HOLY CROSS COLLEGE

Sta. Ana, Pampanga

COLLEGE DEPARTMENT
2nd Semester, A.Y. 2018-2019

SYLLABUS IN PHILIPPINE POPULAR CULTURE

I. VISION : Holy Cross College shall be the leading academic institution of excellence in the region that promotes holistic formation by
producing citizens
with a deep sense of spirituality, concern for the environment and the society.

II. MISSION : Holy Cross College, as a premiere educational institution, inculcates to its community the finest education at par with global
standards
through effective and innovative instruction, training and immersion for professional growth; holistic character formation and
strong faith in
God; sustainable environmental protection and preservation programs; and high sense of civic-mindedness and nationalism.

III. GOALS :The Holy Cross College adopts the following goals and objectives in the pursuit of its mission:
1. to make education accessible to a greater number of youth regardless of socio-economic status;
2. to offer social and moral education that is relevant to the community in particular and to the country in general; and
3. to enable the students to become efficient and well-rounded persons who shall contribute to the economic technical and
socio-cultural
growth of the country.
       
The College Department strives to develop a Crucian who could contribute to:

Scholastic excellence, in promoting its Christian ideas and moral underpinnings and broad based foundation in educational
endeavors.

The CHURCH, in advocating the Catholic doctrines through active participation and involvement in sound practices, activities
and service programs.
 The HOME, in utilizing the learning he has acquired from the school for the spiritual, moral, social and economic upliftment and
prosperity of his family.

The COMMUNITY, by being an agent of change on the unchristian traints, attitudes, beliefs, values of the mass of residents
which hinder progress, economic and social stability.

The COUNTRY, in promoting and preserving the Filipino cultural heritage and Filipino ideas and aspirations for the attainment
of the nation's projection of progress into the future.

V. COURSE TITLE : PHILIPPINE POP CULTURE

No. of Units : 3 Units

VI. COURSE DESCRIPTION

: This subject willprovide students with the necessary tools of analysis on exploring the diverse forms of
arts by utilizing the everyday contexts of power, mode of production, representations and subjectivity as critical tropes. Pop Culture will be
fleshed out through mixed mediaculture such as visual culture, geography, cinema, music/ sound, popular prints andpublications, radio and
television, fashion, ads, cyberspace, experience economy etc.and look at how these cultural products intimate the contemporary social
relations and life—specifically, the affect. feelings and senses, corporeality , performances, space and place, technology, globalization and
identities.

Philippine Pop Culture is a three-unit course that develops students’ ability to appreciate, analyze, and critique Philippine History and its
culture. Through interdisciplinary and multimodal approaches, this course equips students with a broad knowledge of the practical, historical,
philosophical,and social relevance of the arts in order to hone students’ ability to articulate their understanding of the popular culture in the
Philippines. The focus of the course is to understand the interconnection of popular culture to the unique personality of every Filipino. It
develops the ability to appreciate and analyse the phenomenon surrounding the creation of the modern Philippine that brewed by the past,
enrich by the present and revolutionized by the future.
VII. LEARNING OUTCOMES:

At the end of the course, the students should be able to:

A. KNOWLEDGE
1. Demonstrate an understanding and appreciation of Philippine Popular Culture in general, including their function,value,and
historical significance.
2. Learn and study how Philippine culture influenced the Filipinos of today.
3. Evaluate their analytical ability in the use of primary sources in studying about the past.

B. SKILLS
1. Analyze popular culture evolved over the years.
2. Perform various debates about the significance of emerging events in the Philippines that evolved and change Filipinos. Have a
thorough analys of its foundation, the underlying effect to the future of the Philippines and how technology created a new wave of
culture that will connect Filipinos to the world.
C. VALUES
1. Appreiate the importance of Philippine history and the popular culture in the social and national life of the Philippines.
2. Demonstrate ability to argue for or against a particular issue using significant event that happened and somehow affected
Philippine individuality.
3. Appreciate pop cultures , its value of doing history to the present day.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

VIII. COURSE OUTLINE AND TIMEFRAME

WEEK TOPICS
1-2 I: INTRODUCTORY LECTURE: Philippine Modernity and Popular Culture: An
Onto-Historical Inquiry.

3-6 II. FRAMING THE POPULAR

 7-10 III. THERE ARE MANY WAYS TO SKIN THE CAT
11-18 IV: PHILIPPINE POP CULTURE AND EXPERIENCE ECONOMY
IX. COURSE CONTENT
Desired Student Learning
Outcomes
The student shall been able
to:
Provide the students an
overview of the course
subject’s content,
requirements and
activities.
Introduce the students to
the scope and nature of the
course subject.
To have an overview and
Course Content/Duration Instructional Delivery Evidence of Assessment Tools
Performance
Orientation: Oral Presentation/Discussion Class Interaction
House Rules/Classroom Policies
Grading System
Requirements
Class Organization
Course Description
I. INTRODUCTORY Case studies and questions will be posted Assessment Tools:
LECTURE: Philippine every time and students are expected to Analytic Rubric,
Modernity and Popular initiate and resurface issues, dialogues, Quiz, Active Class
Culture: An Onto- discussions and debates about the topic in Participation,
Historical Inquiry. order to generate healthy and meaningful Present their Objective Test
ideas. output and their
explanation of it.
Commodities and Culture, John
understanding of what is
popular culture in John
Fiske stand point.
Analyze the culture
industry that the
proponents theorize as a
mechanism for deception.
Interpret Postcolonialism,
feminism and its
relationship to pop culture.
Fiske Understanding Popular
Culture
Activity
Max Hokheimer and Theodor W. Differentiate Hokheimer and Adorno’s -Submission of Analytic Rubric
Adorno.1944. “The Dialectic of understanding to the effect of Culture to their paper about
Enlightenment: From The people. their shared work
Culture Industry: Enlightenment or ideas.
as Mass Deception.”
Karl Marx and Friedrich Engels, Form five groups among the members of the
“Ruling Class and Ruling Ideas” class. Each group will be given 40 minutes Analytic Rubric
only to report ALL the required readings
(Postcolonialism and Popular Culture and
Postcolonialism and Popular Feminism and Popular Culture). The task of
Culture the reporters is to methodologically dissect
the reading by following the structure
below.
a. Highlight a brief overview about the text
(What the reading is all about?)
Feminism and Popular Culture b. Present the objectives of the text / author.
c. Reveal the statement of the problem of the
text/ author (What is the the
author trying to problematize? And why is the
author problematizing it?)
d. Provide the materials and methods used by
the author that s/he used in order to answer
 the text’s statement of the problem
e. Present the set of arguments, positions and
propositions of the text/ author. (
How did the author provide the answer
,argument, proposition and ons?)

PRELIMINARY EXAMINATION

II. FRAMING THE Class discussion and sharing of ideas through Class Interaction Assessment Tools:
POPULAR The teacher would facilitate to discuss the Analytic Rubric,
topic and would ask the students to write on a Quiz, Active Class
piece of paper their ideas about the early Participation,
civilization starting from the prehistoric times Objective Test
- Commodities and Culture: and compare it with what we have today.
R John Fiske Understanding
e Culture
c
o
g
n Symposium onCommodities and Culture. -Submission of
i Organize a symposium on particular historical their own artwork
z controversy of your choice. After the event, project.
e write a reaction paper on your experience in
organizing and attending the symposium. AssessmentTools:
t AnalyticRubric,
h Class Participation,
e Defamiliarization (Bertolt Brecht) Objective Test,
Project, Major
m Exam
u
l Semiotics
t Make the students watch a video about - Submission AssessmentTools:
i Defamiliarization and ask them one by one of their AnalyticRubric,
p their personal insights about it. Let them also reaction
l cite examples about contemporary and paper.
i modern art.
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MIDTERM EXAMINATION

III. THERE ARE MANY

WAYS TO SKIN THE
Analyze form, content CAT
and context of
cultural issues in the Form, Content and Context Class discussion and sharing of ideas through Class Interaction Assessment Tools:
Philippines using the The teacher would facilitate to discuss the Analytic Rubric,
lens of history. topic and would ask the students to write on a Quiz, Active Class
piece of paper their ideas about the early Participation,
civilization starting from the prehistoric times Objective Test
Critical, Critique and Crisis and compare it with what we have today.
( Wendy Brown) Facilitate and Analytic Rubric
Recognize that the execute the debate
problems of today are accordingly
consequences of following the
decisions and events Reading Positions/ encoding – provided rubrics.
that happened in the decoding ( Stuart Hall)
past
Debate on Gay, Lesbian, Queer and how
Gay, Lesbian, Queer and Pop emerging culture created and somehow
Culture categorized sexuality. Form groups with four
to five members. Each group will be assigned
with a particular historical controversy
Marxism and Popular Culture: discussed in this chapter and a corresponding
stance (affirmative or negative). The groups
should be able to use primary sources in
defending their side.

Propose
recommendations or
solutuions to present-
day problems based
on the understanding
of Marxism and
popular culture.
IV.
Demonstrate ability
to argue for or
against a particular
issue using primary
sources.
Analytic Rubric
Infographic Exhibit. Form groups with four to Perform the forum
five members each. Each group will think of a accordingly
specific social , political, economice, or cultural following the given
issue in the Philippines. Research on its rubrics.
evolution and propose reommendations and
solutions. Hold an exhibit in the campus to
showcase your research.
PHILIPPINE POP
CULTURE AND
EXPERIENCE
ECONOMY Class Interaction Assessment Tools:
Class discussion and sharing of ideas through Analytic Rubric,
Language and Popular The teacher would facilitate to discuss the Quiz, Active Class
Culture topic and would ask the students to write on a Participation,
piece of paper their ideas about the early Objective Test
civilization starting from the prehistoric times
and compare it with what we have today.
 Psychoanalysis and Reporting. Form groups with four to five Perform the Analytic Rubric
Popular Culture members each. Reporting
“Pinoy Big Brother accordingly
Season 3 Audition: Ang Expose the theoretical framework of the following the given
Pulitika ng Odisyon, text/author rubrics
Isang Emikong Give the Conclusion of the text.
Pagdanas” Lift 3 important quotations or passages from
Apply the reading that can flesh- out
historiographical debates, issue and perspectives about the
methods in writing .“Malabaklang Espasyo panel for the productive discussion
the history of one’s sa Arkitekturang of the class
locality or country Filipino: Estetika, Finally, give your own contemplation of the
Morpolohiya, reading by answering, what do
Konteksto.” Tabi-Tabi you think is not re-represented in the re-
Sa Pagsasantabi presentation of the whole reading
Kritikal Na Tala Ng Mga and why? In other words, reporters shall
Lesbiana provide a critique about the reading
at Bakla Sa Sining, or what is absent in the reading. This way, the
Kultura, at Wika , reporters can assert its own
voice within the text.

Incorporate “Thinking About

technology in the Technology and
discipline of history Culture” Science,
Technology and
Culture.”
 FINAL EXAMINATION

X. SCORING RUBRIC
CATEGORY SCORING CRITERIA TOTAL POINTS SCORE

It is related and appropriate for the topic/topics. 20

PRESENTATION

(40 points) The presentation is very good and the roles were portrayed at their best. 20

The script is original, creative, and interesting. 15

CREATIVITY AND ORIGINALITY

(30 points) The story is giving moral lessons related to the topic. 15

AUDIENCE IMPACT

(30 points) It is interesting and catches the attention of the audience. 30

X. COURSE REFERENCES
Textbook:
Max Hokheimer and Theodor W. Adorno.1944. “The Dialectic of Enlightenment:
From The Culture Industry: Enlightenment as Mass Deception.” Norton Anthology
of Theory and Criticism.Ed. Vincent Leitch. New York: W.W. Norton and Company.
1220- 1240.
Karl Marx and Friedrich Engels, “Ruling Class and Ruling Ideas”
http://www.marxists.org/archive/marx/works/download/Marx_The_German_Ideology.pd
Yambao, Clod Marlan Krister. “Pinoy Big Brother Season 3 Audition: Ang
Pulitika ng Odisyon, Isang Emikong Pagdanas” Midya at Lipunan, College of Mass
Communication, UP Press , 201

David, Bel. “Thinking About Technology and Culture” Science, Technology and
Culture._______: Open University Press, 2005. 39-57*

XI. GRADING SYSTEM

Periodic Grade = Class Standing (60%) + Periodic Examination (40%)

Final Grade = Prelim Grade + Midterm Grade + Final Grade

XII. COURSE REQUIREMENTS:

Major Exam, Oral Presentation, Group Presentation, Role Playing, Projects, Term Paper

XIII. COURSE POLICIES AND GUIDELINES:

Please refer to the Student Handbook.

 1. Attendance
Because this is a classroom, mandatory attendance will be reduced to project presentation days. As per college policy, students are
expected to complete assignments on-time. While some projects span the entire semester, others are due on specific dates throughout
the semester. Ten percent (10%) of the total points available (or a minimum of 1 point) are deducted from a student's grade on a
project when it is received after the stated due time (usually 11:00 a.m.) on the due date unless otherwise stated on the rubric for the
individual project/assignment. An additional 5% (or a minimum of 1 point) is deducted for each day the project/assignment is late.
Work that is more than one week late will not be accepted without a doctor's note submitted to the instructor or proof of other
emergency beyond the student's control. Be sure to consult the rubric for the individual project for more complete details. Students
who are unable to complete the work during the semester are eligible for an Incomplete only if the reason fits the College's guidelines
for an incomplete. If an Incomplete is granted, it will automatically convert to the grade of F if the work is not completed by the end of
the following semester.

2. Tests and Make-ups

All quizzes for this course must be completed. The final examination will be delivered during class schedule.

3. Extra Credit. Students are expected to complete the projects as required for the class and to do the best they can on each project
throughout the semester. Thus, it is the policy of the instructor not to give additional assignments for extra credit for students who
wish to pull up their grades at the end of semester.

Every attempt is made to provide a complete syllabus that provides an accurate overview of the courses. However, circumstances and
events may
make it necessary for the instructor to modify the syllabus during the semester. This may depend, in part, on the progress, needs and
experiences
of the students.

4. Students participate in the discussion, and answer the discussion questions. Failure to do those in 3 weeks will mean dropping from the
course.

5. Requirements such as assignments/projects should be submitted/posted on or before the given deadline.

6. Coordinate with the professor, using various modes given on concerns/problems regarding the requirements.

7. Non-submission of requirements will be incomplete from the course.

Prepared by: Verified by: Approved by:

ARLENE MARIE M. OCAMPO, LPT DR. PABLITO P. GANTAN,JR.,LPT DR. PABLITO P. GANTAN, JR., LPT

Instructor Dean, CASEd Dean, CASEd