MATATAG MAPEH
7
MUSIC AND ARTS
1 CLASSROOM
ST
OBSERVATION
S.Y. 2024-2025
MRS. E LY N G. REMOSIL
HEAVENLY FATHER, WE PRAY FOR THE
HOLY SPIRIT TO BE WITH US THIS
AFTERNOON. MAKE US PARTICIPATIVE
AND ATTENTIVE TO THE LESSONS AND
ACTIVITIES DESIGN FOR US. MAY WE
ENJOY DOING OUR TASK AND LET ALL
THE LEARNINGS WE GAIN STAY IN OUR
HEART AND MIND FOREVER, AMEN.
“CONTEMPORARY
AND EMERGING
MUSIC AND ARTS
OF THE
PHILIPPINES AND
THE SOUTHEAST
ASIA AND THEIR
CULTURAL
Q1 WEEK 4 LESSON 5-7
SHORT REVIEW
Activity: “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 https://cdn.tatlerasia.com/tatlerasia/i/
express their 2021/10/29112041-27308_cover_779x1300.jpg
DAY 1 - SHORT REVIEW
Activity 1 “SABEL” (5
minutes.
LEARNING LEARNING
COMPETENCY
The learners produce OBJECTIVES
creative works about 1.
contemporary and
emerging popular Determine
performing and visual
arts of the Philippines the roles
and selected Southeast
Asian countries using played in a
relevant concepts,
processes, techniques, film
and/or practices;
LESSON PURPOSE The teacher will
Activity: “Behind the Scenes” (5
present an excerpt of a
Minutes)
(the teacher may choose from the videos
contemporary or
included in Weeks 1- 2) emerging film or
theatre from a
Southeast Asian
country and ask the
learners the following
questions:
1. What is the video all
about?
2. How does it relate to
the country’s culture?
LESSON PURPOSE The teacher will
Activity: “Behind the Scenes” (5
present an excerpt of a
Minutes)
(the teacher may choose from the videos
contemporary or
included in Weeks 1- 2) emerging film or
theatre from a
Southeast Asian
country and ask the
learners the following
questions:
1. What is the video all
about?
2. How does it relate to
the country’s culture?
UNLOCKING CONTENT VOCABULARY
DIRECTOR - The person responsible for
guiding and overseeing the creative aspects
of a film's production, including directing
actors, visuals, and overall storytelling.
SCRIPTWRITER- The individual who writes
the screenplay, which serves as the
foundation for the film's story, dialogue, and
structure.
ACTOR - A performer who portrays
characters in a film, bringing them to life
through their acting skills and
UNLOCKING CONTENT VOCABULARY
CHOREOGRAPHER - A person who designs and
coordinates the dance and movement sequences in a
film, ensuring artistic and rhythmic coordination.
SOUND - The auditory elements of a film, including
dialogue, music, sound effects, and ambient noise.
REHEARSAL - Practice sessions where actors and
crew prepare for filming, refining performances, and
testing technical aspects.
LIGHTING - The strategic use of illumination to
achieve desired visual effects and set the mood for
scenes in a film.
UNLOCKING CONTENT VOCABULARY
COSTUME - Clothing and accessories are worn
by actors to represent their characters'
identities and styles within the film.
TECHNICAL - About the practical and
technological aspects of filmmaking, including
equipment, camera work, and production
design.
MAKEUP - Cosmetics applied to actors to
enhance appearances, create characters, or
achieve specific visual effects.
PASS THE PEN GAME
Play the game
“Pass the Pen
Game”. Whoever
holds the pen when
the music stop to
play will be the one
to pick a strips and
match it to different
roles posted on the
ROLES IN THE FILM PRODUCTION
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
PRODUCER
ROLES IN THE FILM PRODUCTION
DIRECTOR
• Shapes the creative vision of
the film. • Guides actors'
performances and overall
storytelling.
• Makes decisions about shot
composition, camera angles,
DIRECTOR
ROLES IN THE FILM PRODUCTION
SCREENWRITER
• Develops the script, which
serves as the foundation of the
film.
• Writes dialogue, characters,
and narrative structure.
•Collaborates with the director
SCREENWRITER
ROLES IN THE FILM PRODUCTION
PRODUCTION DESIGNER
• Responsible for the visual
look and feel of the film.
• Design sets, props, and
overall aesthetics to match
the script and director's
PRODUCTION DESIGNER
ROLES IN THE FILM PRODUCTION
ART DIRECTOR
• Works closely with the
production designer.
• Manages the art
department, ensuring sets
and props align with the
ART DIRECTOR
ROLES IN THE FILM PRODUCTION
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.
COSTUME DESIGNER
ROLES IN THE FILM PRODUCTION
CINEMATOGRAPHER
(DIRECTOR OF PHOTOGRAPHY )
• In charge of capturing the
elements of visual films.
• Decide on camera angles,
lighting, and shot composition.
• Works closely with the director
to achieve the desired visual
CINEMATOGRAPHER
ROLES IN THE FILM PRODUCTION
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
EDITOR
ROLES IN THE FILM PRODUCTION
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
ACTOR/ACTRESS
ROLES IN THE FILM PRODUCTION
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
MUSIC SUPERVISOR
DIRECTOR
SCREENWRITER
COSTUME DESIGNER
ART DIRECTOR
PRODUCTION DESIGNER
EDITOR
PRODUCER
CINEMATOGRAPHER
MUSIC SUPERVISOR
ACTOR/ACTRESS
Determine the person being talk about based on the
roles they played on a film production.
_______1. Makes decisions about the shot
composition, camera angles, scene pacing as
well as guides actors performances and overall
storytelling.
_______2. They bring characters to life through
their performances.
_______3. Selects and licenses music for the
film.
_______4. In charge of capturing the elements
of visual films.
_______5. Develops the script which serves as
Determine the person being talk about based on the
roles they played on a film production.
_______6. Assembles and edits footage to create the
final film.
_______7. Responsible for overseeing the entire film
project.
_______8. Design sets, props, and overall aesthetics
to match the script and directors vision.
_______9. Works closely with the production designer.
_______10. Designs and select costumes to define
characters and the film’s time and place.
CONTENT PERFORMANCE
STANDARDS STANDARDS
The learners The learners create
demonstrate works based on
understanding of the relevant concepts,
contemporary and processes,
emerging popular techniques, and/or
Music and Arts of the practices used in
Philippines and selected
selected Southeast representative
Asian countries, and contemporary and
their cultural emerging works of
influences, including the Philippines and
UNLOCKING CONTENT
Pre-production:
VOCABULARY
Activity 5 “Sort It Out!” (15 • Casting: The process of
selecting actors for the film's
The learners minutes)
must work in groups
roles.
and decide on the stages they
• Production Design: Creating the
want to sort the terms into. After
visual style and aesthetics of the
arranging appropriately, the
film, including sets and props.
teacher will provide a concise
• Planning: The initial stage where
overview of each term.
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'
UNLOCKING CONTENT
Post-production:
VOCABULARY
Activity 5 “Sort It Out!” (15 • Editing: Assembling and arranging
the recorded footage to create the final
Production: minutes)
film.
• Filming: The actual recording • Sequencing: Deciding the order in
of scenes and footage. which scenes are placed in the film.
• Directing: Overseeing the • Adjusting Color and Sound:
cast and crew, ensuring the Enhancing and fine-tuning the visual
and auditory aspects of the film.
creative vision is realized.
• Visual Effects: Adding computer-
• Blocking: Planning and generated or practical effects to
coordinating actors' scenes.
movements within scenes. • Sound Effects: Creating and
• Lighting: Setting up and incorporating various audio elements
managing the illumination of to enhance the soundtrack.
• Rehearsals: Practice sessions before
scenes.
filming, typically for actors to refine
BASIC ELEMENTS OF THEATER
The teacher may ask the following
Activity 6 “Match Maker” (10 processing questions:
Learners must minutes)
match column A with 1. What are some key similarities and
column B. Draw a line to link the term differences in the way actors perform
to its meaning. 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 the film
affect the storytelling and the actors'
performances? 3. How do films and
DAY 2 - 5
ACTIVITY 7 “The Laban Movement” (20
The teacher will minutes)
briefly explain Laban Laban's Eight Efforts is a classification
Movement Analysis (LMA) as a of movement qualities that help
framework for understanding and describe and analyze how movement
describing movement.
is performed. These efforts are based
on combinations of four basic
Four basic movement components:
components.
1. Body 2. Effort 3. Space 4. Shape
For this activity, you'll focus on
Each Effort is a distinct combination
exploring the Effort component.
of these components, resulting in
eight distinct movement qualities.
Here's a brief explanation of each
Effort:
DAY 2 - 5
ACTIVITY 7 “The Laban Movement” (20
Float: minutes) Punch:
This Effort combines Light Weight, Free Punch involves Strong Weight, Bound
Flow, and Sustained Time. Movements Flow, and Sudden Time. Movements in
in this Effort are gentle, flowing, and this Effort are sharp, forceful, and
continuous, often characterized by a energetic, with clear and direct
sense of ease and grace. initiation and abrupt stops.
DAY 2 - 5
ACTIVITY 7 “The Laban Movement” (20
Glide: minutes) Dab:
Glide combines Light Weight, Bound Dab involves Strong Weight, Free Flow,
Flow, and Sustained Time. Movements and Sudden Time. Movements in this
in this Effort are smooth, controlled, Effort are quick, light, and
and sustained, with a sense of steady spontaneous, often characterized by
continuity and fluidity. flicking or brushing actions.
DAY 2 - 5
ACTIVITY 7 “The Laban Movement” (20
Wring: minutes) Slash::
This Effort combines Strong Weight, Slash involves Light Weight, Free Flow,
Bound Flow, and Sustained Time. and Sudden Time. Movements in this
Movements in this Effort are twisting Effort are fast, expansive, and cutting
and wringing in nature, with a sense of in nature, often resembling slicing or
compression and release, like wringing striking actions.
out a cloth.
DAY 2 - 5
ACTIVITY 7 “The Laban Movement” (20
Press minutes) Flick:
Press combines Strong Weight, Flick involves Light Weight, Free
Bound Flow, and Sustained Flow, and Sudden Time.
Time. Movements in this Effort Movements in this Effort are
are slow, gradual, and light, quick, and flickering in
deliberate, involving a sense of nature, like a sudden release of
pushing, pressing, or squeezing. energy.
DAY 2 - 5
ACTIVITY 7 “The Laban
Movement” (20 minutes)
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.
WORKED EXAMPLE
Activity 8 “Production
Journey”
The learners will decide which
group they wish to be a part of
to commence the preparation
for their culminating event.
WORKED EXAMPLE Activity 8 “Production Journey”
WORKED EXAMPLE Activity 8 “Production Journey”
Each student is required to sketch out their planned task
for each day as they approach the culmination of the
activity.
DAY 6 - LESSON ACTIVITY
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.
DAY 6 - LESSON ACTIVITY
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.
DAY 6 - LESSON ACTIVITY
Activity 9 “Unveiling Our Journey”
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?
DAY 6 - LESSON ACTIVITY
Activity 9 “Unveiling Our
Journey”
The teacher will present the
following question: How can the
concepts and skills you have
acquired during this activity be
applied in different contexts or
situations?
FORMATIVE ASSESSMENT
Activity 10 “My Culmination
Odyssey”
"Discovering through
Culmination: How My Learning
Journey Evolved"
FORMATIVE ASSESSMENT
Activity 10 “My Culmination
Odyssey”
"Discovering through
Culmination: How My Learning
Journey Evolved"
THANK YOU!
