5

Contemporary
Philippine Arts
from the Regions
Week 5 – Module 5:
Analyzes contemporary art
forms based on the elements and
principles
Araling Panlipunan – Ikapitong Baitang
Alternative Delivery Mode
Ikaapat na Markahan – Modyul 2: Nasyonalismo sa Pagbuo ng mga Bansa Sa
Silangan at Timog-Silangang Asya
Unang Edisyon, 2020

Isinasaad sa Batas Republika 8293, Seksiyon 176 na: Hindi maaaring magkaroon ng
karapatang-sipi sa anomang akda ang Pamahalaan ng Pilipinas. Gayonpaman, kailangan
muna ang pahintulot ng ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung
ito ay pagkakakitaan. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan
ay ang pagtakda ng kaukulang bayad.

Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand
name, tatak o trademark, palabas sa telebisiyon, pelikula, atbp.) na ginamit sa modyul na ito
ay nagtataglay ng karapatang-ari ng mga iyon. Pinagsumikapang matunton ang mga ito
upang makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga
tagapaglathala at mga may-akda ang karapatang-aring iyon. Ang anomang gamit maliban
sa modyul na ito ay kinakailangan ng pahintulot mula sa mga orihinal na may-akda ng mga
ito.
Walang anomang parte ng materyales na ito ang maaaring kopyahin o ilimbag sa
anomang paraan nang walang pahintulot sa Kagawaran.
Inilathala ng Kagawaran ng Edukasyon
Kalihim: Leonor Magtolis Briones
Pangalawang Kalihim: Diosdado M. San Antonio

Bumuo sa Pagsusulat ng Modyul

Manunulat: Maylin B. Arnesto
Editor: Enrile O. Abrigo Jr.
Tagasuri: Nimfa V. Alaska
Tagaguhit: Glendale John V. Felizarte
Tagalapat: Liezl O. Arosio
Tagapamahala: Dr. Benjamin D. Paragas, Regional Director
Dr. Mariflor Musa, CLMD Chief
Dr. Melbert S. Broquesa, EPS-LRMS
Dr. Freddie Rey R. Ramirez, EPS-AP/IPED
Dr. Cyril C. Serador, CID Chief
Ronald S. Brillantes, EPS-LRMS
Marites L. Arenio, EPS-AP

Inilimbag sa Pilipinas ng Eduresources Publishing, Inc.

Department of Education – MIMAROPA Region

5th Floor Mabini Building, DepEd Complex, Meralco, Avenue, Pasig City, Philippines
1600
(02) 634-1054 o 634-1072
imcsetd@yahoo.com
 11
Contemporary
Philippine Arts
from the Regions
Week 5 – Module 5:
Analyzes contemporary art
forms based on the elements and
principles
Paunang Salita

Para sa tagapagdaloy:

Malugod na pagtanggap sa asignaturang Araling Panlipunan 7 ng Alternative

Delivery Mode (ADM) Modyul para sa araling Nasyonalismo sa Pagbuo ng mga
Bansa sa Silangang Asya!

Ang modyul na ito ay pinagtulungang dinisenyo, nilinang at sinuri ng mga

edukador mula sa pambuliko at pampribadong institusyon upang gabayan ka, ang
gurong tagapagdaloy upang matulungang makamit ng mag-aaral ang pamantayang
itinakda ng Kurikulum ng K to12 habang kanilang pinanagumpayan ang pansarili,
panlipunan at pang-ekonomikong hamon sa pag-aaral.

Ang tulong-aral na ito ay umaasang makauugnay ang mag-aaral sa mapatnubay at

malayang pagkatuto na mga gawain ayon sa kanilang kakayahan, bilis at oras.
Naglalayon din itong matulungan ang mag-aaral upang makamit ang mga
kasanayang pan-21 siglo habang isinasaalang-alang ang kanilang mga
pangangailangan at kalagayan.

Bilang karagdagan sa materyal ng pangunahing teksto, makikita ninyo ang kahong

ito sa pinakakatawan ng modyul:

Mga Tala para sa Guro

Ito'y naglalaman ng mga paalala,
panulong o estratehiyang magagamit sa
paggabay sa mag-aaral.

Bilang tagapagdaloy, inaasahang bibigyan mo ng paunang kaalaman ang mag-

aaral kung paano gamitin ang modyul na ito. Kinakailangan ding subaybayan at
itala ang pag-unlad nila habang hinahayaan silang pamahalaan ang kanilang
sariling pagkatuto. Bukod dito, inaasahan mula sa iyo na higit pang hikayatin at
gabayan ang mag-aaral habang isinasagawa ang mga gawaing nakapaloob sa
modyul.

ii
Para sa mag-aaral:

Malugod na pagtanggap sa Araling Panlipunan 7 ng Alternative Delivery Mode

(ADM) Modyul ukol sa Nasyonalismo sa Pagbuo ng mga Bansa sa Silangang Asya!

Ang kamay ay madalas gamiting simbolo ng kakayahan, aksyon at layunin. Sa

pamamagitan ng ating mga kamay tayo ay maaaring matuto, lumikha, at
magsakatuparan ng gawain. Ang kamay sa tulong-aral na ito ay sumisimbolo na
ikaw, bilang isang mag-aaral, ay may angking kakayahang matutuhan ang mga
kaugnay na kompetensi at kasanayan. Ang iyong pang-akademikong tagumpay ay
nakasalalay sa iyong sarili o sa iyong mga kamay.

Ang modyul na ito ay ginawa bilang tugon sa iyong pangangailangan. Layunin

nitong matulungan ka sa iyong pag-aaral habang wala ka sa loob ng silid-aralan.
Hangad din nitong madulutan ka ng mga makabuluhang oportunidad sa
pagkatuto.

Ang modyul na ito ay may mga bahagi at icon na dapat mong maunawaan.

Alamin Sa bahaging ito, malalaman mo ang mga

dapat mong matutuhan sa modyul.

Subukin Sa pagsusulit na ito, makikita natin kung

ano na ang kaalaman mo sa aralin ng
modyul. Kung nakuha mo ang lahat ng
tamang sagot (100%), maaari mong
laktawan ang bahaging ito ng modyul.

Balikan Ito ay maikling pagsasanay o balik-aral

upang matulungan kang maiugnay ang
kasalukuyang aralin sa naunang leksyon.

Tuklasin Sa bahaging ito, ang bagong aralin ay

ipakikilala sa iyo sa maraming paraan tulad
ng isang kuwento, awitin, tula, pambukas
na suliranin, gawain o isang sitwasyon.

Suriin Sa seksyong ito, bibigyan ka ng maikling

pagtalakay sa aralin. Layunin nitong
matulungan kang maunawaan ang bagong
konsepto at mga kasanayan.

Pagyamanin Binubuo ito ng mga gawaing para sa

malayang pagsasanay upang mapagtibay
ang iyong pang-unawa at mga kasanayan sa
paksa. Maaari mong iwasto ang mga sagot
mo sa pagsasanay gamit ang susi sa
pagwawasto sa huling bahagi ng modyul.

iii
 Isaisip Naglalaman ito ng mga katanungan o
pupunan ang patlang ng pangungusap o
talata upang maproseso kung anong
natutuhan mo mula sa aralin.

Isagawa Ito ay naglalaman ng gawaing

makatutulong sa iyo upang maisalin ang
bagong kaalaman o kasanayan sa tunay na
sitwasyon o realidad ng buhay.

Tayahin Ito ay gawain na naglalayong matasa o

masukat ang antas ng pagkatuto sa
pagkamit ng natutuhang kompetensi.

Karagdagang Sa bahaging ito, may ibibigay sa iyong

Gawain panibagong gawain upang pagyamanin ang
iyong kaalaman o kasanayan sa natutuhang
aralin.

Susi sa Pagwawasto Naglalaman ito ng mga tamang sagot sa

lahat ng mga gawain sa modyul.

Sa katapusan ng modyul na ito, makikita mo rin ang:

Ito ang talaan ng lahat ng pinagkuhanan sa
Sanggunian
paglikha o paglinang ng modyul na ito.

Ang sumusunod ay mahahalagang paalala sa paggamit ng modyul na ito:

1. Gamitin ang modyul nang may pag-iingat. Huwag lalagyan ng anumang
marka o sulat ang anumang bahagi ng modyul. Gumamit ng hiwalay na
papel sa pagsagot sa mga pagsasanay.
2. Huwag kalimutang sagutin ang Subukin bago lumipat sa iba pang gawaing
napapaloob sa modyul.
3. Basahing mabuti ang mga panuto bago gawin ang bawat pagsasanay.
4. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga gawain at
sa pagwawasto ng mga kasagutan.
5. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang pagsasanay.
6. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos nang
sagutin lahat ng pagsasanay.
Kung sakaling ikaw ay mahirapang sagutin ang mga gawain sa modyul na ito,
huwag mag-aalinlangang konsultahin ang inyong guro o tagapagdaloy. Maaari ka
rin humingi ng tulong sa iyong mga magulang, sa nakatatanda mong kapatid o
sino man sa iyong mga kasama sa bahay na mas nakatatanda sa iyo. Laging
itanim sa iyong isipang hindi ka nag-iisa.

iv
Umaasa kami, sa pamamagitan ng modyul na ito, makararanas ka ng
makahulugang pagkatuto at makakakuha ka ng malalim na pang-unawa sa
kaugnay na mga kompetensi. Kaya mo ito!

v
 What I Need to Know

Most Essential Learning Competency:

 Analyzes contemporary art form based on the elements and
principles (Week 5)

Lets start!

What is contemporary art?

Art made and produced by artists living today- “J. Paul Getty Museum
It is not restricted to individual experience but it is reflective of the world we live in
that events in the world having an effect to the philippines
You are embarking on an adventure through musical time, and this journey will
be more pleasurable if you first become familiar with some basic musical concepts.
Keep in mind that most new experiences require some initial adjustment and
insight.
The process is similar to visiting a distant country for the first time: You are
instantly
immersed in a different culture and surrounded by people who speak an unusual
Language or follow unfamiliar customs. This new experience could be either very
Exciting or quite unbearable depending on your perspective. If you were not
prepared for this journey, your naive responses and actions might bring you
Embarrassment or instill the anger of others. Worst of all, you would get very little
from
a potentially rewarding experience.

These new ideas will be introduced gradually, systematically and actively, so for
now, focus on learning the fundamental elements of music and their related terms
Listen carefully for these aspects in the music you hear, and in time—you will
attain a
heightened understanding that will open your ears, mind and soul to the deeper
levels
Of musical thought.

What I know

I. Multiple Choice: Read the statements and encircle the letter of the correct
answer.

1. Which of the following refers to asuccession of concervative notes or

tones changing in pitch and duration,also considered to carry the
overall theme of music?

A. Rhythm
B. Melody
C. Dynamics
D. Timbre

2. This may refer to acombiation of defferent tones or pitches played or

sung together. These notes played at the same time is called a chord.

A. Rhythm
B. Texture
C. Dynamics
D. Timbre

3. What element refers to the relationship of melodic and harmonic lines

in music.
Music considered to have thicker texture if it has more melodic lines.

A. Rhythm
B. Harmony
C. Texture
D. Dynamics

4. Music is consedered to have a thicker texture if it has more melodic

line
 Which element refers to the relationship of melodic and harmonic lines
in music.

A. Rhythm
B. Harmony
C. Texture
D. Dynamics

5. this refers to the degree of softness and loudness of music. This may
also include the way of changing from soft to loud or vice –versa.

A. Dynamics
B. Harmony
C. Texture
D. Rhythm
6. also known as tone color, refers to the quality of sound generated by an
instrument or by a voice.

A. Dynamics
B. Harmony
C. Timbre
D. Texture

7. Its focuses on the area where the dance is performed. Terms such as
direction, size, focus, distance, level, and elevation can be used in
descibing the use of use of space in dance.

A. Time
B. Energy
C. Relationship
D. Space

8. this elements describe how energy is directed through the body, and
how the body releases it. In some referenses, this is referred to as
dynamics.
A. Time
B. Energy
C. Relationship
D. Space

9. In this aspect relationship may mean how a dancer relates to another

dancer, how he or she relates to an object, or how he or she relates to
the group of dancer, involeves of awareness of dancers on their
environment.

A. Time
B. Energy
C. Relationship
D. Space
 10. This terms such as accent, beat, duration, meter, rhtym,and
accelaration can be use in describing time.

A. Time
B. Energy
C. Relationship
D. Space

11. what ceremonial dance which involves the male pursuing the female,
typically performed during special day.

A. Martial Dance
B. Mimetic Dance
C. Courtship Dance
D. Ritual Dance

12. these folk dance combative in nature and is used to enact a battle

A. Martial Dance
B. Mimetic Dance
C. Courtship Dance
D. Ritual Dance

13. what folk dances are usually acted for fun, but have a set of rules and
structure.

A. Social Dance
B. Ritual Dance
C. Courtship Dance
D. Game Dance

14. this envolved dancing to Spiritual beings ang Gods. The shaman who
usually directs the dance and the supplicants performance.

A. Martial Dance
B. Ritual Dance
C. Courtship Dance
D. Game Dance

15. It refers Social Dancing is primary performed to celebrate important

milestones in life, and to mark harvest
 A. Social Dance
B. Ritual Dance
C. Courtship Dance
D.Game Dance

Lesson Analyzes contemporary art

1 forms based on the
elements and principles

Introduces the issues and controversies of contemporary moral philosophy. It gets

students to struggle with the big questions of morality while it also relates these
questions to practical issues, especially racism, global warming, moral education,
and abortion. Providing a practical method for thinking about moral issues—a
method based largely on the golden rule—it is written simply and clearly
throughout.

What’s In

Look for a short story writen by a national artist and identify their
contribution to contempory arts.
 Title of the Short
Story

Author

Mga Tala para sa Guro

Naglalaman ito ng iba’t ibang mungkahing gawain para sa
bawat aralin na dapat malinang sa kakayahan at kasanayan ng
mga mag-aaral. Kinapapalooban ito ng iba’t ibang estratehiya
tulad ng paggamit ng cross word puzzle, graphic organizer,
pagsusulat ng maikling sanaysay, picto analysis, Reflective
Journal atbp. Ang bawat gawain sa isang aralin ay nakabatay sa
limang araw na sesyon. Iminumungkahi na pagyamanin pa ng
mga guro ang mga mungkahing gawain at estratehiya batay sa
interes at kakayahan ng mga mag-aaral.
 What’s New

It is interesting to note that the arts in the country are active

and available to everyone.
Individual artist, cultural groups, and art communities thrive
in the regions.
At the same time, traditional arts continue to keep Philippine
culture Alive

These new ideas will be introduced gradually, systematically and actively, so for
now, focus on learning the fundamental elements of music and their related terms
Listen carefully for these aspects in the music you hear, and in time you will attain a
heightened understanding that will open your ears, mind and soul to the deeper levels
Of musical thought.

1. In what region does your school belong? How many provinces/ cities are thre in your
region?

2. Form your group according to the numbers of province/cities found in your region. Each
group will be assigned to do a research about a spcifec province in your region,
specifically its integrated contempory arts.

In your, group discuss the following art forms of the provine assigned to your group.
1.choreography
2.musical instrument
3.literary and musical compositions
Then share the results of your discussions with the rest of the class
 What is It

Elements of Music

Rhythm-is the element of "TIME" in music. When you tap your foot to the
music, you are "keeping the beat" or following the structural rhythmic pulse
of the music. There are several important aspects of rhythm: • DURATION:
how long a sound (or silence) lasts. • TEMPO: the speed of the BEAT. (Note:
Tempo indications are often designated by Italian terms): Largo = "large" or
labored (slow) Adagio = slow Andante = steady "walking" tempo Moderato =
moderate Allegro = fast ("happy") Presto = very fast

Melody-is the LINEAR/HORIZONTAL presentation of pitch (the word used to

describe the highness or lowness of a musical sound). Many famous musical
compositions have a memorable melody or theme. THEME: a melody that is
the basis for an extended musical work Melodies can be derived from
various scales (families of pitches) such as the traditional major and minor
scales of tonal music, to more unusual ones such as the old church modes
(of the Medieval and Renaissance periods: c. 500–1600), the chromatic scale
and the whole tone scale (both used in popular and art-music styles of the
late 19th and 20th-century periods), or unique scale systems devised in
other cultures around the world.

Melodies can be described as: • CONJUNCT (smooth; easy to sing or play) •

DISJUNCT (disjointedly ragged or jumpy; difficult to sing or play).

Harmony-is the VERTICALIZATION of pitch. Often, harmony is thought of

as the
art of combining pitches into chords (several notes played simultaneously
as a
"block"). These chords are usually arranged into sentence-like patterns
called
chord progressions.

Harmony is often described in terms of its relative HARSHNESS:

• DISSONANCE: a harsh-sounding harmonic combination
• CONSONANCE: a smooth-sounding harmonic combination
Dissonant chords produce musical "tension" which is often "released" by
resolving to consonant chords. Since we all have different opinions about
consonance and dissonance, these terms are somewhat subjective.
Other basic terms relating to Harmony are:
 Modality: harmony created out of the ancient Medieval/Renaissance
modes.
Tonality: harmony that focuses on a "home" key center.
Atonality: modern harmony that AVOIDS any sense of a "home" key center.

TEXTURE
Texture refers to the number of individual musical lines (melodies) and the
relationship these lines have to one another.
NOTE: Be careful not to confuse the number of musical lines with the
number of performers
producing the musical lines.
Monophonic (single-note) texture:
Music with only one note sounding at a time (having no harmony or
accompaniment).

Homophonic texture:
Music with two or more notes sounding at a the same time, but generally
featuring a prominent melody in the upper part, supported by a less
intricate harmonic accompaniment underneath (often based on
homogenous chords—BLOCKS of sound).

Imitative texture: Imitation is a special type of polyphonic texture produced

whenever a musical idea is ECHOED from "voice" to "voice". Although
imitation can be used in monophonic styles, it is more prevalent in
polyphonic art-music— especially from the Renaissance and Baroque
periods.

TONE COLOR (or TIMBRE -pronounced "TAM-BER") If you play a "C" on the
piano and then sing that "C", you and the piano have obviously produced
the same pitch; however, your voice has a different sound quality than the
piano. Although the scientific principles of musical acoustics are beyond the
scope of this course, it is safe to say that each musical instrument or voice
produces its own characteristic pattern of “overtones,” which gives it a
unique "tone color" or timbre. Composers use timbre much like painters use
colors to evoke certain effects on a canvas. For example, the upper register
(portion of the range or compass) of a clarinet produces tones that are
brilliant and piercing, while its lower register gives a rich and dark timbre. A
variety of timbres can also be created by combining instruments and/or
voices.

Konsepto Mo, Pili mo!

Procedure: Categorize the following musical forms using the table below.
Wrire each musical form under the appropriate column.
Ballad
Band Music
Concert overture
Cocerto
March
Kundiman
Opera
Pasyon Chant
Pinoy folk
Pinoy rap
Sonata
Song Debate
Suite
Symphonic põem

Ethnic traditional music Spanish-Influenced music American-Influence music

Elements of Dance
Look at a building. Is it a good building? How would you know? Architects tend to
define their art in terms of basic compositional elements like line, shape, space,
and form. Painters and sculptors also utilize these compositional elements, and
musicians have compositional elements of their own.
But what about dancers? Dance is an art form focused on creating a performance
that's impermanent and fluid. It's unique, but it's still very much a form of art and,
thus, dancers and choreographers have their own compositional elements to work
with. Understanding these elements and how to use them is the key to a great work
of art. There are four fundamental compositional elements of dance: space, time,
force, and shape.

Space
Let's start with one of the most important: space, or the way the dancer occupies the
physical world. Art forms like architecture and sculpture take up physical space in
three dimensions, but this concept is a little different in dance because the dancer is in
motion. So for us, the compositional element, space, refers to the way the dancer
moves through and interacts with the physical world.
Humans can't fly or levitate, so how many ways can someone really move through
physical space? Quite a few, actually. Within this compositional element, we must
consider several aspects: the actual direction of the movement (sideways, forwards,
backwards, diagonally), as well as implied movement in gestures or placement. We
must consider facing, how the front of the body is positioned in relation to the
audience. We have to envision the pattern the dancer moves in as he or she travels
through space. Because this is a three-dimensional art form, we must also consider
levels, the relationship of the body to the floor. Do dancers always stay with two feet on
the floor? Can they lie on the floor, or leap high above it? All of these movements define
the use of space in dance.

Time
Closely related to the element of space is the element of time. After all, a dancer cannot
move through space without moving through time as well. Specifically, the
compositional element, time, deals with the dancer's interaction with time, and again
there are many ways to do this. Dance is generally set to music, which defines the
tempo and rhythm of the dance, but the dancer can accentuate or reject the music
through their own movements. Does the dancer move slowly or quickly? Does he or she
move with the beat or against it? How is a sense of rhythm developed and maintained?
These questions help define time in dance.

Force/Energy
Two dancers who are moving slowly through the same space may have embraced the
elements of time and space in the same way. So how can we make these two
compositions look completely different? What if one moved slowly and lazily but with
grace, while the other was slow and jerky but powerful?

Thie element has a lot of aspects. Relationship may mean how a dancer relates to
another dancer, how he or she relates to an object, or hoe he or she relates to the group
of dancers. It could also mean how a person relates to the stage and production
elements.

Forms and types of dance in the philippines

Tinikling-involves two people hitting bamboo poles on the ground and

against each other in coordination with one or more dancers who step over
and in between the poles in a dance. It originated in Leyte among the
Visayan islands in central Philippines as an imitation of the tikling bird.

Once taught simply as a folk dance from the Philippines, it has recently

become popular in the sports curricula of elementary schools as it involves
skills similar to jumping rope. It’s now a new, fun form of aerobic exercise
that also improves spatial awareness, rhythm, foot and leg speed, agility,
and coordination.

Binasuan-is a colorful and lively dance from Pangasinan, a province on the

island of Luzon. It is often danced at weddings and fiestas.

Pandanggo sa Ilaw-is a very popular folk dance in the Philippines. It is said

to have originated from Mindoro, the seventh-largest island in the
Philippines. This dance of lights simulates fireflies at dusk and at night.

he cariñosa is a Philippine folk dance of Hispanic origin. It is closely

associated with the island of Panay and the Visayas region in general. The
word cariñosa is from the Spanish cariñosa meaning the affectionate one.
Most Filipina women can be described as karinyosa.
This is a courtship dance that portrays acts of flirtation between a man and
a woman. The dancers perform steps resembling hide-and-seek movements.
The woman holds a handkerchief or sometimes a fan.

Sayaw sa Bangko (“dance on a bench”) is a folk dance from the Pangasinan

province of the Philippines.
The itik-itik is a dance from Surigao, in which the movements of a duck are
imitated. An itik is a species of duck.

La Estudiantina is a Spanish-inspired dance of the Philippines. The country

was under the rule of Spain for more than three hundred years, during
which time local culture was markedly influenced.

The Spanish-influenced Kuratsa or Curacha was once a very popular dance

in different parts of the Philippines, particularly in the Visayas region.

Mazurka Boholana is a Spanish-inspired ballroom dance from the Bohol

province of the Philippines. The country was under the rule of Spain for
more than three hundred years, during which time local culture was
markedly influenced. Although the mazurka is the Polish national dance, it
was wildly popular  throughout Europe in the 19th century and even in
colonized lands overseas. The Philippine dance is ordinarily performed by
men and women partners.

Alkamfor is a couples dance from Leyte, a province of the Philippines

located in the Visayas group of islands. In this dance, the girl holds a
handkerchief laced with camphor, a substance that is locally thought to
induce romance. She flirts with the man by waving her scented
handkerchief in front of his face.

(Perez, et al, 2014)

 What’s More

ACTIVITY 1: PUZZLE!

Panuto: Basahin at unawain ang mga pahayag sa bawat bilang. Bilugan

ang konsepto na tinutukoy sa loob ng kahon.

S T A P B C A N T E L O T 0 F
A W I A E E R T Y U I K O P O
Y B T N T S D F G J K A K L L
A G Z D I E R T Y J K R L A K
W S R A G K B N S G H I E R D
S G O N H U L Q B W E N X V A
A L D G K R S I I R W Y R A N
B M A O I A A S N N H O O B C
A N L S O T N D A G J S F Y E
N O S A P S A F S N N A M A D
G P K I F A K G U E L E A M P
K R J L S F N H A X L H K Y N
O O M A C E O G N T M A L Y U
W X C W V U W B O H O L A N A
I T I K I T I K D A N C E K L
1. Involves two people hitting bamboo poles on the ground and against each
other in coordination with one or more dancers who step over and in
between the poles in a dance. It originated in Leyte among the Visayan
islands in central Philippines as an imitation of the tikling bird.

2.Once taught simply as a  from the Philippines, it has recently become

popular in the sports curricula of elementary schools as it involves skills
similar to jumping rope. It’s now a new, fun form of aerobic exercise that
also improves spatial awareness, rhythm, foot and leg speed, agility, and
coordination.

3.It is a colorful and lively dance from Pangasinan, a province on the island
of Luzon. It is often danced at weddings and fiestas.

4. This s a very popular folk dance in the Philippines. It is said to have

originated from Mindoro, the seventh-largest island in the Philippines. This
dance of lights simulates fireflies at dusk and at night.

5. It is closely associated with the island of Panay and the Visayas region in
general. This is a courtship dance that portrays acts of flirtation between a
man and a woman. The dancers perform steps resembling hide-and-seek
movements. The woman holds a handkerchief or sometimes a fan.
6.(“dance on a bench”) is a folk dance from the Pangasinan province of the
Philippines.

7.The Spanish-influenced  was once a very popular dance in different parts

of the Philippines, particularly in the Visayas region.

8. is a Spanish-inspired ballroom dance from the Bohol province of the

Philippines. The country was under the rule of Spain for more than three
hundred years, during which time local culture was markedly influenced.
Although the mazurka is the Polish national dance, it was wildly popular 
throughout Europe in the 19th century and even in colonized lands
overseas. The Philippine dance is ordinarily performed by men and women
partners.
9.a couples dance from Leyte, a province of the Philippines located in the
Visayas group of islands. In this dance, the girl holds a handkerchief laced
with camphor, a substance that is locally thought to induce romance. She
flirts with the man by waving her scented handkerchief in front of his face.

10.dance from Surigao, in which the movements of a duck are imitated.

An itik is a species of duck.

(Perez, et al, 2014)

ACTIVITY 2 :
PROVIDE ANSWER TO THE FOLLOWING

ELEMENTS OF
MUSIC

ELEMENTS OF
DANCE
 What I Have Learned

Activity 3 :

Procedure: will you do a short essay about the arts of a certain region in
the country.

1. what makes the contemporary art forms found in the religion and
their examples
2. cite the examples of contemporary art forms found in the religion

What I Can Do

ACTIVITY 1.1 :

3. Enumirate examples of the following art forms found in your region

musical
choreography
instrument

__________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________ .

GAWAIN 1.2 : Reflection!

 1. Which of these art forms is/are most distinct in your region?
2. How is my region responding to the promotion of culture and the arts

Assessment

I. Multiple Choice: Read the statements and encircle the letter of the correct
answer.

1.Which of the following refers to asuccession of concervative notes or

tones changing in pitch and duration,also considered to carry the overall
theme of music?

A. Rhythm
B. Melody
C. Dynamics
D. Timbre

2. This may refer to acombiation of defferent tones or pitches played or

sung together. These notes played at the same time is called a chord.

A. Rhythm
B. Texture
C. Dynamics
D. Timbre

3. What element refers to the relationship of melodic and harmonic lines

in music.
Music considered to have thicker texture if it has more melodic lines.

A. Rhythm
B. Harmony
C. Texture
D. Dynamics
 4. Music is consedered to have a thicker texture if it has more melodic
line
Which element refers to the relationship of melodic and harmonic lines
in music.

A. Rhythm
B. Harmony
C. Texture
D. Dynamics

5. this refers to the degree of softness and loudness of music. This may
also include the way of changing from soft to loud or vice –versa.

A. Dynamics
B. Harmony
C. Texture
D. Rhythm

6. also known as tone color, refers to the quality of sound generated by an

instrument or by a voice.

A. Dynamics
B. Harmony
C. Timbre
D. Texture

7. Its focuses on the area where the dance is performed. Terms such as
direction, size, focus, distance, level, and elevation can be used in
descibing the use of use of space in dance.

A. Time
B. Energy
C. Relationship
D. Space

8. this elements describe how energy is directed through the body, and
how the body releases it. In some referenses, this is referred to as
dynamics.
A. Time
B. Energy
C. Relationship
D. Space

9. In this aspect relationship may mean how a dancer relates to another

dancer, how he or she relates to an object, or how he or she relates to the
group of dancer, involeves of awareness of dancers on their environment.

A. Time
 B. Energy
C. Relationship
D. Space

10. This terms such as accent, beat, duration, meter, rhtym,and

accelaration can be use in describing time.

A. Time
B. Energy
C. Relationship
D. Space

11. what ceremonial dance which involves the male pursuing the female,
typically performed during special day.

A. Martial Dance
B. Mimetic Dance
C. Courtship Dance
D. Ritual Dance

12. these folk dance combative in nature and is used to enact a battle

A. Martial Dance
B. Mimetic Dance
C. Courtship Dance
D. Ritual Dance

13. what folk dances are usually acted for fun, but have a set of rules and
structure.

A. Social Dance
B. Ritual Dance
C. Courtship Dance
D. Game Dance

14. this envolved dancing to Spiritual beings ang Gods. The shaman who
usually directs the dance and the supplicants performance.

A. Martial Dance
B. Ritual Dance
C. Courtship Dance
D. Game Dance
15. It refers Social Dancing is primary performed to celebrate important
milestones in life, and to mark harvest

A. Social Dance
B. Ritual Dance
C. Courtship Dance
D.Game Dance
 Additional Activity

ACTIVITY 1-VSkit

Show your skills by performing an integrated contemporary art form

from your region.

Each of you will be given three to five minutes to present in class.

To promote the contemporary arts of your region, you can record a video of
your performance and share it on social media.
 Key to correction

What I Know and What’s More

Assessment Activity 1
1. B 1. Tinikling
2. A 2. folkdance
3. B 3. Binasuan
4. C 4. Pandango sa ilaw
5. A 5.carenosa/karinyosa
6. C 6. Sayaw sa bangko
7. D 7. Kuratsa
8. B 8. Boholana
9. C 9. Alkamfor
10. A 10. Itik-itik dance
11. C
12. A
13. D
14. B
15. D

Whats More
Activity 2
Elements of Elements of
Music Dance
Harmony, Martial Dance,
Rhythm Mimetic Dance
Dynamics Force
Timbre Space
Texture, Energy
Time
Activity 3
Ethnic traditional Spanish Influence American Influence
music music music
Ballad Concerto Band music
Kundiman Opera Concert overture
Pasyon Chant Sonata Chamber music
Pinoy folk March
Pinoy rap Song debate
Symphonic poem
Suite
References:
A. Books
Sandagan, Luzviminda D.and Sayseng, Ayesha H., Contemporary
Philippine Art from the Regions, JFS Publishing Services,Manila.
Samson, Ma. Carmela B., et al. Pana-panahon II (Kasaysayan ng Asia),
Rex Book Store Inc., Unang Edisyon 1999

B. Module
Angelita Benavides-Perez., et al.: Philippine Contemporary arts
Expressions and Experementations
Erlita L. garcia-Sdo Pampanga

C. website
www.google.com.ph
https://www.tagalog.com
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph