Lesson Plan

Content Standards:
● The students demonstrate art elements and processes by synthesizing and applying prior knowledge and
skills.
● The students demonstrate the salient features of the arts of Luzon (highlands and lowlands) by showing
the relationship of the elements of art and processes among culturally diverse communities in the
country.
● The students demonstrate the Philippines as having a rich artistic and cultural tradition from precolonial
to present times.

Performance Standards:
● The students create artworks showing the characteristic elements of the arts of Luzon (highlands and
lowlands)
● The students exhibit completed artworks for appreciation and critiquing.

I. Objectives:
At the end of the lesson, the students should be able to:
● define what makes a good art/culture;
● appreciate how Northern Luzon folk arts and traditions make a distinct and significant culture;
● identify different arts and crafts from Northern Luzon particularly on the regions of Cordillera,
Ilocos, and Pangasinan;
● relate art elements and principles of design applied in the arts and crafts of Northern Luzon; and
● familiarize common cultural terminologies used in the arts and crafts of Northern Luzon.

II. Subject Matter

Topic: Folk Arts and Crafts of Northern Luzon
Instructional Materials: 4”x4” black or dark felt paper
Oil pastels (different colors)
Pictures or real ethnic textile samples from Northern Luzon
Note: you may play a Cordillera-inspired music while the students do their activity.
Methods of Strategy:
1. Come to class wearing a body accessory or carrying an item that is made from Northern Luzon.
Choose the strikingly beautiful ones that will surely catch the attention and leave a good impression
to the students.
2. Welcome the students and tell them that Grade 7 Art Education will surely be fun especially in
exploring and discovering their roots, culture, arts, and their own identity as a Filipino. (Your
motivating words can be referred in the Unit Introduction.)
3. Using a “What is it?” strategy, show the students the body accessory/indigenous items you brought.
They may guess what particular cultural community made them. You may give clues to those who are
having a hard time guessing and congratulate those whose guessed the items right.
4. Ask the students to describe such art items and ask the question:
a. Are these items works of art? Why?

III. Developmental Activities

A. Preparatory Activity
Daily routine
Checking Attendance
Checking Assignment
Recall of previous lessons

B. Lesson Proper
 1. Using a PowerPoint presentation (or any electronic presentation),show to the students the
ethnographic map of the Philippines and highlight the Northern Luzon areas.
2. Ask the students what they realized after seeing the map.
3. Tell them that Luzon is found on the northern part of the Philippine archipelago. It is also known
as the economic center of the country where Manila, its capital, is located.
4. Show various interesting pictures of cultural motifs of Luzon from the Ivatans of Batanes down
to the Southern Tagalog and Bicol Regions.
5. Reiterate the essential question: What makes the art of the people of Northern Luzon Filipino?
6. Explain that as they study the different places in Luzon, they will learn distinct and varied
representations of fabrics or textiles, accessories, and tapestries and they will get to deeply
understand the significant role played by the folk arts in the community. Folk arts are similar to
weaving the national fabric, it represents the identity of the country.
7. Using PowerPoint presentation, continue the discussion about Northern Luzon by showing
images of arts and crafts from the highland (Cordillera Autonomous Region [CAR]) and lowland
areas of Northern Luzon, the Ilocos region, and Pangasinan province.
8. Tell the students to open and read their textbook and respond to the questions you presented on
page 113. Let them try to answer the questions. Here, you encourage exchange of ideas and
perspectives. Make sure to emphasize the local terminologies of each artwork being presented
and how it should be properly pronounced. Ex. Bul-ul, ikat, binatbatan, burnay, pagabel, etc.
9. Bring authentic Northern Luzon arts and crafts for the students to personally discover the
application of elements like lines, colors, shape, forms and textures.
10. For more engaging activity, set different Exhibit Stations for students’ exploration:
● Station A – Cordillera Autonomous Region (Benguet, Kalinga, Ifugao, Mountain
Province, and Abra)
● Station B – Ilocos Region
● Station C – Pangasinan Province
● Station D – Available space. This will be used for the students outputs.
11. As the students go around to the different stations, allow them to have visual and tactile
observations. Let them notice the various rhythmic patterns of each fabric, attire, and accessory.
Let them observe how the organic, inorganic, curvilinear and geometric lines are applied in those
works of art.
12. The students are asked to look for a partner for a Think-Pair-Share activity. Refer to page 125 of
the textbook, “Lets Explain” part.
13. After the students’ exploration and Think-Pair-Share activities, set the class for a 5-minute
Formative Art Activity. As the students acquire knowledge on these Northern Luzon’s folk art
motifs, let them try practicing their drawing skills following this formative activity.
Suggested Procedure:
1. Observe some pictures (or real objects) of Northern Luzon inspired textile/fabric.
Study the uniqueness of the designs closely.
2. Observe the colors and linear patterns.
3. Choose the one that strikes your attention the most.
4. Use it as your model.
5. Draw the variety of linear designs with your desired color.
6. Create your own design based on your chosen picture.
7. Overlap lines, shapes, colors, and varied patterns.
8. Write your signature and the date at the bottom of the artwork.
9. Give the artwork a title. Write it at the back of the paper. When the music stopos.
Place your output in Station D for an art display.
14. Floor Exhibit (Station D’s space): after the activity, ask the students to put their artworks at the
center area of the classroom’s floor and arrange them by groups. Let the students go around their
floor exhibit. Allow them to appreciate each other’s work.
IV. Assessment / Evaluation:
 1. After the activity, reiterate the following Essential Questions:
⮚ What makes a work an art? Why?
⮚ Can you say that you are a responsible artist? Why?
⮚ How good is Northern Luzon art? Explain.
⮚ What makes a good art?
⮚ What makes a good culture?
⮚ What do artworks tell about a culture or society?
⮚ What makes the art of the people of Northern Luzon Filipino? Explain.
Note: you should recognize, differences in the students’ responses as compared during the eliciting of
prior knowledge activity.
2. Ask the students to share what big words or ideas have been retained in their mind in today’s activity.
The following ideas are expected to surface during summing up:
⮚ Every man’s ability can be strengthened or increased by culture.
⮚ The ingenuity of the Filipinos is evident in their cultural traditions.
⮚ Folk art is a natural and enjoyable way of extending and enriching one’s cultural experience.
⮚ Arts and crafts of different cultural communities in Luzon reflect their beliefs, customs,
traditions, environment, and values.

V. Reflection:
Let the students answer the Reflection on page 127 of textbook.
❖ If I were to change something in my artworks, it would be ________________________________
because _________________________________________________________________________
❖ I will change it by _________________________________________________________________

Prepared by:
Rowena C. Radin
BEED