Pop Art, Etc and Adjective Clauses
Published on: Mar 4, 2016
Transcripts - Pop Art, Etc and Adjective Clauses
INTEGRATED LESSON PLAN for
“Pop Art in the Philippines,” “Designs for Living,”
“Origami,” Adjective Clauses and Adverb Clauses
At the end of the lesson, students are expected to
A. Realize that appreciation and creation of art are expressions of identity by
1. unlocking the meaning of difficult or unfamiliar words and concepts
2. watching an audio-visual presentation on what art is for different people
3. noting the definitions and descriptions of art in the presentation
4. noting the definitions and descriptions of art in the three selections
5. reporting on some of the objects and art works in the three selections
6. enumerating the works of art discussed in the three selections
7. identifying the characteristics of the Filipinos and the Japanese evident in their art
8. explaining what art is as depicted in the three selections
9. explaining how art as creation is the “fulfillment of both the physical and aesthetic
10. explaining how art and aesthetics reflect identity
11. making origami pieces that symbolize aspects of a student’s life
12. writing about art in everyday life
B. Value art’s aesthetic and pragmatic importance by
1. identifying the subordinate clauses in the presentation text
2. determining the function of the clauses in each sentence
3. identifying adjective clauses in sentences
4. completing sentences with adjective clauses
5. combining sentences by transforming the second one into an adjective clause
6. identifying the adverb clauses in the presentation text
7. identifying what question the adverb clauses answer
8. constructing sentences with adverb clauses of time based on pantomimes
9. writing a paragraph on an artist, art work, or art form using adjective and adverb
II. Subject Matter
A. “Pop Art in the Philippines” by Alice Guillermo, p. 162, “Anthology 2, Readings in CA-
English for High School Sophomores”
B. “Designs for Living” by Jonathan Leonard, p. 166, Ibid
C. “Origami” by Robert Harden p. 170, Ibid
D. “What is Art?” Audio-visual Presentation
E. Adjective Clauses from C.A. English Grammar 3rd
Quarter Module 3, page 11
1. Audio-visual presentation on what art is
2. Sheets of paper for Origami
3. Pictures for Unlocking of Difficulties and Presentation Text
A. Unlocking of Difficulties
Find out the meaning of the words with the help of pictures as clues.
a. gaudy— brightly-colored
b. aesthetics—sense of beauty; study of art
c. ingenious—inventive or original
d. remnants—what is left of something
f. economy—efficiency and conservation of effort in something
g. severity—plainness or simplicity
h. rustic—plain and simple
j. lattice—interwoven form
Watch the audio-visual presentation “What is art?” What are the definitions and
descriptions of art shown in the presentation?
C. Motive Question
Find out what the definitions and descriptions of art are in the following selections: “Pop
Art in the Philippines” by Alice Guillermo, “Designs for Living” by Jonathan Leonard, and
“Origami” by Robert Harden on pages 162 to 170.
D. Check-Up Quiz
1. What was the reason of small entrepreneurs for producing popular art? (because it
requires a small capital and/or inexpensive materials)
2. What products are examples of ingenious recycling? Give one. (doormats made
from rubber scraps; key chains from scraps of wood; toy jeeps from tin cans; feather
dusters and leis from chicken feathers)
3. What two other types of art can be seen in popular art? Give one. (folk and ethnic)
4. What products are examples of gaudy and colorful pop art? Give one. (jeep,
sarimanok, papier mache, jackets of Mountain province, coin banks)
5. Where is pop art best seen in the Philippines? (home)
6. In what way does the mantel contrast with the homeowner’s reality? (Its designs of
good food are different from what the homeowner actually eats.)
7. According to the text, what does the existence and abundance of pop art reflect?
8. What characteristic made Japanese everyday objects survive in the modern world?
(economy of design)
9. What kind of aesthetics is evident in Japanese design? (Zen Buddhism)
10. – 11. What kitchen utensils were used as examples of good design? Give two.
(dipper/hishaku, tea whisk/chasen, chopsticks/hashi)
12. –13. What ornaments or personal accessories were used as examples of lasting
design and usefulness? Give two examples. (fan/sensu, boxwood combs/kushi,
clogs/geta, slippers/zori, collapsible parasol/kasa)
14. What was the inspiration for the parasol’s design? (folding wings of a bat)
15. Who was designated as Japan’s “intangible cultural property?” (leading parasol
maker in Japan)
16. How does economy make origami beautiful? (Everything is put to good use.)
17. Fill in the blank: “The beauty of economy is the beauty of __________.”
18. What are the folding pointers for origami cited in the selection? Give one. (fold
carefully, accurately and neatly; crease the paper firmly; use shape of paper
19. What are the basic folds enumerated in the selection? Give one. (valley fold, peak
fold, zigzag fold)
20. What examples of origami pieces were included in the selection? Give one. (noshi,
1. What town is well-known for its papier mache figures? (Paete, Laguna)
2. What figure is expected to be near the figures of the Virgin or Sto. Niño? (Buddha)
3. What Japanese ceremony gives importance to functional and simple shapes? (tea
4. What does it mean if a wife plucks her comb from her hair and throws it away? (She
wants a divorce.)
5. Who said that the beauty of origami is the beauty of economy? (George Rhoads)
E. Engagement Activity
Each group will be assigned an artwork or object from the selections. Prepare a brief but
creative report on the work or object assigned to you. Include the following: a.) what it
is, b.) what it is made of and how it is made, c.) what its origin or background is, d.)
where it is made and where it can be found or bought. Bring a drawing, picture or better
yet a sample to be shown to the class.
Group 1 anything from paragraph 1 of “Pop Art…”
Group 2 anything from paragraph 2 of “Pop Art…”
Group 3 anything from paragraph 3 of “Pop Art…”
Group 4 anything from paragraph 4 of “Pop Art…”
Group 5 chopsticks
Group 6 folding fan
Group 7 wooden clogs
Group 8 collapsible parasol
The report will be graded using the following criteria:
Content and Completeness 10
Creativity of Presentation 3
Appropriateness of Sample 2
1. What were the works of art presented and discussed in the three selections?
2. What characteristics of Filipinos and the Japanese are manifested by the artworks
3. What is art as depicted in the three selections?
4. Explain the line “Creation is the fulfillment of both the physical and aesthetic
needs.” What does it say about art as creation?
5. How does aesthetics or the sense of beauty and art reflect identity?
Listen and follow the instructions of the guest speaker as she shows us how to make
some origami pieces. Remember the reminders on paper-folding mentioned in the
selection on origami. Prepare to submit your works after the session.
H. Writing Activity
Art in Everyday Life
Look around you and take note of everyday objects or scenes that can be considered art
works or art pieces. Write a five-sentence diary entry saying:
a.) what it is, where you saw it, and how it is made or done,
b.) what you think makes it art, and
b.) what you like about it and why
The criteria for grading will be:
Organization of explanations 5
V. Grammar Lesson
A. Adjective Clauses
Look at the pictures. Read the captions for each.
Picture 1 Murals and graffiti are art works which are painted on walls.
Picture 2 One popular mural is Da Vinci’s “The Last Supper” which adorns a wall
of a monastery in Milan.
Picture 3 Diego Rivera, who is the most prolific Mexican muralist, wanted to bring
art closer to the public.
Picture 4 Interest in graffiti art surfaced in New York in the 1970’s due to artists
who needed a free expression of urban culture.
Picture 5 Graffiti can be considered as vandalism that has heightened into an art
Guide to Generalization
1. Are there subordinate clauses in the sentences? If yes, read aloud the clauses.
2. What word/s precede/s the clauses? What part of speech do these belong to?
3. What is the function of the clauses in the sentences?
An adjective clause is a clause that modifies or describes a noun. It is found
after the noun, pronoun or noun phrase it modifies or describes. The subordinator of
this clause is a relative pronoun. Examples are which, whom, who, what, whose, whom
and that. Sometimes the subordinator can be omitted in the sentence.
1. Find out which sentences have adjective clauses.
a. Popular art is what is commonplace in society and patronized by the masses.
b. Modern pop art, which is influenced by foreign style, can be seen everywhere.
c. In malls where commercialism is the game, pop art is evident with every turn.
d. Jansport backpacks lure students who want funky yet functional bags.
e. Even shirts carry cute or crude caricatures so like kindergarten sketches.
2. Complete the sentences by adding an appropriate adjective clause.
a. Paper-folding in Japan, which_________________________________, is
considered a technological art form.
b. The traditional Japanese home is the place where _________________________.
c. The walls of the house, which ____________________________, is called “shoji.”
d. The man who ______________________ was named a cultural property of Japan.
e. The ceremony that ____________________________ is the tea ceremony.
3. Combine the two sentences by transforming the second one into an adjective
a. Popular art has become a social status indicator.
It has a commercial character.
b. The market is dominated by graphic artists.
They have found techniques for commercial use.
4. Answer Exercises A, B and C on pages 11 to 14 of your grammar modules.
B. Adverb Clause of Time
1. Performance art has been around since Allan Kaprow started what he called
2. In a “happening,” artists need to perform as soon as they receive instructions.
3. Before happenings were performed on stage, they were usually held outdoors.
4. In Moviehouse (1965), a piece by an American sculptor, several artists performed in
the seats of a movie theater while spectators watched from the aisles.
5. Performance art focused only on movement until artists began to highlight videos,
music and props.
Guide to Generalization
1. Where are the subordinate clauses in the sentences? Underline them and encircle
2. What question do these clauses answer?
3. What does each of the subordinators in the sentences indicate?
An adverb clause of time answers the question when. It may indicate
simultaneous event, duration, previous happening, later happening, start of a period
of time, or end of a period of time. It may be introduced by subordinating conjunctions
of time like after, as, as soon as, before, once, since, until, till, when, whenever, and
Each group will be assigned a sentence to act out without dialogue. The sentences
have adverb clauses of time. While a group is performing, the other groups will
write a sentence about the pantomime. Each group will submit the list of sentences
2. Answer exercises A and D on pages 18 and 21.
VI. Individual Work
Choose an art work, art form, or artist you think falls under popular art. Write a ten-sentence
paragraph about it. Include the following: a.) definition or description, b.) origin, background or
biography, c.) popular samples or works. Use four adjective clauses and two adverb clauses.
Include a drawing or a picture of your chosen art work, art form or artist. Design your work
creatively. Place your work on a short bond paper. Your work will be graded using the following
Content and Completeness 10
Appropriateness of Drawing or Picture 5
Use of Clauses (6 Clauses) 6
Creativity and Craftsmanship 5
Mechanics (Grammar) 4
Look at the words or phrases on the board. Which of these topics do you feel strongly
about? Why? What is your advocacy? What does “advocacy” mean?
Choose one of the topics on the board your group feels most strongly about. Read about the
issues or debates regarding it, what advocacies are related to it, and what people are doing to
advance these advocacies.
C. Graffiti for a Cause
1. Choose an advocacy from your research.
2. Make a slogan or statement for your advocacy using adjective clauses and/or adverb
clauses of time. Have your slogan checked and approved.
3. Plan out how you will design the space you are assigned using both text and graphics.
4. Have me check your plan and slogan before starting on painting your area.
5. You will work for the rest of the period.
6. Your work will be graded based on the following:
Mechanics (Use of clauses) 5
Creativity of Design 10
Harmony of Elements 5
Relevance of Graphics to Advocacy 5