Lesson Plan: Create appropriate costumes, props, set accessories, costumes improvised lighting, and other décor for Philippine plays.

 

DAILY LESSON LOG in ARTS 10 (4th Quarter)

Table of Content (toc)

I. Objectives:

LC: The learners will be able to improvise accompanying sound and rhythm needed in the effective delivery of an original performance with the use of different media 

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Design with a group the visual components of a school play (stage design, costume, props, etc.) 

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At the end of the lesson, the learners should be able to:

• Explain how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in a theater play/performance incorporated with media.
• Create appropriate costumes, props, set accessories, costumes improvised lighting, and other décor for Philippine plays.
• Improvise accompanying sounds and rhythm of an original performance and contribute to the conceptualization of an original performance.

II. Content: Philippine Theater Groups

III. Learning Resources:

IV. Procedures:

A. Reviewing previous lesson or presenting the new lesson:

• Start by asking the learners what they remember from the previous lesson about theatrical elements in theater performance.

B. Establishing a purpose for the lesson:

• Explain to the learners that the purpose of the lesson is to help them understand how sound, music, gesture, movement, and costume affect the creation and communication of meaning in a theater play/performance incorporated with media, and to develop their skills in creating appropriate costumes, props, set accessories, costumes improvised lighting, and other décor for Philippine plays.

C. Presenting illustrative examples/instances of the lesson:

• Show the learners a video or audio recording of a theater performance that incorporates sound, music, gesture, movement, and costume.

D. Discussing new concepts and practicing new skills #1:

• In groups, have the learners plan the sound using different media for an original play. They should consider the mood, setting, and characters in their planning.

E. Discussing new concepts and new skills #2:

• Have the groups submit their music and sounds to be used in the original play.

F. Developing mastery (guides formative assessment):

• Ask the learners why they chose to use the music and sounds they submitted.

G. Making generalizations and abstractions about the lesson:

• Discuss with the learners the importance of a good combination of sounds and media in a play, and how it affects the overall performance and the audience's understanding and interpretation of the play.

H. Finding practical applications of concepts and skills in daily living:

• Encourage the learners to apply their knowledge and skills in creating and improvising sound and music in their daily lives, such as in school presentations, performances, or even in their personal creative projects.

I. Evaluation of Learning:

• Refer to the output of the group in planning and creating the sound and music for the original play. Evaluate their creativity, effectiveness, and relevance to the play's mood, setting, and characters.

J. Additional activities for application or remediation:

• Assign the learners to create a poster or a video presentation of their understanding of how sound, music, gesture, movement, and costume affect the creation and communication of meaning in a theater play/performance incorporated with media, and how they can contribute to it as performers or creators.

(alert-passed) The lesson plan can be adjusted based on the grade level and the available resources. The teacher may also use different strategies to achieve the objectives.