SHS

Contemporary Philippine Arts

from the Regions
Quarter 1 – Module 1:
Various Contemporary Art Forms and
their Practices from the Various Regions

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Contemporary Philippine Arts from the Regions – Grade 11/12
Quarter 1 – Module 1: Various Contemporary Art Forms and their Practices from the
Various Regions

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: MARK JEROME B. TORRES
Editors:
Reviewers: Department Head/SHS Coordinators
Illustrator:
Layout Artist:

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What This Module is About
This module entitled Contemporary Philippine Arts from the Region is all
about arts produced by Filipino artists in the present period. By knowing all of
these, students will be enlightened about different cultures and tradition
throughout the Philippines.

By definition, the term “Contemporary Art” refers to any work created by a

living artist. It has changed dramatically through the 20th century and into the 21 st
century period. Famous artists, sculptors, architects, actors, authors, musicians
and their works will be introduced to every student in order to know more about
Philippine arts, culture and traditions. 

Icons of this Module

This module has the following parts and corresponding icons:

This will give

WhatyouI Need
an idea
to of the skills or competencies you are expected
Know
to learn in the
module.
This part includes an activity that aims to check what you already know
What I Know
about the lesson to take. If you get all the answers correct (100%), you
may decide to skip this module.
This is a brief drill or review to help you link the current lesson with the
previous one.
In this portion, the new lesson will be introduced to you in various ways
What’s In
such as a story, a song, a poem, a problem opener, an activity or a
situation.
This section provides a brief discussion of the lesson. This aims to help
What’s New
you discover and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your
What is It
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.
This includes questions or blank sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will help you transfer your new
knowledge or skill
What into Learned
I Have real life situations or concerns.
What I Can Do
This is a task which aims to evaluate your level of mastery in achieving
the learning competency.
In this portion, another activity will be given to you to enrich your
Assessment
knowledge or skill of the lesson learned. This also tends retention of
Additional Activities
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Answer Key
learned concepts.
This contains answers to all
activities in the module.
References This is a list of all sources used in developing
this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on

any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone.

We hope that through this material, you will experience

meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to
help you master the skills and topics under the subject matter on
Various Contemporary Art Forms. The scope of this module permits it
to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the
textbook you are now using.

The module is focused on the following lessons:

 Meaning of Art, Nature, Importance, Functions
 Contemporary Art Forms and Practices from the Region
 Various Art Forms Found in the Philippines
After going through this module, you are expected to:

Specific Objectives

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Cognitive
 Define art, art works and contemporary arts.
 Describe various contemporary art forms and their practices
from the region. (Most Essential Learning Competency)
 Discuss various art forms found in
the Philippines (Most Essential
Learning Competency)
Affective
 Appreciate the significance of arts in one’s daily life as a student.
Psychomotor
 Design a contemporary art form using coffee as medium.

What I Know

I. Directions: The following questions were the topics you have

learned during your junior high school which were related to opera
and theatre. It is considered as part of the Philippine Contemporary
Arts. Read and analyze each sentence. Write the letter of the best
answer before each number.

1. What form of art and musical in which singing and musicians

perform dramatic work combining text and musical score, usually
in elaborate theatrical setting?
A. Opera C. Dulaang Zorilla
B. La Loba Negra D. La Trails
2. The Metropolitan Theater was built by the former First Lady
Imelda R. Marcos. What place in Metro Manila Area does
Metropolitan theater located?
A. Makati C. Mandaluyong
B. Manila D. Muntinlupa
3. La Loba Negra was a three act Filipino Opera inspired by the
three martyred priests. What does La Loba Negra mean?
A. The Black She Wolf C. The Black Ninja
B. The Black Magic D. The Black Suit
4. In a musical play Miss Saigon, Lea Salonga became a lead star of
the play. What was her screen name in the play?
A. Lea C. Sam
B. Shane D. Kim
5. The establishment of the Cultural Center of the Philippines by
First Lady Imelda Marcos paved the way for other Filipino Operas
to be staged at the legitimate venue of International Standard. In
what year does CCP was built?

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 A. 1969 B. 1970 C. 1971 D. 1972

Lesson

1 Contemporary Art Forms

First, one needs to be clear about what the term contemporary art has come
to mean. This lesson covers the initial subject matter of the Contemporary
Philippine Arts from the Region which emphasize on contemporary art forms and
practices from the regions and on various art forms produced by Filipino artists
rooted from their own culture and tradition, which enable you to understand more
the importance of contemporary Philippine Arts. At the end of this lesson, you will
be able to understand what Contemporary Art and their practices from various
regions is.

What’s In

Direction: Organize the words to complete the statement. From the

idea that was yielded from the words, explain your own
understanding of the statement. Write your answer on the space
provided below.

CONTEMPORARY AND FORMS

PRACTICES
ART THE
REGIONS FROM

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 What’s New

Direction: What do you think are the qualities of an artist? Do you

possess those character traits? If you do, state some of your artistic
qualities. Write your answer on the space provided below.

You as
an
ARTIS
T
What is It

I. THE MEANING OF ART

This lesson introduces the meaning of arts from various

sources, its importance and functions. It also gives the definition of
art appreciation and what subject of arts means.

Nature of ART
 Derived from the Latin word ars/artis which means to do or man-made.
 A medium of expression because we express our ideas,
emotions, feelings, without using words.
 Creative activity that involves skill or expertise in handling
materials and organizing them into something new.
 Applied to express ideas by the use of skill and imagination in
the creation of objects and experiences that can be shared to
others.

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  Art is derived from Latin word "ars," meaning ability or skill. -J.V.
Estolas
 Art is taken from the Italian word "artis," which means
craftsmanship, skill, mastery of form exist between material
and technique. - A.Tan
 Art is a product of man's need to express himself. – R. Zulueta
 Art is the communication of ideas and feelings by means of
medium, color, sound, bronze, marble, words, and film. -C.
Sanchez
 Art is beauty of the world. – Plato
 Art is an attitude of spirit, a state of mind-one which demands
for its own satisfaction and fulfilling. – J. Dewey
 Art is the skilful arrangement of nature such as colors sounds,
lines, movements, words, stones, wood, etc., and to express
human feelings. – Rustia

Importance of Art
 Satisfies the needs for personal expression
 Develops our skills to express ourselves
 Challenges us to see things differently
 Unleashes our hidden desires and passion
 Can change our ways in life
 Sees the truth that we might not understand before
 Gives pleasure, satisfaction and gratification

Functions of Art
 Most important means of expression developed by man.
 To express beauty
 To give man moment of relaxation and spiritual happiness
 To serve as a channel of man’s passion
 To reform man
 To overcome the feelings of restlessness and loneliness

Art Appreciation
 It is the ability to interpret or understand man-made arts and
enjoy them either through actual and work-experience with
tools and materials or possession of these works for
satisfaction.
Work of Art
 An activity that involves both imagination and skill in accomplishing it
 A thing of beauty having aesthetic value; obra maestra that
provides aesthetic value to viewers
 Must have an artistic and literary merit
 A symbolic state of meaning rather having a practical function

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 Subject of Art
 The subject matter may vary, usually anything that is
represented in the artwork. It may be a person, object, scene,
or event.

II. THE CONTEMPORARY ARTS FROM THE REGION

This lesson elucidates the meaning of Contemporary Arts and
Contemporary Philippine Arts. It also exhibits some art forms that
can be found in Luzon, Visayas and Mindanao, as well as various
indigenous materials being used in creating some art works.

Contemporary Arts

 According to quora.com, contemporary art forms refer to field of

arts such as painting, drawing, dancing, music, sculpture,
architecture, etc.
 According to Wikipedia.org, contemporary art is the art of
today and produced in the second half of the 20th century or
in the 21st century.
 Contemporary artists work in a globally influenced, culturally
diverse, and technologically advanced world.
 Contemporary art in most cases, defined it as art that has
been and continuously being created during our lifetime.
(widewall.ch)
Example: The artist is using different computer software on his/her
artwork.
 During the 21st century, these art forms include photography,
graphic design and animation.
 Contemporary art is the art of the modern world, created in the
last half of the 21st Century.
 Contemporary or modern-day artists work in an internationally
inclined, culturally and ethnically diverse and technologically
and scientifically forward moving world.
Their art is a vigorous arrangement of resources, approaches,
impressions and themes that linger the thought-provoking
limitations that was previously well in progress in the 20th
Century.

Contemporary Philippine Art

 The art of the Philippines refers to the works of art that have
developed and accumulated in the Philippines from the
beginning of civilization in the country up to the present era.
 According to Santos (2016), in Philippine art as in its culture,
one notes the various shades, lines, and tones, and even the
contrasting characters that have been absorbed and blended
into new forms that are particularly Filipino.
 Contemporary Arts began during the 1950s, after World War II.
Artists began to experiment various procedures and various

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 methods of communicating their feelings, perspectives,
thoughts, and different things that they needed to
communicate through Arts. They were viewed as contemporary
artists in light of the fact that their styles and methods of
making artworks veered away from that of customary
workmanship.
 As times change, innovation, individual’s thoughts, issues,
needs, and so forth change as well. Contemporary art would
now be able to be discovered any place artist can put their
work. It isn't kept in historical centers.
 Contemporary Philippine Arts tends to be found in the various
displays, art schools, side lanes and open spaces like train or
transport stations, shopping centers, parks and malls. Along
these lines, what is basic in contemporary arts is the
procedure of art-making. For most, it is not how much cash
they make from their last work but the message it wants to
convey.

Contemporary Art Forms from the Region

 It refers to art forms that are developing in various regions of the

Philippines that relied on the existing culture and materials in specific
region or province.

 Filipino contemporary artists use various local materials that

are indigenous in our country. These include Abaca, which
belongs to Banana family. Its fiber has a natural luster with
colors ranging from pure white to ivory and dark brown. It is
being used in making slippers, ropes, twine and hammock.

 Bamboo is use as raw material in creating many products. It is

used in construction, textile, musical instruments, weapons,
and many more.
 Buri on the other hand is extracted from the matured leaves of
the buri palm. The fiber is durable and resistant to moisture.
Hats, bags, baskets, memorabilia boxes, perfume tray are
other products that can be made out of Buri leaves.
 Pandan, a tropical plant, is processed and transformed into
splints that are being used as raw material. Pandan is use in
producing baskets, hats, picture frames and bags.
 Lastly, Rattan which belongs to the palm family has different
types such as high or low climbers, single stemmed or
clustered rattan species. Rattan is being used in
manufacturing baskets, picture frames, furniture and other
novelty items, Zoya lounge chair, Valencia queen size bed
and Rest divan.

 THE 7 MAJOR CONTEMPORARY ART FORMS IN THE PHILIPPINES

 Music - art form that appeals to the sense of hearing, composed by

combining notes into harmony.

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  Literature - art form of language through the combined use of words,
creating meaning and experience.
 Theater - Art form of performance. Dramatic text is portrayed on stage by
actors and actresses and are enhanced by props, lights and sounds. form of
art in which artists use their voices and/or their bodies, often in relation to
other objects, to convey artistic expression.
 Film - a technological translation of theater, special effects are utilized to
enhance the story telling
 Dance - art of the human form, body is used, mobilized and choreographed
in a specific time, form and space.
 Architecture, Designs and Allied Arts - structure that meant to be used as
shelter, its art relies on the design and purpose of the structure.
 Visual Arts - Artwork, such as painting, photography, or sculpture, that
appeals primarily to the visual sense and typically exists in permanent form.

Have you ever wondered how the Philippine Art developed?

Philippine Art has its “past” and “present” yet it still continues to develop by
various contemporary artists. The past history of Philippine Art has gone through
various process for its production. With their different context in terms of style,
history, and cultural, the symbols and meanings of the artworks are depicted. For
one to understand the importance and influence of Philippine Art to the present,
here are some known artforms present in the Pre-conquest or the period before the
coming of the first colonizers, Islamic Colonial, Spanish Colonial, American
Colonial, Post War Republic, 70s and Contemporary Period.

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Pre – Conquest/Ethnic Art (890 B.C. – 255 A.D.)
Historical Overview
In art historical terms, we refer to art before the coming of the first colonizers as
“pre-conquest.” Referred to it as “indigenous” to emphasize the idea that our
ancestors.
Art before is referred to as an expression of an individual but yet not categorized
into different kinds of forms.
The ancient Filipinos had attained a high artistic level through wood carving,
pottery,

VISUAL ART
A. Wood Carving - the action or skill of carving wood to make functional or
ornamental objects.
 Bulul – also known as bul-ul or tinagtaggu, is a carved wooden figure used
to guard the rice crop by the Ifugao (and their sub-tribe Kalanguya) peoples
of northern Luzon. The sculptures are highly stylized representations of
ancestors and are thought to gain power from the presence of the ancestral
spirit. The Ifugao are particularly noted for their skill in carving bulul.
 Hagabi – are traditionally large ceremonial benches carved for wealthy Ifugao
families as a symbol of wealth, power and prestige. The bench serves as a
symbol of a prestigious "hagabi feast" in which the carving of the bench
marks the beginning of the celebration. The geometric bench with stylized
animal head ends. Only Ifugao of the cadangyan (wealthy) class were allowed
to have hagabi.
 Sarimanok - is a legendary bird of the Maranao people who originate from
Mindanao, a major island in the Philippines. It comes from the word’s “sari”
and “manok.” “Sari” means cloth or garment, which is generally of assorted
colors. Manòk, which makes up part of its name, is a Philippine word for
chicken.

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  Panolong - is a house ornament fashioned by the Maranao people. It is a
carved beam that protrudes in the front of the house and styled with okir
motif. The shape of the panolong is an architectural translation of a "prow"
meaning the protruding part in the front of a ship.
 Sunduk – Bajau Man's Grave Marker
B. Pottery - pots, dishes, and other articles made of earthenware or baked clay.
Pottery can be broadly divided into earthenware, porcelain, and stoneware.
The tradition of pottery dates back to prehistoric times as proven by the Manunggul
Jar (secondary burial jar) which is at least 3500 years old, and which depicts on its
lid two boatmen riding a banca on their way to the great divide.
Other types of pottery made during the Pre-Colonial Period
 Palayok – used for cooking food.
 Tapayan – used for storing food.
 Banga – used for storing water.
C. Weaving - the craft or action of forming fabric by interlacing threads.
Two types of Weaving during the Pre-Colonial Period
1. Textile Weaving - is a method of textile production in which two distinct sets of
yarns or threads are interlaced at right angles to form a fabric or cloth.
Purpose: reverence for spirits and nature, criteria for the beautiful and societies
sociopolitical structures.
Made from: Fibers - cotton, abaca, and pineapple leaves. Pigments - clay, roots,
and leaves.
Examples of Textile Weaving
 Malong - is a traditional Filipino rectangular or tube-like wraparound
skirt bearing a variety of geometric or okir designs. The malong is
traditionally used as a garment by both men and women of the
numerous ethnic groups in the mainland Mindanao and parts of the
Sulu Archipelago.
 Pis Siyabit - is the traditional cloth tapestry made from cotton or silk
worn as a head covering by the Tausug of SULU.
 Langkit - is a traditional weave of the Maranaos made through a
backstrap loom. The weave pattern is usually found in the malong - a
cultural attire which can be used for both special occasions and
everyday wear.
2. Product Weaving - majority of woven products are created with one of three basic
weaves: plain weave, satin weave, or twill.
Examples of Product Weaving
 Head Sling Basket
 Bubo
 Tepo Mats

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D. Body Ornaments - involves decorating the body by wearing specific clothing,
jewelry, headdresses, body paints, tattoos, body piercings, brandings,
scarifications, or cicatrizations.
A manuscript - Boxer Codex - sometimes known as the Manila Manuscript, is a
manuscript written c. 1590, which contains illustrations of ethnic groups in the
Philippines at the time of their initial contact with the Spaniards - representations
of various ethnolinguistic groups, where the following are classified:
 Upper class Tagalog - gold jewelry
 Visayans – tattoo
Tattoos a means protection of an individual from evil spirit, a badge of maturity
and bravery. Provinces like Kalinga, Kankanay, Ibaloy, and Ifugao practiced
tattooing.
Jewelry make the wearer more attractive and pleasing to the Gods. T’boli wear
brass chains, bells, and colorful beads.
E. Metalworks - factory where metal castings are produced.
Metalworks like lotoans or betel nut boxes are made of brass or bronze (Maranao of
Lanao del Sur)
Lost Wax or Cire Perdue
- metal casting, moulds filled with liquefied metal, hardens
Other vessels
- brass kendi and the gadur are used as a status symbols or as heirloom pieces.

DANCE
Pre-colonial dances are distinctly meant to appease the Gods and to ask favors
from spirits, as a means to celebrate their harvest or hunt. Their dance mimicked
life forms and the stories of their community. Moreover, theses dances were also
ritualistic in nature, dances articulated rites of passages, the community's
collective legends and history.
Across the 7,641 islands in the Philippines, there are various tribes scattered all
over, each with their own unique traditions and dances. The Igorots from the
mountains of Luzon, resisted Spanish colonization and influences have kept most
of their dances untouched across generations. Their dances express their love of
nature and gratitude to the gods. Their choreography imitates nature and their life
experiences. Dancers would often swoop their arms like birds and stomp their feet
as a representation of the rumbling earth.
Native Dances
 Pangalay Dance (Badjaos of Sulu Archipelago) - The Panglay, a dance native
to the Badjaos meant to highlight the power of the upper body, is executed
through the rhythmic bounce of the shoulder while simultaneously waving
the arms. Most times, this dance is performed in social gatherings like
weddings.
 Banog-Banog Dance (Mandayas kinabua of Mindanao) - is a hawk dance is
usually performed by the healed patients of the babaylan (priest) and

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 sometimes on social occasions. The dancers usually move around each other
and sometimes break off to dance in different directions. The distinctive
characteristic of this dance is the slight undulation of the body.
 Man-manok Dance (Bagobos of Mindanao) - Manmanok is a dance that
dramatizes three roosters from the Bago Tribe who compete against one
another to be able to get the attention of a hen, Lady Lien. They try to attract
her by making use of blankets that depict their feathers and wings.
 Talip Dance (Ifugaos) - is a dance done after a courtship dance. The man
lures a woman with an attractive blanket to place on her shapely shoulders,
the Ifugao celebrate the intaneg or wedding with the festival dance called
dinnuyya.
 Kadal iwas Dance (T’bolis of Mindanao) - is a dance of the T-boli which
features “monkeys” romping around covered with dried banana leaves; and
the langka baluang of the Tausug.
 Tinikling (Leyte) - The tinikling is named after the tikling bird. The dancers
imitate the bird's flight in grace and speed as they play and chase each
other, run over tree branches or dodge farmer's traps. The dance is done
with a pair of bamboo poles. The tinikling dance has evolved from what is
called ‘Tinikling Ha Bayo’ which the older people claim to be a harder dance
to perform. Originally, the said dance was done between bayuhan, wooden
pestles used to pound husks off of rice grain.

MUSIC
Filipinos already had rich musical traditions. Philippine indigenous music before
the colonial era was largely functional. Expressed either instrumentally or vocally
or a combination of both, music was deeply integrated with the activities of the
natives. The ancient Filipinos had music practically for all occasions, for every
phase of life, from birth to death. Largely retained and practiced by about 10
percent of the population concentrated mainly in three regions: Northern Luzon,
the Central Philippine islands of Mindoro and Palawan and the southern islands
Mindanao and Sulu.
Characteristics:
 Music styles varies region to region
 Often the music is Polyphonic & uses highly interlocking repeated
patterns.
 Most musical instruments are primarily objects of nature as they
consist mainly of bamboo, wood, shell, animal skin and metal; just as
many of the melodies and rhythms of tribal chants imitate some
aspects of nature’s sounds and movements.
Forms:
 The musical form/style of the Philippines can be grouped into two:
the southern style and the northern style. But as a whole,
instruments are classified using four different categories depending
on the manner in which the instrument creates the sound:
Idiophones, Membranophones,
Chordophones, and Aerophones.

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Idiophones - is any musical instrument which creates sound primarily by way of
the instrument's vibrating, without the use of strings or membranes Most
percussion instruments which are not drums are idiophones.
Membranophones - is any musical instrument which produces sound primarily by
way of a vibrating stretched membrane. Most membranophones are drums.
Chordophones - is any musical instrument which makes sound by way of a
vibrating string or strings stretched between two points.
Aerophones - is any musical instrument which produces sound primarily by
causing a body of air to vibrate without the use of strings or membranes and
without the vibration of the instrument itself adding considerably to the sound.
Southern Style - ethnic groups in the Mindanao 
 Tausug in the Sulu Archipelago is known for their sophisticated
musical repertoire called Kulintang. The main instruments used for
Kulintang is similar to the gongs used in Indonesia. Often the music
in Mindanao is similar to the tribes in Visayas.
Examples of Southern Instruments
Aerophone Instrument:
 Palendag - also called Pulalu (Manobo and Mansaka), Palandag
(Bagobo), Pulala (Bukidnon) and Lumundeg (Banuwaen) is a type of
Philippine bamboo flute, the largest one used by the Maguindanaon, a
smaller type of this instrument is called the Hulakteb (Bukidnon). A
lip-valley flute, it is considered the toughest of the three bamboo
flutes (the others being the tumpong and the suling) to use because of
the way one must shape one's lips against its tip to make a sound.
The construction of the mouthpiece is such that the lower end is cut
diagonally to accommodate the lower lip and the second diagonal cut
is make for the blowing edge. Among the Bukidnon, a similar
instrument with the same construction except that it is three-fourths
the length of the palendag, is called the hulakteb. For the
Maguindanaon, the palendag was used for intimate gatherings for
families in the evening.
Chordophone Instrument:
 Kudlong - is an ethnical Instrument from the Manobo tribe in the
Philippines. It is a two-stringed guitar that can produce near speech-
like sounds through manipulation by the hand. Originally, hair was
used for the string, but now nylon string or commercial guitar strings
are used. The instrument is often featured as part of courting rituals
as the sounds produced are considered to be expressive of love.
Idiophone Instrument:
 Kulintang - is a modern term for an ancient instrumental form of
music composed on a row of small, horizontally laid gongs that
function melodically, accompanied by larger, suspended gongs and
drums.

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Northern Style - ethnic groups of Central Cordilleras of Luzon
 also play music with the use of gongs, but unlike those of the sothern
repotoire , the gongs , called Gangsa , are unbossed and originate
from mainland Asia.
Examples of Northern Instruments
 Paldong - is a traditional lip-valley flute of the Kalinga tribes in the
Philippines. The paldong is made of bamboo. Its upper edge is cut
away obliquely from the backside, and then cut away slightly from the
frontside. The player's lower lip is placed against the cut away
surface.
 Gitgit - an instrument of Mindoro with 3 to 4 strings with a wooden
body and human hair for the bow.
 Gangsa - is a single hand-held smooth-surfaced gong with a narrow
rim. A set of gangsa, which is played one gong per musician, consists
of gangsa tuned to different notes, depending on regional or local
cultural preferences.

LITERATURE
Pre-Hispanic Philippine literature was actually epics passed on from generation to
generation, originally through an oral tradition. However, wealthy families,
especially in Mindanao, were able to keep transcribed copies of these epics as
family heirloom. One such was the Darangen, an epic of the Maranaos. Some of
these pre-colonial literary pieces showcased in traditional narratives, speeches and
songs are tigmo in Cebuano, bugtong in Tagalog, patototdon is Bicol and paktakon
in Ilongo. Philippine epics and folk tales are varied and filled with magical
characters. They are either narratives of mostly mythical objects, persons or certain
places, or epics telling supernatural events and bravery of heroes, customs and
ideologies of a community.
Forms:
1. Oral Literature – is a literature that is spoken or sung as opposed to that which
is written, though much oral literature has been transcribed
a. Riddles (Mga Bugtong)
 These are statements that contain superficial words, but they
function figuratively and as metaphors, and are in the form of
questions.
 These are questions that demand deeper answers.
 Deals with everyday life.
 It usually has mundane things as answers.
 This is used in the past as a form of game in small or large
gatherings.
Examples:
Bisaya
Baboy sa lasang, (A wild pig of the forest,) Ang tunok puro lansang. (Is covered with
spikes.)

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Answer: Nangka (Jackfruit)
Meranaw
Sominub lawiyan, (It dived,) Mbowat lawitan. (It rose.)
Answer: Ragum (Needle)
Chabacano
Tagia que tagia, (You keep on slashing it,) Hende ta penetra. (But it does not
penetrate)
Answer: Agua (Water)
b. Proverbs (Mga Salawikain)
 These are statements that are considered as wise.
 These are usually given by parents or elders of the community.
 There is belief that experience is the best teacher.
Examples
Tausug on Secret Affairs
In lasa iban uba, (Love and cough,) Di hikatapuk. (Cannot be hidden.)
Ilocano on Guilt
Ti agutak, (He who cackles) Isut nagitlog. (Laid the egg.)
2. Folk Songs
 These are folk lyrics that are usually chanted.
 These usually contain ideas on aspirations, hopes, and everyday life
and expressions of love for loved ones.
 It is bounded by the learning of good morals.
 It is easy to understand because it is straightforward and not
figurative in nature.
a. Lullabies - these is locally known as the Hele. These are sung to put to sleep
babies. The content varies, but usually, parents sing these with ideas on how hard
life is and how that their child will not experience the hardship of life.
Examples:
Ilocano Lullabies
Maturog, duduayya. - Go to sleep, dear little one
Maturog kad tay bunga, - Will my child please sleep,
Tay lalaki nga napigsa. - This strong boy
Ta inton dumakkel tay bunga, - So when the child grows big
Isunto aya tay mammati. - He will obey
Tay amon a ibaga me. - Everything that we say.

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b. Drinking Songs – these are locally known as Tagay and are sung during
drinking sessions.
c. Love Songs - to many Filipinos, these are known as the Harana. It can also be
called Courtship Songs and are used by young men to capture the heart of the girl
that they love.
d. Songs of Death - are lamentations that contain the roll of good deeds that the
dead has usually done to immortalize his or her good image.
e. Religious Songs - are songs or chants that are usually given during exorcisms
and thanksgiving during good harvest.
3. Folk Tales
 These are stories of native Filipinos.
 These deal with the power of nature- personified, their submission to
a deity- usually Bathala- and how this deity is responsible for the
blessings and calamities.
 These also tackle about irresponsibility, stupidity, deception and
fallibility that eventually leads to the instilling of good morals.
Usual Themes
 Ceremonies needed to appease the deities
 Pre and Post Apocalypse
 Life and Death
 Gods and Goddesses
 Heroes and Heroines
 Supernatural Beings
 Animals
a. Myths - these tackles the natural to strange occurrences of the earth and how
things were created with an aim to give an explanation to things.
-There is Bathala for the Tagalogs and the Gueurang for the Bikolanos.
- Paradise is known as Maca, while Hell is Kasanaaan
Examples: The Story of Bathala
Ang Pag-aaway ng Dagat at Langit
b. Legends – through legends the natives understood mysteries around them.
These stories usually come with a moral lesson that give credit to supernatural
powers, supernatural occurrences, and other out-of- this-world native imagination.
Examples: The Legend of Maria Makiling.
The Legend of the Sampaguita
c. Fables – are short or brief stories that cater the children of the native. Filipinos
and are usually bounded by good manners and right conduct. These stories use
animals as characters that represent a particular value or characteristic.
Examples: Ang Kuneho at and Pagong
Si Juan Tamad

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 d. Epics - are very lengthy narratives that are based on oral traditions. These
contain encounters of fighters, stereotypical princes or heroes that save a damsel in
distress.
Examples: Hinilawod
Darangen

THEATER
Before the Spanish period, the early forms of the Philippine drama were the duplo
and the karagatan.
 Duplo was a poetical debate held by trained men and women in the ninth
night, the last night of the mourning period for the dead.
 Bellacos are male participants, they are the heads of the games.
 Karagatan – was also a poetical debate like the duplo, but its participants
were amateurs.
 Both were held in the homes.
 Theme: was all about a ring that fell into the sea.

ARCHITECTURE, DESIGN AND ALLIED ARTS

Prior to the arrival of the Spaniards, the main form of dwelling for a family in the
Philippines was the nipa hut a single room house composed of wood, bamboo or
other native materials. Though the styles of the nipa hut varied throughout the
country, most all of them shared similar characteristics including having it raised
slightly aboveground on stilts and a steep roof. Aside from nipa hut, other small
houses were built on top of trees to prevent animal as well as enemy attacks. There
are some traces of large-scale construction before the Spanish colonizers came but
not well documented. An example of this is the pre-colonial walled city of Maynilad
although later after the Spanish colonization, dismantled by the Spaniards and
rebuilt as Intramuros. There are also other minor pre-colonial walled cities like
Betis and Macabebe

Islamic Art (15th Century to Present)

Historical Overview
Islam as a religion has long been established since the early A.D. 600s. Along with
its emergence around the world, it also paved way for the development of its own
unique stlye of art. Islamic art place emphasis on creating an artform that is built
on the beauty and respect for the teachings of Islam. Islamic art is characterized by
designs of flowers, plant forms and geometric designs. It is used in calligraphy,
architecture painting, clothing and other forms of fine art. As Islam spread around
the world, this distinct form of art has become an integral part of the identity of its
followers, including the Philippines. Islamic art in the Philippines is found
predominantly in Muslim ethnic groups where every group offers their own distinct
flavor of Islamic art. This distinct art is commonly seen in homes, clothing and
places of worship of Filipino Muslims.

ARCHITECTURE, DESIGN AND ALLIED ARTS

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Mosques in the Philippines have a common architectural feature that is similar
with its Southeast Asian neighbors. It is made of light materials such as wood,
bamboo and cogon grass and was used in the building of the early types of
mosques but these light materials did not last long. Today’s mosques, however, are
now structurally patterned after the design of its Middle eastern counterparts. One
characteristic of Islamic art is the absence of human form. This tradition comes
from the belief that any figural representation should not be used for the purpose
of worship. This is evident in the architectural design of mosques in Mindanao
where calligraphy is used as the main form of expression. However, it is always
kept in a minimum.

VISUAL ARTS
A. Ornaments
Philippine Muslim homes represents their identity therefore Islamic art is seen in
their houses. These houses usually contain framed calligraphy of Qur’an passages
in its walls. These ornaments usually are made from Muslim dominated countries
like Malaysia, Egypt and Saudi Arabia brought home by overseas Filipino workers
as mementos of their pilgrims.
B. Graphic Art
 Clothing reflects the stlye and colours of their ethnic background. A design
related to Islam thatis used in the Philippines is the batik cloth design. This
kind of design traces its influence from Indonesia. It contains abstract
themes with geometric and floral design. However, human and animal
depiction is a rare motif in batik.
 Arabic Hand Writing

LITERATURE

 Quran is the central religious text of Islam, believed by Muslims to be a

revelation from God (Allah).

Spanish Era (1521 – 1898)

Historical Overview
 Though the South have been resistant, the Spanish Colonizers gained
control in the Central part, which they classified them as “Lowland
Christians.”;
 Art forms, as they demanded, are under the strict rule of the church and the
colonial state, and;
 By Religious orders they dispatched to convert all the natives to Catholicism
 Art forms are stylistically and culturally which are classified under:
 Religious art
 Lowland Christian art
 Folk art

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  To carry out their projects like, the plaza complex, they relocated the natives
and let them build town centers, municipio(s), and cruches
 Designed according to prescriptions of the Spanish crown, establishments
must impose scale and overall visual appeal like:
 Cruciform churches with a shape of the Latin cross, and;
 Hispanic churches, the baroque style is predominantly employed to
appeal emotions
 Baroque are implied with churches like:
 San Agustin Church in Manila
 Morong Church in Rizal
 Paoay Church in Ilocos NorteS
 Sto. Tomas de Villanueva Church in Miag-ao, Iloilo.
 European inspired but with local interventions suits its native sensibilities
and adjustment to local environmental conditions
 Façade of Miag-ao Church
 surrounded by reliefs or relleves
 tropical motifs
 palm fronds and papaya trees
 adobe, limestone, or brick
 It is called the Colonial Baroque or Philippine or Tropical Baroque

VISUAL ARTS
A. Paintings
 The Spanish Friars introduced Western paintings to the artisans who
learned to copy two dimensional forms from religious paintings such
religious icons were paintings of saints and of the holy family included the
Passion of Christ, and the portrayal of purgatory, Heaven or Hell.
 Paintings are expressed through visual interpretation through biblical texts
in Catholic devotion.
 Image making during the period are conformed like in Basi Revolt which is
are 14 paintings by Esteban Villanueva that shows the defeat of Ilocanos
who rebelled at the Spanish government’s monopoly of basi or rice wine in
1821.
B. Sculpture and Ornamentation
 The friars brought the Western models for our local artists to copy which are
most likely made from either ivory or wood and portrays classical and
baroque models.
 In the 17th century, Chinese artisans are engaged in making icons or saints
or santos.
 Santos are displayed most on decorative altar niche, which are called
retablo.
 Town’s patron saint implies with architecture and sculpture which
embellished with rosettes, scrolls, pediments and Solomonic columns and
are color dependently classified (gilded or polychromed)
 Via Crucis (14 paintings or relief sculptures) is series of reliefs which shows
Christ’s crucifixion and resurrection.
 In other churches, Holy Family, the Virgin Mary, and the four evangelists
proliferate in the ceilings and walls in an ornate manner of trompe l’oeil.

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  In Taal Basilica in Batangas or at the St. James the Apostle Parish in Betis,
Pampanga it can be seen.
 Church altars carved figurative protrusions like relieves in organic designs
and in hammered silver or the plateria (plateria technique) which can be
seen at bodies of the carroza.
C. Writing System
 Spanish colonization brought with it printing technology in the form of
catechism and prayer books in Spanish for a lot to read and write and to
evangel.
D. Print Making
 Reprographic art of printmaking is brought as early as the 16th century
which is a technique of xylography or woodcut printing.
 Doctrina Christiana (The Teachings of Christianity)
 Printed in 1593 in Spanish and in Tagalog compiling song lyrics,
commandments, sacraments, and other catechetical material.
 It also engraves the production of secular or non-religious works like which
scientists and artists does maps as other sources of classification.
 In 1734, Jesuit priest Fr. Pedro Murillo Velarde with artists Francisco
Suarez and Nicolas Dela Cruz engraver made Carta Hydrographica y
Chorographica de las Yslas Filipinas is a scientific map of the Philippines
 Development of lithography born the reproduction of color palates, the mass
printing of newspapers and periodicals.
 Another example is, Augustinian botanist Fr. Manuel Blanco made an
extensive compilation of the Philippine plants in Flora de Filipinas in 1878.

ARCHITECTURE
 Many Philippine churches shows the influence of the baroque style with a
massive walls and thick buttresses to adapted our geographical condition
 Houses also is that of native hut, wide windows, its utilization of a ground
floor is only for storage and garage for the carruaje.

MUSIC
 Western musical instruments like the pipe organ, the violin, the guitar,
and the piano give a very new European flavor with new rhythms,
melodies and musical forms.
 Catholic liturgical music, in 1742 where Archbishop of Manila, Juan
Rodriguez Angel started singing schools in Manila Cathedral which
boomed the industry of choirs.
 Other musical forms like pasyon or pabasa which are biblical narration
of Christ’s passion chanted (sometimes read)
 Lowland Christian communities of Pampanga, Ilocos, Bicol, and Iloilo, on
another hand, has awit and the corrido which musical forms chanted
based on European literature.
 Another one is Balitao which is sentimental love songs and lullabies in
the latter half of the 19th century.
 Sentiments began to develop which Kundiman is born that spoke about
resignation and fatalism, a vehicle for resistance with lyrics of
unrequited love.

23 | P a g e
  The love object pointed to which is the Philippines is cleverly concealed
as a beautiful woman.

DANCE
 As the galleon trade between Mexico and the Philippines brought Mexican
influences Cariñosa, Pandanggo or Fandango, Polka, Dansa, and the
Rigodon and European influence like Habañera, Jota, and Tango dances
from Spain.

THEATER
 There are lot of theater forms formed locally and through colonization with a
simultaneously development of literature and other art forms.
 One of the earliest forms of theater is pomp and pageantry
 A religious procession with embellished carrozas that religious
tableaus, saints and scenes.
 Zarzuela or Sarsuwels in the 19th century is a singing and dancing - prose
dialogue which the story is carried out in song.
 Later on, the locals learned to write locally language sarsuwelas in the
leadership of Severino Reyes and Hermogenes Ilagan and Honorata ‘Atang’
dela Rama as their lead actress.
 Another one is Senakulo
 Christ’s suffering in metaphor to the suffering of Filipinos under
Spanish colonial rule.
st
 1 Senakulo written in 1704 by Gaspar Aquino de Belen is now divided into
two main types:
 Komedya de Santos
 Life of Christ or any Saints
 During Church Celebration
 Stylized Way
 Extravagant Costumes
 Elaborately Choreographed war scene
 Secular Komedya commonly known as “Moro Moro” which is typical a
love story Christian hero and Islamic heroine, clashes, and is done
with dance.
 Today several groups are still performing komedya and senakulo.
 Like there are several families who align themselves to a local parish church
to stage.
 Scripts are handed down to children or apprentices which serves as a form
of panata or devotion to the Church.
 In many towns in the provinces of Pampanga and Tarlac, senakulo is in
Kapampangan or Ilocano and is a full staging crucifixion, literally, which
serves also a major tourist and media attraction.
 Senakulo in Nueva Ecija
 araguio or arakyo

American Era (1898 - 1940)

Historical Overview
 Independence

24 | P a g e
 
Philippine Revolution of 1896 was cut short to the establishment of
American Colonial Government.
 Treaty of Paris in 1898 is where the Spain “surrendered the Philippines to
the United States.
 Filipino Playwrights found themselves confronted by censorship in issuance
of Sedition Law which banned writing, printing, and publication of materials
advocating Philippine Independence.

LITERATURE
 Lingua franca in English, poems and stories from books in classroom to
facilitate teaching of the English through public school system, which the
Americans had brought.
 In less than a decade, Filipino began to write plays in English.
 In 1915, Lino Castillejo and Jesus Araullo authored “Modern A
Filipina” which first Filipino play written in English.

THEATER
 Vaudeville (originated from France) form of theater during the 1920s.
 Motley collection of songs, dances, slapstick comedy skits, chorus girls,
magic acts, acrobatics, and stand-up comic acts which is locally called
bodabil.
 In a time, span, some performance has a hidden message to the guerillas.
 After the war, bodabil deteriorated into vulgar shows and soon died away,
replaced by the popularity of film and later, television.

ARCHITECTURE
 Neo-classic and art deco architecture are integrated in City Planning, Public
Works, Structures and Infrastructures to make the place attractive,
impressive and places for leisure amid urban blight.
 Manila’s Neo-classic architecture examples are:
 Post Office and the Legislative Building
 National Art Gallery
 Which are monumental in scale and are iconic ally composed of thick
columns.
 Other Filipino architects designed buildings with Neoclassism are:
 Tomas Mapua
 Juan Arellano
 Andres Luna de San Pedro
 Antonio Toledo
 Who got their training in the United States or in Europe.
 American government architect and urban planner Daniel Burnham design
Manila and Baguio.

VISUAL ART
Paintings and Sculpture
 1909, a year after establishment of the University of the Philippines, School
of Fine Arts was opened and the course on commercial design
aforementioned had in- demands.
 Fernando Amorsolo became a professor in the UP School of Fine Arts, which

25 | P a g e
 students pertained to as “Amorsolo School”
 Guillermo Tolentino, on the other hand, in sculpture studied Fine Arts in
Rome being influenced by the classical tradition.
 He made the Oblation (1935, original/1958, bronze cast found at the
UP-Oblation Plaza)
 Bonifacio Monument, 1933 in Caloocan.
 Landscape Portrait and Still Life Paintings
 Free Standing, Relief and Public Sculpture

Japanese Era (1941 - 1945)

Historical Overview
 As the Japanese Occupation of the Philippines, the Modern Art project
begun to slowdown
 The “Moderns” and “Conservatives” producing art continued in KALIBAPI
(Kapisanan sa Paglilingkod ng Bagong Pilipinas)
 Since the Japanese advocated for culture of East Asia, preference was given
to the indigenous art and traditions of the Philippines. This emphasized their
propaganda of Asia belonging to Asians.

VISUAL ARTS
Paintings and Sculpture
 Wartime Scenes, Propaganda, and Indigenizing and Orientalizing works

Post War/Modern Era (1946 - 1969)

Historical Overview
 Modern Era in Philippine Art began after World War II and granting of
independence. Writers and artist posed the question of national identity as
the main theme of the various art forms.

VISUAL ART
Paintings and Sculpture
 Modern, Conservative, Abstract, Experimental and Public Art

ARCHITECTURE
 Real Estate, Safe Housing, Condominiums, Subdivision, Villages, Malls,
Commercial/Business/Convention Buildings

Contemporary Era (1970’s - Present)

Historical Overview
 Philippine Contemporary Art was an offshoot of social realism brought about
by Martial Law. Art became expression of people aspiration for a just, free,
and sovereign society.

VISUAL ART
Painting and Sculpture

26 | P a g e
  Figurative, Non-figurative, art for art sake, multi-media, mixed media and
transmedia

ARCHITECTURE
 Real Estate, Safe Housing, Condominiums, Subdivision, Villages, Malls,
Commercial/Business/Convention Buildings

III. VARIOUS ART FORMS

DIFFERENT CLASSIFICATIONS OF ART FORMS

 By the Audience - focus on how audience classify arts

 Performing Arts - involves the use of an artist’s body as
a medium; an art form that requires movement from one
place to another (e.g. plays, movies, live music,
movies/TV shows, operas, mimes, puppet shows,
acrobatics, dances, and ballets)
 Visual Arts - usually exists in two-dimensional form and
stays in one place; something that we see and hear
 Literature - narratives or works that are literary in
nature and primarily deals with imaginative and artistic
writing (e.g. prose and poetry)
 Sculptural - a three-dimensional form that we can
touch, see, and climb. It stays in one place. (e.g.
monuments, architectural designs, rice terraces, rock
gardens, Eiffel Tower, Statue of Liberty, flower gardens,
water fountains, and buildings)
 By Critics - Focus on how people judge art
 Major Arts or Fine Arts - those that include music,
literature, sculpture, painting, dance, theater,
photography, and architecture
 Minor Arts or Applied Arts - those that include ceramics,
furniture, letterings, etc.
 Pure Art - created and performed for other’s sake
and for audience satisfaction (e.g. watching movie)
 Practical Art - with a purpose; for practical use (e.g.
chair and table)
 By an Artist - Characterized by physical and special sensing
 Sight Art - something that you can see, imagine, and
create (e.g. painting, drawing, mosaic crafting, drafting,
stage designing, and graphic designing)
 Sound Art - something that you can hear (e.g. prose,
poetry, play, and music)
 Touch Art- something that you can feel or touch (e.g.
sculpture, curving, wood craft, pottery, and dance

27 | P a g e
 movement)
 Other Classifications
 Real Art - something that is understandable, “what you
see is what you get”, objective and representational
(e.g. photography, stage play, dance, sculpture, and
architecture)
 Abstract Art- non-subject matter, non-representational
but technique- focused and style-oriented (e.g. Grey Tree
by Piet Mondrian)

LOCAL FILIPINO CONTEMPORARY ARTISTS

This list of local Filipino Contemporary artists includes

awardees from Gawad ng Manlilikha ng Bayan or GAMABA who are
considered as our “National Living Treasures”. These awardees
produce art forms that are woven into everyday life. These artists
elucidate how pre-colonial traditions and cultural aspects survive
though the contemporary times.

Artist Tribe/Region Contempo

rary
Art Form
Lisa Macuja – Elizalde Manila - National Capital Ballet
-Artistic Director Of Ballet Region
Ginaw Bilog Hanonou, Mangyan Poetry
Panaytayan, Oriental Mindoro
Masino Intaray Pala’wan Brookes Point, Local
Palawan Music
Samaon Sulaiman- Mamasa pano, Magundanao Local
Music
Lang Dulay T’boli, Lake Sebu, South Textile
Cotobato Weaving
Salinta Monon Tagabawa Bagobo, Bansalan, Textile
Davao del Sur Weaving
Alonzo Saclag Lubugan, Kalinga Local
Music And
Dance
Federico Caballero Sulod-Bukidnon, Calinog, Epic
Iloilo Chanting
Uwang Ahadas Yakan Lamitan, Basailan Local
Music
Darhata Sawabi Tausug, Parang, Sulu Textile
Weaving
Eduardo Mutuc Kapampangan, Apalit, Metal
Pampanga Working
Haja Amina Appi Sama Tandubas, Tawi-Tawi Mat
Weaving
Teofilo Garcia Ilokano, San Quintin, Abra Casque
Making
Magdalena Gamayo Ilokano, Pinili, Ilocos Norte Textile
Weaving

28 | P a g e
 What’s More

Activity 1. Let us Discover

Direction: Choose one masterpiece that attracts you most.
Research and give details about its form. Be guided by the
questions below.

‘The Fruit Gatherer’, Alkaff bridge by Pacita ‘Sagada’, 1952 ©

1950 © Fernando Abad Masferre
Amorsolo

Title of the Contemporary Artwork: ___________________

Artist:
Region:

1. What is the artwork all about?

2. What does the artist want to convey to his/her audience?

3. What evidence is present in the artwork for you to

consider it as a contemporary Philippine art?

29 | P a g e
 4. Considering the era, it was created, how do you relate it with the
social situation prevalent during that time? Does it signify any
message?

This module introduces various contemporary art forms. Online learners may visit , a government
agency website which concerns with culture and the arts for further readings

What I Have Learned

Focus Question: How does Art affect our daily lives as a student and as a
person?
 Arts enable us to understand further the message an
artist wanted to convey thru his or her artworks.
 Artwork stimulates our creativity, ability to think
critically and socialize with other people.
 Arts helps us to understand more and appreciate the
beauty of things that surrounds us that before convey
no meaning at all.

What I Can I Do

Let us reflect.
Direction: Following the important information about arts, create a painting that
uses coffee as a medium. Use Oslo paper as canvass. See the given samples.

30 | P a g e
 1. Proc
ess Questions:
A. What is your chosen subject of art? Explain the reason
for selecting the subject of your coffee painting.

B. How would you classify your art work?

C. How will you define art based from your work?

D. Would you consider it as an artwork? Why?

E. Aside from coffee, what other medium can be used in

creating your artwork?

F. Is this particular artwork present in your community?

In your perspective, why is this medium widely used or
not widely used in your community?

31 | P a g e
 G. You may use the Rubric below as a guideline on how your work
Adapted from: https://www.pinterest.ph/pin/114982596711836092/will

be graded.

Assessment

I. Direction: Read and analyze each sentence. Box the letter of the best answer.
1. What is Visual Arts? .
a. Visual Arts are art forms that create works that are primarily visual in nature,
such as ceramics, drawing, painting, sculpture, printmaking, design, crafts,
photography, video, film making and architecture.
b. Visual Arts is a performing art form consisting of purposefully selected
sequences of human movement. This movement has aesthetic and symbolic value.
c. Visual Arts is an art concerned almost exclusively with live performances in
which the action is precisely planned to create a coherent and significant sense of
drama.
d. Visual Arts is art that shares a story and develops a theme for the audience.
2. Which one is a good example of Visual Arts?
a. Noli Me Tangere
b. Spoliarium
c. Tinikling
d. Dandansoy

32 | P a g e
3. A person composing a poem is involved in which art form?
a. Visual Arts
b. Film and Broadcast Arts
c. Theater
d. Literature
4. With what art form is Lino Brocka associated? .
a. Literature
b. Visual Arts
c. Film and Broadcast Arts
d. Dancing
5. ___________ is an art concerned almost exclusively with live performances in
which the action is precisely planned to create a coherent and significant sense of
drama.
a. Film and Broadcast Arts
b. Theater
c. Visual Arts
d. Dance
6. With what art form is Fernando Amorsolo associated?
a. Dancing
b. Theater
c. Visual Arts
d. Music
7. A person playing kudyapi is involved in which art form
a. Music
b. Dancing
c. Literature
d. Visual Arts
8. Which of the following are considered examples of Visual Arts.
a. Painting, sculpture, printmaking, photography, installation art, mixed media
works, illustration, graphic arts, performance art and/or imaging
b. Choreography, direction and/or performance
c. Cinematography, editing, and camera work
d. Poetry, fiction, essay, playwriting, journalism and/or literary criticism

33 | P a g e
9. Which of the following are considered examples of Film and Broadcast Arts.
a. Painting, sculpture, printmaking, photography, installation art, mixed media
works, illustration, graphic arts, performance art and/or imaging
b. Choreography, direction and/or performance
c. Cinematography, editing, and camera work
d. Poetry, fiction, essay, playwriting, journalism and/or literary criticism
10. Which of the following are considered examples of Literature. .
a. Painting, sculpture, printmaking, photography, installation art, mixed media
works, illustration, graphic arts, performance art and/or imaging
b. Choreography, direction and/or performance
c. Cinematography, editing, and camera work
d. Poetry, fiction, essay, playwriting, journalism and/or literary criticism

Additional Activities

Activity: Let’s Look Back!

Direction: Study the painting below and search about its historical
background. Then, write an interpretive statement about it. Be
guided by the questions given.

Bonifacio Monument by Guillermo Tolentino

Process Questions:
1. Do you consider Juan Luna’s Spoliarium as a Philippine
contemporary art? Why?

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 2. Describe the artwork based on the following
2.1 Subject of art
2.2 Classification
2.3 Function
2.4 Appreciation

3. Do you like/dislike the artwork? Why?

4. What is the value of this artwork to you, to the youth, and to the society?

Reflection
Answer the following questions.
a. How can you use arts in your daily life?
b. Do you consider yourself as a masterpiece of the Lord’s
creation? Why?

References
Books
Julius O. Espiritu (2020). Contemporary Philippine Arts from the Regions: Module
1. Alternative Delivery Mode. 8 -11, 14 – 16.

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Charman, H., Ross, M. (2006). Contemporary Art and the Role of Interpretation:
Reflections from Tate Modern’s Summer Institute for Teachers. International
Journal of Art Design Education, 1, 28 - 41.
Conti, G.Kolody, R. (1998). Guidelines for Selecting Methods and
Techniques. In. Adult Learning Methods: A Guide for Effective Instruction.
M.W. Galbraith (Ed.). Malabar, Florida: Krieger publishing Company, 73 - 89.
Danto, A.C. (1995). After the End of Art: contemporary art and the pale of history.
New Jersey, Chisester: Princeton University Press. Efland, A., Freedman, K., Stuhr,
P. (1996). Postmodern Art Education: An Approach to Curriculum. Virginia: The
National Art Education Association.
Website
https://theculturetrip.com/asia/philippines/articles/top-10-filipino-
contemporary-artists-where-to-find-them/
https://www.pinterest.ph/pin/114982596711836092/

Answer Key

Assessment
1. a
2. b
3. d
4. c
5. b
6. c
7. a
8. a
9. c
10. d

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