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I.

OBJECTIVE
1. Analyze how the elements of art and principles are applied in Thailand, Cambodia and Laos folk arts
2. Create examples of Thailand, Cambodian and Laos indigenous and folk arts showing
understanding of the elements and principles of art. .
3. Appreciate the contribution of Thailand, Cambodia and Laos art and culture.
II. SUBJECT MATTER
a. Topic: Fabric Design of Thailand, Cambodia and Laos
b. References: MAPEH Learner’s Module pp. 170-171
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i.
ii.
iii.
c. Motivation: Post pictures of fabric with different designs.
d.Lesson Proper:
Thai silk is produced from the cocoons of Thai silkworms. It is mainly produced in Khorat which is the center of
the silk industry in Thailand.
Silk weaving in Cambodia dates to as early as the first century since textiles were used for trading.

The two main types of Cambodian weaving:


1. Ikat Technique (khmer term: chongkiet)
2. Uneven twill

Cambodia’s modern silk weaving centers are Takeo, Battambang, Benteay Menchey, Siem Reap and Kampot
provinces.

Sihn – the Lao women’s ankle-long skirt whose form is undeniable but whose patterns are unique to each skirt.

e. Application:
On a piece of bond paper, draw your own fabric design and make it colourful.
IV. EVALUATION
Explain the following:
1. How the elements of art and principles are applied in Thailand, Cambodia and Laos folk arts?
2. What are the importance of Thailand, Cambodia and Laos arts to their culture?
V. ASSIGNMENT

I. OBJECTIVE
1. Understand the use of elements of design used in fabric design of Vietnam.
2. Create examples of Vietnam indigenous and folk arts showing understanding of the elements and principles of
art. .
3. Appreciate the contribution of Vietnam art and culture.
II. SUBJECT MATTER
a. Topic: Fabric Design of Vietnam
b. References: MAPEH Learner’s Module p. 173
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is Thai silk?
ii. What are the two main types of Cambodian weaving?
iii. What is sihn?
c. Motivation: SOLVE THE PUZZLE - Find the country in southeast Asia.
d.Lesson Proper:
Golden thread silks were born in Vietnam. Many of our Vietnamese fabrics originated from Ha Dong, the center
of weaving and sericulture(silk worm production) for centuries. Old jacquard looms are still used, weaving
patterns containing centuries-old symbols and characters.

Some popular Vietnamese fabric ranges are:


1. Shantung taffeta
2. Bengaline weave
3. Ebony Satin – an all-natural lustrous silk hand-woven in southern Vietnam and naturally dyed using ebony fruit
pods.

e. Application:
On a piece of bond paper, draw your own fabric design based on Vietnamese designs and make it colourful.
IV. EVALUATION

V. ASSIGNMENT

I. OBJECTIVE
1. Recognize elements of design in works of arts.
2. Create examples of Indonesia, Malaysia and Singapore indigenous and folk arts showing understanding of the
elements and principles of art. .
3. Appreciate the contribution of Indonesia, Malaysia and Singapore art and culture.

II. SUBJECT MATTER


a. Topic: Fabric Design of Indonesia, Malaysia and Singapore.
b. References: MAPEH Learner’s Module pp. 174-175
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. Where is the center of weaving in Vietnam?
ii. Give the three popular Vietnamese fabric ranges.
iii. What is Ebony Satin?
c. Motivation: Crossword puzzle (batik, designs, motifs, Indonesia, Malaysia, Singapore)
d.Lesson Proper:
The fabric most common to both countries is the batik. The term batik is an Indonesian-Malay word, believed to
be related to the Malay word titik, which means point’ dot or drop.

The two categories of batik designs are geometric motifs and free form designs.

In Malaysia, the states of Kelantan and Terengganu are considered the cradle were batik first flourished, reaching
even Singapore’s shore.

Two main types of Batik:


1. Hand painted
2. Block printed

e. Application:
On a piece of bond paper, draw your own fabric design similar to the batik of Indonesia, Malaysia and Singapore.
IV. EVALUATION
Identification:
1. this word means point dot or drop.
2-3 two categories of batik designs
4-5 two main types of batik
V. ASSIGNMENT
I. OBJECTIVE
1. Recognize elements of design in works of arts.
2. Create examples of Brunei indigenous and folk arts showing understanding of the elements and principles of art.
3. Appreciate the contribution of Brunei art and culture.
II. SUBJECT MATTER
a. Topic: Fabric Design of Brunei
b. References: MAPEH Learner’s Module pp. 177
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is Batik?
ii. What are the two categories of batik designs?
iii. What are the two main types of batik?
c. Motivation:
d.Lesson Proper:
Batik is Brunei’s traditional textile.
Batik designs:
 Simpus (national flower)
 Sumboi-sumboi (pitcher plant)
 Air muleh (traditional design)
Batik Techniques
 Airbrushing
 Cracking
 Bubble
 Rainbow
 Sprinkle
 Geometry
 Marble
Hand-made batiks are created through the art of layering and mixing of colors injected with creativity.

Ways to do batik
1. Hand-drawn
2. using metal blocks
3. Screen printing
4. Digital printing

e. Application:
Make your own Batik design. Draw a polo shirt and then draw designs using any kind of colouring materials.
IV. EVALUATION
Enumeration:
1-3 Batik designs
4-6 Give at least three batik techniques
7-10 ways to do batik

V. ASSIGNMENT
I. OBJECTIVE
1. Identify the location and geography of Thailand
2. Use materials, tools and processes in making sky lantern.
3. Show cooperation in the group activity.
II. SUBJECT MATTER
a. Topic: ARTS AND CRAFTS OF THAILAND
b. References: MAPEH Learner’s Module p. 178
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is the Brunei’s traditional textile?
ii. What are the Batik’s designs?
iii. What are the ways to do batik?
c. Motivation: 4 pictures 1 word. (Thailand’s national flag, sky lantern, elephant, festivals)
d.Lesson Proper:
Flying lanterns are made out of rice paper with a bamboo frame, which contain a fuel cell or small candle.

In Thailand, flying lanterns are used during the year of festivals, The most popular being the Loy Krathong Festival.

Patong beach and Nai harn around the lake usually have the most activity with locals visiting beaches like Karon
and Kata.

Sky lanterns or wish lanterns as they are also commonly known have become popular on the main tourist beaches
of Phuket.

e. Application:
The learner will make their own sky lantern.
IV. EVALUATION
Answer the following:
1. What is the geographical location of Thailand?
2. What is the most popular flying lanterns festival in Thailand?
3. What is the other term for sky lantern?
V. ASSIGNMENT

I. OBJECTIVE
1. Identify the arts and crafts of Cambodia and Laos.
2. Create an artwork using papers.
3. Appreciate the value of having own identity in arts.
II. SUBJECT MATTER
a. Topic: ARTS AND CRAFTS OF CAMBODIA AND LAOS
b. References: MAPEH Learner’s Module pp. 179-180
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. Where sky lanterns made of?
ii. What is the most popular lantern festival in Thailand?
ii. What is the other term for sky lanterns?
c. Motivation: Play a video of paper making.
d. Lesson Proper:
In this country, they make paper by hand in the wider region for over 700 years using the bark of the local sa or
mulberry tree.

The bark is crushed and soaked in water until it dissolves into a paste. The liquid is then scooped out, poured
through a bamboo sieve, and finally placed in a thin layer on a bamboo bed and dried in the sun.

Traditionally, sa paper was used for calligraphy and for making festive temple decorations, umbrellas, fans and
kites. In former times it was also used as filter in the manufacture of lacquerware.

e. Application:
The learners will make their own artwork using papers(festive temple decorations, umbrellas, fans and kites)
imagining that it is the sa paper of Cambodia and Laos.
IV. EVALUATION
1. What is the famous art and craft of Cambodia and Laos?
2. Explain the process of making sa paper.
V. ASSIGNMENT

I. OBJECTIVE
1. Identify the arts and crafts famous in Vietnam.
2. Show creativity through making a replica of Vietnam’s arts and crafts.
3. Appreciate the value of having own identity in arts.
II. SUBJECT MATTER
a. Topic: ARTS AND CRAFTS OF VIETNAM
b. References: MAPEH Learner’s Module p. 180
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is the main arts and crafts of Cambodia and Laos?
ii. What is sa?
ii. Based on their tradition, what is the use of sa paper?
c. Motivation: Present a picture of famous paintings.
d.Lesson Proper:
Vietnamese silk painting is one of the most popular forms of art in Vietnam.
During the 19th and 20th centuries, French influence was absorbed into Vietnamese art and liberal and modern
use of color especially began to differentiate Vietnamese silk paintings from their Chinese or Japanese
counterparts.
Vietnamese silk paintings typically showcase the countryside, landscapes, pagodas, historical events or scenes
of daily lifes.

e. Application:
Using a water color or poster paint and an illustration board, paint and make your own designs similar to silk painting of
Vietnam.

IV. EVALUATION
1. What is the most popular forms of art in Vietnam?
2. What is the usual theme of Vietnamese’s paintings?
V. ASSIGNMENT

I. OBJECTIVE
1. Identify the arts and crafts of Indonesia
2. Show creativity through making a replica of Indonesia’s arts and crafts.
3. Appreciate the value of having own identity in arts.
II. SUBJECT MATTER
a. Topic: ARTS AND CRAFTS OF INDONESIA
b. References: MAPEH Learner’s Module pp. 181-182
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is most popular forms of art in Vietnam?
ii. What are the common themes used in Vietnamese silk painting?
ii.
c. Motivation: Play a video about wayang kulit or shadow puppetry
d.Lesson Proper:
Wayang – Indonesian words means “show” or “perform”. Others say that wayang is also attribute to Indonesian
word baying which means “shadow.”

Kulit – means “skin”, a reference to the leather material that the materials are curved out of.
Wayang Kulit derived to Hindu-Buddhist tradition, where hand-crafted leather puppets depict epic stories of the
Gods in shadow play.
Wayang kulit puppet usually made up of buffalo and goat skin hide and mounted in bamboo stick.
The Dhalang is the puppet master, the one who moved the puppets behind cotton linen screen.
Shadow play is based on two stories from India the Mahabharata and Ramayana.

e. Application:
The learners will make a wayang kulit puppet similar to wayang kulit puppet of Indonesia.

IV. EVALUATION
1. What is the most famous art form in Indonesia?
2. What does the word “kulit” means?
3. What is Dhalang?
V. ASSIGNMENT

I. OBJECTIVE
1. Identify the arts and crafts of Brunei.
2. Show creativity through making a replica of Brunei’s arts and crafts.
3. Appreciate the value of having own identity in arts.
II. SUBJECT MATTER
a. Topic: ARTS AND CRAFTS OF BRUNEI
b. References: MAPEH Learner’s Module pp. 183-184
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is wayang?
ii.What does the word kulit means?
ii. What is dhalang?
c. Motivation: Show a picture of a Muslim person wearing their traditional cap.
d.Lesson Proper:
The Songkok (also called peci or kopiah) is a cap widely worn in Indonesia, Brunei, Malaysia, Singapore, the
southern Philippines and southern Thailand, mostly among Muslim males in formal gatherings, such as weddings,
feasts, funerals or festive occasions such as the Muslim Eidul-Fitr and Eid al-adha.

In Brunei Darussalam, men’s headgears are categorized into three:


1. Dastar – which is a piece of cloth tied around the head
2. Songkok or Kopiah – a type of cap made from velvet
3. Tangkolok or serban – which resembles a turban and is a typical headdress in the middle east.

e. Application:
The learners will make their own songkok using styrocup, poster paint and will make their own designs similar to
songkok of Brunei.
IV. EVALUATION
1. What is the most famous art form in Brunei?
2-4 Three categories of men’s headgear
5. Two famous Muslim’s festive occasions.
V. ASSIGNMENT

I. OBJECTIVE
1. Identify some famous sculptures in Cambodia.
2. Create samples of Cambodia’s sculptures showing understanding of the elements and principles of art. .
3. Appreciate the value of having own identity in arts.
II. SUBJECT MATTER
a. Topic: SCULPTURES OF CAMBODIA
b. References: MAPEH Learner’s Module pp. 185-186
c. Materials:
III. PROCEDURE
a. Daily Routine: Prayers, Greetings, Checking of Attendance, Classroom Management
b. Review: i. What is Songkok?
ii. What are the three categories of men’s headgears?
ii. What is tangkolok or serdan?
c. Motivation: Post a picture of Dr. Jose Rizal’s Statue in Luneta Park or any other famous sculpture.
d. Lesson Proper:
Stone carving has been both a passion and a livelihood for many Cambodian sculptors.
Thailand is world-famous for its sculpture that dates back 4,000 years. The most commonly used materials are
wood, stone, ivory, clay and various metals.
The famous sculpture in Wat Pho in Bangkok is 46 meters long and 15 meters high. It is made of plaster on a
brick core and finished in gold leaf. The feet are in laid with mother of pearl.
e. Application:
The learner will make their own sculpture using bar soap.
IV. EVALUATION
1. What is the size of famous sculpture in Wat Pho?
2-4 Give at least three common materials used in sculptures of Cambodia
5. It has been both passion and a livelihood for many Cambodian sculptors.
V. ASSIGNMENT