Quarter II: TECHNOLOGY-BASED ART

CONTENT STANDARDS
The learner demonstrates understanding of
1. new technologies that allow new expressions in the arts using art elements and
processes.
PERFORMANCE STANDARDS
The learner
1. creates a tech-based artwork (video clips and printed media such as posters,
menus, brochures, etc.) relating to a selected topic from the different learning
areas using available technologies, e.g., food and fashion.
LEARNING COMPETENCIES
The learner
1. identifies art elements in the technology-based production arts.
2. identifies distinct characteristics of arts during the 21st century in terms of:
- production
- functionality / range of audience reach.
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a person
to express his/her ideas, goals, and advocacies, which elicits immediate action.
5. determines the role or function of artworks by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g., landscapes,
images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials, guided by
21st century techniques.
9. describes the influence of technology in the 21st century on the evolution of
various forms of art.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st century art (e.g., the
use of graphic software like Photoshop, InDesign, etc.).
11. evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.

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From the Department of Education curriculum for ARTS Grade 10 (2014)

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ARTS Teachers Guide

Quarter II Sessions 1 and 2

COMPUTER / DIGITAL ART: COMPUTER-GENERATED ARTWORKS

I.

II.

SUBJECT MATTER
A.

Topic:

Computer / Digital Arts

definition and description of computer/digital arts
examples of computer-generated artworks by foreign
and Philippine artists

B.

Materials:

Samples of computer-generated artworks in everyday life

(e.g., posters, book/magazine covers, brochures,
advertisements, etc.)

C.

Reference:

Arts Grade 10 Learners Materials

Pages 232-239

PRE-ASSESSMENT [Session 1]

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Conduct the following survey to assess what the students know or have
experienced concerning computer / digital arts:
1.
2.
3.

4.
5.
6.
7.
8.

What forms of art are you familiar with? (e.g., painting, sketching,
sculpture, silk-screen)
Have you heard of computer art? If yes, can you give some examples?
[Showing the sample posters, book/magazine covers, etc.] Would you be
able to identify these samples as traditional art or computer art? Explain
how.
Can you give a brief definition of what computer art is?
Do you have any experience with using the computer? If yes, what
device(s) have you used?
What computer software do you use?
For what purposes do you use these?
Have you ever tried creating art with a computer? If so, what did you create
and how did you create it?

III. ORIENTATION ON QUARTER II CULMINATING EXHIBIT

General instructions:
1. Explain to the students that the culminating activity for Quarter II will be
an Exhibit of Technology-Based Arts.
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Quarter II: Technology-based Art

2.

3.

Brief them that the various artworks that they will create in all the sessions
of Quarter II will be labelled for proper curating and will be turned over to
you for safekeeping, to be retrieved for mounting in the final exhibit.
Explain that, due to time constraints with just eight class sessions for Art in
one quarter, they must be prepared to complete the artworks and/or do
other required tasks for the exhibit outside of class hours.

[Note to the teacher: If time is too limited, the culminating exhibits for BOTH
Quarters II and III can be presented AT THE END OF QUARTER III instead
since the forms of art presented in the two quarters are related.]

IV. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1. Have the class turn to pages 232-236 of the Arts Grade 10 Learners
Materials, and look over the examples of digital art presented.
2. Ask them what their general impression of these artworks is, and have
them explain their opinions.
3. Ask them what common characteristic(s) they notice in these works,
and to point out these characteristics to support their observation.

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B. WHAT TO KNOW

Have the class answer the What to Know questions on page 236 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.

Briefly describe how technology madeand continues to make

digital art possible.
Was digital art readily accepted and recognized as true art when it
emerged in the 1960s? Why or why not?
What devices can now be used to create digital art? Do you own one
such device?
Name one or two computer programs that can enable you to create an
original illustration from scratch.

C. WHAT TO PROCESS [Session 2]

Have the students do the following What to Process activity on page 237 of
the Arts Grade 10 Learners Materials.

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ARTS Teachers Guide

Digital Image Creation

1.

If you have access to a computer drawing program, such as Adobe

Illustrator or its less complex counterparts, create an original artwork
that will be incorporated into a group project for the culminating
exhibit for Quarter II.

2.

If a drawing program is not available, capture an image instead using a

digital camera, a DSLR camera, a tablet, or an android/mobile phone.

3.

Store the finished illustration or image in a device that contains an

image editing program, similar to these:
Gimp (GNU Image Manipulation Program)
Paint.net
Inkscape
Xara Extreme
Artweaver
Draw Plus
Pencil
Picasa
Paint Star
Smooth Draw
Spray
Karbon
Adobe Photoshop Express
Corel PaintShop Pro X5

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4. The stored illustration or image will be manipulated using any of these

editing programs, in a later session on Computer Generated Images
(see page 240 of the Arts Grade 10 Learners Materials).

D.

WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on pages 237238 of the Arts Grade 10 Learners Materials:
1. Research online for the works of any two of the following digital
artists who were at the forefront of this field in the early 1960s:
James Faure Walker
Geroge Grie
Manfred Mohr
Olga Kisseleva
Ronald Davis
John Landsdown
Joseph Nechvatal
Perry Welman
Matthias Broegel
Jean-Pierre Hebert

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Quarter II: Technology-based Art

Select one artwork each by the artists that you have chosen. Give the
basic details of each (title of work, name of artist, technique used, year
created). Briefly explain how the following principles of art are
incorporated or expressed in these particular works:
Rhythm, Movement
Balance
Emphasis
Harmony, Unity, and Variety
Proportion
2. Then write a brief personal reaction that you have to the works you
chosewhether positive or negative. Explain your opinion.
3. Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
4. Research online for three Filipino artists using digital techniques for
their works. Compare and contrast their works with the examples of
digital art by foreign artists in the Arts Grade 10 Learners Materials.
5. As a young citizen of the Philippines and of the world, how do you
feel about the pervasiveness of digital technology in
a) art (digital illustration, digital photography, digital videos)?
b) media?
c) entertainment / gaming?
d) education?
e) communication?

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6. How do you personally make use of digital technology in each of the

above areas?
7. Specifically in the area of art (digital illustration, photography,
videos), what artworks are you able to create with the help of the
available technology? Cite at least 5 examples.
8. Do you find yourself exposed to or involved in using digital devices
and applications in most aspects of your life? What are the benefits?
What are the risks or dangers?

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ARTS Teachers Guide

E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Art
Having presented the concept and techniques of computer/digital art, guide the
students in planning how to prepare their artworks for the culminating exhibit
at the end of the quarter.
1.
All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
2.
As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.

V.

GENERALIZATION
Computer/digital arts make use of electronic and mechanical devices, rather
than the artists own hand, to produce the desired images and effects. Thus,
these are definitely a technology-based art form. As a result, there is a strong
scientific or mathematical look and feel to the creations of many digital
artistswith geometric forms and repeating patterns appearing frequently.
While such works were not initially viewed as a true art form, they have since
been widely accepted and have become a major art genre on their own.

VI.

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SUMMATIVE TEST

Use the following quiz items to assess the students grasp of the topics
discussed:
1. What is computer or digital art?
2. When did it start to develop?
3. From what non-artistic profession did the early computer artists come
from?
4. Name three distinct characteristics of computer/digital art?
5. What was the initial reaction of the public to this new type of art?
6. What were some signs of the eventual acceptance of computer art as true
art?
7. Did this form of modern art reach the Philippines?
8. What is the status of computer art in the modern art scene today?

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Quarter II: Technology-based Art

Quarter II Sessions 3 and 4

MOBILE PHONE ART / COMPUTER-GENERATED IMAGES

I.

SUBJECT MATTER
A.

Topic:

Mobile Phone Art / Computer-generated Images

Creating art using image manipulation programs on
mobile or android phones
Creating art using image capture and manipulation
programs on computers, laptops, and tablets

B.

Materials:

Sample images (teacher-made and/or student-made) created

using mobile phones and/or computers, laptops, or tablets
Any available android phones, laptops, or tablets

C.

II.

Reference:

Arts Grade 10 Learners Materials

Pages 239-246

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PRE-ASSESSMENT [Session 3]

Conduct the following survey to assess what the students know or have
experienced concerning mobile phone art and computer-generated images:
1.
2.
3.
4.
5.

Do you own a personal mobile phone or android phone? If so, does it have
a camera for capturing images?
Have you experienced taking photos with your mobile phone? If so, what
types of photos do you usually take?
Have you tried to modify those images in some way? What program(s) or
application(s) did you use?
Have you created original artworks from scratch on a computer, laptop, or
tablet? If so, what kind of artworks were these?
What program(s) did you use to create them?

III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.
2.

Have the class turn to pages 241-243 of the Arts Grade 10 Learners
Materials, and look over the examples of cellular phone art presented.
Ask them if any of these images and their modified versions are
similar to ones they have made themselves.
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ARTS Teachers Guide

3.

4.
5.

Ask what other image modifications and effects, aside from those
shown, they have done themselves. Have them relate their experiences
using different applications for these.
Have them also go over the section on computer-generated images,
page 244 in the Arts Grade 10 Learners Materials.
Ask them what computer programs are used to create such images.

B. WHAT TO KNOW
Have the class answer the What to Know questions on pages 244-245 of
the Arts Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.

What is mobile phone art?

What technology has made this possible?
What is the raw material or starting point for creating an artwork on a
mobile phone?
How is this initial material then transformed into an original piece of
art?
Name some programs and/or applications that can be used to create art
on a mobile phone?
Aside from using mobile phone software, what is another means of
creating art from scratch using computer technology?
What is the raw material or starting point for creating an artwork on a
computer?
How is this initial material then transformed into an original piece of
art using a computer?
Name some computer programs that are designed for this purpose?

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C. WHAT TO PROCESS [Session 4]

Creating Mobile Art / Computer-generated Art
Have the students do the following What to Process activity on page 244 of
the Arts Grade 10 Learners Materials.
1.

Depending on the devices available to you, you may either:

a. Capture an image using your mobile phone camera
b. Create an image from scratch using a drawing/illustration program
on a computer, laptop, or tablet

2.

Save your captured image or finished illustration in preparation for

transforming it into an example of mobile phone art or computergenerated art.

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Quarter II: Technology-based Art

[Note to the teacher: Recommend to the students to refer to any

applicable modules of Technology Livelihood Education (TLE) for
detailed instructions on what programs to use, and how to use them.]
3.

Using any of the applications installed in your available device(s),

experiment with different effects and features to modify your saved
image or illustration. You may try some of the following effects, as
well as others offered by the application(s) you are using:
re-size
crop
skew / warp
rotate
flip
adjust brightness
adjust sharpness
change colors
gray scale
sepia tone
apply a texture
superimpose text, trying different fonts
apply frames, borders, or banners
edit out an element that you do not want to appear
add an element that is not in the original image

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4. Save the most unique, striking, or remarkable modified images to be

printed out later for inclusion in the culminating Exhibit on
Technology-based Art.

D.

WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on page 246 of
the Arts Grade 10 Learners Materials:
1. Mobile phone art is a technology-based art form. Support this
statement with your own brief explanation.
2. Do you consider the products of such mobile phone applications as
true art? Why or why not?
3. Did you feel like an artist while capturing and modifying your mobile
phone image? Describe the experience.
4. In the case of rendering and modifying an original computer
illustration, do you consider this as true art? Why or why not?

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ARTS Teachers Guide

5. Describe your experience, if you used this technique to create a

computer-generated artwork.

E.

WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Art
Having presented the concept and techniques of mobile phone art and
computer-generated images, guide the students in planning how to prepare
their artworks for the culminating exhibit at the end of the quarter.
1. All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.

IV. GENERALIZATION
Mobile phone art is a form of modern art that emerged due to the available
technology on mobile phones with built-in cameras that could capture and store
images. This further evolved dramatically with the development of android
phones that can now use image editing applications to modify and manipulate
the captured images right on the phone unit itself.

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Meanwhile, computer-generated images are those that are created from

scratch using drawing or illustration software on desktop computers, laptops,
and tablets. These can then be modified and manipulated as well, using image
editing programs for these devices.

V.

SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
2.
3.
4.
5.
6.
7.

What is mobile phone art?

How did technology allow this form of art to develop?
What type of device(s) can be used to create mobile phone art?
Name three applications that can modify and manipulate images into a
piece of art.
Who can create this new type of art?
What are computer-generated images?
How do these differ from mobile phone art?

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Quarter II: Technology-based Art

8.
9.
10.

What types of device(s) can be used to create computer-generated

images?
Name two programs that allow the user to render an illustration from
scratch.
How can these illustrations be modified to create works of computergenerated art?

Quarter II Sessions 5 and 6

DIGITAL PHOTOGRAPHY: DSLR and Point-and-Shoot

I.

SUBJECT MATTER
A.

Topic:

Digital Photography
DSLR photography
Point-and-shoot photography

B.

Materials:

DSLR camera (if available)

Point-and-shoot digital camera (if available)

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For pinhole camera: shoebox or similar lidded box,

black paint if box is colored or printed, small piece of sheet
metal, large needle, X-acto knife, sandpaper, light-sensitive
photo paper, tape
(1 set of these materials for each group to be formed)

C.

II.

Reference:

Arts Grade 10 Learners Materials

Pages 246-250

PRE-ASSESSMENT [Session 5]
Conduct the following survey to assess what the students know or have
experienced concerning digital photography:
1. How do you take pictures for your own personal use and enjoyment?
2. What device(s) do you use your mobile phone, digital camera, or tablet?
3. If you use a digital camera, is it the type that does all the image adjustments
for you automatically?
4. Do you know what a DSLR camera is?
5. Have you ever tried using such a camera?
6. If yes, how did it differ from using a regular digital camera?

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ARTS Teachers Guide

7. Have you taken photographs for purposes other than for just personal use
and enjoyment? If so, what were these for?

III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.

2.
3.
4.

Have the class turn to pages 246-248 of the Arts Grade 10 Learners
Materials, and read the explanation of the very simple technology of
early photography.
Announce that they will be doing a simulation of that early form of
camera to better understand the principles behind it.
Have them then read the description of the two basic types of digital
photography available today: point-and-shoot and DSLR.
If available, show to the class actual examples of a digital camera and
a DSLR camera. Discuss the differences and similarities of the two.

B. WHAT TO KNOW

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Have the class answer the What to Know questions on page 248 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.

What is digital photography?

Briefly describe the basic technology behind the earliest cameras.
In place of the previous light-sensitive film, how are todays digital
images captured and stored?
What are the two main types of digital photography in use today?
Why is one of them called point-and-shoot photography?
What does the acronym DSLR stand for?
Briefly cite two or three differences between these forms of digital
photography.

C. WHAT TO PROCESS
Have the students do the following What to Process activities on pages 248250 of the Arts Grade 10 Learners Materials.
Creating a Pinhole Camera
1.
2.

Divide the class into groups of 5 to 6 students each.

Have them prepare the materials listed for this project.

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Quarter II: Technology-based Art

Note: To save time, the boxes should be painted completely black

beforehand.
3.

4.

Instruct them to follow the step-by-step procedure given in the Arts

Grade 10 Learners Materials. [Reference:
http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]
Once the pinhole cameras are ready, have each group take a photo or
two using these devices they have created.

Taking Point-and-Shoot or DSLR Photos [Session 6]

1.

2.

3.

Using any cameras available to the class members, have them follow
the instructions given in the Arts Grade 10 Learners Materials for
taking either point-and-shoot or DSLR photos.
The exposure to photography in Quarter II is more for the students to
become familiar with the process of using the cameras, and
understanding the underlying technology.
There will be separate group projects in Quarter III allowing the
students to take photos with an assigned or chosen theme, as potential
artworks for the culminating exhibit on Technology-based Arts.
For this session of Quarter II, let the students experiment and discuss
among themselves about the different photography techniques they are
experiencing.

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4.

D. WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on page 250 of the
Arts Grade 10 Learners Materials:
1.
2.
3.
4.

5.

What was the experience like creating your own pinhole camera and
being able to capture images using it?
What do you see as the advantages of digital photography as compared
to the earlier film-type photography?
What do you think of the view that film photography is more artistic
than digital photography? Support your opinion.
If you have experienced both regular digital photography and DSLR
photography, which one did you find more useful to you? More
doable? More interesting? Explain your answers.
What do you think of the way digital technology has made quality
photography accessible to everyone including young people like
you?

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ARTS Teachers Guide

E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Arts
Having presented the concept and techniques of digital photography, guide
the students in planning how to prepare their artworks for the culminating
exhibit at the end of the quarter.
1.

All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
[Note: For Sessions 5 and 6, the artworks to be prepared will be the
photos taken using the pinhole cameras made by the students. In the
final exhibit, these will make an interesting contrast to the digital photos
they will take in Quarter III.]

2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.

IV. GENERALIZATION

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Digital photography is a technology-based art that evolved from the earlier

type of photography that made use of the action of light on light-sensitive film
as manipulated by a user of a camera. In contrast, digital photography makes
use of devices that automatically set and adjust the needed elements (shutter
opening, shutter speed, flash lighting, zoom in/out, etc.) to ensure a good quality
image. It then stores these images on a storage device built into the camera for
future retrieval and modification, if desired.
The two basic types of digital photography are point-and-shoot and DSLR.
Point-and-shoot means that the camera pre-sets the needed elements so that the
user can literally just click away. The DSLR type enables the photographer to
still make his/her own judgments on how to set the devices features to achieve
the desired image results.
V.

SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
What is digital photography?
2.
How does it differ from the traditional film-type of photography?
3.
Briefly describe the elements of a pinhole camera.

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Quarter II: Technology-based Art

4.
5.
6.
7.
8.
9.
10.

What was the basic technology that allowed such a simple device to take
photos?
Cite one or two technological developments that made digital
photography possible.
What are the two basic types of digital photography?
Briefly describe point-and-shoot photography.
Briefly describe DSLR photography?
What elements of photo-taking are pre-set by a point-and-shoot camera?
Without film, how do digital cameras capture and store images?

Quarter II Session 7
VIDEO GAMES / DIGITAL PAINTING / IMAGING VIDEOS

I.

SUBJECT MATTER
A.

Topic:

Video Games / Digital Painting / Imaging Videos

B.

Materials:

Computer, laptop, or tablet (if available)

Software installed in the above devices for creating
video games and/or digital painting

C.

Reference:

Arts Grade 10 Learners Materials

Pages 251-254

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II.

PRE-ASSESSMENT
Conduct the following survey to assess what the students know or have
experienced concerning video games / digital painting / imaging videos:
1. Do you play video games?
2. What device(s) do you play them on? Your mobile phone? A tablet? A
laptop? A desktop computer?
3. What particular games do you like to play?
4. What features make you choose a particular game over others?
5. Is the visual appearance of the game important to you? Why or why not?
6. Have you experienced creating your own simple video games?
7. Have you taken videos of yourself and your friends/family? If so, what
device do you use for this?
8. Do you use any video editing software? If so, what kind?
9. Have your tried digital painting? If so, what software do you use?
10. Briefly explain what imaging videos are? In what areas of modern life are
these used? Have you experienced any of these yourself?
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ARTS Teachers Guide

III. ACTIVITIES
A. PRESENTATION OF THE TOPIC
1.

2.

Have the class turn to pages 251-252 of the Arts Grade 10 Learners
Materials, and read the sections on: video games, digital painting, and
imaging videos.
Lead the students in a short discussion on how these different forms of
digital imaging are used in daily life.

B. WHAT TO KNOW
Have the class answer the What to Know questions on page 253 of the Arts
Grade 10 Learners Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

How has computer technology contributed to the development of

video games?
Name some of the most popular types of video games today.
On what kinds of devices can such games be played?
Can a young person like you create your own video game? If yes,
how?
What is digital painting?
Briefly describe the two different types of digital painting presented.
Briefly explain todays video technology.
How do you use video technology personally? For school purposes?
How is it used in modern life?
What valuable purposes do imaging videos serve in the fields of
medicine and science?

DEPED COPY

C. WHAT TO PROCESS
Have the students do the following What to Process activities on page 253
of the Arts Grade 10 Learners Materials.
Group Projects: Video Games / Digital Painting
1.

Divide the class into groups of 5-6 students each.

2.

Assign half of the groups to create their own video games (using any
simple software that they have available or can download from the
internet for free); and the other half of the groups to create works of
digital painting.

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Quarter II: Technology-based Art

3.

Instruct them to follow the procedure given in the Learners Materials.

(Note: Due to time constraints, they will need to work on these group
projects outside of class hours.)

4.

They will then save their finished video games or digital paintings in a
storage device that you will hold for safekeeping until the culminating
exhibit on Technology-based Arts.

D. WHAT TO UNDERSTAND
Have the class answer the What to Understand questions on pages 253-254
of the Arts Grade 10 Learners Materials:
1.
2.
3.
4.

Compare your experience in creating your own simple video game

with that of your classmates creating a digital painting; or vice-versa.
Do you think that video games can be considered a form of modern
art? Why or why not?
Is digital painting as artistic as the traditional modes of painting?
Support your opinion.
Is there a value to imaging videos apart from the entertainment or even
documentation purposes of regular videos? Give some examples.
Discuss how this shows that technology can serve aesthetic and
practicaleven vitalpurposes in todays world.

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5.

E. WHAT TO PERFORM
Preparing for the Culminating Exhibit of Technology-Based Arts
Having presented the concept and techniques of creating video games and
doing digital painting, guide the students in planning how to prepare their
artworks for the culminating exhibit at the end of the quarter.
1.

All the finished artworks will have to be labelled with original titles, the
students name or the group members names, the date, and the technique
used.
[Note: For the video games and digital paintings created in Session 7,
some form of device with a display capability will need to be prepared
prior to the culminating exhibit. This could be a desktop computer or a
laptop/tablet connected to a large monitor, if available within the school
or loaned from a students family.]

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ARTS Teachers Guide

2. As the Arts teacher, you will store the finished artworks for inclusion in
the exhibit at the end of the quarter.

IV. GENERALIZATION
Video games, digital painting, and video imaging are advanced applications
of the digital technology available today for a wide range of purposes.
Video games are not only played and enjoyed by countless gamers all over the
world, they can also be developed by amateurs on a personal device using
available software. They now also involve extremely complex and realistic
graphics and animation techniques that may be considered a form of modern art.
Digital painting makes use of virtual tools on a computer to simulate the
canvas, brushes, paints, etc. used in traditional painting. The result is a work of
modern art created by robot devices controlled by a computer, or else entirely
virtual on an electronic device.
Video imaging is the application of video technology to serve not only
entertainment purposes, but even scientific, educational, and medical needs. We
see this in the form of CT scans, magnetic resonance imaging (MRI), and even
the ultrasound used to diagnose diseases and injuries and to monitor a babys
development in the womb.

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V.

SUMMATIVE TEST
Use the following quiz items to assess the students grasp of the topics
discussed:
1.
2.
3.
4.
5.
6.

What are some highly popular video games today?

How are such games a modern form of art?
Name one or two programs for creating your own video games.
What tools of traditional painting exist virtually in digital painting?
Is there a form of digital painting that still makes use of actual paints and
actual surfaces to apply the paints to? Describe it briefly.
Name two or three practical purposes served by imaging videos.

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Quarter II: Technology-based Art

Quarter II Session 8
CULMINATING ACTIVITY: EXHIBIT OF TECHNOLOGY-BASED ARTS

The last session for Quarter II will be devoted to staging An Exhibit of Technology-based
Arts presenting the following categories:
1.
2.
3.
4.
5.

Mobile Phone Art

Computer-generated Images
Digital Photography (Pinhole Camera, Point-and-Shoot, DSLR)
Video Games
Digital Painting

The students will select from among their own works created within Quarter II, as well as
source photos, magazine or calendar cutouts, Internet images, etc. of at least two to three
representative artworks each for the above categories.

Curating the Exhibit

Each artwork will be accompanied by a card briefly describing the work as follows:

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For student-made artworks:
Title

_________________________________________________

Artist/s

_________________________________________________

Artistic style and medium used

_______________________________

Date of creation ___________________________________________

For reproductions or images of known artworks:

Title

_________________________________________________

Artist ____________________________________________________
Artistic style and medium used

_______________________________

Year or period of creation _____________________________________

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ARTS Teachers Guide

Have the class members invite the school Administration, other faculty members, and
their schoolmates to visit the exhibit. Help them prepare to explain the works and
how these present the characteristics of different forms of technology-based art.

Critiquing the Exhibit

As a form of self-evaluation, guide the students in rating the culminating exhibit
using the format below:

An Exhibit of Technology-based Arts

Evaluation Form

Criteria

Very Good

Good

Fair

Poor

Selection of artworks to exhibit

(theme and message)

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Completeness of exhibit
Presentation
(display, mounting, and
labelling of works)
Assignment of tasks

Cooperation among students

Response of exhibit visitors

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