Developing

an Activity
Plan
Lorgie-Ann A. Curayag
 Learning
Outcomes:
1.Explain the significance of each
component in facilitating student
learning.
2.Create a lesson plan based on the
DepEd curriculum.
3.Discuss the realities of
implementing a lesson plan in an
actual class.
 Components of an Activity Plan

A lesson plan is a detailed guide of how

the teacher will conduct the flow of his or
her lesson that provides structure for
teaching, learning, assessment, and even
classroom management. The term
ACTIVITY PLAN is commonly used since
art classes focus more on hands-on
activity than lecture or discussions.
Depending on the school, teacher, or program, an
activity plan can be as simple as a written outline or
a complex scripted instruction. The basic
components of an activity plan are the following:

Components of an Activity Plan for Visual

Art
This is a clear statement that
I. includes the learning goals of the
activity and what the teacher is
OBJECTIVES
trying to achieve. The
assessment will be based on the
objectives set by the teacher. See
K to 12 Curriculum Guide
Appendix.
 This statement includes how
students will demonstrate
Content understanding of concepts in
Standard the cognitive domain; the
elements of art and principles
of design. (Knowledge)
This statement includes how
Performance the students will demonstrate
Standard a skill by creating an artwork.
It describes the technical skills
required to produce the
artwork. (Skill)
 This statement includes the
Learning specific tasks and activities that
Competences the students are expected to
accomplish in class. The LC
code is indicated in the K to 12
Curriculum Guide (see next
image).
This includes key concepts,
theories, and principles that
II. CONTENT are taught and learned in
specific academic courses. It
may also indicate themes or
subject content areas
integrated in the art class.
 Learning Teacher's guide pages,
Resources learner's materials pages,
textbook pages, additional
learning resources

III. Preparing the

PREPARATION requirements needed by
the teacher before
conducting the class.
 This is a list of materials that will
be used. Indicate if there are
preparations needed before
bringing the works (e.g., Where to
put to avoid spillage).
Student Students bring the materials:
Materials • Individually
• By pair
• By group
If the school will provide, indicate
the distribution plan
• Per group (assign a team leader)
• Materials station (materials are
organized on a table)
• System for distributing and
 This describes the classroom setup.
Teachers with their own art rooms can
skip this part as the setup is fixed.
However, art teachers who use
homeroom classroom that other
Logistics teachers also use will need more
planning, especially for complex
activities, such as painting and
printmaking. Take note that some
activities are not suited for armchairs
which are commonly used in regular
classrooms.
• Workspace (armchair, long tables, on the
floor)
• Groupings for sharing materials
• Classroom layout (rows, U-shape, work
stations)
 This describes the Art management
system to be implemented in the classroom.
The teacher should decide and prepare
these before conducting the class:
• Safety precautions, preventive measures,
warnings, dangers, reminders in using
tools and materials (very important for
Class little kids);
Management • System to monitor materials (usage and
returning of tools);
• Time breakdown (preparation, activity
proper, discussion, cleanup);
• Placement of finished works or drying
area;
• Water supply (if there is no sink);
• Cleanup system;
• Roles (name manager, table captain,
water helper, materials monitor, work
collector, posting team, etc.); and
• Adaptations and modifications for children
 The detailed process of
IV. PROCEDURE teaching and learning in the
class.
Review: The teacher helps students
recall previous concepts, techniques, or
Pre-activity past experiences and insights. Works
from the previous activity can also be
showcased. This is important if the
current lesson requires prerequisite skills
learned from the previous lesson,
especially if it involves technical skills.
• Ask questions about previous lesson.
• Showcase previous artworks.
• Student demonstrating the technique
from previous lesson.
• Student realization and insights
 Engagement: The teacher engages
the students' senses by making them
curious about the activity through
asking questions, telling stories, or
showing the inspirational work for the
day.
• Doodles and fun games
• Songs and video clips
• Poems and storytelling
• Content area discussion (Math,
Science, History, etc.)
• Pose a problem (cliff-hanger
experiments, what if questions,
showing an interesting video clip,
presenting materials, etc.)
• Site exploration (Going outdoors, leaf-
picking, hide-and-seek games)
 Introduction: The teacher discusses the
prerequisite knowledge, skills, and
expectations before proceeding with the
lesson proper. Some students tend to get
excited during demonstrations, or proceed
with the activity without recognizing the
Lesson Proper proper usage and discipline needed before
creating art.
• Present the materials, usage, origins, and
purpose.
• Discuss safety precautions: What to do
and what not, consequences.
• Discuss expected behaviors (Act and
behave like an artist)
• Demonstrate how to clean up and discuss
standards for cleanliness. It is important
to specify the guidelines in cleaning up
before the start of the lesson.
• Observe the teacher and the processes
 Instruction
The teacher gives students the
opportunity to learn a new concept
Lesson Proper and skill via direct instruction or a
choice-based independent
exploration.
• Direct instruction through
teacher's live demonstration
• Modeling the process by a
student volunteer
• Observation of the art process
 Exploration
This is the initial phase of art creation.
Students are allowed to explore and
make mistakes. The teacher can
observe, roam around, and give
individualized feedback and
Guided Practice encouragement.
• Envision a plan by sketching on a
sheet of paper.
• Experiment with the materials.
• Make mistakes and learn from it.
• Explore possibilities.
• Find inspiration by narrating their own
stories to a friend or classmate.
• Choose a theme, color, concept, or
idea.
• Troubleshoot problems.
 Creation
This is the part where students will
apply what they have learned by
creating an artwork based on the
Independent learning competencies. Students
work independently as this will be
Practice
the basis for assessment.
• Apply the concept and skills
• Create the artwork
• Demonstrate authentic skill and
creativity
• Develop craft by using
techniques
• Engage and persist.
 Assignment
Follow up tasks or preparation for the
next activity.
• Provide a title or artist statement
Post-activity (short description of the artwork).
• Take home work for unfinished tasks
• Assignments
• Materials to prepare for next session
• Reminders for next class

Opportunity for students to express

V. ART themselves, reflect, discuss, and
APPRECIATION appreciate each other`s
work.
 Expression and Reflection
This is a crucial part of an art class that is often
skipped in the Philippine Art Education system
because it is not the priority. In teaching in the
early grades, it is important that students
demonstrate art appreciation by talking about
Self-Expression their artwork in class. This gives them a sense
of achievement and respect for other people's
work. Talking about their work teaches them
how to think like an artist, be open-minded,
and learn how to properly communicate one's
opinion. For little kids, it is more relevant for
them to talk about their own work than talking
about works of people who they do not
personally know with themes that they are not
familiar with. This is the part where students
realize the SIGNIFICANCE OF ART in their life.
• Express oneself through show-and-tell. It can
be done by a group so all students will have
 This is the part where young children will
understand
that art is not about having perfect and clean
lines, but about how they are able to
communicate their thoughts, feelings,
experiences, and wishes visually. This is done so
that once they reach upper elementary grades,
they will have more appreciation of the historical
masterpieces which they know are also the
artists' meaningful expression.
• Select some works and ask the students
questions about them while letting their peers
answer. Since students are young, some might
not be able to effectively draw what's on their
minds so it is important to ask them explicitly.
• Why did you choose these colors?
• What is this?
• Who is this?
• Where is this?
• What is your favorite part?
 Creation
This is the part where students will
apply what they have learned by
creating an artwork based on the
V. ART learning competencies. Students
work independently as this will be
APPRECIATION
the basis for assessment.
• Apply the concept and skills
• Create the artwork
• Demonstrate authentic skill and
creativity
• Develop craft by using
techniques
• Engage and persist.
 Showcase ALL works in the wall or in
Appreciation the school hallway to be appreciated
by all. This can be done per session
or per quarter. Make sure ALL
students have at least one work
displayed.
Synthesize the lesson by reviewing
Conclusion the concepts learned.
• What have you learned?
• Can you point to the primary
colors?
• Can you tell which is the
foreground, middle ground, and
background?
• Please describe how you are able
VI. ASSESSMENT This part describes the methods and
tools the teacher will use to
measure student learning.

• Documentation, portfolio building,

art exhibition
• Rubrics for evaluating student
performance and output
• Written tests to measure
knowledge and concepts.
Thank
You!