DEVELOPING AN
ACTIVITY PLAN
LEARNING OUTCOMES
1.Explain the significance of each
component in facilitating student
learning.
2.Create a lesson plan based on the
DepEd curriculum.
3.Discuss the realities of
implementing a lesson plan in an
actual class.
"Great things are not done by
impulse, but by a series of
small things brought
together."
Vincent van Gogh
Components of an Activity Plan
A lesson plan is a detailed guide of
how the teacher will conduct the flow
of his or her lesson that provides
structure for teaching, learning,
assessment, and even classroom
management. The term ACTIVITY
PLAN is commonly used since art
classes focus more on hands-on
activity than lecture or discussions.
Depending on the school,
teacher, of program, an activity
plan can be as simple as a
written outline or a complex
scripted instruction. The basic
components of an activity plan
are the following:
Components of an Activity Plan for Visual Arts
This is a clear statement that includes the
learning goats of the activity and what the
I.OBJECTIV teacher is trying to achieve. The assessment
ES will be based on the objectives set by the
teacher. See K to 12 Curriculum Guide
Appendix.
This statement includes how students will
Content demonstrate understanding of concepts in the
Standard cognitive domain, the elements of art and
principles of design. (Knowledge)
This statement includes how the students
Performance will demonstrate a skill by creating an
Standard artwork. It describes the technical skills
required to produce the artwork. (Skill)
This statement includes the specific tasks
and activities that the students are
Learning
expected to accomplish in class. The LC
Competencies
code is indicated in the K to 12 Curriculum
Guide
This includes key concepts, theories, and
principles that are taught and learned in
II. CONTENT specific academic courses. It may also
indicate themes or subject content areas
integrated in the art class.
Teacher's guide pages, learner's materials
Learning
pages, textbook pages, additional learning
Resources
resources
III. Preparing the requirements needed by the
PREPARATION teacher before conducting the class.
This is a list of materials that will be used.
Indicate if there are preparations needed
before bringing the works (e.g., Where to put
to avoid spillage).
Students bring the materials:
• Individually
Student
• By pair
Materials
• By group
If the school will provide, indicate the
distribution plan
• Per group (assign a team leader)
• Materials station (materials are organized on a table)
• System for distributing and returning materials
This describes the classroom setup.
Teachers with their own art rooms can
skip this part as the setup is fixed.
However, art teachers who use homeroom
classroom that other teachers also use
Logistics will need more planning, especially for
complex activities, such as painting and
printmaking. Take note that some
activities are not suited for armchairs
which are commonly used in regular
classrooms.
• Workspace (armchair, long tables, on
the floor)
• Groupings for sharing materials
• Classroom layout (rows, U-shape, work
Logisti
stations)
cs
• Wash area (placement of buckets, trash
disposal)
• Assigned drying area (for wet and
messy works like paint and clay)
This describes the Art management system
to be implemented in the classroom. The
teacher should decide and prepare these
before
conducting the class:
Class
• Safety precautions, preventive
Management
measures, warnings, dangers,
reminders in using tools and materials
(very important for little kids);
• System to monitor materials (usage and
returning of tools);
• Time breakdown (preparation, activity
proper, discussion, cleanup);
• Placement of finished works or drying
area;
• Water supply (if there is no sink),
• Cleanup system;
• Adaptations and modifications for
children with special needs
The detailed process of teaching and learning in
IV.
the class.
PROCEDURE
Review
The teacher helps students recall previous
concepts, techniques. or past experiences and
insights. Works from the previous activity car also
be showcased. This is important if the current
lesson requires prerequisite skills learned from
Pre-activity the previous lesson, especially if it involves
technical skills.
• Ask questions about previous lesson.
• Showcase previous artworks.
• Student demonstrating the technique from
previous lesson
Engagement
The teacher engages the students' senses by
making them curious about the activity through
asking questions, telling stories, or showing the
inspirational work for the day.
• Doodles and fun games
• Songs and video clips
• Poems and storytelling
• Content area discussion (Math, Science, History,
etc.)
• Pose a problem (cliff-hanger experiments, what
if questions, showing an interesting video clip,
presenting materials, etc.)
• Site exploration (Going outdoors, leaf-picking,
hate and seek games)
• Understand the arts community
Introduction
The teacher discusses the prerequisite
knowledge, skills, and expectations before
proceeding with the lesson proper. Some
students tend to get excited during
demonstrations, or proceed with the activity
without recognizing the proper usage and
Lesson discipline needed before creating art.
Proper • Present the materials, usage, origins, and
purpose
• Discuss safety precautions. What to do and
what not, consequences.
• Discuss expected behaviors (Act and behave
like an artist)
Instruction
The teacher gives students the opportunity
to learn a new concept and skill via direct
instruction or a choice-based independent
exploration.
Lesson Proper
• Direct instruction through teacher's live
demonstration
• Modeling the process by a student
volunteer
• Observation of the art process
Exploration
This is the initial phase of art creation. Students are
allowed to explore and make mistakes. The teacher
can observe, roam around, and give individualized
feedback and encouragement
• Envision a plan by sketching on a sheet of paper.
• Experiment with the materials.
Guided • Make mistakes and learn from it
Practice • Explore possibilities.
• Find inspiration by narrating their own stories to a
friend or classmate.
• Choose a theme, color, concept, or idea.
• Troubleshoot problems.
• Envision a concept or message to convey visually
for the final artwork
Creation
This is the part where students will apply what
they have learned by creating an artwork
based on the learning competencies. Students
work independently as this will be the basis for
Independen
assessment.
t
• Apply the concept and skills.
Practice
• Create the artwork.
• Demonstrate authentic skill and creativity
• Develop craft by using techniques.
• Assignment
• Engage and persist.
Assignment
Follow up tasks or preparation for the next
activity
• Provide a little or artist statement
Post-activity ( short description of the artwork)
• Take home work for unfinished tasks
• Assignments
• Materials to prepare for next session
• Reminders for next class
V. ART
Opportunity for the students to express themselves,
APPRECIATIO
reflect discuss, and appreciate each other’s work.
N
This is a crucial part of an art class that is
often skipped in the Philippine Art Education
system because it is not the priority. In
teaching in the early grades, it is important
that students demonstrate art appreciation by
Self-
talking about their artwork in class. This gives
expression
then a sense of achievement and respect for
other people's work. Talking about their work
teaches them how to think like an artist, be
open minded, and learn how to properly
For little kids, it is more relevant for them to
talk about their own work that talking about
works of people who they do not personally
know with themes that they are not familiar
with. This is the part where students realize
the SIGNIFICANCE OF ART in their life.
• Express oneself through show and tell. It
can be done by a group so all students will
have the chance to share. For big classes,
taking turns can also be done by calling two
to three students at a time per class.
This is the part where young children will
understand that arts is not about having
perfect and clean lines, but about how they
are able to communicate their thought ,
feelings, experiences, and wishes visually.
This is done so that once they reach upper
elementary grades, they will have more
appreciation of the historical masterpieces
which they know are also the artists’
meaningful espression.
• Select some works and ask the students questions
about them while letting their peers answer. Since
students are young, some might not be able to
effectively draw what’s on their minds so it is
important to ask them explicitly.
-Why did you choose these colors?
-What is this? who is this? where is this?
-What is your favorite part?
-What part is the most difficult part for you?
-What is the title of you work?
-Who made an amazing discovery today?
• Reflect on their own work and plan for the next
activity.
Showcase ALL works in the wall on in the school
hallway to be appreciated by all. This can be done
Appreciation
per session or per quarter. Make sure ALL students
have at least one work displayed.
Synthesis the lesson by reviewing the concepts
learned.
• What have you learned?
• Can you point to the primary colors?
Conclusion
• Can you tell which is the foreground, middle
ground, and background?
• Please describe how you are able to achieve
this technique. Review the process.
VI. This part describes the methods and tools the
ASSESSMENT teacher will use to measure student learning.
• Document, portfolio building, art exhibition
• Rubrics for evaluating students
performance and output
• Written tests to measure knowledge and
concepts
EXPERIENCE
Interview five art teachers and ask the
following questions:
1.When they make an activity plan, do
they fill up all the parts according to the
prescribed template?
2.What parts do they consider important
and why?
ASSESS
Search for three sample lesson plan online for
Art. You can also check the DepEd website for
sample daily lesson plan (DLP) and daily lesson
logo (DLL) in MAPEH. Answer the following
questions:
1.What are the components of the lesson plan in a
DLP and DLL?
2.Do you think all the components written are
applicable in an art class?
CHALLENGE
In the sample daily lesson plans online,
the part where preparations for materials,
logistics, and classroom management is not
explicitly stated.
Do you think it should be included in making
an activity plan for an art class?
Are there any other criteria you may want to
include in creating an art lesson? Discuss it
HARNESS
Using the K to 12 Curriculum Guide,
choose one learning competency and write
a sample lesson plan. Consider the
framework of the Artistic Process (NCCAS
2014) and the Eight Studio Habits of Mind
( Hetland et al. 2018)
