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