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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
elements and Philippine folk arts as influenced by history and culture principles of art to communicate ideas.2010 Secondary Education Curriculum Music and Arts Quarter 1 : Folk Songs and Arts of the Philippines Topic: Philippine Indigenous Arts Time Frame: 8 hours 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. experiences and stories showing the characteristics of Philippine indigenous art Create an example of Philippine indigenous art showing understanding of the elements of art and principles of design Use subjects. ideas and historical and cultural context Learners will know: • Philippine Indigenous Arts • Carving • Pottery • Weaving • Physical ornaments • Elements of Art • Point • Line • Shape and Form • Value • Color • Texture • Space Essential Question(s): • How does Philippine folk (indigenous) art reflect nature and the life of the common folk? Learners will be able to: View examples of Philippine indigenous arts Discuss the message or the meaning of the art forms Apply different media techniques and processes to communicate ideas. values and aesthetics in Philippine indigenous arts Analyze the work of art using knowledge of the elements of art 2 . resources. experiences and stories Essential Understanding(s): • Philippine folk (indigenous) art reflects nature and the life of the common folk through various media techniques and processes based on the factors of time. climate. themes and symbols in their artworks that demonstrates knowledge of contexts.
2010 Secondary Education Curriculum 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: Explanation Explain the different media techniques and processes and how the elements 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 Evidence at the level of performance Evaluation of a created art work based on the following criteria: •Authenticity •Clarity of Message •Creativity 3 .
and historical and cultural context Criteria •critical •insightful 4 .2010 Secondary Education Curriculum Music and Arts Interpretation Illustrate through a media technique of your choice how factors of time. resources. climate. 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.
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 5 .2010 Secondary Education Curriculum 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.
The designs are sometimes dictated by the materials and creativity of the artists.2010 Secondary Education Curriculum Music and Arts Stage 3 Explore: In this phase.. • The meanings. symbols and purpose of the fiesta are also related to their religion (faith). Understanding of folk • Discuss the purpose. Hook and engage learners on the topic and as a guide give them the essential question. 6 . The materials are usually common objects or abundant. • Ask students the common objects with design seen during a “fiesta. Emphasis: • All “fiestas” are based on the religion (faith). popular in the province. • The designs vary depending on the location of the province. State the province and name of the event/occasion. engage the learners in viewing examples of Philippine indigenous arts and assess their background knowledge on the topic. culture and history of the province. Firm Up: At this stage. • Focus the discussion on the objects/costumes worn by the performers during a fiesta or the small color objects. meaning and history of the designs/art forms used. expose the students to examples of indigenous arts and guide them on the analysis of the different aspects of the different art examples. Students may also be asked the unique forms of art that one can find in a province. culture and history of the province.
o Sculpture and carving: carving is one of the techniques used in sculpture. bags. mats. The forms of the pots are directly influenced by the functions of the pots and the tradition of the community/local area. pottery. teacher must apply or focus on the basic visual elements and principles of design used by the artists. colors and shapes etc. Here are some of the famous and significant pottery works: “Manunggul Jar” Manobo burial jars “burnay” “palayok” “banga” “tapayan” “asinan o Weaving in the Philippines has different forms.2010 Secondary Education Curriculum Music and Arts • • • Present indigenous art forms through visual aids focusing on carving. o In discussing the indigenous art forms. functions and materials. Have Here are some of the famous and significant sculptural forms related to carving: “bulul” “kinabagat” “hagabi” Sagada coffins “okir” and “ukkil” “naga” “torogan” “panolong” “tinai a walai” “lakob” Pottery in the Philippines varies in forms and functions. rhythm and contrast. baskets and textiles (clothes and blankets. repetition. They also vary in design and techniques used. Most of the common forms of weaving in the Philippines are in the form of hats. 7 . Relate the indigenous art forms to the context of the province. weaving and physical ornaments Analyze the designs of the indigenous forms by discussing the use of the elements of art and principles of design. o Stress on the lines. and the principles of designs. etc.
The designs vary depending on the location.2010 Secondary Education Curriculum 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. Here are some of the famous and significant woven works: Cordillera “tapis” and “gMindanao jewelries strings” Lumads Bagobo clothes Bogobo ceramic Northern. users and function of the ornaments. jewelries and tattoos. southern and beads western clothes Gaddang beads Tiboli beads Kalinga and Cordillera tattoos Bontoc jewelries • Check for understanding 8 . Cotabato baskets Aklan mats “Basag” Palawan baskets “Hanunuo. Samar mats “Mandaya” baskets “Sesed” Maranao Bagobo baskets mats Mangyan baskets “Rono” Bontoc mats Tiruray. Mindoro baskets Ifugao baskets o Physical ornamentation can be categorized to three areas specifically the use of traditional costumes (textile).
Reflection: Every activity. students must compare their artworks (mask/costume/presentation) with the other groups and other individuals with in the group. each member of the group must produce a mask based on the fiesta of the province. Each group must conceptualize and create a design for their costume. Activity 1: Mask Making . Teacher may choose from activity 1 or 2 depending on the available time/sessions left. Individually. (Province with an existing fiesta). students will be given hands on activities in creating examples of indigenous arts in order to have a thorough understanding of the different genres. Encourage the materials to use recycled materials. adhesive and coloring markers These are their basic materials. All the members of each group must have folder/paper board. • The materials and colors for their costume must be common to the province. Instruct each group to use alternative decorative materials (any recyclable and common objects in their area) 1. 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. Self-evaluation and assessment must use the following rubrics: 9 . Each group must think of a province to present their culture through masks and costumes.2010 Secondary Education Curriculum Music and Arts • • Deepen: Revisit their answers to the EQ Ask them what they will revise and express it in the form of an essential understanding. 2. In this phase. The three groups will be Luzon. Activity 2: Costume Making – Weaving or Ornaments 1. The masks must use symbols or motifs present in the chosen province. Visayas and Mindanao.Carving Group the students into three (3).
Transfer: In this phase students will create an art work applying knowledge of various media techniques and processes based on the present time. harmony of the colors used. Repetition of designs used. climate. After the whole activity: 1. that it reflects nature and the life of the common folk through various media techniques and processes based on the factors of time. Colors used. Ask each student to answer the following questions. climate. lines used. And details of the design are based on the experience of the individual in his/her community/environment. ideas and historical and cultural context. Summary: Check for student’s understanding of Philippine indigenous art. (ex.2010 Secondary Education Curriculum Music and Arts o Use of the basic elements. Assess their work based the criteria indicated for the level of performance (Refer to Stage 2) Processing of group evaluations. resources. textures used) o Use of the principles of design. resources in the school environment. Which group is more resourceful and creative? Which group did represent the province culture and uniqueness properly? Which group gave a substantial report? 10 . 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. variety of designs. (ex. historical and cultural context of the region.
ph • folk art.gov. • Zulueta. Based on the activity. ( 2009). Materials/Equipment Needed: • Folder • Paper Board • Adhesive • Coloring Markers • Textiles • Recyclable and Common Objects in the area 11 . Chicago: Encyclopædia Britannica.com/filipinoheritage/costumes/pintados2. National Bookstore publishing. 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. Encyclopædia Britannica.ncca. “The Humanities”. Redmond. Louis C. Encyclopædia Britannica 2007 Ultimate Reference Suite . Resources (Web sites." Microsoft® Encarta® 2009 [DVD].culturalcenter. "Folk Art. etc. Francisco M.) • www. Mandaluyong. 2008.. WA: Microsoft Corporation.asp • Jones.ph • www.koleksyon.2010 Secondary Education Curriculum Music and Arts Ask the students the following questions. Software.gov. 2007 • http://www.
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