This section outlines the core learning goals for this lesson. It establishes the foundational standards and specific competencies students are expected to achieve, focusing on the critical analysis of artistic choices in contemporary Philippine art.
The learner demonstrates understanding of the relationship between techniques/performance practices and the promotion and preservation of contemporary arts.
The learner applies research skills to propose viable strategies for promoting and preserving contemporary Philippine art forms from the regions.
Justifies the use of materials and the application of techniques. (CAR11/12TPP-0c-e-13)
This is the conceptual heart of the lesson. The framework provides students with four distinct lenses through which to analyze and justify an artist's choices.
How does the material reflect the artist's location, heritage, or local identity?
This involves examining materials that are indigenous to a specific region (e.g., T'nalak fabric from Mindanao, volcanic ash from Pampanga). The justification lies in how the material itself tells a story about a place, its people, and their traditions, connecting the artwork to a tangible cultural identity.
What idea or message does the material itself carry within the artwork?
Artists choose materials for their symbolic value. For example, using discarded plastic might symbolize consumerism and pollution, while using soil could represent heritage and connection to the land. The justification focuses on the material's power to convey a message beyond its physical properties.
How is the material used in a new, unexpected, or unconventional way?
This criterion values experimentation. The justification comes from how the artist pushes the boundaries of a material's traditional use. This could involve developing a new technique (like painting with coffee grounds) or using a common object in a fine art context, challenging the viewer's perceptions.
Is the material chosen for its availability, cost-effectiveness, or sustainability?
This addresses the practical realities of art-making. Many Filipino artists show great ingenuity by using found objects, recycled materials, or readily available local resources. The justification here celebrates resourcefulness and the ability to create powerful art without relying on expensive, traditional media.
Explore the step-by-step methodology of the lesson. This timeline breaks down the class activities, showing the progression from introduction to final assessment.
Motivation and review using a "Material ID" game.
Teacher's Activity: Conduct routines (greetings, prayer, attendance). Present diverse images of PH contemporary art. Ask students to identify materials and their initial impact.
Learner's Activity: Respond to routines. Actively identify materials in the artworks. Share observations on material's communicative power.
Group work: "The Artist's Rationale."
Teacher's Activity: Divide class into four groups. Assign a specific artwork to each group. Instruct groups to formulate a preliminary justification.
Learner's Activity: Discuss the assigned artwork in groups. Collaboratively draft justification points on an activity sheet.
Facilitated group discussion: "Critique Huddle."
Teacher's Activity: Have groups post their points on the board. Facilitate a rapid-fire discussion with guiding questions.
Learner's Activity: Present preliminary findings. Engage in peer-to-peer critique and comparison.
Formal lecturette: "The Justification Formula."
Teacher's Activity: Present the four main criteria for justification. Model a strong justification using an example.
Learner's Activity: Take guided notes on the four criteria. Participate in discussion and offer examples.
Individual work: "Critique on the Spot" and essay writing.
Teacher's Activity: Present a final, unfamiliar artwork. Instruct students to write a short justification paragraph (Application). Instruct students to write a formal Justification Essay (Assessment).
Learner's Activity: Independently compose the justification paragraph. Independently write the formal Justification Essay.
CPAR Curriculum Guide, CPAR SLM Q1-M8, Artist Statements/Art Criticism articles.
Visual aids (images/videos of artworks), whiteboard/projector, markers, activity sheets, optional art materials (fabric swatches, found objects).
Research promotion and preservation strategies of the artist chosen for the assessment essay.
[Note: The original content had a breakdown image/chart not fully represented in the text summary, but the total time is stated as 120 min.]