghay and vinta. Balanghay can carry up to
80 peoples while vinta
cant hold that number of
peoples and also
balanghay can travel for
longer distance while vinta
Balanghay Vinta cant
Similarities:
Both the Balangay and
Vinta were created in
Philippines showing the
culture and craftsmanship
of Filipinos. They were
also both made in the
past.
G. Finding practical Activity 2: Create a Vinta.
applications of By using ordinary materials, create a
concepts and skills in miniature vinta using your own color
daily living combination and pattern.
Music and Arts LM: page 236-237

H. Making generalizations Answer the following question. Answer:

and abstractions about 1. Where in the philippines 1. Butuan
the lesson found the parts of the 2. House
balangay? 3. Badjao
2. What is the purpose of 4. Means of living/
creating Balanghay? occupation
3. Who originally created the 5. Similarities
Vinta Boat? Both created in
4. What is the purpose of Philippines
creating Vinta? Differences:
5. What are the differences and Balanghay can carry more
similarities of Balanghay and 60 to 80 people while
Vinta? Vinta only 2-3 person.

I. Evaluate learning Enumerate the differences and Differences:

similarities of balanghay and vinta. Balanghay can carry up to
80 peoples while vinta
cant hold that number of
peoples and also
balanghay can travel for
longer distance while vinta
Balanghay Vinta cant
Similarities:
Both the Balangay and
Vinta were created in
Philippines showing the
culture and craftsmanship
of Filipinos. They were
also both made in the past.

J. Additional activities for Advance task for next meeting:

application or Group the students into 5 and let
remediation them prepare their output that relates
to their topic.
 Group 1 – Attire, Textile and
Tapestries
Group 2 – Crafts, accessories and
Body Ornaments
Group 3 – Architecture
Group 4 – Sculpture
Group 5 – Functional Art

V. REMARKS

VI. REFLECTIONS

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
strategies worked
well? Why did these
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?

Rubrics

The student’s output will be rated using the rubrics below.

EXCELLENT GOOD FAIR POOR

Category
(5 pts) (4pts) (3pts) (2pts)
Followed the
Following Followed most of Followed some Did not follow the
directions
directions the directions of the directions directions
correctly
Student’s output Student’s output Student’s output
Creativity and Student’s output
is very creative is fair and has is dull with lots of
workmanship is good and tidy
and tidy few errors errors
Functionality Artworks clearly Artworks clearly Artworks are There is no
and Relevance depict the support the creative but are visible creativity
to the Theme / character and regional detail somewhat out of and relevance to
Lesson the culture they and culture, and place, and only the theme
 are performing portray or somewhat
and interpreting, showcase the relative to the
making it easier exhibit properly. assigned region.
for the audience
to understand
and recognize