Republic of the Philippines

Department of Education
REGION VI- WESTERN VISAYAS
SCHOOLS DIVISION OF BAGO CITY
RAMON TORRES MA-AO SUGAR CENRAL NATIONAL HIGH SCHOOL
DON JORGE L. ARANETA
Instructional Design Framework - Lesson Exemplar (LE)
MAPEH
No. of Teaching Week 5-7
Learning Area (Music, Arts, Physical Education, and
Day/s (6 days)
Health)
MAPEH
Music and Arts Grade Level Grade 7
Components
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Theme: “Contemporary and Emerging Music and Arts of the
Philippines and the Southeast Asia and their Cultural
Influences”
I. PERFORMING ARTS
A. Music
1. Popular Music
• Vocal Music
• Instrumental Music
Musical Behaviors: Active Listening; Describing; Interpreting;
Performing; Improvising; Composing; Evaluating
B. Theater Arts
1. Asian Theater Practices
2. Relevant Principles of Theater Arts
A. Content C. Dance
1. 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
1. Comics; Animation; Architecture; Weaving
B. Film
1. Feature film, Short Film, Historical film,
Biographical, Documentary, Animation

Arts Processes: Perceiving; Describing; Performing; Producing; Creating

The learners demonstrate understanding of the contemporary and
emerging popular Music and Arts of the Philippines and selected
B. Content
Southeast Asian countries, and their cultural influences, including the
Standards
subjects, themes, concepts, mediums, processes, techniques, and/or
practices.
The learners create works based on relevant concepts, processes,
C. Performance techniques, and/or practices used in selected representative
Standards contemporary and emerging works of the Philippines and selected
Southeast Asian countries in the production of their creative works.
The learners produce creative works about contemporary and emerging
D. Learning
popular performing and visual arts of the Philippines and selected
Competencies
Southeast Asian countries using relevant concepts, processes,
techniques, and/or practices;
By the conclusion of the lesson, the students ought to possess the
capability to:
1. Explain the artistic choices they made in their creative works,
E. Objectives 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.
II. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages NA

2. Learner’s
Materials NA
pages

3. Textbook
pages NA

4. Additional
Materials from
Learning NA
Resource (LR)
portal

B. Other Learning http://www.bencabmuseum.org/

Resources (e.g., https://www.tatlerasia.com/lifestyle/arts/works-of-ben-cab
Learning https://www.theatrefolk.com/blog/the-eight-efforts-laban-movement/
technologies / Laban Movement Analysis https://youtu.be/y6JdEyBjrQQ
sites / OERs
III. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-Lesson Proper
Activating Prior Day 1
Knowledge 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
Scan QR to their thoughts about the message of the artwork:
BenCab • Subject
Museum’s • Theme
“SABEL” • Concept
• Medium
• Processes
• Techniques

Lesson Purpose / Activity 2 “Behind the Scenes” (5 Minutes)

Intention (the teacher may choose from the videos included in Week 1-2)

The teacher will present an excerpt of a contemporary or emerging film

or theatre 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?
Lesson Language Activity 3 “ARRANGE ME” (10 minutes)
Practice/Unlocking
of Difficulties 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 worn by actors to
represent their characters' identities and styles within the film.
NACHELICT_________________ Pertaining to 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.
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.
During/Lesson Proper
Reading the Key Activity 4: “Who Am I?” (10 Minutes)
Idea/Stem
Materials: cutouts, Scotch tape
The teacher hands out these paper cutouts to a group of ten
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
Music
Supervis Director
or

Screenwri
Actors
ter
Roles in
the Film
Production Productio
Editor n
Designer

Cinemato Art
grapher Director
Costume
Designer
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.
● 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.
● Designs 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 visual elements of the film.
● Decides 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.
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 in the appropriate manner,
the teacher will provide a concise overview of each term.

Editing Rehearsals Budgeting

Casting Adjusting color Visual effects
Sequencing and sound Filming
Production Blockings Sound effects
Design Lighting Planning
Actor Preparation Sound Recording Scheduling
Finalization Directing

Stages of Film Production

Pre-
Production Post-production
production

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.
● 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.
A B
Audience The place, space, and time that the story
Story happens in. (Present, Past, Future, Rural,
Setting Urban, Indoors, Outdoor.)
Performers
Dialogue The visual elements of the production (sets,
Design props, lights, sound design, direction, and
costumes)

A narrative or account of events, real or

imaginary, that follows a sequence of actions
involving characters and situations. (Simple,
Complex, Funny, Tragic, Ironic ...
The words spoken by the performers which
can be scripted or improvised. (Excited,
Calm, Angry, Sad, Happy, Worried…)

The group of viewers or listeners of a work or

production.
The people, and creatures telling the story
Human, Animal, Real, Imaginary,
Protagonist, Antagonist…)

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 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)
The teacher will briefly explain Laban Movement Analysis (LMA)
as a framework for understanding and describing movement. (kindly refer
to the link in the learning resources. The teacher may search the Internet, Youtube for other
reference videos)

Four basic movement components:

1. Body 2. Effort 3. Space 4Shape
 For this activity, you'll focus on exploring the Effort component.

Effort qualities Elements

Space Direct Indirect
Weight Strong Light
Time Sudden Sustained
Flow Bound Free

(The teacher can ask the entire class to stand together. Call out an Effort
quality (e.g., Light, Indirect, Sustained, Free) and ask participants to
collectively move in a way that embodies that quality. Encourage creative
interpretations).

Laban's Eight Efforts are 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.

Flick: Flick involves Light Weight, Free Flow, and Sudden Time.
Movements in this Effort are light, quick, and flickering in nature, like a
sudden release of energy.

These Eight Efforts offer a way to analyze and understand the

qualities and intentions behind different movements, providing a
valuable tool for dancers, choreographers, actors, and anyone interested
in movement expression.
Developing Activity 8 “Production Journey”
Understanding of the The learners will decide which group they wish to be a part of to
Key Idea/Stem commence the preparation for their culminating event. (Provide the
rubrics for guidance)

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 the following categories: (this can
be tasked with sourcing an also be an individual output)
existing or creating an original 1. Film
script. 2. Animation
2. Casting the Actors 3. Comics
Based on the script that has 4. Weaving
been sourced or written, the
character will be cast from Each visual artwork will be
among the class members. accompanied by a card describing
3. Forming the Production Team the work as follows:
The remaining class members
will be assigned the following
Title: _____________________
roles that are typically Artist/s: __________________
required for school or class Subject/Concepts: ________
play. (Director, Concepts:
Technical/Assistant Director, _________________
Set Designer, Production Medium/Process: _________
Manager, Costume Designer, Techniques: ______________
Makeup Designer and Date of Creation: _________
Choreographer.
Production of Sets, Costume, Invite the school Administration,
and Props other faculty members, and your
schoolmates to visit the exhibit.
Design of lighting and sounds, Be prepared to explain the works
using different media, start of and how these present the
acting rehearsals and blocking. characteristics, techniques, and
trends of media-based arts and
Elements of Arts as Applied to design.
an Original Performance
1. Sound and Music
2. Gesture, Movement, and
Dance
3. Costume, Mask, Makeup, and
accessories
4. Spectacle
Technical Rehearsal and
Performance

Plan a technical run-through at

least seven days prior to the
desired date of your play's
performance.
 Contemporary Arts Production

Title
Genre
Director
Assistant Director
Production
Designer
Scriptwriter
Actors
Choreographer
Costume Designer
Cinematographer
Editor
Music Supervisor
Art Director

Each student is required to sketch out their planned task for each
day as they approach the culmination of the activity.

Target Progress Chart

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14

Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21

Deepening Day 6
Understanding of
Key Idea/Stem 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. (The rubrics will be provided during the
planning stage to serve as their roadmap towards achieving excellence.)

Rubrics for Theatrical Performance

1 (Needs
4
Criteria 3 (Good) 2 (Fair) Improvement
(Excellent)
)
Demonstrates
exceptional Shows strong Displays
acting skills acting skills, adequate
with fully portraying acting skills, Struggles with
developed characters though some acting skills,
characters that effectively with characters resulting in
engage and depth and may lack characters that lack
Acting and
captivate the emotional depth or depth, consistency,
Characterization
audience. authenticity. emotional or emotional
Portrays Engages the authenticity. authenticity,
characters with audience with Engagement impacting audience
depth, convincing with engagement.
consistency, and characterization characters
emotional s. varies.
authenticity.
 Displays
Commands the Maintains good
limited stage
stage with stage presence
presence,
confidence, with confidence, Lacks confidence
occasional
strong body appropriate and strong stage
uncertainty,
language, and body language, presence, leading to
Stage Presence and
engaging and expressive minimal
expressions
expressions that facial engagement with
that may not
enhance the expressions that the audience.
consistently
overall contribute to the
enhance the
performance. performance.
performance.
Occasionally
Delivers lines struggles
with exceptional Delivers lines with line
Line delivery is often
clarity, clearly with delivery,
unclear, rushed, or
appropriate suitable pacing resulting in
lacking in
pacing, and and emphasis, unclear
Delivery of Lines appropriate
meaningful effectively speech or
emphasis, hindering
emphasis, conveying the inconsistent
understanding and
enhancing the dialogue and pacing that
engagement.
dialogue and narrative. affects the
narrative. narrative
flow.
Elicits a strong
Displays
emotional
Successfully some
response from
conveys emotional Struggles to convey
the audience
emotions that delivery, but emotions
through
resonate with emotions convincingly,
Emotional powerful
the audience, may lack resulting in a
Impact delivery of
enhancing the consistency limited emotional
emotions,
performance's or fail to impact on the
contributing to
emotional strongly audience.
the overall depth
impact. impact the
of the
audience.
performance.
Interacts
Collaborates Struggles to
Collaborates adequately
seamlessly with establish
well with other with fellow
fellow actors, meaningful
actors, actors,
demonstrating interactions and
Collaboration contributing to though
excellent chemistry with
and Chemistry scene dynamics chemistry
chemistry that fellow actors,
and interactions and
enhances scene affecting scene
through good collaboration
dynamics and dynamics and
chemistry. may be
interactions. overall cohesion.
inconsistent.
Utilizes the Demonstrate
stage effectively, Makes effective s some stage
making use of the stage, awareness,
Lacks effective stage
purposeful using but
utilization, resulting
movements and movements that movements
in movements that
Stage Utilization using the space enhance the and
appear random or
to enhance the visual and utilization of
disconnected from
performance's narrative space may
the performance.
visual and aspects of the lack purpose
narrative performance. or
aspects. coherence.

Rubrics for Art Exhibit

4 1 (Needs
Criteria 3 (Good) 2 (Fair)
(Excellent) Improvement)
Shows some
Demonstrates
Displays good level of
exceptional
artistic creativity creativity in
creativity,
and originality, the artworks, Lacks noticeable
originality, and
presenting though creativity and fails to
innovation in the
artworks that originality bring new or
artworks
Artistic showcase fresh and intriguing ideas to
presented. Offers
Creativity perspectives and innovation the artworks,
unique
creative ideas. may be resulting in limited
perspectives and
Captures the limited. audience
concepts that
audience's Engages the engagement.
engage and
interest audience to a
intrigue the
effectively. certain
audience.
extent.
Exhibits Demonstrates Displays Demonstrates
exceptional good technical moderate limited technical
Technical Skill technical skill proficiency and a technical skill, resulting in
and mastery of solid grasp of ability, but artworks that lack
chosen chosen some finesse, precision, or
 mediums. mediums. artworks effective execution of
Artworks display Artworks show may lack chosen mediums.
precise skillful execution precision or
execution, and attention to attention to
attention to detail. detail.
detail, and a Execution is
high level of uneven
craftsmanship. across the
exhibit.
Conveys
emotions, ideas, Successfully Expresses
or themes conveys emotions or
effectively emotions or ideas to Struggles to
through the ideas through some extent, effectively convey
artworks. the artworks, but the emotions or ideas,
Artistic
Artworks evoke eliciting connection resulting in artworks
Expression
strong emotional emotional with the that fail to resonate
responses and responses and audience or communicate
effectively effectively may be with the audience.
communicate communicating uneven or
their intended messages. lack depth.
messages.
Presents
Creates a
Generates a visual impact
powerful visual
strong visual to a certain
impact through
impact through degree, but Fails to create a
composition,
thoughtful composition significant visual
color, and visual
composition, and color impact, with
elements.
Visual Impact color use, and choices may artworks lacking
Artworks
visual elements. lack coherence in
command
Artworks capture consistency composition, color,
attention and
the viewer's or fail to or visual elements.
engage the
attention engage the
viewer from a
effectively. viewer from a
distance.
distance.
Presents
some level of
Demonstrates a Shows a good
thematic or
cohesive theme, degree of artistic Lacks cohesive
stylistic
style, or cohesion, with elements that tie the
cohesion, but
narrative across artworks that artworks together
artworks
the exhibit. share a common thematically or
Artistic Cohesion may vary in
Artworks flow theme, style, or stylistically,
their
well together and narrative. They resulting in a
alignment
contribute to a contribute to a disjointed exhibit
with the
unified coherent overall experience.
exhibit's
experience. experience.
overall theme
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?

After the Lesson/Post-Lesson Proper

Making The teacher will present the following question:
Generalizations and 1. How can the concepts and skills you have acquired during this
Abstractions activity be applied in different contexts or situations?

Evaluating Learning Compose a reflective essay bearing the following title:

Activity 10 “My Culmination Odyssey”

"Discovering through Culmination: How My Learning Journey Evolved"

 Rubrics for Short Essay (Provide this rubric to the learners for guidance)
Criteria 4 3 2 1
(Excellent) (Good) (Fair) (Needs
Improvement)
Introduction The introduction The The introduction The introduction
is engaging, introduction states the topic lacks clarity in
clearly introduces the and includes a stating the topic
introduces the topic and thesis and may not
topic, and includes a statement, but it include a clear
presents a well- sufficiently might lack thesis statement.
structured clear thesis clarity or a clear
thesis statement statement preview of main
that previews previewing the points.
the essay's main main points.
points.
Support Strong and Appropriate The evidence Insufficient,
ample evidence and sufficient provides some misinterpreted,
is used to evidence is support, but or limited
effectively used to some ideas evidence is used
support the support the might lack to support the
author's main author's main clarity or strong main points.
points. points. support. Improvement
needed.
Quality of The author The writer The writer The writer's
Content demonstrates an displays a good shows understanding of
exceptional grasp of the understanding, the topic is
understanding of topic and but some ideas unclear, leading
the topic, fully adequately are to an unfocused
developing main develops main underdeveloped. discussion.
ideas. ideas.
Conclusion The essay The essay has The conclusion The essay lacks a
includes a a detailed restates the detailed
detailed conclusion main points, but conclusion
conclusion that restating the it might lack restating the
effectively main points. clarity or a main points,
restates the There's little complete leaving the reader
main points and doubt left in resolution. questioning the
provides a the reader's viewpoint.
satisfying wrap- mind.
up. The reader is
convincingly
swayed by the
author's
argument.
Language/Gram The essay is The essay is The essay is The essay lacks
mar/Style skillfully written clear and mostly clear, clarity and
with clear and reader-friendly, but contains contains
sophisticated with some several numerous
language. grammatical, grammatical, grammatical,
Grammar, spelling, spelling, and/or spelling, and/or
spelling, and and/or sentence-level sentence-level
sentence-level sentence-level errors. errors.
errors are errors.
minimal.
Additional Activities
for Application or
Remediation
(if applicable)
Remarks
Reflection

Prepared by: Checked by:

EUGIE MAR D. ENTERA MARK GIL L. APURADO

Teacher I HTIC - MAPEH

Noted by:

CHRISTINE D. BALBOA
Teacher-in-Charge