Gart Module For Finals

GART
COURSE LEARNING OUTCOMES

At the end of the module, you should
be able to:
1. demonstrate knowledge and
appreciation of arts in general,
including their content, function,
value, ad historical significance;
2. analyze local and global works of art
based on aesthetic value, cultural
Images by Analyn A. Caroy, Milanie Dalingay, and Marinel L. context, and socio-political
Piamonte via Facebook
relevance;
3. create your own artworks to
enhance your self-awareness and
ART APPRECIATION creativity;
4. present a creative production
FINALS applying the principles of performing
arts; and
5. deepen your identity through art
BY with respect to your nationality,
ALBERT, MARY ANN culture, and religion.
CAROY, ANALYN
DALINGAY, MILANIE
FERRER, JOSELITA
ORDONIO, MARY ROSE
PALANGYOS, AMABEL
PALANGYOS, SHERYLL
PIAMONTE, MARINEL
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
“Treat a work of art like a prince: let it
speak to you first.”
Arthur Schopenhauer
Image by Analyn A. Caroy via Instagram
COURSE INTRODUCTION
Art appreciation is a three-unit course which introduces and exposes the students to the
creative output of humanity both in theory and practice. It aims to enhance the students’
awareness and sensitivity to the state of arts and culture in general and Philippine arts in
particular. The course also develops students’ competency in researching about and
analyzing various art works in different modalities. The course is a study of the general art
forms which may include but not limited to visual, literary and performing arts.
MODULE CONTENTS FINALS
I. Cover Page
II. Cover Letter to the Student

Introduction of the course and the course learning outcomes introduced in a letter
version.
III. Table of Contents

Module 4: 7 Da Vincian Principles
Unit 1: The 7 Principles and their Life Applications. . . . . . . . . . . . . . . . . . . . . . . 4
Module 5: Various Art Expressions
Unit 1: Narratives, Borrowing, and Ownership. . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Unit 2: Soul and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 3: Textile Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 4: Instrumental Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Unit 5: Improvisation in Various Art Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
MODULE CONTENTS
Module 4: Da Vincian Principles
The average people shun away from the unknown. They cower from difficulties and
uncertainties in their lives, so they escape either from confusion and discomfort by
scampering into the dark cave of unknowing. In time, they stick rigidly to established
beliefs or norms, which eventually hamper their inner transformation. To be in that
scenario is debilitating, for it deprives people from realizing their potentials and all the
other possibilities that they may achieve in their lives.
To young people like you where the many roads of life are yet to be discovered and
explored, the seven Da Vincian principles can serve as your guide to help awaken
the same traits Leonardo Da Vinci celebrated within himself in you.
Unit 1:The 7 Principles and Their Life Applications
Dear students, being young puts you to a greater advantage. There is so much in life
to explore just as there are many lessons to learn, which would help you design the
best version of you. Be willing to respond to the creative flow that your universe is
giving you. Likewise, internalizing and practicing the seven Da Vinci principles “can
open up new channels of creativity, intellect, and passion in your life. You’ll discover
that “genius” is a term you should feel comfortable applying to yourself, and that the
chief requirement for its existence is its careful cultivation,” (Gelb, 2009).
Activity 1:Let’s Get to Know the Maestro
How much do you know or remember
from your readings about Leonardo Da
Vinci? What do you think it is about da
Vinci’s work that continues to fascinate
and captivate hundreds of people years after his death? Read
through the different descriptions then put a √ inside the star, if the
statement pertains to Da Vinci. If it refers to another personality, draw
a circle inside the star then write after the statement the name of the
one being referred to.
Image from leonardodavinci.net
18 sheets of his notebooks were purchased by Bill Gates for 30.8 million dollars in
November,1994.
Invented the parachute,the helicopter,an armored fighting vehicle,the use of

concentrated solar power,a calculator, a rudimentary theory of plate tectonics
among others
Famous for devising his theory of relativity, which revolutionized our understanding
of space, time, gravity, and the universe.
Most famous drawing,the Vitruvian Man,is a study of the proportions of the
human body,linking art and science in a single work that has come to
represent the concept of macrocosm and microcosm.
His observational acumen, drawing skill,and the clarity of depiction of bone
structures
reveal him at his finest as an anatomist
His famed sculptures include the David(1501),now in the Accademiain
Florence,and the Pietà(1499),now in St.Peter’s Basilica in Vatican City.
He was one of the first to draw a scientific representation of the fetus in the
intrautero.
Let’s see how many correct answers you got in here.
There are seven statements but only five ( 5)pertains to the maestro. The
third statement is accorded to Albert Einstein and the sixth speaks of
Michael Angelo. These two are also great personalities who have left
their imprints in humanity.
Out of the seven descriptions, how many correct answers did you get? Put your score
here:_____.
In the previous unit, you were required to conduct a simple study about your favourite artist.
By any chance, have you considered Leonardo Da Vinci for that inquiry? Below is an
abridged biography of him. Let’s get to know more of the maestro.
Drawing on Da Vinci's notebooks, inventions, and legendary

works of art, acclaimed author Michael J.Gelb, introduces the
seven(7)Da Vincian principles, the essential elements of genius.
These principles provide readers inspiring and inventive guide
on how to develop their full potential.
They are discussed in detail in his book, “How to Think like Leonardo da Vinci: Seven Steps to
Genius Every Day.” Each principle is in Leonardo Da Vinci’s Italian language. In the book,
Michael Gelb introduces the power of the human brain, the life of the Da Vinci and the
Renaissance Period as characterized by a surge of creativity and innovations. He then
explains the 7 Da Vincian principles derived from studying Leonardo’s life and work.
In this particular section of G-ART course, you will unravel the nuggets of
wisdom from each principle and get inspiration, which you can apply in
your life.
Now, let us delve further into the different principles. Continue reading then stop once
in a while to ponder upon how each nugget be applied in your life.
1. CURIOSITA or CURIOUSITY:It requires that you constantly ask

great questions at the heart of important quality-of-life
issues,then search intensely for answers.
To nurture Curiosita, try these exercises/tips:
2. DIMOSTRAZIONE or DEMONSTRATION
First-hand experience (including disasters, failures and mistakes) is the best way to test and
improve on existing practices, and to develop new wisdom, know-how and independent
thinking. Leonardo’s brilliance came from how he questioned (and tested) much of the
accepted theory and dogma of his time to find his own insights.
•Leonardo Da Vinci was constantly exploring and experimenting, e.g. dissecting human
bodies and animal corpses to learn anatomy, trying out new innovations and automations
(with many failed attempts).
•He also rigorously challenged his own beliefs, assumptions, preconceptions and
knowledge, and constantly examined his own work, e.g. scrutinizing his paintings against a
mirror to see them in reverse, taking breaks to refresh his judgement, and studying his work
from a distance to see things from a broader perspective.
Consider these activities to develop originality and independent thinking:
3. SENSAZIONE (Constantly Sharpen the Senses)
Our five senses–sight, sound, touch, taste and smell–are the doorways to our daily
experiences. By increasing the amount and quality of sensory information you take in each
day, you increase both your intelligence and your ability to learn from the world around you.
Saper Vedere (knowing how to see)was one of Leonardo’s mottoes and it defined the whole
of his artistic contribution to humanity.
“All our knowledge has its origin in our perceptions”–Leonardo Da Vinci

“The five senses are ministers of soul”–Leonardo Da Vinci
Sight, sound, touch, taste and smell are keys to doors of experience. Da Vinci believed that
the secret of Dimostrazione are revealed through the senses.
We can relearn to experience our lives, to be perpetually surprised, by actively engaging

and awakening our five senses: sight, sound, touch, taste and smell. Leonardo noted that
the average person, looks without seeing, listens without hearing, touches without feeling,
eats without tasting, moves without physical awareness, inhales without awareness of odor
or fragrance, and talks without thinking.
Here are ways by which we can sharpen our senses:
A. Practice Silence
This may be a challenging act for people who

love talking, but in order to quiet our minds
and enjoy the sound of silence, we find time
to be quiet.
Find a quiet place to sit comfortably. You may

close your eyes or gaze softly at your hands
on your lap or at a point of distance, perhaps
20 feet away. Listen to the silence. Listen to
the silence in between sounds. Perhaps you
notice cars moving outside. Listen to the
silence in between.
B. Eat with Your Eyes Closed
Use your sense of smell and taste to compare. You may

compare two different tea drinks or two types of chicken
dishes made with slightly different spices. Take time to
appreciate the aromas and the varying tastes that hit your
palate. Notice if the tastes seem to have a connection
with the smells. When you are done, open your eyes and
look at what you created in your mind’s eye and if or how
it matches up.
Image from
https://ke.youdao.com/course/detail/52460
C. Draw Music
Listen to your favorite concerto, opera, hip-hop or rock

tune. As you do, start to draw using crayons, markers or
paint(even finger paint!).Perhaps you can listen to one
form of music and compare it to another. See what kind
of masterpiece you can create!
Image from http://clipart-

library.com/clipart/rTjGxAnpc.htm D.Visualize
Gelb introduces the phrase, “Subtle Speculation: The Art
of Visualization.” He explains:
“The ability to visualize a desired outcome is built

into your brain, and your brain is designed to
help you succeed in matching that picture with
your performance. And the more thoroughly you
involve all your senses, the more compelling your
visualization becomes.”
 Find a time when you are relaxed, and close your eyes
while you imagine and visualize whatever you want to work
Image from on. It could be basically anything. Make it as realistic as
https://www.pinterest.com.mx/pin/6 possible in your mind. Keep it positive and avoid anxious
36063147354999457/
thoughts.
 Picture your favorite scene: close your eyes and imagine in great detail your favorite
place and the things you would see, hear, smell, and feel.
 Visualize your favorite art pieces in detail and “put” yourself in the scene
E. Forest Bathing
The Japanese have discovered that
engaging in Shinrin-yoku,or forest
bathing, involving walking through a
forest while emerging your senses to take
in the sights, smells, sounds, tastes or
tactile experience of nature is good for
your health. It is a form of mindfulness
meditation practice; it involves being in
a moment-by-moment awareness of
your thoughts, sensations, and feelings,
as well as of the surrounding
environment. You can focus on one
Image from https://www.tigersafariindia.com/blog/world-
sensation like what a flower might smell
environment-day/world-environment-day/
like or feel like or evoke all your senses.
4. SFUMATO: Embrace Uncertainty)—Be Comfortable With Ambiguity
Sfumato translates to “going up in smoke.” Leonardo applied this principle in his paintings by
creating hazy, ambiguous scenes with gossamer-thin layers of paint.
As you awaken your powers of Curiosita, probe the

depths of experience and sharpen your senses, you
come face to face with the unknown. Keeping your
mind open in the face of uncertainty is the single most
powerful secret of unleashing your creative potential.
“That painter who has no doubt will achieve

little”–Leonardo
“Greatest geniuses sometimes accomplish more
when they work less”–Leonardo
Image from https://cognitive-vitality.com/ How to Make Friends with Ambiguity
A. List some situations from your life where you are confused or feel ambiguous about
an outcome and explore the feelings that come up.
B. Describe the feeling of ambiguity.Describe the feeling of anxiety.Where in the body
do you experience them?Count number of times per day that you use an absolute such
as“totally”,“always”,“certainly”,“must”,“never”and“absolutely”
Remember that the most beautiful music often occurs in between the notes.Allow ideas and
feelings to incubate by pausing and taking breaks periodically.Alternate between intensely
focused periods of work and periodic breaks.Breakthroughs often come when you are
relaxed and by yourself,so take time for solitude.Take a ten minute break every hour to
improve memory recall on your work.In addition,take a weekly sabbath and a yearly
vacation.
Monitor your hunches and intuition to improve their accuracy and effectiveness,
5. ARTE/SCIENZA
Michael Gelb emphasizes that we are whole. We have one full brain, not half a brain, and
we won’t be able to experience the full capacity and power of our super-computer mind
unless we embrace and start using our entire head—and not just the limited half we are more
comfortable with or socially defined by.
He writes, “Left-brainers think, ‘I'm sorry, I'm left-brained. I can't possibly be creative or
imaginative.’ And right-brainers make the mistake of programming themselves: ‘Well, I'm
right-brained—I can't possibly come to meetings on time.” Do not get boxed into thinking
we are predominantly wired to either imagination OR logic.
https://medium.com/@mirko.rauchfuss/-f21d9a83e211
Who would you be without your other half?
So,was Leonardo a scientist who studied art, or an artist who studied science? Clearly,
he was both. His scientific studies of rocks, plants, flight, flowing water,and human anatomy,
for example, are expressed in beautiful, evocative, expressive works of art, not dry technical
drawings.
He was ambidextrous and would often switch between his right and left hand while
painting, drawing or writing. His embrace and practice of whole-brain thinking led to another
gift he left for the modern intellect—the concept of “brainstorming.” Creative thinking as we
now know it, did not exist at that time.
Da Vinci had a unique quality of seeing the art in science and science in the arts. You
can also learn to connect the right and left brains through a powerful exercise called mind
mapping. Leonardo suggested going “straight into nature” to find understanding and clarity.
Everything in nature is made up of networks of sinuous, branched, and nonlinear paths.
Mind mapping is a way to link ideas and information naturally without immediate
need for sequential organization.
What is a mind map? How is the process of mind mapping
done?
A Mind Map is a visual thinking tool that can be applied to all

cognitive functions, especially memory, learning, creativity and
analysis. Mind Mapping is a process that involves a distinct
combination of imagery, colour and visual-spatial
arrangement. It encourages whole brain thinking as it brings
together a wide range of cortical skills from logical and
numerical to creative and special.
If you like to watch a mind mapping presentation, watch Tony Buzan’s video on How to do
mind mapping from this site: https://www.youtube.com/watch?v=u5Y4pIsXTV0
When creating a Mind Map, there are several elements to consider including the map’s
central image, branches, colours, keywords and images.
Steps to Creating a Mind Map

Mind Maps can be drawn by hand or using software such as iMindMap
Here is how a mind map works:
Instead of generating your ideas by outlining them in order:1,2,3,4…(rational,left-brain
Grinch)and then getting distracted or stuck after#1 and doodling on the side of your
notes(artistic,right-brain Grinch),which will considerably slow you down,consider doing it
all,at the same time:
“It is just plain illogical to try to organize your ideas before you’ve generated
them,” says Gelb. “Moreover, outlining and other linear note-making systems
exclude your brain’s capacity for color, dimension, synthesis, rhythm, and
image…Outlining uses only half of your mind and half a mind is a terrible thing
to waste.”
6. CORPORALITA: Develop poise-the balance of body and mind
Da Vinci was strong, handsome, and graceful in

addition to his artistic and scientific genius.He placed
emphasis on eating well (he was a vegetarian)and being
physically active.
He taught (and exemplified)the idea that smart people
should also take good care of their physical health and well-
being if they expect to remain productive throughout their
lives.
“It is also a very good plan every now and then
to go away and have a little relaxation; for when
you come back to the work your judgement will be
surer, since to remain constantly at work will cause
you to lose the power of judgement.”-Da Vinci
Image from https://cn.dreamstime.com-
Intelligence is often erroneously associated with physical ineptitude or poor health habits.But
most of the greatest geniuses in history—headed by Da Vinci—did not just cultivate their
mind but also enjoyed a splendid physique and cared for their body.
Goethe said it best, “Take care of your body with steadfast fidelity. Thesoul must see through
these eyes alone,and if they are dim,the whole world is clouded.” And, on Da Vinci, Goethe
said, “Handsome and with a splendid physique, he seemed a model for human perfection.
If the previous point advocated whole brain thinking,this one is

about whole-body thinking. The mind—minds you—lives inside
your body.The blood running through your veins carries nutrients
to your brain.
Your brain occupies 3%of your total body weight, yet it

consumes more than 30%of your oxygen intake. More aerobic
exercise=more oxygen to feed your brilliant brain; and more
oxygen=a higher capacity to function, process thought and
increase your problem-solving ability. You are one indivisible,
whole phenomenon.
Image from
https://www.doyou.com/25-simple-
ways-to-balance-your-mind-body-
and-soul-17694/
Ways on how to achieve Corporalita
These are but few of the many ways by which you can balance your mind and body.To
achieve corporalita, you need to exercise self-discipline and the will to find balance
between your body and your mind.
7. CONNESSIONE: Seeing the interconnectedness in everything

Leonardo had a deep appreciation for the
connectedness of things—drawing correlations between
hair and flowing water, the human body and the earth,
and the oneness of nature. He found order in chaos, and
had a profound appreciation for the mysteries of life and
nature.
The interconnectedness of things is most evident during

extreme times, e.g. financial crises, pandemics,
weddings, etc.
Photo: Flower of life

(drawing by Da Vinci that has interesting mathematical
properties)
Image from
https://commons.wikimedia.org/
wiki/File:Leonardo_da_Vinci_%E2%
80%93_Codex_Atlanticus_folio_30
7v.jpg
Exercises on How Connessione Is Practiced
“CONSIDER FIRST THE END.”–LEONARDO DA VINCI
A. contemplate the dynamics of your family. The roles each member plays, how those
have changed over time, etc. Pretend your family is a human body and assess who is
what part, and the health of the body.
B. Imagine a dialogue between any two people from fiction, the past, or the
present(e.g.Christ and Buddha)
C. Before enjoying a meal, take a moment to think about where each of the origins of
each ingredient, with gratitude and reflection. Do the same for your clothes and any
other possessions.
D. Microcosm and macrocosm: Contemplate the systems that make up your body, and
the molecules and matter that make up those systems, going down to the atomic and
subatomic levels. Then, think about your place in the world, and how you are
connected to everyone else in subtle, disparate ways. Also try to practice
mindfulness/meditation for 10-20 minutes per day where you focus on your breathing.
Remember that you share the air around you with the entire world. On busy days just
pause once or twice for seven focused breaths.
E. Write your own eulogy—ask yourself, “how do I want to be remembered?”
F. Trace Map: Research how an event, a phenomena or a social problem started. Find
who or what caused it; who or what are affected; and how such concern came about.
From the previous discussions, you were presented the

seven Da Vincian principles along with the suggested
techniques or exercises, which you can adopt to nurture
your creativity and unravel your potentials. To check your
understanding on the different principles discussed,
answer the activity that
follows.
Activity 2: Encircle the letter of the best answer.

1. Which of the following does not strengthen one’s
Dimonstrazione?
A. Learn from mistakes, including others’ mistakes.

B. Question your beliefs and their sources. Test
them against other viewpoints in the real world.
C. Build mental self-defense against the negative
influences of media and advertisements.
D. Learn a new language to sharpen your mind.
2. Which of the following principles is exhibited in this quotation: “An average person looks
without seeing, listens without hearing, touches without feeling, eats without tasting,
moves without physical awareness, inhales without awareness of odor or fragrance,
and talks without thinking?”
A. Connessione C.Sensazione E.Arte/Scienza

B. Sfumato D.Corporalita
3. Which of the statements best describes the quote above?

A. Experience is delivered by intellectualizing what one perceives.
B. It discriminates the difference of the ability to sensationalize experiences from
merely using one’s senses.
C. Da Vinci proved that the pursuit of beauty and truth were not just compatible
but the best way to get a richer, fuller grasp of our complicated existence.
D. The practical approach to learning is to propagate independence of
thought as well as learning derived from experience.
4. Which of the following questions is/are NOT founded on the principle of Curiosita?
A. A heartbroken who asks, “How come I’m still alive?”
B. A philosopher who asks, “What is the meaning of life?”
C. A person who asks, “How do I make my life meaningful?”
D. A man who asks, “Why is life meaningful?”
E. None of the above
5-6. With the assumption that learning to think like Leonardo requires awareness, nature-
mindfulness,and cultivation of wholeness:
5. Which of the principles speak about cultivation of wholeness?

A. Dimonstrazione C.Arte/Scienza E.Corporalita
B. Sensazione D.Connessione
6. The concept of wholeness pertains to:

A. the idea of a Renaissance man
B. multiplicity in a way that nurtures each part without minimizing the others
C. the eye-opening work of questioning our own opinions,assumptions,and
beliefs
D. one’s art
7. Which of the following statements explains Corporalita?

A. “To keep the body in good health is a duty,otherwise we shall not be able to
keep our mind strong and clear.”–Buddha
B. “I apologized to God and man for leaving so much undone.But I shall
continue and I’ll never tired of being useful.”–Leonardo Da Vinci
C. “I read that it’s the left brain that does all that calculating and the right brain
that does the poetry. Maybe I do art to balance it out.”–Jason Mraz
D. “It's fine to celebrate success but it is more important to heed the lessons of
failure.”–Bill Gates
8. Which activity enhances Corporalita?
A.Cultivate ambidexterity C.Taste any variety of foods to satisfy your
palate
B.Learn to create mind maps D.Contemplate wholeness
9. What do Arte/Scienza and Corporalita have in common?

A. Both of these advocate holistic development in that the previous point
advocated whole brain thinking while the other is about whole-body thinking.
B. The emphasis of the significance of experiences as a practical approach in
learning.
C. This talks about change not just the way you think(your state of mind,
cognitive understanding)but the way you feel(state of being),for it is only
when our mind and feelings are aligned that true transformation can take
place.
D. These are both not just about cultivating the mind but also enjoying a
splendid physique and caring for the body.
10. What is the idea of Sfumato?

A.To keep away from unrealistic representations of art
B.To embrace paradox by emphasizing the features that make something
unambiguous.
C.Embrace ambiguities by exploring the unknown and mysteries.
D.Never cease to answer questions.
11. When one is wronged and s/he harbors a grudge against another, this is a negative
form of___.
A.Corporalita
B.Sfumato
C.Sensazione
D.Connessione
12. In the principle of Connessione,which of the following exercises is/are applicable?

A.Physical exercise
B.Synthesizing
C.Book outlining
D.Using graphic organizer
E.All of the above
13. Which of the following is correct about the idea of “carpe diem” or “seize the day.”
A.YOLO so do anything that you wish/desire while you have time.
B.This is directly related to the principle of Dimonstrazione.
C.Live in the moment and worry not about the future.
D.You are the master of your fate.
14. What does Arte/Scienza promote?

A.Cultivation of which brain hemisphere is utilized the most
B.Cevelopment of balance between logic and imagination
C.Improvement of mental and physical capacities
D.Enhancement of an individual’s ingenuity
E.Application of knowledge
15. Which is an appropriate exhibition of Curiosita?

A.In the belief that “Curiosity kills the cat.”
B.Filipinos are concerned about current events which includes showbiz issues.
C.Find answers only for questions that can be answered.
D.Be more concerned with the right question rather than the correct answer.
E.none of the above
Activity 3: Write to Engage your Body and Mind:
Answer the questions and do the given tasks.
1. “Confusion endurance” is the most distinctive trait of highly creative people. Why is
uncertainty and ambiguity so important to the creative process?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
2. Write two (2) PRESENT CHALLENGES you encounter. WRITE OUT at least one
affirmation to inspire you in dealing with each of your greatest challenges.
Example:
My Present Challenges My Affirmation
Overwhelming school I know I can accomplish anything I set my
requirements mind to.
Feeling down and lacking self- I am my own unique self–special,creative and
esteem wonderful
My Present Challenges My Affirmation
3. Imagine your life as a river. Map out the tortuous path you have taken through
metaphorical mountains, dams, eddies, rapids, and waterfalls, and what will take
you to your ocean.
Materials: Oslo paper or any blank sheet of paper, drawing and coloring materials
4. Ask questions: Write down questions about anything you deem significant. Do it in 5-
10 minutes. Afterward go through and look for themes that emerge. Choose the top
ten most important questions and rank them. Ask yourself these powerful questions:
ACTIVITY 4: YOUR LIFE IS A WORK OF ART
A. Mind Mapping Your Life
You are almost done with this unit,

but before you finally turn the
pages to the next lesson, accomplish the final task. To benefit from
this activity, it is important that you do not rush it. It is best to start
working on the tasks when you are most rested or your mind is
clutter free. ENJOY!
Doing this activity will give you clarity on what to do with your life
and a sense of connection among the various aspects of your life
and the lives of others.
Directions
1. Sketch a big picture of your dreams
>Make your own personal logo to serve as the center of your mind map.
>On lines radiating outward from your logo, write out several main categories of
your life (relationships, career, financial, spiritual, fun, physical, learning, etc.)
2. Explore your goals

>Write words that express your goals for each category
3. Clarify your core values

Now that you know what you want, dig deeper by asking yourself why you want
what you want. Choose 10 core values (e.g. relationships, money, power,
adventure, fun, creativity, status, and growth).By getting clarity on what is really
important to you and why, you can prioritize areas of your life that will fulfill your core
values. Create an image/symbol for each of your top values.
4. Assess your current reality
>Take inventory and ask yourself how you are doing in each area of your life
5. Look for connections and strategize for change
>Create other branches or another mind map for your goals, values and purpose. You
may include your priorities, current lifestyle and the strategies that you need to undertake in
order to attain your goals.
B. Da Vinci in You
Directions
1. Based on the mind map that you have created about your life, identify
again the major areas or core values (indicated in your mind map).
2. Number each core value then beside each, write your explanation/s in
paragraph form.
3. Explain how a certain principle or principles be applied to your personal life.
specify scenarios or situations in your life.
4. Use a margin of 1 inch on all sides.
5. Use a 12 pt. Sans serif font.
Note:
For CBL: Write down your task on a short bond paper or any available writing material
at home. Submit your requirements along with other requirements for the finals on or
before the scheduled final exams.
For OBL: Write down your task on a short bond paper or any available writing material
at home. Take a picture of your output and submit as JPEG or PDF to the Assignment
box in Google classroom. Constantly check your Class stream or Class work to be
updated with the submission deadline.
CRITERIA:
PART A: Mind Mapping Your Life:40 POINTS
Substance: 20 points
Application of the rudiments in mind mapping: 10 points
Clarity and Overall Impact: 10 points
PART B: The Da Vinci in You: 40 POINTS

Substance: 20 points
Coherence: 10 points
Organization: 10 points
References
1. Heydenreich, L. (1947). Leonardo Da Vinci.: Italian artist, engineer, scientist.

Director,Central Institute for the History of Art,Munich,1947–70.Author of Leonardo da
Vinci;Leonardo architetto.
2. Jones, A. (1989). Soul making: The Desert way of spirituality. HarperSanFrancisco.
ISBN: 0060641797
https://www.britannica.com/biography/Leonardo-da-Vinci
3. https://www.spiritualityandpractice.com/book-reviews/view/9274/soul-making
4. Matravers, D. (1998). Art and Emotion. Oxford University Press. ISBN(s) 0199243166
9780199243167 https://philpapers.org/rec/MATAAE
5. Book Summary: How to Think Like Leonardo Da Vinci: 7 Steps to Genius Everyday by
Michael Gelb. Reading Graphics.
6. https://www.12manage.com/methods_herrmann_whole_brain.html
7. https://singularityhub.com/2017/11/08/how-to-think-like-leonardo-da-vinci-and-
unlock-your-creative-potential/
8. How%20to%20Mind%20Map%20_%20iMindMap%20Mind%20Mapping.html
9. https://healthymemory.wordpress.com/2014/07/02/the-seven-da-vincian-principles/
10. https://ke.youdao.com/course/detail/52460
11. http://clipart-library.com/clipart/rTjGxAnpc.htm
12. https://www.pinterest.com.mx/pin/636063147354999457/-
13. https://cognitive-vitality.com/-
14. https://medium.com/@mirko.rauchfuss/-f21d9a83e211-
15. https://cn.dreamstime.com- mind and body
16. https://www.doyou.com/25-simple-ways-to-balance-your-mind-body-and-soul-
17694/-
17. https://www.gettyimages.fr/photos/leonardo-da-vinci-
portrait?mediatype=photography&phrase=leonardo%20da%20vinci%20portrait&sort
=mo-
18. https://commons.wikimedia.org/wiki/File:Leonardo_da_Vinci_%E2%80%93_Codex_At
lanticus_folio_307v.jpg
19. https://www.tigersafariindia.com/blog/world-environment-day/world-environment-
day/-
MODULE 5: VARIOUS ART EXPRESSIONS
To be adept in the art, it is not enough that you learn the fundamentals of art. Expression is
of equal importance as creativity. In this module, you will be engaged with the various
forms of art expressions. In addition, you will be required to harness all possible sources of
inspiration in your creative and performance tasks.
Unit 1
Art Appropriation
ENGAGE A. List three things that make the following art works interesting:
https://www.pinterest.ph/pin/559572322446599895/
Image by Ricards, Jhay

Image from
1. __________________________ 1._______________________________
2. __________________________ 2._______________________________
3. __________________________ 3._______________________________
B. Research about the type of appropriation that Disney was able to do in the movie
Frozen 2. Write the summary of your research in the space below:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EXPLORE
EENGAGE
What is Art Appropriation?

According to Oxford English Dictionary art appropriation is the making of a thing
private property; taking as one's own or to one's own use”. In the visual arts, the term
appropriation often refers to the use of borrowed elements in the creation of new work.
images, forms or styles from art history or from popular culture, or materials and techniques
from non-art contexts. Since the 1980s the term has also referred more specifically to
quoting the work of another artist to create a new work.
Types of Appropriation
1. Object appropriation 3. Style appropriation
2. Content appropriation 4. Motif appropriation

5. Subject appropriation
1. Object Appropriation
It occurs when the possession of a tangible work of art is transferred from members of
one culture to members of another culture.
Examples:
Ifugao huts transferred to manila or other places
Cordillera antiques in the different museums across US
The parthenon by Lord Elgin
Image from https://travelfeed.io/@wanderein/the-anatomy-of-the-
ifugao-native-hut-or-batad-rice-terraces
An Ifugao Hut
2. Content Appropriation
It could be a musical composition, a painting, a story, or a poem. An artist has made

significant reuse of an idea first expressed in the work of an artist from another culture.
Examples:
Cordilleran country songs patterned from the west

Starry Night by Don Mclean
Other examples of content appropriation through photography:
Image by SLU GART Student 2019
3. Style Appropriation
Style appropriation happens when artists produce works with stylistic elements in
common with the works of another culture.
Examples
 Musicians who are not part of African- American culture but who compose
original jazz or blues
 Mainstream Australians who paint in the style of aboriginal peoples
4. Motif Appropriation
Motif appropriation is related to style appropriation but only basic motifs are
appropriated.
When artists are influenced by the art of a culture other than their own without
creating works in the same style
Example: Picasso’s motif appropriation
5. Subject Appropriation
Subject appropriation happens when artists appropriate a subject matter, namely

another culture or some of its members.
EXPLAIN Activity 5: Cite three examples of art appropriation that you
EENGAGE have encountered so far. Share the kinds of appropriation
applied, the individuals involved, the place and the reason
for such kind of appropriation.
1.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 6. STEALING, BORROWING, or APPROPRIATING

1. Why and how is art appropriation a way of preserving
and/or promoting other art works?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What do you think are some issues that might arise because of borrowing and
appropriating works of art?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Research about two controversial works of art that were appropriated and/or
borrowed. Share your readings by writing about it in the spaces below.
Art work 1:____________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Art work 2:____________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 7: Choose one famous painting in one of the art
movements discussed earlier and make a photo appropriation
out of it.
Photo Appropriation Rubric
CATEGORY 10 8 6 4 Score
The artwork
has a very The artwork The artwork The artwork
close has a close has a bleak has no
resemblance resemblance resemblance resemblance
to the to the to the at all to the
Resemblance original. original. original. original.
Creativity Student has Student has Student has Student has
taken the taken the copied some not made
technique technique painting from much
being studied being studied the source attempt to
and applied and has used material. meet the
it in a way source There is little requirements
that is totally material as a evidence of of the
his/her own. starting creativity, but assignment.
The place. The the student
student\'s student\'s has done the
personality personality assignment.
comes comes
through. through in
parts of the
painting.
Design/Composition Student Student Student tries The student
applies applies to apply does not
design design design appear to be
principles principles principles able to apply
(such as (such as (such as most design
unity, unity, unity, principles to
contrast, contrast, contrast, his/her own
balance, balance, balance, work.
movement, movement, movement,
direction, direction, direction,
emphasis, emphasis, emphasis,
and center and center and center
of interest) of interest) of interest)
with great with fair skill. but the
skill. overall result
is not
pleasing.
REFERENCES:
https://www.pinterest.ph/pin/559572322446599895/
https://www.google.com/search?q=motif+appropriation+of+picasso&oq=motif+appropria
tion+of+picasso&aqs=chrome..69i57.9456j1j8&sourceid=chrome&ie=UTF-8
Young, J. O. (2010). Cultural appropriation and the arts. John Wiley & Sons.
UNIT 2:
Soul and Space
Learning Outcomes
 Determine how Filipinos utilize space

 Create your own space reflective of your inner self
by showing the design of your nipa hut and the
landscape of your front yard.
Activity 8: Determine the concept of Filipino family identity in

relation to the interior and exterior design presented in the two
ENGAGE
images below. Give three specific descriptions about the owner
of each space. Explain each description by referring to the
details in the image.
http://philippinefails.blogspot.com/2017/03/
a-typical-filipino-house.html
Description 1: ____________________________
_________________________________________________________________________________
_________________________________________________________________________________
Description 2: _____________________________
___________________________________________________________________________
___________________________________________________________________________
Description 3: _____________________________
_________________________________________________________________________________
_________________________________________________________________________________
https://blog.mozaico.com/nature-inspired-mosaic-decor/
Description 1: ____________________________
_________________________________________________________________________________
_________________________________________________________________________________
Description 2: _____________________________
___________________________________________________________________________
___________________________________________________________________________
Description 3: _____________________________
_________________________________________________________________________________
_________________________________________________________________________________
People say that “there is no place like home.” This cliché resounds the idea that the
home is where the heart and soul live. Creating a space for the soul or inner being is
something that can be emotional, for we attach meaning to objects that surround us
maybe for inspiration or spiritual support. Although material things, including the structure
of our house and the design of our space, do not exactly define who we are, they can be
reflective of our being – our cultural, religious, or philosophical identities.
One of the traditional structures that defines and identifies the

Filipino soul is the bahay kubo.
EXPLORE
EENGAGE
https://www.alamy.com/stock-photo/bahay-kubo.html
The bahay kubo or nipa hut is a type of stilt house recognized as an indigenous icon
of Philippine culture. This type of village dwelling is a showcase of the simplicity of Filipinos
which has been sustained through the years. The Bahay kubo is mainly constructed with
the ever dependable bamboo or kawayan. The most dominant feature of the house is its
thick roof of nipa or anahaw leaves that insulate the interior from the tropical sun; its steep
roof keeps the rain to slide off; and the wide overhangs protect the walls from water. The
walls are made of nipa leaves or bamboo slats, and the floor is made of finely split
bamboo. The floor of bamboo slats conducts air into the house even if all openings are
closed. There are now many versions of the nipa hut, but the typical structure is raised with
thick bamboo poles, one to two meters above the ground to provide the occupants a
safe shelter from wild animals, snakes and against rains and floods. The awning type
windows on all sides keep the interior well-ventilated. When the windows are closed, they
are sealed off by the use of sliding panels. Also, it has a kind of stairs or hagdan which can
easily be disconnected at night and placed on the porch.
Some nipa huts have other features like an open back porch or batalan, used for
storage of water jars; a cellar or silong used for most household chores, and a silid or
alcove used for keeping the mats and pillows after using them. The space beneath the
house is used for ventilation and as a storage area for food, or sometimes as a shelter for
small animals like goats and poultry.
The Filipino soul is reflected in the bahay kubo. The bahay kubo follows the centuries-
old Asian rural archetype of the single-room dwelling where all family activities happen in
one space; thus, there are no partitions for rooms. It is designed for family living and all
household activities like dining, recreation and sleeping.
Thus, this dwelling is typical for the Filipino concept of shared space and limited
privacy. Filipinos prefer living space that is communal. This preference shows their being
friendly and accommodating. Filipino families like to be surrounded by relatives all the time
despite the problems that may be created by their offsprings or other members of the clan.
Because Filipinos adhere to close family ties, they do not want to be separated from one
another. Even if the children are already married, their families are allowed to stay in the
house or they will build their own bahay kubo next to the home of their relatives. Three or
more generations of the same family live their separate but interconnected lives under one
roof. In the one-room bahay kubo, privacy is sometimes achieved by turning one’s back,
by facing the wall for few moments of solitude, or by hanging a thin cloth curtain to
achieve a private section.
Life in a bahay kubo is not bound by the walls of the house but goes out to include
the lives of neighbours and friends who are often considered as relatives. In the Filipino
lifestyle, it is all for one and one for all. Their communal ties allow them to give aid to a
family in need like if a new house has to be built or if a nipa hut needs to be transferred to
another area. This collective activity is known as bayanihan, meaning unity and harmony.
Bayanihan is an old Filipino tradition in which members of the community work hand in
hand for the common good by giving each other unsolicited assistance out of a sense of
closeness and solidarity without expecting recognition or personal gain or something in
return.
The bahay kubo is not only an indigenous architectural masterpiece but also a
national symbol reflective of the Filipino soul --- their flexibility, resiliency, simplicity as well as
solidarity.
There are two important terms that you were introduced

earlier – soul and space. The Webster Dictionary defines soul as
EXPLAIN the “immaterial essence or animating principle of an individual
EENGAGE life; a person’s total self;” or even “the cultural consciousness
and pride of a person.” Space, on the other hand, may refer
to “an area; a distance from other people or things that a
person needs in order to remain comfortable; an opportunity for privacy or time to
oneself.” In this unit, soul refers to the identity of the Filipino gleaned through the bahay
kubo which is referred to as the space.
The Filipino term bahay kubo roughly means “country house.” The name came from
the Spanish word cubo, meaning cube, signifying the square or rectangular shape of the
house, or from the Proto-Malayo-Polynesian kubu, meaning field hut, and bahay which is
the Filipino word for house. The term nipa hut, introduced during the American colonial era
and used to mean bahay kubo, refers to the nipa or anahaw thatching material often
used for the roof of the bahay kubo.
As a dwelling space, nowadays, the bahay kubo serves many purposes – as a

guesthouse, as recreational area, as a place to rest, as an embellishment in gardens, or
even as a lovers’ nest.
Activity 9:
A. Name four words that describe the Filipino identity by

ELABORATE
EENGAGE completing this acronym and tell how each is practiced.
K – ______________________
U – ______________________
B – ______________________
O – ______________________
_________________________________________________________________
________________________________________________________________
_________________________________________________________________
B. Give an instance or a situation in which soul and space are related.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Activity 10
Draw a landscape where you show your own design of a
bahay kubo. In the front yard, include among others a
EVALUATE
symbolic depiction of the following characteristics: religiosity,
EENGAGE
hospitality, love for nature, and your personal beliefs.
For OBL: Use a short bond paper. On a separate sheet, encode a brief explanation of your
qualities/characteristics (2 only) reflected by the bahay kubo, and tell how religiosity,
hospitality, love for nature and your personal beliefs were depicted. Submit your output in
the MY KIND OF SOUL AND SPACE Assignment in Google Classroom. Constantly update
yourself with the submission date by checking the class stream or classwork.
For CBL: Use materials that you have to craft your design of a bahay kubo. On a separate
sheet, encode/write a brief explanation of your qualities/characteristics (2 only) reflected
by the bahay kubo, and tell how religiosity, hospitality, love for nature and your personal
beliefs were depicted. Take a picture of your output and save the file in your flashdrive. Do
not forget to name the file: MYKINDOFSOULDANDSPACE_ (YOUR FAMILY NAME)_(YOUR
FIRST NAME)
Be guided by the following criteria:
Depiction of characteristics reflective of one’s soul – 10 pts.

Bahay kubo – 10 pts.
Essay – 10 pts.
References:
Bratskeir, K. (2012). Soul space: Home decorating tips to create a more

nourishing environment. Retrieved from:
https://www.huffingtonpost.com/2012/.../soul-space-hom
decorating_n_2130469.htm
De Jong, R. (2010). Bahay kubo. Retrieved from:
http://thingsasian.com/story/bahay-kubo
Villalon, A. (1999).Bahay kubo and the Filipino concept of space. Philippine Daily
Inquirer Online Edition. Retrieved from
http://www.seasite.niu.edu/tagalog/Tagalog_default_files/bahay_kubo_and_the
_filipino_conc.htm
Villalon, A. (2001). The ‘bahay kubo’: Form need not always follow function.
Philippine Daily Inquirer Online Edition. Retrieved from
http://www.seasite.niu.edu/tagalog/Tagalog_default_files/bahay_kubo_a nd_the
_filipino_conc.htm
https://www.alamy.com/stock-photo/bahay-kubo.html
http://philippinefails.blogspot.com/2017/03/a-typical-filipino-house.html
https://blog.mozaico.com/nature-inspired-mosaic-decor/
Unit 3
Textile Art in the Philippines
Learning Outcomes
 Interpret the different symbols, metaphors,
and elements used in different textile art
 Compare the different textile designs from
the different regions
Activity 11: When buying clothes, which of the following do you

ENGAGE consider first? Why?
A. Price
B. Type of cloth material
C. Design
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
“You Are What You Wear”

EXPLORE
EENGAGE
When we see a person wearing a g-string, or a malong, or a
kimona or even a patadyong, we oftentimes associate such
clothing to the place where it came from. Let us first find out how familiar you are with the
different cloths/textile designs from the various regions by answering the activity that
follows.
Match the cloth/textile to its place of origin.
1. Abra A. Bagobo Inabal
Image from https://nolisoli.ph/26741/philippine-weaves-

habi/
2. Ilocos B. T’nalak

habi/
3. Davao del Sur C. Inabel
Image from https://www.nardas.com/cordilleran-weaving-

culture/
4. Basilan D. Sinaluan
habi/
5. South Cotabato E. Pinilian

habi/
EXPLAIN Textile Art

EENGAGE
Textiles are a reflection of the traditions , ways of life, resourcefulness, and worldview
of the people weaving and wearing them in usually-vibrant and harmonious colors of their
immediate environment. Therefore, studying textiles exposes one to the richness and
aspirations of our cultures.
In addition, people come into contact with textile art every day, from the clothes they
wear to the objects they use to decorate their homes. It is an art that can be simultaneously
beautiful and useful. This form of art is one of the oldest in human civilization. At its inception,
it was not focused on looks, but for practical purposes such as clothing or blankets to keep
warm. For example, in the Cordilleras when blankets were still not available commercially,
the people made use of the bark of trees which they processed into what resembled a
blanket to keep them warm during the night.
In this part of the lesson, you will learn about the textile designs from the different
regions in our country. Such design or art has a special meaning to the people who use them.
Discover the special art found in each of these textiles and appreciate its cultural
significance.
We will start with textiles found in the different CAR provinces then on to the other
regions in the country.
Textile Art from the Different Provinces in the Cordillera
Textile art is the process of creating something using fibers gained from sources like
plants, animals, insects (like silkworms), or synthetic materials. One way to make such art is
through weaving. Weaving is a method of fabric production in which two distinct sets of
yarns or threads are interlaced at right angles to form a fabric or cloth. Traditional weaving
in the Cordilleras was intricately a part of ritual life. Certain textiles embodied magical
functions such as protection from harm, or symbolized status and wealth. Important
individuals (kadangyans) were buried with their prized blankets. It is said that the more
blankets, hence more thread counts, was a deterrent from malevolent spirits getting into the
spirit of the deceased.
In the Cordillera region, there is a rich tradition of weaving that goes back several
centuries. Each of the different indigenous communities in the region possesses a unique
weaving technique, with the resulting forms and patterns dictated by distinct religious, socio-
political and artistic origins, functions and values.
The Cordilleras, largely inaccessible to Spanish missionaries, remained animistic until

the United States acquired the Philippines from Spain and became the focus of Anglo-Saxon
conversion to Protestant and Anglican denominations. Baguio, the American summer
capital, although the first indigenous population to be acculturated to the Anglo-Saxon
culture in the Cordilleras and served as a model by American civilization process, kept its
weaving tradition intact.
The following are examples of weaving patterns that exhibit a particular textile art
from the different provinces, although one may find other weaving patterns from the
province mentioned:
A. Bontoc Textile (Mountain Province)- Bontoc textile has traditional colors and motifs which
include geometric shapes of things around them such as man, lizard, mountain, rain and
flower. The siniwsiwan is Bontoc’s blanket and clothing. The fabric is used for wanes (g-string
for men) and lufid (tapis for women). Married women oftentimes wear a belt called
ginaspala wanes with inawin design composed of continuous zigzag design.
The Bontoc textile revolves around the idea of centeredness, which symbolizes permanence,
order, and balance, key factors in the life of the Bontoc people. Weavers demonstrate this
idea through the direction of their weave, from the edge to the middle, to the symmetry of
the cloth construction and the repeated warp-striped design.
Bontoc weavers learn the craft through various stages. Young Bontoc girls usually start their
training with the simplest part of the cloth, the langkit or edging. Next, they move on to pa-
ikid (side panels), learning simple designs such as fatawil (warp-bands) and shukyong
(arrows). After mastering this level, they move on to the most challenging part, the sinangad-
am design which represents the Sinamaki weaving. Here, they incorporate designs on the
bands such as tinagtakho (human figure), minatmata (diamond), and tinitiko (zigzag). The
pa-khawa (the center panel) is the next thing they have to master. The center panel features
a band in the middle and a kan-ay (supplementary weft) at its end.
Because of the complex process of adding the kan-ay, the center panel would be
woven last. When all the parts are ready, they would be sewn together in the reverse order
of their creation, ending with the langkit.
Figure 1: Bontoc (Mountain Province)

Image from https://www.nardas.com/cordilleran-weaving-culture/
B. Kalinga Textile- The Kalinga gilamat (ginamat)- Kalinga textile is characterized by

dominant red stripes and morifs of geometric patterns as well as symbols onterlaced with
white,yellow and black fibers. The gilamat ka-in is commonly used among women as skirt. Its
colors indigo and red symbolize the sky and the ground. The yellow portion is embroidered
and depicts mountains. This color also symbolizes wealth, as do the embroidered plants that
refer to growth and fertility. Furthermore, Kalinga textiles exhibit motifs executed as though
they are embedded in the geometry of weaving itself. It has a distinct dialogue between
red and blue, expressing itself in broad red and blue bands of plain or twill weave, and
creating densely-composed groups of tight stripes. The Kalinga weavers, particularly in the
upper Kalinga area, put textures on the striped bands using twill-weave technique. Tiny
motifs, patterns, and embellishments have characterized Kalinga textile, including miniature
lattice, continuous lozenge pattern locally called inata-ata, and pawekan or mother-of-
pearl platelets, among others.
Figure 2: Kalinga
C. Abra Textile- Textile from this province are dyed using natural dyes from plants: mahogany
for red, jackfruit and ginger for yellow, the malatayum plant for indigo and the narra tree for
brown,among others. One common design in their fabric is the frog, which is traditionally
worn during the rainy month in the belief that this will please the gods and their ancestors in
giving them the best out of the planting season
Figure 3: Abra
D. Benguet Textile- The early people of Benguet actually used ethnic blankets woven by
the Ilocanos of Tagudin and Bangar, Ilocos Province. Contrary to the present generation’s
notion that ethnic blankets are only used for death-related rituals and ceremonies, the
early Benguets used blankets daily. These blankets have different names and kinds
depending on their owner’s status, age and gender. This was revealed through a baseline
study by Erlinda Alupias, Betty Gayao, Dalen Meldoz and Jaila Sagpa-ey titled “Improving
the Textile Industry in Benguet. ”The study showed that the lifestyle of the Benguet people
since the early 1960s was influenced by traders and migrants from the lowlands who had
more access to different kinds of blankets, clothes and other fabrics.However, the original
designs and figures have been lost in the memory of old folks and even the Ilocano
weavers because the knowledge was passed on orally until it became a part of the culture
of the Benguet Ibalois and Kankana-eys. This process is locally termed as tinmaru-tarun.
Since only the rich could afford the woven products from the Ilocanos embroidered with
different designs, the blankets became associated to their status, hence the status
blankets.
Benguet status blankets and clothing have a common combination of red, black or
dark blue and white or dirty white. The designs are figures of “x” and the eyelet design may
represent a shield, a man, and a snake. Genuine blankets can be determined by the
arrangement of the design like the snake sign being placed after the man. In the case of
the salibobo/sadipopo or bedbed, a headband used by rich old men or community
leaders, the design corresponds with the status blanket. Most often, the status level is
determined by the number of eyelet designs. If there are nine or 13 or 15 eyelet designs, this
is the corresponding number of animals to be butchered or have been butchered in
a cañao.
Blankets worn only by those who already performed certain steps of cañao are
called alahdang/alechang, pinagpagan, dilli/shengdi and kuabaw/sarong. Blankets worn
by the poor with simple designs are called bayaong/kolebaw and bandala/safey. Blankets
like manta and mabli were used years later.Status blankets can be inherited or acquired.
There are areas in Benguet where people are particular in using ethnic blankets that should
be identical to what his/her ancestors used. In other areas, the prestige of using status
blankets may be attained after performing levels of cañao.
Historically, Benguet people wore g-strings made out of tree barks. When g-strings
made from woven cloth was introduced, those who can afford discarded their tree bark g-
strings. In areas near Metro Baguio like Atok, it was in the late 1940s that kuba was seldom
worn. In Kibungan, old men from the outskirt barangays stopped using kuba in the late 1980s.
In Kabayan, men stopped using toto/kubal in the 1970s.There are no meanings attributed to
the colors of the kuba. Generally, the kuba worn by a man should be the kuba design worn
by his forefathers. The kankana-eys have several kinds of g-string: the baa, binoltong, pillac,
pinangsas and sinulaman. For the Ibaloi men they have
the pinangsas, padasan and donas.
The wrap around skirt worn by women is called devit or etten and the matching
blouse is called sa-dey, kambal and sambra. The designs are combinations
of bangkoro and kambayashu, combination of black, red and white stripes. At present,
people who still practice the old traditions prefer ethnic clothes made from pure cotton. The
clothes should also be loose because they believe that clothing that will be worn by their
dead relative must decompose with the corpse. Clothing with synthetic materials takes
longer to decompose. Because of this, it is believed that the spirit of the dead would cause
trouble for the living relatives.
Figure 4: Benguet
E. Ifugao Textile- Ifugao ikat weaving is a style that uses a resist dyeing process before the
threads are woven to create a pattern or design. The result of this process is a motif which is
fuzzy in appearance. This textile is characterized by diamond stripes of white and red stripes.
In addition, the textiles depict traditional symbols of the Ifugao, pictograph renderings that
contain a history of meaning: s-like shapes denote the status of a headhunter, diamonds
represent ferns and x’s portray fish. One special textile is the Ga’mong which is a funeral
blanket used to cloak the corpse of the deceased and it is not to be used for any other
purpose.
Some of the most common designs found in Ifugao textile are the following:
Image from https://www.facebook.com/pg/ifugaoartsandcrafts/photos/
Textiles from Other Regions
1. ILOCOS Textile
Binakol
Origin: Ilocos and Abra
Also known as binakel, binakael, or binakul (Ilocano for “twill”) this is a

variation of the popular abel weave. Woven using pedal looms, its
design is composed of interlocked geometric patterns, resulting in an
optical illusion despite its flat surface. The psychedelic pattern
represents the waves of the sea and protects against malevolent spirits
by confusing them.
Image from: https://nolisoli.ph/26741/philippine-weaves-habi/
Pinilian
Community: Ilocano
Origin: Ilocos Region (also Abra)
A type of binakul weave that means “chosen” and uses a complicated

brocade weave where sticks are inserted on chosen warp (lengthwise)
threads. These create designs that “float” on the threads, giving the
weave a three-dimensional quality. Designs are mostly representative of
nature and their environment.
Image from https://nolisoli.ph/26741/philippine-

weaves-habi/
The Ilocano of northwestern Philippines is well-

known for their handweaving, a tradition with ancient
roots, with the kapas or cotton as the main material.
They use the pedal loom, locally called pangablan;
employ several weaving techniques; and have
numerous designs/patterns.
Image from https://nolisoli.ph/26741/philippine-weaves-habi/
Different weaving techniques include the basic plain weave, the double-toned
basket weave or binakul, and the multi-heddle weave (binetwagan or tinumballitan),
among others. Among the complicated one is the brocade weave or pinilian, which uses
sticks inserted on selected warp threads to create designs that float on the threads.
There are two kinds of pinilian: scattered and continuous supplemementary weft
techniques. The weavers of Pinili, Ilocos Norte, are said to be adept in the simultaneous warp
and weft-float type of pinilian called the impalagto, a technique unique in the town.
2. AKLAN Textile
Piña
Community: Aklanon
Origin: Aklan
Considered the finest of Philippine textiles, the piña

fabric is made from the fibers of the leaves of the red
Bisaya pineapple through an arduous process. The
extraction of the fibers is a most delicate and tedious
process.
The leaves provides two kinds of fibers—the bastos or the rough fiber, and the liniwan
or the fine fiber. Using a shard of Chinese porcelain, the stripper removes the epidermis of
the leaf, exposing the lustrous bastos fiber. After stripping the leaves of the rough fibers, the
stripper then run a coconut shell on the inner layer of the leaf to expose the liniwan.
The degumming process entails repeated rinsing, beating, and air-drying of the fibers. When
the fibers are completely dried, the weaver connects each strand through knotting to
produce long continuous strands before the weaving process, which uses the pedal loom.
The Aklanons of western Panay Island are known for the piña with inlaid
supplementary weft designs or more often embroidered with floral or vegetal designs on the
lattice ground. Lumban in Laguna and Taal in Batangas are known embroidery centres. The
piña is the preferred material for the barong Tagalog.
3. PANAY Textile
Hablon
Communities: Kiniray-a and Hiligaynon
Origin: Panay Island
Hablon is Hiligaynon for “something woven,”
from the root word habol, “to weave”. It refers to
the hand-woven textiles by Kiniray-a and
Hiligaynon weavers.
In a Panayanon legend, ten datus from Borneo landed on Panay Island, established
settlements and ushered in an era of development. One of the legendary datus was Datu
Lubay, who is said to introduce the art of weaving textiles.
Weaving using the pedal loom had been common in the provinces of Iloilo and Antique until
the arrival of mechanised weaving. Now, there are very few places where traditional
weaving is practiced, notable of these are Miag-ao in Iloilo and Bagtasan, Bugasong in
Antique.
The hablon is usually a plain weave and has plaid and striped designs. It is usually used for
the patadyong, the Visayan wraparound
skirt, and panuelo.
Patadyong
Origin: Negros (Antique, Panay, Oton,
Miagao, Ilo-ilo)
A type of hablon (Ilonggo term for woven

material) that resembles the Mindanao
malong because of its tubular style that

allows it to be worn a number of ways. The weave is done by interlacing different colored
threads through a wooden handloom called tiral or habulan locally. The weave comes in
either a plaid or checked design.
4. JOLO Textile
Tausug
Origin: Jolo
The traditional rivals of the
Yakans in Sulu, the Tausug tapestry
weaves make use of a back strap
loom and also feature sacred
geometries in their designs. The
Tausug people follow the Islamic
prohibition of representing human
and animal forms; thus, the ukkil or
abstract motifs in geometric shapes
suggestive of the natural world.
Types: Image from https://nolisoli.ph/26741/philippine-weaves-habi/
Pis syabit and Kambut
A multi-colored headdress is traditionally worn by men that features symmetrical

geometric designs and represents the wearer’s rank in society. It can be draped over the
shoulder or tied around the hilt of the kris (sword). The kambut, on the other hand, is a waist
sash worn by men.
5. SARANGGANI and SOUTH COTABATO Textile
Mabal Tabih
Community: Blaan
Origin: Sarangani and South Cotabato
Tabih, in Blaan, refers to the native tubular skirt, and

also to the textile, while mabal means “woven” or
“to weave”. The Blaan weave the tabih using
abaca fibers and the back-strap loom. The fibers
are dyed using the warp tie-dye resist ikat technique
and natural dyes from native plants. Designs usually
depict crocodiles and tiny curls. The Blaan are also known to be accomplished embroiderers
and the tabih is often meticulously embellished with embroidery. A practice traditionally
reserved to women of high status, weaving has a strong spiritual context in Blaan society,
believed to be the gift from Furalo, the goddess of weaving. Aside from the tubular skirts, the
abaca textile is used for making garment for men, as well as covering for important materials
such as knives.
6. DAVAO DEL SUR Textile
Bagobo Inabal
Community: Bagobo Manobo
Origin: Davao del Sur
The Bagobo, a subgroup of the Manobo, are expert in

extracting the fibers of the abaca from the leaf
sheaths and selecting the very fine ones for weaving
their textiles.
They use the back-strap loom for weaving inabal
abaca fiber textiles with ikat-or tie-dyed resist designs
forming mother-and-baby crocodile figures in geometricised abstracted forms. The dyestuffs

are all extracted from plants in their surroundings. The finished abaca fibers undergo a
polishing process, using a smooth shell.
Beeswax, which is applied to the beater during the weaving process, adds to the sheen
during the finishing process. The Bagobo textile is usually used for making the native tubular
skirt, of which there are two types, sinukla and the bandira.
7. EASTERN MINDANAO Textile
Dagmay
Community: Mandaya
Origin: Eastern Mindanao
The Mandaya, which can be found in the provinces
of Davao Oriental, Davao del Norte, Compostella
Valley, Surigao del Sur, and Agusan del Sur, have a
strong weaving tradition as seen intheir coarsely
textured dagmay, hand-woven using a special kind
of back-strap loom, made from abaca fibers, and
following intricate designs revolving around man and
Image from
https://nolisoli.ph/26741/philippine-weaves- nature, specially the crocodile.
habi/
They use a mud dyeing technique. Used to obtain

black, the technique is based on the reaction between the tannins applied on the the yarn
before treatment, and the iron found on the mud. The bark of the tree, which contains
tanninsm is pounded to a pulp and boiled together with the abaca yarn. The mud is then
added to the mixture. The yarn is steeped for one to several hours for the best results.
Dagmay designs usually tell the story about the weaver and her community, as well as the
spirits that live on Earth. The dagmay is usually used for women’s skirt, but it is also used as
blankets or wraps for the dead.
8. LANAO Textile
Mëranaw Textile
Community: Mëranaw
Origin: Lanao del Norte and Lanao del Sur
The Mëranaw of Lanao del Norte and Lanao del Sur

know a wide range of weaving techniques including
the weft and warp ikat tie-dye resist and continuous
and discontinuous supplementary weft design.
Image from https://nolisoli.ph/26741/philippine-

They are know for the malong, a tubular lower
weaves-habi/
garment. Among its several types, the malong a
andon is the most highly valued. This is followed by the malong a landap, which is known for
its tapestry bands called langkit, often used to join the broad panels of silk together. Another
kind is the malong a bagadat, made from similar wide bands in contrasting colours and
separated by narrow bands of warp ikat.
Made using a narrow, specialised kind of tapestry loom, langkit, usually comes in two
kinds: tabrian or the narrow panel, and lakban or the wider panel. Beautifully designed, the
langkit has distinct Maranao okir designs including potiok (bud), dapal or raon (leaf), pako
(fern), pako rabong (growing fern) and katorai (flower). These intricate designs are made
using discontinuous weft.
9. SULU Textile
Pis Syabit Weave

Community: Tausug
Origin: Sulu Archipelago
The Tausug women are experts in tapestry

weaving and embroidery, while men do the
large hanings in appliqué. They specialise in the
production of pis syabit (head scarf) and
kambot/kandit.
Image from
https://nolisoli.ph/26741/philippine-weaves-
The pis syabit is traditionally worn by men and habi/
warriors. A most complicated design technique,
the pis syabit tapestry weaving of Tausug has no preset pattern sticks or pre-designed warp
yarns into which the weaver inserts the desert yarn.
The weaver has to clearly imagine the pattern in her mind as she inserts one coloured weft
yarn one at a time to fill up the space in the warp, in a sequence her mind only knows. The
weaver creates a perfectly symmetrical composition of squares and Xs with hooks, and in
seven to eight colours.
10. SOUTH COTABATO Textile
T’nalak
Community: Tboli
Origin: South Cotabato
The traditional textile woven by the Tboli women,

t’nalak represents birth, life, union in marriage and
death, and shows the uniqueness and identity of the
indigenous group. It is often utilised as blankets and
clothing, and used in royal wedding ceremonies on
Image from rare occasions.
habi/
The Tboli weavers are often called “dream

weavers” but this applies only to a few dedicated
weavers. It is believed that the designs and
patterns are bestowed on them by Fu Dalu, the
spirit of abaca, through their dreams.
The tedious creation of the t’nalak starts with

extracting the abaca fibers, which are them
combed to remove the sap. They are connected
from end to end, and knotted and prepared for
design prior to resist-dyeing, known as the ikat method.
Photo: Courtesy of Manila FAME
A t’nalak traditionally has three colours: black, red, and white. The fibers are then woven
using the backstrap loom. The textile is then washed in the river, beaten with a wooden stick
to flatten the knots, and burnishing the surface with a cowrie shell.
The late Lang Dulay was widely regarded as one of the best weavers and was bestowed
the Gawad sa Manlilikha ng Bayan in 1998. Pictured here is one of her creations.
11. BASILAN Textile
Saputangan Tapestry Weave

Community: Yakan
Origin: Basilan
Known for being highly-skilled, with impressive

weaving repertoires, Yakan weavers produce textile
with five different kinds of weaving, often
Image from differentiated by technique, pattern, and function.
habi/
The bunga-sama is a supplementary weft weave,
made by using pattern sticks or heddles in the loom to
produce the pattern. The colourful striped siniluan is characterised by warp-floating pattern.
Saputangan is a square cloth best known for its intricate and rich design, involving optical
illusion to create depth in the patterns. The inalaman is made using an elaborate
supplementary-weft technique, and often used for women’s wraparound skirt. The
pinantupan, which is also used for the wraparound skirt, utilises simple weft pattern arranged
in the bands.
The saputangan is an example of a tapestry weave, considered the oldest and most
traditional technique in producing ornamented woven textiles, aside from the plain weave
technique wherein stripes and plaids are formed.
The saputangan is worn by Yakan women in different ways depending on the occasion such
as elen-elen (for everyday wear), hap tabuan (for going to market) and ginuna sipagkawin
(worn like a veil when attending a wedding).
Types
a. Peneh pitumpuh
Literally translating to “70 designs/patterns,” the
weave was originally reserved for aristocrats and
considered the most intricate. Only an expert can
weave this tapestry which includes all 70 designs
within one meter of cloth featuring the kadjang (fairy
wings) or kabba kabba (butterfly).
Image from
habi/
b. Bunga sama
The highest level of Yakan weaves, its

format consists of repetitive patterns,
mostly diamonds, meant to represent the
continuity of the universe. However, the
pattern is said to have been inspired, as
well, by the skin of the python.
Image from
habi/
c. Sinaluan
Flaunts a striped pattern that represents

bamboo stalks and nature. The traditional
fabric is used as clothing, mostly pants, for men
and women.
d. Saputangan
Image from
https://nolisoli.ph/26741/philippine-weaves- A square handkerchief used by the women as
habi/ a headdress and worn in different ways
depending on the occasion.
Activity 12: Compare and contrast the weaving designs from

ELABORATE the different regions in terms of symbol, theme, and influences
EENGAGE
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2. Provide two reasons why these textiles are art. Explain your answers.
Reason 1:______________________________________
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Reason 2:__________________________________
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3. What do the textile designs, patterns and symbols tell about the Philippine community in
general?
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Activity 13 : My Textile Art Interpretation
Create your own interpretation of the different textile art by
EVALUATE
EENGAGE
designing your own scarf. Be guided by the rubric.
Indicators and Rating
Drawings are Drawings are Drawings are Drawn objects are
recognizable, recognizable and recognizable and difficult to recognize
detailed and colored colored accurately. reasonably accurate. AND/OR not
Drawings
accurately. Overall, Overall, the drawings They are copied, accurate.

the drawings are are original and printed or traced
original and skillful. done with some skill. rather than original.
8 points 6 points
4 points
2 point
Use of positive and Use of positive space The artwork seems to The artwork seems
Balance and Use of Space
negative space is good and the have a little too unfinished (too much
creates a feeling painting is relatively much background or empty space) or
appropriate to the balanced, but seems a little too there is not enough
theme. Objects are negative space busy. Balance has balance between
placed for best could be utilized not been achieved. foreground and
effect. Overall, it just better to create a background causing
feels right. more cohesive feel. it to seem much too
busy and unfocused.
4 points 3 points 1 point
6 points
The artwork has been The artwork has been The artwork been The artwork looks
crafted with great crafted with some completed, but it hastily thrown
care. The lines are care. Most lines are appears a little together or like it was
sharp, colors clear, sharp, colors clear, messy. Smudges, wadded up in a
Craftsmanship
cutting crisp, and cutting crisp, and drips, tears or desk. It seems quite
text aligned. No text aligned. erasures detract from messy.
smudges, drips, tears Smudges, drips, tears the overall
or erasures are seen. or erasures are few appearance.
and do not detract.
6 points 4 points
3 points 1 point
TOTAL POINTS: __________/20 points
Explore exercise answer:

1. C.
2. E.
3. A.
4. D
5. B.
References:
1. https://www.bulatlat.com/2009/08/22/students-learn-about-benguet%E2%80%99s-
traditional-clothes/
2. https://www.nardas.com/cordilleran-weaving-culture/
3. https://lifestyle.abs-cbn.com/articles/5670/cultured-one-of-our-oldest-living-ifugao-
handweavers-will-inspire-you-to-love-local-more
4. https://www.vigattintourism.com/tourism/articles/Indigenous-Arts-and-Crafts
5. https://iasdr2019.org/uploads/files/Proceedings/vo-f-1273-Kel-R.pdf
6. https://nolisoli.ph/26741/philippine-weaves-habi/
7. https://ph.asiatatler.com/life/weaving-the-threads-of-filipino-heritage
8. https://www.facebook.com/pg/ifugaoartsandcrafts/photos/?tab=album&album_id
=3336048189773162
Unit 4:
Instrumental Music
Music is not a new-found concept. In fact, Barras ( 2020) in his article for BBC claims
that despite the recent invention and naming of instruments, music is significantly older,
citing reference to some archeological diggings such as flutes and other similar objects.
Interestingly, Montagu ( 2017) in his study, “How Music and Instruments Began supports
Barras’ claim. He adds that the earliest form of music were sound emissions of earlier
hominid that eventually developed into a more complex form caused by the addition of
instruments. He further claims that with the addition of instruments to human sound, music
had a more meaningful intention. The combination of human sound and instruments were
created for various purposes which include dance, ritual, entertainment, and expression.
Learning Outcome
 Craft an artistic interpretation of the

different musical genres.
Activity 14: We marvel at the harmonious combination of sounds

when we hear music. Instrumental music has various effects on
ENGAGE us. Let’s see how the following instrumental music affects you.
Use one adjective to describe how you feel about the following
music. Then, in two to three sentences, explain why.
Note:
 For correspondence-based learning, the files are stored in your flashdrive.
Open the File Unit 4, Engage folder.
 For online-based learning, check the uploaded material in Google classroom.
1. Symphony 5:_____________________(adjective)
Explanation:____________________________________________________________________________
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2. Claire de Lune:_____________________(adjective)
Explanation:____________________________________________________________________________
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3. Canon in D:_____________________(adjective)
Explanation:____________________________________________________________________________
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4. Nocturne Op.9 No. 2:_____________________(adjective)

Explanation:____________________________________________________________________________
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___________________________________ ____________________________________________________.
5. Matamorphosis 1: _____________________(adjective)
Explanation:____________________________________________________________________________
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The above musical pieces were composed by world-famous composers, Beethoven,

Claude Debussy, Pachelbel, Chopin, and Philip Glass.
Now that you have immersed yourself with polyphonic sounds,

you are now ready to embark on a musical journey.
Instrumental music is basically a composition, recording of
EXPLORE instruments, or combination of sounds without lyrics or vocals.
EENGAGE
It may be easy to define the art form, but its rich history is quite
the opposite.
Despite its prevalence even during the primitive era, it was only after the
Renaissance that instrumental music had been institutionalized. When you hear an
instrumental composition that is slow or a combination of piano, violin, flute and other
instruments, you would most likely easily dismiss it as classical music. The table below will
help you grasp the different forms of western instrumental music.
Instrumental Years Characteristics Forms of Musical Famous

Music Period Composition Composers
Baroque 1600-1760 An era of Masses, Johann Bach
enormous Concertos, Suites, Antonio Vivaldi
This term musical growth, Fugue, George Handel
originated in where music Fantasia, Henry Purcell
Portugal which theory and Toccata, Prelude. Also: Corelli,
meant functionality, Albinoni,
misshapen pearl. as we know it Monteverdi
Though today, was
negatively created. It was
understood, it also during this
refers to how period that
ornate and instrumental
heavily music became
ornamented equally important
music was during as vocal music.
the period. The music was
light with a pulse
and
marked by
elaborate
musical
ornamentation.
Classical 1730 – An era of Concertos, Wolfgang
1820 increase clarity Sonatas, Amadeus
Julian Johnson( following Symphony, Mozart
2002) in his book, the Baroque era. Opera, Requiem, Joseph Hayden
Who Needs The music was Theme and CPE Bach
Classical Music, marked by Variations, Trio, Also: Gluck,
states that lighter, cleaner Minuet, Clementi,
classical music texture and Overture, Suites Dussek
has intrinsic was less
aesthetic value ornamented
and that others than Baroque.
assume this However more
period in music attention was
as mere elitism paid to
and refinement dynamics, styles
due to level of and variation.
sophistication.
Romantic 1815-1910 An era in music Concertos, Ludwig Van

of increased Sonatas, Beethoven
Romantic music is passion Symphony, Hector Berlioz
works composed and expression Opera, Requiem, Johannes Brahms
in the Romantic marked by the Theme and Fredrick Chopin
style, which arose expansions of Variations, Trio, Richard Wagner
during the music theory and Minuet, Tone Felix
Romantic Period. forms. During this Poem, March, Mendelssohn,
Instrumental period there was Suites, Ballades, Franz Schubert.
music during this a significant Nocturnes.
time arose out of increase in the
the philosophy of use of music as
individualism means of
introduced emotional
during the Age of expression.
Enlightenment. Composers
during this time
prioritized
emotional and
narrative content
above form.
Breaking the
classical
composers’ rule
made this period
in instrumental
music distinct.
The increased
breaking of rule
was due to the
incorporation of
imitated sounds
from nature such
as thunder, birds,
wind, and even
trees.
Modern 1900- Present The 20th Century Preludes, Phillip Glass,

marked Nocturnes, Steve
The Modern Era various new kinds Etudes, 12 Tone, Reich, John
has been a time of symphonic Tone Rows, Music Adams,
of considerable music as well as for Marimba, Stravinsky,
advances in many new kinds Metamorphosis, Bernstein, Arnold
technology and of popular music. Short Ride in a Schoenberg
politics. This was a During this Fast Machine, Alban Berg,
time when period, and many more Claude Debussy,
numerous music styles were John Cage.
machines were marked
invented and by suggestion or
used by many. atmosphere
There have been rather
more wars and than clear,
outbreaks of defined parts;
social violence in were based on a
the past century new kind of
than in all musical theory,
previous ages mark by a sense
combined, of
including two atonality; were
major World Wars based on
that dramatically constant
affected all harmony and
aspects of life in steady pulse; and
Europe and musical elements
America were left to
between 1914-18 chance and that
(WWI) and 1939- some part is not
45 (WWII). written or
planned
A. Now that you have read the characteristics of each musical
style and period, you are now ready to expand your
EXPLAIN understanding of instrumental music by looking into the
EENGAGE
definition of some different forms of musical compostion.
Forms of Musical Definition

Composition
1. Concerto A musical composition usually composed in three parts or movements, in
which (usually) one solo instrument (for instance, a piano, violin, cello or flute)
is accompanied by an orchestra or concert band.
2. Suites Are ordered sets of instrumental or orchestral pieces usually performed in a

concert setting.
3. Sonata Often written for one or more violins and bass, it consisted of a slow
introduction, a loosely fugued allegro, a cantabile slow movement, and a
lively finale in some binary form suggesting affinity with the dance-tunes of
the suite.
4. Overture An overture is a piece of music played by an orchestra at the beginning of
an opera or play.
5. Nocturne A composition inspired by, or evocative of, the night, and cultivated in the
19th century primarily
6. Etude A piece of music intended to be played to improve a musician's technical
skills.
7. Requiem refers to the Requiem Mass, or as it is more properly known, Missa pro
defunctis, the 'Mass of the Dead. ' Thus, this composition is meant for the wake
or burial of the dead.
8. Fugue A musical composition in which one or two themes are repeated or imitated
by successively entering voices and contrapuntally developed in a
continuous interweaving of the voice parts
9. Symphony A usually long, complex and elaborate composition for the orchestra with a
sonata part.
10. Ballades A term applied to an instrumental (normally piano) piece in a narrative style.
B. Which of the above forms of musical composition do you find familiar or common today?
Why?
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C. If you were to translate how you feel about today’s lesson into any of the forms of musical
composition, what would it be? Briefly explain why.
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Activity 15: A. Psalm 150:3-4 states, “Praise Him with the
ELABORATE sound of the trumpet: praise Him with the psaltery and harp.
EENGAGE Praise Him with the timbrel and dance: praise Him with
stringed instruments and organs.”
Based on the above passage, what is the purpose of instrumental music in the Bible?
Is this purpose still evident today?
Explain your answer in not more than 10 sentences. Cite examples or mention titles
to support your answer.
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B. In terms of expression and rendition, name a distinct difference between Classical

Instrumental Music and Modern Instrumental Music by listening to 4’33’’ by John
Cage and Beethoven’s Fur Elise. Your answer must be based on your observation
and not mere repetition of the characteristics described in the Explore section.
Elucidate your answer in not more than ten sentences.
For OBL: You may check the uploaded material in Google classroom or visit the
following links:
 https://www.youtube.com/watch?v=_mVW8tgGY_w
 https://www.youtube.com/watch?v=rDgHUj8sJaQ
For CBL: The files are found in Unit 4, Elaborate folder.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
Criteria:
1. Clear distinction: 5 points
2. Depth of explanation: 5 points
3. Mechanics: 5 points
Activity 16 : My Day, My Story
EVALUATE
EENGAGE David Hall( 2019) strongly contends that “ interpreting music is
an exercise that really pushes you to hone multiple musicality
skills at once – it can encompass active listening, sight reading,
sight singing, transcription, and even composition.” He adds that to interpret music, you must
first re-imagine a piece of music completely by allowing your interests, style, or preference
to be of influence. Second, you must realize the composer’s intention by understanding the
milieu by which the piece was created. Finally, interpretation necessitates personal
enjoyment; hence, you must shape your own rendition with much ease and confidence.
Listen to Antonio Vivaldi’s Storm and create a two minute narrative based on a story or set
of emotions. To accomplish this task, follow the steps below:
1. Listen to the musical piece.

 For online-based learning, you may check the attached material in
Google classroom or visit the link:
https://www.youtube.com/watch?v=NqAOGduIFbg
 For correspondence-based learning, Open Unit 4 , Evaluate folder.
2. Based on your emotional and imaginative reaction toward the piece, think of a
daily chore or activity that matches your reaction. The chore will serve as your
narrative or your story.
3. Video record yourself doing a chore or activity using Antonio Vivaldi’s Storm as
background music.
4. Do not cut or rearrange the musical piece.
5. You may use your preferred video recording tool and editing app.
6. This task is likened to a silent film; hence, your video does not need any caption or
verbal audio from you. Your facial expressions and movements must imply the
emotions and the story.
Submission Requirement:
For OBL:
 Save your requirement in Google For CBL:
Drive and provide the access link, or  Save your video in your flashdrive.
upload your video on Youtube then File name must be:
submit the link to the My Day, My MYDAY_MYSTORY_ (FAMILY NAME)_
Story Assignment Box. Make sure (FIRSTNAME)
that your files are accessible. File  Submit your task along with your
name must be: MYDAY_MYSTORY_ other requirements on or before the
(FAMILY NAME)_ (FIRSTNAME) final exam.
 Please refer to Google classroom Criteria
for submission date and time. 1. Originality of Creative Expression: 20
Always check Google classroom points
stream and classwork to keep 2. Adherence to the task: 10 points
yourself updated with the deadline 3. Quality of Video: 15 points
of tasks. 4. On-time submission: 5 points
References
Barras, C. (2020). Did early humans, or even animals, invent music?. Retrieved 19 June
2020, from http://www.bbc.com/earth/story/20140907-does-music-pre-date-
modernman#:~:text=A%20literal%20reading%20of%20the,stretching%20back%20a%2
0m
Hall, D. (2020). 3 Ways to Interpret Your Favourite Piece of Music | Musical U. Retrieved 20
June 2020, from https://www.musical-u.com/learn/3-ways-interpret-favourite-piece-
music/
Modern Art Music. (2020). Retrieved 23 June 2020, from https://wmich.edu/mus-
gened/mus150/1500%20webbook%20modern%20artmusic/Modern%20ArtMusic.ht
Montagu, J. (2017). How Music and Instruments Began: A Brief Overview of the Origin and
Entire Development of Music, from Its Earliest Stages. Frontiers In Sociology, 2. doi:
10.3389/fsoc.2017.00008
Music, Instrumental | Encyclopedia.com. (2020). Retrieved 23 June 2020, from
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-
and-maps/music-instrumental
Natalia Kuznetsova, T. (2020). Music Appreciation | Simple Book Production. Retrieved 20
June 2020, from https://courses.lumenlearning.com/musicappreciation_with_theory/
Overview of Baroque Instrumental Music | Music Appreciation 1. (2020). Retrieved 24 June
2020, from https://courses.lumenlearning.com/suny-
musicappreciationtheory/chapter/overview-of-baroque-instrumental-
music/#:~:text=During%20the%20baroque%20era%2C%20instrumental,as%20impo
Team, S. (2020). The Romantic Period of Music. Retrieved 22 June 2020, from
https://www.connollymusic.com/stringovation/the-romantic-period-of-music
UNIT 5
IMPROVISATION
Improv is about teaching a person that it is ok to look foolish and say silly things; that only
by saying what is silly can get you to what is truly funny. The more you trust yourself, the
more amusing you can be -Tim Soter
Learning Outcomes
 Determine the features of

Improvisation
 Demonstrate improvisation through
a reaction video
Are you familiar with the TV series McGyver? It is the

name of an action-packed television show that ran from
1985 to 1992. It was subsequently syndicated for a time
and even adapted into a movie, followed by a television
series reboot in 2016. The eponymous protagonist, whose first name is Angus, is a secret agent
who uses his ingenuity and encyclopedic knowledge of science to get himself out of
predicaments and to defeat the "bad guys."
For you to find out what he does, watch the short trailer of this TV series by opening this link
https://www.youtube.com/watch?v=UKTNWI0eYJ4 and try to find out why other people
use the word McGyver colloquially.
The name is a verb meaning "to make, form, or repair (something) with what is
conveniently on hand." He uses whatever items are available to him—often simple ones,
such as a paperclip, chewing gum, or a rubber band—to improvise a way to escape a sticky
situation or to make a device to help him complete his mission.
Activity 17: Let’s try to find out if you can give ways on how these objects/tools are used
aside from their usual purpose or function.
Image from
Image from https://www.made-
https://www.healthline.com/health/coronavirus-mask
china.com/showroom/sourcehongkong/ China-Latex-
Surgical-Gloves-Powder-Free-Non-Sterile.html
1. ________________________________ 2. _________________________________
Image from Image from

https://www.mybenta.com/classified/391097/eco- https://www.google.com/url?sa=i&url=https%3A%2F
bag%2C-canvas-bag%2C-tote-bag%2C- %2Fwww.pinterest.com
convention-bag
3. _________________________________ 4. _____________________________________
Coming up with new things from these objects spontaneously is a result of your
innovative and creative mind. Just like McGyver, you can make improvisations on things.
Improvisation is not only creating things out from scrap or other materials, but it is also applied
in various forms of arts. Improvisation is the art of spontaneous creation of music, dialogues,
stories, dance execution, painting, and other art forms. The next section will give you detailed
descriptions and illustrations of Improv.
What is improvisation?
Improvisation is one of the core techniques used by actors. It stretches the imagination;
sparks spontaneity and can lead to unforgettable performances. Improvisation is the activity
of making or doing something not planned beforehand, using whatever can be found. It is
a very spontaneous performance without specific or scripted preparation. It is also known as
Improv, a group of performers who create original scenes and characters on the spot.
Improvisation isn’t just restricted to the silver screen though. It spans various genres: from
improvised comedy nights and stand-up comedy to music. We’ll take a look at what
improvisation really means, and why developing improvisation skills can be so useful.
When did it start?
Improv draws from the theatrical traditions

of:
1. Commedia Dell’arte - 1500s-1700’s when

performers improvised in the streets of Italy
Commedia dell'arte troupe, probably depicting

Isabella Andreini
and the Compagnia dei Gelosi
Image from https://www.britannica.com/art/Western-
theatre/Opera
2. Clowning
Improvisation was used in the theater as a form

of a rehearsal technique, as a form of instant
entertainment and as an excellent tool to
develop a sense of reality on stage among
actors.
What are its benefits?
1. Improv can help people become: Image from

a. pragmatic- accept reality, pay https://www.slovenskenovice.si/images/slike/2019/0
9/02/1133164.jpg
attention, listen
b. playful- have fun, collaborate, diffuse difficult situations
c. flexible- be adaptive, willing to change, keep an open mind
d. imaginative- ideas there when needed, open flow to imagination, letting
ideas come without filters or judgment
e. courageous- fail and get over it, take risks, share imagination, think on your feet
2. Improv strengthens the capacity for emotional risk.
3. improv teaches us to soften our focus and heighten our awareness, so that we can
respond well to surprises.
These are some rules to follow in improvisation:

1. Trust your partner
2. Trust your instinct
3. Yes, and…
4. Do not negate or shut down other people’s statements, instead, add on them
5. Don’t have a plan. Be in the moment. Don’t come in with a set of agenda. Let the
scene evolve. Listen and react.
6. Show rather than tell.
7. Play your scene from moment to moment and concentrate on what’s happening in
the present NOT what’s going to happen next.
8. DON’T anticipate action, or else you will miss what’s happening right now!
9. *Take cues from your scene partner (s) and be observant and listen!
Jargons used in Improv
 Offer- any verbal or physical suggestion made by another actor.

 Explore - refers to the act of accepting an idea offered by a fellow actor, and
then exploring the natural consequences of that idea.
Features of Improvisation
1. Dance Improvisation
 Process of spontaneously creating movement.
 Facilitated through a variety of creative explorations, including body mapping
through levels, shape and dynamic schema.
 It is a free, seemingly unstructured, less technically strict and impulsive form that draws
inspiration from everyday dance practices and influences.
 Not only into creating new movement, it is also defined as freeing the body from
habitual movement patters.
2. Performing Arts
 Improvisation can be:
 on the spot (at the moment)
 off the cuff (impromptu)
 It can take place more often if it is practiced as a means of encouraging artistic or
creative behavior.
 It can be done when an individual or group is acting, dancing, singing, playing
musical instruments, talking, creating artworks, problem solving, reacting at the
moment and in response to the stimulus of one’s immediate
Environment and inner feelings.
3. Music Improvisation
 The art and act of improvising or of composing or arranging anything without
previous preparation or producing something from whatever is existing or
available
 In music, it engages creativity and imagination.
 In theater, a performer may play dramatic scenes without any written dialogue
and with minimal or no prearranged dramatic activity.
Now that you are informed of some types of improvisations,

watch the following videos to illustrate how these varieties of
exercises in performing arts are tremendously useful in creating
a craft. Pay attention to how the speakers, actors, and
performers demonstrate the authentic and spontaneous
uttering of lines or dialogues, mixing of sound in order to create great music, and executing
body movements.
1. Core Connection Sharing Balance by Rene Alvarez

https://www.youtube.com/watch?v=jcrbIdY3HZc
2. Becca Mitchell’s (Anna Kendrick) music mix in Pitch Perfect

https://www.youtube.com/watch?v=7_ppVt5Doks
3. Cornerstone’s Improv Team performs improve game for theater

https://www.youtube.com/watch?v=1EbCy08p4Ko
You have seen how musicians create music,

dancers connect through touch, and actors hone their
acting skills through improvisation. Now it is your chance
to practice what made them prepared for their craft.
Building confidence among actors and performers takes
a lot of time and effort. Even a seasoned performer or
actor needs workshop for him or her to be resourceful and to be comfortable with his or her
body.
As a performer, your voice, face, hands, head, and legs work together in
synchronization to show authenticity in your craft.
In order to have an experience how these performers prepare themselves, do the following
exercises on contact, music, and theater improvisation. Watch instructional video, Contact
Improvisation (https://www.youtube.com/watch?v=H8JiB2Nv5Qo). In the first viewing,
observe how the two performers execute movements. In the second viewing, do the
exercises by imitating these with a partner (any relative) how they move their hands and
connect with each other. Make sure you have enough space for this activity.
A great way to build confidence and gain personal experience in music improvisation
is to sing along with your favorite recorded song. You may add a little variety of sounds or a
melody that fits to it. First, listen to the music improvisation of Bobby McFerrin in this video
https://www.youtube.com/watch?time_continue=100&v=81uJZIF9TCs then try to start
making sounds that fit well with his music. You may add whistles, hums, or any sound you like.
Experiment on it. Try human beat box or sounds created when you do your chores (washing
utensils, brushing the floor tiles, pounding, chopping, etc.) Make sure you record it and listen
back. This activity will make you realize that you do not need to be expert on the
technicalities in music. As long as you have the technical ear to make associations of sound
quality, you can make an amazing music.
Lastly, expansive movements and exaggerated facial expressions are important on

stage. Improvisation exercises in theater can help you go beyond the version of yourself.
Given with different situations, you learn how to react with your instinct and respond to the
other characters, even without a script. Facial display in improvisation conveys the being of
the character. Thus, if you like to deliver the message, you need to work on your facial
expressions. To help you express these emotions, the instructional video will help you become
animated on stage.
Open this link https://www.youtube.com/watch?v=fr6bsl4J7Vc and try to follow what the

speaker asks you to do. Listen carefully to the lines as you follow the proper facial expressions
she wants you to demonstrate.
Activity 18: Questions for Self-Reflection:
1. What are the activities you enjoyed the most? Why?

________________________________________________________________________
2. Which of these activities brought out the best in you?

________________________________________________________________________
3. What are the activities you consider the most challenging? Why
________________________________________________________________________
4. How does it feel going beyond the version of yourself? Have you tried these
exercises before?
________________________________________________________________________
5. In what ways do these improv activities matter to your future profession?

________________________________________________________________________
Activity 19: Reaction Video

Applying the principles discussed in improvisation, create
a 1-2 minute video reaction of any of the funny quarantine
videos below. You might have watched these videos
already, but you need to be objective in doing this activity.
You can watch these examples so you will have an idea
on how to make your own.
1. https://www.youtube.com/watch?v=u32GNlppdv8
2. https://www.youtube.com/watch?v=yPtQkJzA5I0
Directions:
1. Prepare your video recorder prior to selecting one among the four videos.
2. Make sure you capture your reactions (first viewing) while watching it from another
gadget.
3. You can simultaneously give comments while watching it. Editing your video is not
allowed since this is an improvisation.
4. For this activity, choose only one video from the list below (for the students under CBL,
the videos are available on the flash drive).
Video 1: https://www.youtube.com/watch?v=D84l4EgaDH4
Video 2: https://www.youtube.com/watch?v=EBRMzyAkEoE
Video 3: https://www.youtube.com/watch?v=RFb6Q16hN2g
Video 4: https://www.youtube.com/watch?v=ijabEanz2Uc
5. Save your file as: FAMILY NAME_REACTION
6. Please send your work via my SLU gmail account (online), or google classroom or courier
(offline)
CRITERIA: (50 POINTS)

Quality of Documentation: 15 points
Knowledge Application: 15 points
Authentic Personal Response: 20 points
References:
 Gabe Mercado’s Improv Workshops
 https://www.slideshare.net/maripatwilk/rules-of-improvisation-9408692
 https://www.google.com.ph/search?q=improvisation+ppt&oq=improvisation+ppt&
aqs=chrome.0.69i59j0.4287j0j8&sourceid=chrome&ie=UTF-8
 https://www.city-academy.com/news/what-is-improvisation-acting/
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%
2F581668108110676882%2F&psig=AOvVaw2o8v2G5SPI1Djdg5nWguz9&ust=15936932
38580000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCOjb5Y2IrOoCFQAAAAAd
AAAAABAI
 https://www.mybenta.com/classified/391097/eco-bag%2C-canvas-bag%2C-tote-
bag%2C-convention-bag
 https://www.made-
china.com/showroom/sourcehongkong/product/detailEBZJtpmlmRYP/China-Latex-
Surgical-Gloves-Powder-Free-Non-Sterile.html
 https://www.healthline.com/health/coronavirus-mask
 https://www.britannica.com/art/Western-theatre/Opera

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GART

COURSE LEARNING OUTCOMES

Image by Analyn A. Caroy via Instagram

II. Cover Letter to the Student

III. Table of Contents

Unit 1: The 7 Principles and their Life Applications. . . . . . . . . . . . . . . . . . . . . . . 4

Module 5: Various Art Expressions

Unit 1: Narratives, Borrowing, and Ownership. . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Unit 2: Soul and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 3: Textile Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Unit 4: Instrumental Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Unit 5: Improvisation in Various Art Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Module 4: Da Vincian Principles

Unit 1:The 7 Principles and Their Life Applications

Invented the parachute,the helicopter,an armored fighting vehicle,the use of

Let’s see how many correct answers you got in here.

Drawing on Da Vinci's notebooks, inventions, and legendary

1. CURIOSITA or CURIOUSITY:It requires that you constantly ask

Consider these activities to develop originality and independent thinking:

“All our knowledge has its origin in our perceptions”–Leonardo Da Vinci

We can relearn to experience our lives, to be perpetually surprised, by actively engaging

Here are ways by which we can sharpen our senses:

This may be a challenging act for people who

Find a quiet place to sit comfortably. You may

Use your sense of smell and taste to compare. You may

Listen to your favorite concerto, opera, hip-hop or rock

Image from http://clipart-

“The ability to visualize a desired outcome is built

4. SFUMATO: Embrace Uncertainty)—Be Comfortable With Ambiguity

As you awaken your powers of Curiosita, probe the

“That painter who has no doubt will achieve

Image from https://cognitive-vitality.com/ How to Make Friends with Ambiguity

A Mind Map is a visual thinking tool that can be applied to all

Steps to Creating a Mind Map

6. CORPORALITA: Develop poise-the balance of body and mind

Da Vinci was strong, handsome, and graceful in

If the previous point advocated whole brain thinking,this one is

Your brain occupies 3%of your total body weight, yet it

7. CONNESSIONE: Seeing the interconnectedness in everything

The interconnectedness of things is most evident during

Photo: Flower of life

E. Write your own eulogy—ask yourself, “how do I want to be remembered?”

From the previous discussions, you were presented the

Activity 2: Encircle the letter of the best answer.

A. Learn from mistakes, including others’ mistakes.

A. Connessione C.Sensazione E.Arte/Scienza

3. Which of the statements best describes the quote above?

5. Which of the principles speak about cultivation of wholeness?

6. The concept of wholeness pertains to:

7. Which of the following statements explains Corporalita?

8. Which activity enhances Corporalita?

9. What do Arte/Scienza and Corporalita have in common?

10. What is the idea of Sfumato?

12. In the principle of Connessione,which of the following exercises is/are applicable?

14. What does Arte/Scienza promote?

15. Which is an appropriate exhibition of Curiosita?

Activity 3: Write to Engage your Body and Mind:

Answer the questions and do the given tasks.

My Present Challenges My Affirmation

You are almost done with this unit,

2. Explore your goals

3. Clarify your core values

5. Look for connections and strategize for change