2010 Secondary Education Curriculum Music and Arts II

Arts II
General Standard for Second Year: The learner demonstrates understanding of basic concepts and principles of Asian music and arts through active participation in artistic and cultural performances for self development, promotion of cultural identity and expansion of ones world vision.

2010 Secondary Education Curriculum Music and Arts II

Quarter 1 : Music and Arts of Southeast Asia

Topic: Southeast Asian Art

Time Frame: 8 hours

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of media techniques The learner creates an example of Southeast Asian art applying and processes and the elements and principles of arts used in knowledge of media techniques and processes, elements and Southeast Asian arts as influenced by history and culture. principles of art to communicate ideas, experiences and stories. Essential Understanding(s): Arts and crafts of Southeast Asia offer a glimpse of old civilization and have continued to influence present -day artistic expression through the use of media techniques and the elements and principles of design in arts. Learners will know: Southeast Asian arts (Indigenous and/or Folk art) Myanmar (Burma), Thailand, Laos, Cambodia, Vietnam, Malaysia, Singapore, Indonesia, and the Philippines. Elements of Art Point Line Shape and Form Value Color Texture Space Principles of Design Unity and Variety Balance Emphasis/Focal Point Rhythm/Pattern Proportion/Scale Movement Essential Question(s): How do arts and crafts of Southeast Asia show a glimpse of old civilization and continue to influence present-day artistic expression?

Learners will be able to: View examples of Southeast Asian indigenous and/or folk arts Discuss the message or the meaning of the art form Apply different media techniques and processes to communicate ideas, experiences and stories showing the characteristics of Southeast Asian indigenous and/or folk arts Create an example of Southeast Asian indigenous and/or folk arts showing understanding of the elements of art and principles of design Use subjects, themes and symbols in their artworks that demonstrates knowledge of contexts, values and aesthetics in Southeast Asian indigenous and/or folk arts

2010 Secondary Education Curriculum Music and Arts II

Analyze the work of art using knowledge of the elements of art and the principles of design

Product or Performance Task: Created examples of Southeast Asian art

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 different elements and principles of art were used to show a glimpse of old civilization and influence present-day artistic expression.. Criteria: Clear Accurate description of the different elements used Use of appropriate terminology Interpretation Illustrate through a media technique of your choice a picture of old civilization and its influence to present-day artistic expression. Criteria: Meaningful Revealing illustrative Application

Evidence at the level of performance Evaluation of a created art work based on the following criteria: Authenticity Clarity of Message Creativity

2010 Secondary Education Curriculum Music and Arts II

Apply knowledge media techniques and processes and the elements and principles of art in creating an example of Southeast Asian art. Criteria: Appropriateness of: materials used media techniques elements and principles of art Creativity Perspective Critique two examples of Southeast Asian art as regards to media techniques and principles used, materials, ideas and historical and cultural context. critical insightful revealing Empathy Assume the role of an artist in a chosen Southeast Asian country in creating a sample art work applying a chosen media technique and process including the elements and principles of art. Describe how you felt as an artist. Criteria Sensitive Open

2010 Secondary Education Curriculum Music and Arts II

Responsive Receptive Self -Knowledge Explain how you came to understand the culture of a chosen Southeast Asian country and its relation to our culture through their use of the different media techniques and processes and the elements and principles of art. Criteria Insightful Self-adjusting Reflective Stage 3 Explore: In this phase, engage the learners in viewing examples of Southeast Asian 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 countries in the Southeast Asian region. Have a discussion on the unique memorable events, festivals that one can find in any of the Southeast Asian countries. State the country and name of the event/occasion. Focus the discussion on the objects/architectural forms/costumes/traditional events of the countries. Discuss the purpose, meaning and history of the designs/art forms used. How do Southeast Asian indigenous and/or folk arts reflect the life of the common folk?

2010 Secondary Education Curriculum Music and Arts II

How do Southeast Asian arts create their art forms? What are the Southeast Asian arts inspirations and influences? What are the Southeast Asian arts similarities and differences? Emphasis: Southeast Asian arts are generally influenced by their religion, history and cultural traditions. (ex. Hindu epics Mahabharata and Ramayana, Comedia, or moro-moro, a folk drama,) The meanings, symbols and purpose of the art forms are also related to their religion (faith), culture and history of the country. (ex. Theravada Buddhism and non-Theravada) The designs may be similar and vary depending on the type of religion, beliefs, location and influences of the country. The designs are sometimes dictated by the religion, beliefs, materials and creativity of the artists. The materials are usually common objects or abundant, popular in the country. Most of the works are described to be ancient, magical, animist.

How do arts and crafts of Southeast Asia show a glimpse of old civilization and continue to influence present-day artistic expression? Firm Up:

Engage the learners in viewing examples of Southeast Asian arts. Provide activities to process students meaning. Let them reflect, revise and rethink their understanding.

Present indigenous art or folk art forms through visual aids focusing on architectural, carving, pottery, weaving, physical ornaments (textile design, bead work/necklace/bracelets, tattoo) and traditional events Analyze the designs of the indigenous or folk art forms by discussing the use of the elements of art and principles of design. Relate the indigenous or folk art forms to the context of the countrys history. Folk arts and indigenous motifs: Architectural Motifs: temples, stupas, pagodas, cetiyas

2010 Secondary Education Curriculum Music and Arts II

Folk art motifs: squatting ancestors, kris swords, musical instruments, magical staves, antlers, decorated triangles, abstract patterns, arabesques linear forms, male genitals, masks, snakes, puppets etc..

o In discussing the indigenous/folk 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 The teacher may also discuss in focus the following concepts in relation to Southeast Asian arts: Motifs, costume/textile designs, architectural structures, theater design and religious art forms. o Some significant art forms: All visuals are all available thru the internet (search engine: google images and websites) Fresco of the Preaching Buddha at the Wet-kyi-in, Gu-byauk-gyi, Pagan, c. 1113 Apsaras, heavenly dancing girls, bas-relief from Angkor Wat, Angkor, Ravana, the demon king, fighting the white monkey Hanuman, in khon masked pantomime, Thailand. Wayang kulit (shadow-puppet theatre), Java. Wayang topeng (masked dance), Bali. Ruined temples at Angkor Thom, Angkor, Cambodia. hwesandaw cetiya (a building that combines the attributes of both stupa and shrine), Pagan, now in Myanmar, 11th century. Shwe Dagon pagoda, Yangn, Myanmar, c. 15th century. Water Pavilion, Bang Pa-in, Thailand, 1294. That Luang stupa, Vientiane, Laos, 1566, restored 18th and 19th centuries. Shiva and Uma, sandstone, from Banteay Srei, Angkor, Cambodia Angkor Wat, Angkor, Cambodia Vishnu, stone, from Bali; in the Royal Tropical Institute Museum, Amsterdam. Height 80 cm. The stupa complex at Borobudur in Java, Indonesia. A Dhyani-Buddha on one of the stupa terraces at Borobudur, Java, 8th century. Temple of Shiva, the central temple of the Lara Jonggrang complex, Prambanan, Java, c. 900. Pura Besakih, the mother temple of Bali, on Mount Agung, Bali, 14th century. In the centre is the 11-story meru dedicated to Shiva. San Agustin Church, Intramuros

2010 Secondary Education Curriculum Music and Arts II

Check for understanding by asking the essential question. Deepen: In this phase, students will be given hands on activities in creating examples of Southeast Asian art 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: Almighty Gods (Buddha/Christ, etc..) - Carving 1. Discuss the concepts of sculpture. Definition, techniques and types/classifications 2. State the subject matter for the activity/sculpture project Almighty Gods 3. Materials Clay, hand soap, candle 4. Individually, the students must create a three-dimensional figure of their chosen God (based on their religion) using any of the following medium (Clay, hand soap, candle). Depending on the readily available material in their area. The size will vary depending on the chosen material. Students must follow the visual requirements of the chosen God. (ex. the pose, intricate details of the costume/ornaments) Activity 2: Textile Design Making (Batik or Ikat)- Costume 1. 2. 3. 4. 5. Discuss the concepts of textile design making. Definition, techniques and types/classifications. Focus on Batik or Ikat design Materials: any t-shirt or cloth and dye Individually or work in dyads, the students must create a Batik or Ikat design based on the chosen material. Students must use the common styles and motifs done in a Batik design. The teacher may provide a suggested theme for the design. This may vary depending on the type of material to be used. (ex. t-shirt batik design, handkerchief design, Malong design, etc.) The materials and colors for their costume must be common to the province. Encourage the students to use recycled

2010 Secondary Education Curriculum Music and Arts II

materials. (used t-shirt/handkerchief)

Activity 3: Reporting and Presentation 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: 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 Let students realize through questioning that all indigenous and folk art forms in the Southeast Asian countries have their own history and purpose. And details of the design are based on the experience of the individual in his/her community/environment. Ask them to explain how they came to understand the culture of a chosen Southeast Asian country and its relation to our culture through their use of the different media techniques and processes and the elements and principles of art. Check for students understanding and let them verbalize that: Arts and crafts of Southeast Asia offer a glimpse of old civilization and have continued to influence present -day artistic expression through the use of media techniques and the elements and principles of design in arts.

Transfer: In this phase, students will create an artwork applying understanding of media techniques and processes used in Southeast Asian art.

2010 Secondary Education Curriculum Music and Arts II

The student will create an art work based on Let the student choose the country and the medium and apply the skills learned. Evaluation of a created art work will be based on the following criteria: Authenticity Clarity of Message Creativity Processing of individual 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 countrys culture and uniqueness properly? Which group gave a substantial report? Resources (Web sites, Software, etc.)
All visuals are all available thru the internet (search engine: google images and websites) www.ncca.gov.ph www.culturalcenter.gov.ph folk art. ( 2009). Encyclopdia Britannica. Encyclopdia Britannica 2007 Ultimate Reference Suite . Chicago: Encyclopdia Britannica.

"arts, Southeast Asian ." Encyclopdia Britannica. Encyclopdia Britannica 2007 Ultimate Reference Suite . Chicago: Encyclopdia Britannica, 2010.
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:
Indigenous materials present / common in their locality Dyes Folder Paper Board Adhesive

2010 Secondary Education Curriculum Music and Arts II

Coloring Markers Textiles Recyclable and Common Objects in the area