SENIOR HIGH SCHOOL

Technical - Vocational
Livelihood
Home Economics
Handicraft (Macramé And
Basketry)
Quarter 1 - Module 1:
Trace the Origin of Macramé and
Basketry
Technical – Vocational Livelihood
Alternative Delivery Mode
Quarter 1 - Module 1: Trace the Origin of Macramé and Basketry
First Edition, 2020

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

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

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

DEVELOPMENT TEAM OF THE MODULE

Writer : Chingbee L. Novero

Editor : Jose Garry R. Napoles
Reviewers : Analorgie D. Destacamento
Chito R. Villacampa
Illustrator : Maribell J. Fuentes
Layout Artist : Maribell J. Fuentes
Management Team:
Schools Division Superintendent : Marilyn S. Andales
Assistant Schools Div. Superintendent : Leah A. Apao
Cartesa M. Perico
Ester A. Futalan
Chief Education Supervisor, CID : Mary Ann P. Flores
Education Program Supervisor, LRMDS : Isaiash T. Wagas
Education Program Supervisor, TLE : Jose Garry R. Napoles

Department of Education – Regional Office 7

Division of Cebu Province
Office Address : IPHO Bldg., Sudlon, Lahug, Cebu City, Philippines
Telefax : (032) 520-3216 – 520-3217; SDS Office: (032) 255 - 6405
E-mail Address : deped.cebu@deped.ph

2
 SENIOR HIGH SCHOOL

Technical - Vocational
Livelihood
Home Economics
Handicraft (Macramé And
Basketry)
Quarter 1 - Module 1:
Trace the Origin of Macramé and
Basketry

i
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, the Department of

Education extends its resources and looks for varied ways to cater to your needs and to adapt to
the new system of Education as a fortress of the Learning Continuity Plan. One of the probable
solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the Handicraft (Macramé & Basketry) for Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Trace the origin of macramé and
basketry” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from different
levels and various schools of the Department of Education-Cebu Province. In addition, this
module is meticulously planned, organized, checked, and verified by knowledgeable educators to
assist you in imparting the lessons to the learners while considering the physical, social and
economic restraints in the teaching process.

The use of the Teacher-made Educational Module aims to surpass the challenges of
teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning Competencies
based on the K-12 Curriculum Competencies, to work on in accordance with their capability,
efficiency, and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed
with an emphasis on utmost effort in considering the whole wellbeing of the learners.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher!

This part of the module gives you helpful tips,

suggestions or strategies that will make the learning
process easy and efficient to the learners.

As the main source of learning, it is your top priority to explain clearly how to use this
module to the learners. While using this module, learner’s progress and development should be
recorded verbatim to assess their strengths and weaknesses while doing the activities presented
independently in the safety of their homes. Moreover, you are anticipated to persuade learners to
comply and to finish the modules on or before the scheduled time.

i
For the Learners:

As a significant stakeholder of learning, the Department of Education researched and

explored innovative ways to address your needs with high consideration on social, economic,
physical, and emotional aspects of your wellbeing. To continue the learning process, DepEd
comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational
Modules.

You are reading the Handicraft (Macramé & Basketry) for Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Trace the origin of macramé and
basketry” as written and found in the K-12 Most Essential Learning Competencies.

This module is specially crafted for you to grasp the opportunity to continue learning even
at home. Using guided and independent learning activities, rest assured that you will be able to
take pleasure as well as to deeply understand the contents of the lesson presented, recognizing
your capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives, and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

WHAT I KNOW This part aims to check your prior knowledge

of the lesson to take.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to partake is introduced in this part

of the module creatively. It may be through a
WHAT’S NEW story, a song, a poem, a problem opener, an
activity, a situation, or the like.

ii
 A brief discussion of the lesson can be read in
WHAT IS IT this part. It guides and helps you unlock the
lesson presented.

A comprehensive activity/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.

This part of the module is used to process

your learning and understanding of the given
WHAT I HAVE LEARNED topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS
module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid resources
used in crafting and designing this module.

In using this module, keep a note of the fundamental reminders below.

1. The module is government-owned. Handle it with care. Unnecessary marks are prohibited.
Use a separate sheet of paper in answering all the given exercises.

2. This module is organized according to the level of understanding. Skipping one part of this
module may lead you to confusion and misinterpretation.

iii
 3. The instructions are carefully laden for you to understand the given lessons. Read each
item cautiously.

4. This is a Home-Based class, your reliability and honor in doing the tasks and checking
your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure to comprehend the
first activity before proceeding to the next one.

6. This module should be returned in good condition to your teacher/facilitator once you
completed it.

7. Answers should be written on a separate sheet of paper or notebook especially prepared

for TVE subjects.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her
for further discussion. Know that even if this is a home-based class, your teacher is only a call
away. Good communication between the teacher and the student is our priority to flourish your
understanding of the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for you to
be fully equipped and ready to answer the demands of the globally competitive world. We are
confident in you! Keep soaring high!

iv
 WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your
grade level. The exercises, drills, and assessments are carefully made to suit your level of
understanding. Indeed, this learning resource is for you to fully comprehend the “Origin of
macramé and Basketry” independently, you are going to go through this module following its
proper sequence. Although you are going to do it alone, this is a guided lesson and
instructions/directions on how to do every activity plotted for your convenience.

Using this learning resource, you are ought to “Trace the origin of macramé and
basketry” as inculcated in the K-12 Most Essential Learning Competencies.

This module is composed of information sheets for you to be guided in the activities that
you will perform later.

At the end of this module, you are expected to achieve the following objectives for this
session:

Explain the core concepts and principles in Macramé and Basketry.

Discuss the history and development of Macramé and Basketry.
Make a timeline of the history and development of Macramé and Basketry.

WHAT I KNOW

I. MULTIPLE CHOICE
Directions: Read the statement carefully and choose the letter of the correct answer.
Write your answer in separate sheet of paper. If you will get a perfect score of 10 then you
can proceed to the next module. If not, proceed to the next part of this module.

1. What are the primary knots of macramé?

a. Square knots c. Hitches and Square Knots
b. Sailor knots and hitches d. knots and hitches

1
2. What term refers to the art of knotting string or chord into decorative or useful items?
a. Weaving b. Basketry c. Baskets d. macramé

3. Which of the following is used in Basketry?

a. Twine b. Vines c. Linen d. Hemp

4. During the 13th century, decorative knots were used by these people to finish the excess
threads on shawls, veils, and towels. Who were they?
a. Assyrians b. Babylonians c. Arabians d. Europeans

5. In the 1970s until now, macramé is associated with what style?

a. Bohemian Style c. Reggae
b. Jamaican Style d. Hip-hop

6. According to research, they brought basketry to the Philippines by 3000 B. C. Who were
they?
a. Taiwanese c. Polynesians
b. Malayo-Polynesians d. Proto-Austronesians

7. In the Philippines, they were believed to be the descend of the first wave of Australoid
population. Who are they?
a. Palawan People c. Batak
b. Mamanwa Tribe d. Ifugao

8. What materials are used by the tribes of Mamanwa in Samar in making their baskets?
a. Tikog and Buri c. Nito
b. Palm Leaves d. Rattan

9. What were the early forms of containers by ancient people that they used to contain their
food, clothing, seeds, storage, etc.?
a. bag b. plastic bag c. baskets d. sac

10. Why did Basketry techniques spread all over the world?
a. Because explorers arrived in new lands and traded goods and these goods are placed in
baskets.
b. Because they love making baskets.
c. Because basketry is helpful to them.
d. None of the choices

2
 WHAT’S IN

HANDICRAFT IN THE PHILIPPINES

Are you aware that the Philippines is the second-largest world producer of handicrafts
mainly baskets out of indigenous materials? Our country is blessed with rich natural resources
scattered throughout its 7, 107 islands. These God-given natural wonders serve as a means of
survival since it is the primary source of our food, shelter, and other basic needs. As people
continuously lived with nature, they discovered other things that nature can offer. Out of the raw
materials from plants, trees, and other natural resources, unique and creative products have been
created, it passes through generation to generation and now it is known as handicrafts in general.

The handicraft industry plays an important role in the economic growth of our country
especially now that many handicraft owners are exporting their products to other countries.
Through this, job opportunity is generated. Over the years, Philippine handicrafts continuously
sustain and promote our cultural heritage.

The other benefit of performing handicrafts includes helping reduce stress and spends our
leisure time wisely. It offers the opportunity to express and enhance one’s creativity which
eventually leads to becoming a productive citizen of our country.

When you were in Grade 11, Needlecraft and Fashion Accessories was tackled, wherein
you have made different crafts that can be available in your community. Before we proceed let us
review first what you have learned about the previous Handicraft.

I. MATCHING TYPE
Directions: Match Column A with Column B. Write your answer in separate sheet of
paper.
COLUMN A COLUMN B
1. A decorative embroidery or shirring design to control
A. Calado
fullness in garments by gathering the fabric.
B. Crochet
2. It is a kind of needlework consisting of the interlocking
C. Knitting
or looped stitches formed with a single thread and a
D. Quilting
hooked needle.
E. Smocking
3. It is the process of using two or more needles to loop
F. Embroidery
yarn into series of interconnected loops to create a
finished garment or to create a cloth,
4. It comes from the Latin word “culcita” meaning a large
stuffed sack, mattress, or cushion.
5. It is the art or process of decorating fabric or materials
with a wide variety of thread or yarn color using needle.

3
 WHAT’S NEW

Handicraft is big. It varies from one thing to another. Wherever we go, we can see
handicraft products everywhere. Now, look at the picture below. Observe and take note of what
you have noticed in it. Answer the following questions after the observation. Write your answer
on a separate sheet of paper.

https://timeline.com/macrame-knot-history-dc71dbb8e74d https://www.un.org/waterforlifedecade/winners2011.shtml

1. What are the pictures all about? Describe each.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What materials are used by the people in the picture? What are they making?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Do you think that what they are doing is of great help to them? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 4. In the first picture, what materials are being used? What handicraft is practiced in the
picture?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. What about the second picture? What handicraft is being practiced?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

WHAT IS IT

For thousands of years, we have made history by reinventing everything eternal in our
past. Focusing our attention on how best we can benefit the future of our planet, many people are
turning once again to old and true ways of providing the tools we need for our daily lives. In this
section, we will talk about the core concepts of Macramé and Basketry as well as their history of
how they were founded in the past. What is macramé? What is Basketry? How did it become like
this today?

MACRAMÉ

Adjustable Cebu Island Macramae Pair In Baby Blue Bracelets

Modern Macramé https://www.cebuisland.com/Philippine_adjustable-cebu- https://www.carousell.ph/p/violin-handcrafted-macrame-
https://modernmacrame.com/blogs/blog/artist-feature- island-macramae-pair-baby-blue- statement-earrings-194816716/?t-
crossing-threads bracelets_products_cip2555.html id=AVCEFrrN3t_1594014425554&t-
referrer_browse_type=search_results&t-
referrer_request_id=ftFH8wQZkzOjSJH9&t-
referrer_search_query=Violin%20earring&t-
referrer_sort_by=pop

5
 Macramé or macrame is a form of textile-making using knotting rather than weaving or
knitting. Its primary knots are the square knot and forms of "hitching": full hitch and double
half hitches. It was long crafted by sailors, especially in elaborate or ornamental knotting forms,
to decorate anything from knife handles to bottles to parts of ships. Materials used in macramé
include cords made of cotton twine, linen, hemp, jute, leather, or yarn. Cords are identified by
construction, such as a 3-ply cord, made of 3 lengths of fiber twisted together
(https://en.wikipedia.org/wiki/Macram%C3%A9).

It is the art of knotting string or chord into decorative or useful items. There are lots of
different knots to learn that will give you a different look and feel! Like any skill, macramé takes
time, patience, and of course practice! Once you get the hang of things, you will be knotting up
all sorts of cool and crazy pieces of art!

HISTORY of MACRAMÉ

Macramé’s roots are quite interesting, with a history dating back thousands of years. Some
believe that the term comes from the 13th-century Arabic word migramah, which means “fringe.”
Others believe its origins lie in the Turkish word makrama, which refers to “napkin” or “towel,”
and was a way to secure pieces of weaving by using excess threads along the top or bottom of
woven fabrics (https://mymodernmet.com/modern-macrame-guide/).

Either way, decorative macramé first appears in carvings by the Babylonians and
Assyrians that depict fringed braiding used to adorn costumes. In the 13th century, Arab weavers
used decorative knots to finish the excess thread on shawls, veils, and towels. It then spread to
Europe via North Africa when the Moors brought macramé to Spain
(https://mymodernmet.com/modern-macrame-guide/).

While most think of macramé as a craze of the 1970s, the craft reached peak popularity
in Victorian England. First introduced to England in the late 17th century, Queen Mary herself
taught classes to her ladies-in-waiting. Most Victorian homes had some type of macramé
decoration, as it was used not only to decorate clothing, but also as curtains, tablecloths, and
bedspreads (http://www.ancientearthhealing.com/history-of-macrame/).

Given their skill at making knots, it should come as no surprise that sailors are largely
responsible for spreading macramé around the world. It was a great way to pass the time and
could then be bartered or sold when they docked, thus bringing it to areas like China and the New
World. Hammocks, belts, and bell fringes were some of the popular items made by British and
American sailors in the 19th century. Texts like 1877’s The Imperial Macramé Lace Book, which
goes into detail about different knots and patterns, show just how popular the technique was at
the time (http://www.ancientearthhealing.com/history-of-macrame/).

After fading in popularity, macramé saw a resurgence in the 1970s. It came to symbolize
the Bohemian style and was used to make wall hangings, plant hangers, accessories, and
clothing. The craft eventually waned in popularity, but trends tend to be quite cyclical. Now,

6
macramé is back, making waves again as creative crafters come up with contemporary patterns
that have revitalized the historic knotting techniques (http://www.ancientearthhealing.com/history-
of-macrame/).

BASKETRY

https://www.mindanews.com/basket-making-in-agusan-del-sur/ https://www.vigattintourism.com/tourism/articles/Indigenous-Arts-and-Crafts

Basketry is an art and craft of making interwoven objects, usually containers, from flexible
vegetable fibers, such as twigs, grasses, osiers, bamboo, and rushes, or plastic or other synthetic
materials. The containers made by this method are called baskets. Basket weaving (also
basketry or basket making) is the process of weaving or sewing pliable materials into three-
dimensional artifacts, such as baskets, mats, mesh bags, or even furniture. Craftspeople and
artists specialized in making baskets may be known as basket makers and basket weavers.
Basket weaving is also a rural craft (https://en.wikipedia.org/wiki/Basket_weaving).

Basketry is made from a variety of fibrous or pliable materials—anything that will bend and
form a shape. Examples include pine, straw, willow, oak, wisteria, forsythia, vines, stems, animal
hair, hide, grasses, thread, and fine wooden splints. There are many applications for basketry,
from simple mats to hot air balloon gondolas. Many Indigenous peoples are renowned for their
basket-weaving techniques (https://en.wikipedia.org/wiki/Basket_weaving).

HISTORY OF BASKETRY

Natural products using plant material takes us back to basics. Humans have been using
baskets since the dawn of time. Since our hunter-gatherer days, all humans on earth have
required various vessels for eating and drinking and for gathering fruits, seeds, and the various
reeds and fibers invaluable to their weaving achievements. Baskets are mentioned in the Epic of
Gilgamesh, a heroic tale from ancient Mesopotamia which is founded in the ancient wisdom-
tradition of humankind some two thousand years before the Christ event. All cultures on earth

7
have basket weaving traditions that date back before the times of Gilgamesh, which we are still
learning about.

The weaving of baskets is as old as the history of man. Traces of baskets have been found
in the Egyptian pyramids, and woven basket lines have left their impressions inside the fragments
of ancient pottery. As soon as men and women were able to plait fibers together, they began to
experiment with structures for woven containers. Baskets were needed as containers for
everything imaginable – food, clothing, seeds, storage, and transport. With the explorers, various
basket techniques also traveled to other parts of the world
(https://basketweaving.com/shopsite_sc/store/html/history-of-basket-weaving.html).

As the explorers arrived in new lands, they traded goods. The goods were contained in
baskets, thus, as the recipient of the goods looked over the basket and then applied that technique
to the materials of their land. This explains how many Asian techniques – like hexagonal weaves
– are found in European baskets and how European were then carried over to the Americas
(https://basketweaving.com/shopsite_sc/store/html/history-of-basket-weaving.html).

Each indigenous group around the globe has a story to tell. The different creative crafts
among indigenous groups provide rich culture carried through generations. The deeply rooted
tradition in the Philippines can be accounted for with the arts and culture of the country. One of
which is the craftsmanship of which creates a tangible memoir in the history of times. In several
instances where various craft forms are ingrained in the rich culture, and the art of the craftsman
is passed on from generation to generation (The Arts of Craftsman, 2012).

Baskets create and define the social significance of certain indigenous groups. It is
speculated that the Proto – Austronesians settled in Taiwan moved to the Philippines by 3000
B.C., correlated that along with the migration, it is plausible that the early inhabitants of the
Northern part of the country brought them along with the early weaved baskets
(https://asianjournal.org/online/index.php/ajms/article/view/72/34).

In the Cordillera Mountains, basket ranges in different forms and sizes according to its
functions. The raw materials used in terms of the strength, basket functions, and techniques in
weaving may be considered “unscientific” and primitive but entailed creative artistry and provide
significant details of the indigenous group. The Palawan produces some of the finest baskets in
the country which varies in different sizes, shapes, and types of the weave which is mostly used
as rice baskets (The Arts of the Craftsman, 2012). In Bulacan, egg baskets were made from split
bamboo in which a curving base secures the eggs firmly in place
(https://asianjournal.org/online/index.php/ajms/article/view/72/34).

In some parts of the country, baskets were a very significant indicator of a sense of identity
of women. Negritos for example, the weaving of baskets is largely the work of women. Amongst
the Batak, believed to be the descend from the first wave of Australoid populations which crossed
the land bridges connecting the Philippine Archipelago with the mainland of Asia; if there were
interethnic marriage, there is a matrilocality rule of a common line of transmission of basket

8
weaving knowledge. It is more evidence that women have assumed the responsibility of
transmitting the basket weaving knowledge to the women children both biological and the
daughters-in-law after interethnic marriages. Important transfer of information occurs such as the
local folk – biological vocabulary and the use of rattan and bamboo as the main plant materials
for making the Negrito baskets (https://asianjournal.org/online/index.php/ajms/article/view/72/34).

In Basey, Samar such as the tribes of Mamanwa, the plant material which is mainly used
to weaves baskets and mats were both buri and tikog. The weavers use these to make intricate
mats, bags, pouches, storage boxes, baskets, and other crafts with the use of tikog. But, primarily
due to the strength of the tikog as a material, is widely used for baskets. Interestingly again, these
handicrafts are done by women (The Women Weavers of Basey, 2015). The weavers’ husbands
take part in activities that require physical strength such as plowing and land preparation for tikog
farming (https://asianjournal.org/online/index.php/ajms/article/view/72/34).

WHAT’S MORE

I. CROSSWORD PUZZLE

Directions: Solve the puzzle below using the given clue. Write your answer in separate
sheet of paper.

9
II. MATCHING TYPE
DIRECTIONS: Match the descriptions in Column A with their corresponding terms in
Column B. Write your answer in separate sheet of paper.

COLUMN A COLUMN B

1. It is the process of weaving or sewing a. napkin or towel

pliable materials into three dimensional b. fibrous or pliable materials
artifacts. c. Buri and Tikog
2. Pine, willow, oak stems, hide, grasses d. Basket Weaving
3. The container made by weaving objects. e. cotton twine, linen, hemp, jute
4. It produces some of the finest basket in the f. baskets
Philippines. g. Bohemian Style
5. The material used by tribes of Mamanwa. h. Egg Basket
6. The basket made by Bulacan. i. Palawan
7. Materials used in Macramé j. Queen Mary
8. Makrama
9. She taught classes about Macramé to her
ladies-in-waiting during 17th century.
10. The style associated in Macramé in
contemporary times.

WHAT I HAVE LEARNED

I. Discuss and Explain

Directions: Discuss and explain your answers to the questions below. Write your
answer in separate sheet of paper.

1. What is Macramé?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What is Basketry?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

10
 3. How did Macramé help people long ago and until now?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. How did Macramé become known to the world?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Why is Basketry a part of every culture?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. How did Basketry come to the Philippines?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7. What is the importance of handicrafts like Macramé and Basketry to our culture?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

II. Directions: List down at least five concepts you have learned in this module. Write your
answer in separate sheet of paper.

11
 WHAT I CAN DO

I. Directions: Make a timeline of the development of Basketry and Macramé. Use the
graphic organizer provided below. Write your answer in separate sheet of paper.

A. MACRAME

Contemporary
19th Century 1970's Times
Babylonians and 13th Century 17th Century
Assyrians

B. BASKETRY

Ancient
Mesopotamia

Egyptian Times

Exploration

3000 B.C. in the

Philippines

Philippine
Basketry

12
 ASSESSMENT
I. Essay
Directions: Answer the following questions based on what you have learned in the
previous activities. Write your answer in separate sheet of paper.

1. Explain the concepts of macramé.

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Discuss the concepts of Basketry.

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How did macramé develop from the Babylonian and Assyrian times up until
now?
_______________________________________________________________
________________________________________________________________
________________________________________________________________

4. How did Basketry spread all over the world? Explain.

________________________________________________________________
________________________________________________________________
________________________________________________________________

13
Rubrics:

14
 ADDITIONAL ACTIVITIES
Directions: Interview a person, can be your mother, father, brother, grandparents, or your aunts
and uncles or any relative you have that knows how to make either Macramé or Basketry. Ask
them about their expertise in Macramé or Basketry. How did they learn to make it and why did
they learn to make it? Write their answers to each question. Below are guide questions but you
can also make your questions. After your interview, write a reflection about what you have realized
during the interview. Write your answer in separate sheet of paper.

Example:
Name of Crafter: Juan Dela Cruz
Handicraft: Basketry

Guide Questions:

1. When did you start making baskets?

2. How did you learn to weave baskets?

3. Why did you learn to weave baskets?

4. What is the most difficult part of making baskets?

5. What kind of basket you mostly make?

6. How did you make it?

7. What could be the values and virtues we can get from making handicrafts like basketry?
Why do you say so?

8. How did making baskets help you now?

9. What can you say or advise us who are learning about making baskets?

Reflection:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

15
 16
Note: For Answer May Vary, the teacher will be the one to check the student’s answers.
What’s More What I Have Learned Assessment
I.CROSSWROD 1.Answer May Vary 1.Answer May Vary
PUZZLE
2. Answer May Vary 2. Answer May Vary
1.Proto-Austronesian
3. Answer May Vary 3. Answer May Vary
2.Macrame
4. Answer May Vary 4. Answer May Vary
3.Straw
5. Answer May Vary 5. Answer May Vary
4.Braiding
6. Answer May Vary
5.Baskets
7. Answer May Vary
6.Negritos
7.Sailors
Additional Activities
8.Hammocks
What Can I Do Answer May Vary
9.Basketry
I.A. Answer May Vary
10.Macramah
B. Answer May Vary
II.MATCHING TYPE
1.D
2.B
What’s New What’s In What I Know
3.F
1.Answer May Vary 1.e 1.b
4.I
2. Answer May Vary 2.b 2.d
5.C
3. Answer May Vary 3.c 3.b
6.H
4. Answer May Vary 4.d 4.c
7.E
5. Answer May Vary 5.f 5.a
8.A
6.d
9.J
7.c
10.G
8.a
9.c
10.a
ANSWER KEYS
REFERENCES
Online Resources

http://www.ancientearthhealing.com/history-of-macrame/

http://www.pcaarrd.dost.gov.ph/home/portal/index.php/quick-information-dispatch/3417-three-
major-handicraft-production-and-supply-networks-in-ph-identified-in-study

https://asianjournal.org/online/index.php/ajms/article/view/72/3

https://basketweaving.com/shopsite_sc/store/html/history-of-basket-weaving.html

https://colosushandicraft.wordpress.com/2013/04/25/philippine-handicraft-industrytheir-benefits-
and-importance/

https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf

https://en.wikipedia.org/wiki/Basket_weaving

https://en.wikipedia.org/wiki/Macram%C3%A9

https://mymodernmet.com/modern-macrame-guide/

https://ph.asiatatler.com/life/weaving-the-threads-of-filipino-heritage

https://www.britannica.com/art/basketry

https://www.cnch.org/cnchnet/fall-2018/philippine-basketry/

https://www.gutenberg.org/files/41918/41918-h/41918-h.htm

https://www.knoitall.com/event/overview-of-the-history-of-philippine-basket-weaving

https://www.sfomuseum.org/exhibitions/philippine-basketry-luzon-cordillera-fowler-museum-ucla

https://www.slideshare.net/stephanieVisto/macrame-by-stephanie-visto

The Arts of a Craftsman (2012). Retrieved https://manilafame.wordpress.com/tag/ri ce-baskets/

dated January 2, 2018.

The Women Weavers of Basey. (2015). https://reliefweb.int/report/philippines/w omen-weavers-

basey

https://pdfs.semanticscholar.org/73fc/eed6d8c85d50f2fe4f4a72fe072a498dd9ce.pdf

17
For inquiries or feedback, please write or call:
Department of Education : Cebu Province
Office Address : IPHO Bldg., Sudlon, Lahug, Cebu City, Philippines
Telefax : (032) 520-3216 – 520-3217; SDS Office: (032) 255 - 6405
E-mail Address : deped.cebu@deped.ph

18