2010 Secondary Education Curriculum

Music and Arts

First Year Art

General Standard: The learner demonstrates understanding of basic concepts and

principles of folk songs and arts of the Philippines and the world,
through active participation in artistic and cultural performances for
self development, promotion of cultural identity and expansion of
one’s world vision

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Music and Arts

Quarter 1 : Folk Songs and Arts of the Topic: Philippine Indigenous Arts Time Frame: 8 hours
Philippines
Stage 1
Content Standard: Performance Standard:
•The learner demonstrates understanding of media techniques •The learner creates an example of Philippine folk art applying
and processes and the elements and principles of arts used in knowledge of media techniques and processes, elements and
Philippine folk arts as influenced by history and culture principles of art to communicate ideas, experiences and stories

Essential Understanding(s): Essential Question(s):

• Philippine folk (indigenous) art reflects nature and the life of • How does Philippine folk (indigenous) art reflect nature and
the common folk through various media techniques and the life of the common folk?
processes based on the factors of time, climate, resources,
ideas and historical and cultural context
Learners will know: Learners will be able to:

• Philippine Indigenous Arts  View examples of Philippine indigenous arts

• Carving
• Pottery  Discuss the message or the meaning of the art forms
• Weaving
• Physical ornaments  Apply different media techniques and processes to
communicate ideas, experiences and stories showing the
• Elements of Art characteristics of Philippine indigenous art
• Point
• Line  Create an example of Philippine indigenous art showing
• Shape and Form understanding of the elements of art and principles of design
• Value
• Color  Use subjects, themes and symbols in their artworks that
• Texture demonstrates knowledge of contexts, values and aesthetics in
• Space Philippine indigenous arts

 Analyze the work of art using knowledge of the elements of art

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Music and Arts

and the principles of design

• Principles of Art
• Unity and Variety
• Balance
• Emphasis/Focal Point
• Rhythm/Pattern
• Proportion/Scale
• Movement

Product or Performance Task:
Examples of Philippine Folk Art
representing the different regions
Stage 2
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
Evidence at the level of performance
Evaluation of a created art work based on
the following criteria:

Explanation •Authenticity
Explain the different media techniques •Clarity of Message
and processes and how the elements •Creativity
and principles of art were used to reflect
nature and folk life in Philippine folk arts

Criteria
•Clear
•Accurate description of the different
elements used
• Use of appropriate terminology

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Music and Arts

Interpretation
Illustrate through a media technique of
your choice how factors of time, climate,
resources, ideas and historical and
cultural context influence a specific folk
(indigenous) art

Criteria
•Meaningful
•Revealing
•illustrative

Application
Apply knowledge of media techniques and
processes and the elements and
principles of art creating an example of
folk art using local resources
Criteria
• Appropriateness of:
o materials used
o media techniques
o elements and principles of art
• Creativity

Perspective
Critique two different versions of a specific
art work as regards to media techniques
and principles used, materials, ideas, and
historical and cultural context
Criteria
•critical
•insightful

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Music and Arts

•revealing
Empathy

Assume the role of a folk artist in a

specific region in creating a sample folk
art applying a chosen media technique
and processes and the elements and
principles of art. Describe how you felt as
a folk artist.

Criteria
•Sensitive
•Open
•Responsive
•Receptive
l

Self- Knowledge

Explain how you came to understand the

culture of a specific cultural group in the
Philippines through their use of the
different media techniques and processes
and the elements and principles of art

Criteria
•Insightful
•Reflective
•Self-adjusting

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Music and Arts

Stage 3
Explore:

In this phase, engage the learners in viewing examples of Philippine indigenous arts and
assess their background knowledge on the topic. Hook and engage learners on the topic and as a
guide give them the essential question.

• Ask students the common objects with design seen during a “fiesta.. Students may also be asked the unique forms of
art that one can find in a province. State the province and name of the event/occasion.
• Focus the discussion on the objects/costumes worn by the performers during a fiesta or the small color objects.
Understanding of folk
• Discuss the purpose, meaning and history of the designs/art forms used.
 Emphasis:

• All “fiestas” are based on the religion (faith), culture and history of the province.
• The meanings, symbols and purpose of the fiesta are also related to their religion (faith), culture and
history of the province.
• The designs vary depending on the location of the province. The designs are sometimes dictated by the
materials and creativity of the artists. The materials are usually common objects or abundant, popular in
the province.

Firm Up:

At this stage, expose the students to examples of indigenous arts and guide them on the analysis of the
different aspects of the different art examples.

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Music and Arts

• Present indigenous art forms through visual aids focusing on carving, pottery, weaving and physical ornaments
• Analyze the designs of the indigenous forms by discussing the use of the elements of art and principles of design.
• Relate the indigenous art forms to the context of the province.

o In discussing the indigenous art forms, teacher must apply or focus on the basic visual elements and principles of
design used by the artists.
o Stress on the lines, colors and shapes etc. and the principles of designs; repetition, rhythm and contrast, etc.
o Sculpture and carving: carving is one of the techniques used in sculpture.

Have
 Here are some of the famous and significant sculptural forms related to carving:

“bulul” “naga”
“kinabagat” “torogan”
“hagabi” “panolong”
Sagada coffins “tinai a walai”
“okir” and “ukkil” “lakob”

 Pottery in the Philippines varies in forms and functions. The forms of the pots are directly influenced by the
functions of the pots and the tradition of the community/local area.

 Here are some of the famous and significant pottery works:

“Manunggul Jar” “palayok”

Manobo burial jars “banga”
“burnay” “tapayan”
“asinan

o Weaving in the Philippines has different forms, functions and materials. They also vary in design and
techniques used. Most of the common forms of weaving in the Philippines are in the form of hats, mats, bags,
baskets and textiles (clothes and blankets.

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Music and Arts

 Here are some of the famous and significant woven works:

Tingguian – Abra blankets Maguindanao hats
/“Binacol” & “Pinilian” Maranao Sayap
blankets Cardinal Bontoc hats
Illongo blankets Ifugao Rattan
Tiboli tinalak Skullcaps
“Babalodan blanket/textile Samal mats
Tausug hats Basey, Samar mats
“Mandaya” baskets “Sesed” Maranao
Bagobo baskets mats
Mangyan baskets “Rono” Bontoc mats
Tiruray, Cotabato baskets Aklan mats
“Basag” Palawan baskets
“Hanunuo, Mindoro
baskets
Ifugao baskets

o Physical ornamentation can be categorized to three areas specifically the use of traditional costumes (textile),
jewelries and tattoos. The designs vary depending on the location, users and function of the ornaments.

 Here are some of the famous and significant woven works:

Cordillera “tapis” and “g- Mindanao jewelries -
strings” Lumads
Bagobo clothes Bogobo ceramic
Northern, southern and beads
western clothes Gaddang beads
Tiboli beads
Kalinga and Cordillera
tattoos Bontoc jewelries

• Check for understanding

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Music and Arts

• Revisit their answers to the EQ

• Ask them what they will revise and express it in the form of an essential understanding.

Deepen:

In this phase, students will be given hands on activities in creating examples of indigenous arts in order to have a thorough
understanding of the different genres.

 Teacher may choose from activity 1 or 2 depending on the available time/sessions left.

Activity 1: Mask Making - Carving

Group the students into three (3). The three groups will be Luzon, Visayas and Mindanao. All the members of each group must
have folder/paper board, adhesive and coloring markers These are their basic materials. Instruct each group to use alternative
decorative materials (any recyclable and common objects in their area)
1. Each group must think of a province to present their culture through masks and costumes. (Province with an existing fiesta).
2. Individually, each member of the group must produce a mask based on the fiesta of the province. The masks must use symbols
or motifs present in the chosen province.

Activity 2: Costume Making – Weaving or Ornaments

1. Each group must conceptualize and create a design for their costume.
• The materials and colors for their costume must be common to the province. Encourage the materials to use recycled
materials.

Activity 3: Reporting and Presentation

Each group will present to the class a very simple dance for 1 to 3 minutes
After the group dance the leader will report on the indigenous art forms and designs used by the group and also the information
about the fiesta of the province.

 Reflection: Every activity, students must compare their artworks (mask/costume/presentation) with the other groups and other
individuals with in the group. Self-evaluation and assessment must use the following rubrics:
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Music and Arts

o Use of the basic elements. (ex. Colors used, lines used, textures used)
o Use of the principles of design. (ex. Repetition of designs used, harmony of the colors used, variety of designs,
movement of the choreography)
o Creativity
o Resourcefulness
o Appropriate use of symbols

 Synthesis: Let students realize through questioning that all indigenous forms in the Philippines have their own history and
purpose. And details of the design are based on the experience of the individual in his/her community/environment.

 Summary: Check for student’s understanding of Philippine indigenous art, that it reflects nature and the life of the common
folk through various media techniques and processes based on the factors of time, climate, resources, ideas and historical and
cultural context.

Transfer:

In this phase students will create an art work applying knowledge of various media techniques and processes based on the
present time, climate, resources in the school environment, historical and cultural context of the region.

Assess their work based the criteria indicated for the level of performance (Refer to Stage 2)

Processing of group evaluations.

After the whole activity:

1. Ask each student to answer the following questions.
 Which group is more resourceful and creative?
 Which group did represent the province culture and uniqueness properly?
 Which group gave a substantial report?

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 2010 Secondary Education Curriculum
Music and Arts

Ask the students the following questions.

 Based on the activity, what are your realizations in relation to Filipino culture and arts?
 What are the strong points and weak points you discovered during the presentation and production of artworks?
Explain how you came to understand the culture of a specific cultural group through their use of the different media
techniques and processes and the elements and principles of art.

Resources (Web sites, Software, etc.)

• www.ncca.gov.ph
• www.culturalcenter.gov.ph
• folk art. ( 2009). Encyclopædia Britannica. Encyclopædia Britannica 2007 Ultimate Reference Suite . Chicago:
Encyclopædia Britannica.
• Zulueta, Francisco M., “The Humanities”, National Bookstore publishing, Mandaluyong, 2007
• http://www.koleksyon.com/filipinoheritage/costumes/pintados2.asp
• Jones, Louis C. "Folk Art." Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.

Materials/Equipment Needed:
• Folder
• Paper Board
• Adhesive
• Coloring Markers
• Textiles
• Recyclable and Common Objects in the area

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