ILOCOS SUR

POLYTECHNIC STATE
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MODULE

OVERVIEW
I. COURSE TITLE: ARTS APPRECIATION
II. COURSE OVERVIEW
Welcome:
This module is designed to be used by college students taking up General
Education 108 (Arts Appreciation).
To assist you along this line five (5) modules have been developed to support
deeper understanding along identified topics in every module. The modules are as
follows:

Module 1 – The Arts and Humanities

Module 2 – The Visual Arts
Module 3 – Literary Arts
Module 4 – The Art of Music
Module 5 – Dance: The Art of Movement

III. COURSE STUDY GUIDE

This module was prepared for you my dear student, to work on your own. To
have the best in working with this module, you are reminded to follow these
simple yet effective guidelines:

1. MANAGE YOUR TIME WELL. A course study schedule is prepared for you to help
you study the modules in this course. The productive use of your time and energy will
help you a lot in finishing the scheduled activities
2. FOCUS YOUR ATTENTION. The key element for better understanding is having the
focus on the things to be done.
3. GIVE YOUR BEST. Always remember that success will be attained in everything
you do by giving extra effort in the things you are doing. Giving your best also means
observing Honesty in doing the assigned tasks you are asked to do in this module.
Never let someone do the task for you or copy the work of your classmates.
4. SUBMIT ON TIME. Work diligently. Do not procrastinate. Remember time is gold.
Work immediately on the task at hand in order for you to follow scheduled time for
submission
5. BE PATIENT, MOTIVATE YOURSELF. Patience equates success. Always think of
the bright future ahead and to get there, start moving now.
6. ANSWER CONFIDENTLY. Study hard, surf the internet, read and read and read
more. The more you know, the more confident you become.
7. WORK INDEPENDENTLY. You can do it! Your future lies in your own hands and
your own decisions. So, practice working independently, trust yourself, be independent.
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8. CONTACT ME. If you have any questions, don’t be reluctant to ask me through my
email Estelitaviloria57@gmail.com or the group chat created for this class.

III. COURSE STUDY SCHEDULE:

To keep you on track for the best use of the modules in Arts Appreciation, the
study schedule is hereby presented for you to follow:

Week Topic Learning Activities Special Instructions

Week 1, The Arts and the Read the context of Research more details
2 and 3 Humanities Module 1 about the topics. Write on
Lesson 1- What art is? your lecture notebook in
Lesson 2 – The Artists in Arts and Daily Living the
the World of Art important points about
Lesson 3- The Early the topic.
Beginning of Art in the
Philippines
Answer/Perform the Work on the Intended
Intended Learning Learning Activity/s and
Activity/s place it on what is
required to use and
submit on time for
compilation.

Answer the Learning You can ask questions or

Assessment. Write clarifications through the
your answers on a GC or text message (CP
yellow paper. No. 0927426200)
Compile your answer
sheet/s in an expanded
folder ( yellow color)

Answer the Submit outputs on the

assignment and write week after the duration
your answers in your Modules given and the
assignment notebook next module will be
or what is required. given.

Week 4, The Visual Arts Follow the guide on

5 and 6 Lesson 1- Painting Module 1
Lesson 2 – Architecture
Lesson 3 - Sculpture
Week 7, Module 3- Literary Arts
8, 9 Lesson 1 – Types and
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Elements of Literature
Lesson 2- Approaches to
Teaching Literature
Week 10 Midterms
Midterm Examination

Week Module 4 The Arts of

11-12- Music
13-14 Lesson 1- Elements of
Music
Lesson 2- Media of
Music
Lesson 3 Kinds of Music
Week Module 5 Dance: The Art
15-16- of Movement
17 Lesson 1- History and
Elements of Dance
Lesson 2 –Types and
Components of Dance
Week 18 Final Term

IV. COURSE EVALUATION:

To pass the course, you must:

1. Submit all course requirements to include the following:

a. Activity Notebook with answers of the in-text questions given in the five
modules;
b. Assignment Notebook or Assignment Outputs
c. Evaluation Activities (checklist or self-test)
d. Compilation of Answers to the Study Guide for the four modules.

2. Pass all examinations:

a. Quizzes
b. Midterm examination
c. Final examination

V. HOW TO USE THIS MODULE:

Welcome!
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MODULE
The Module, “ARTS APPRECIATION” is a course which comprises the
knowledge, skills and attitudes required for a future educator. Kindly refer to the
FLOWCHART given in the next page for your guide on how to use the module.

DO NOT WRITE ANYTHING ON THIS

MODULE. All answers to study guide,
activities, assignments, exercises and tests
should be written on a SEPARATE SHEET.

There are a number of symbols in this module to guide you as you study:

This tells you to take note of or to remember an important point.

This tells you there is an Intended Learning Activity for you to

accomplish.

This tells you there is an assignment or research activity to be

undertaken.

This tells you there is an Assessment or Self-Test.

This tells you the summary of the module.

This tells you of the study guide for you to work upon.
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MODULE 1
THE ARTS AND HUMANITIES

Intended learning outcomes

1. Define arts
2. Distinguish the similarities and differences of art works
3. Identify the basic assumptions about arts
4. Apply some guidelines to aid in understanding a work of art
Lesson I - What art is?
The Art and the Humanities
T h e w o r d h u
h umanus” which means human, cultured, refined. It is based on philosophical
view of humanism which stresses the dictum of Protagoras, a Greek Philosopher, that
“man is the measure of all things,” implying that humanities emphasizes the dignity and
worthiness of man and recognizes creative expressions.
Humanism believes that man should be humanized, socialized and educated to
respond positively to rapid changes. It is in the humanities course where appreciation of
the arts can be strengthened because the artists convey they thoughts, beliefs, values
and feelings on the visual arts, literary arts, dance and music.
Art is derived from the Latin word “ars,” meaning ability or skill. In this sense, art
is used in many varied ways. It covers those areas of artistic creativity that seek to
communicate beauty primarily through the sense. Art embraces the visual arts,
literature, music and dance.
In a more specialized sense, art applies to such activities that expresses
aesthetic ideas by the use of skill and imagination in the creation of objects,
environment and experiences which can be shared with others. We can say we are
involved in art work when:
 we plan, design and construct our houses artistically
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 we paint and decorate them beautifully, when we landscape the garden
artistically
 we paint a poster
 we write poems, essays, biographies, short stories and play.
We can also say that we are involved in art when we compose a melody, sing
songs beautifully, and dance gracefully. All these imply that anything accomplished with
great skill in art. Hence, there is art of dressing, of relaxing, art of cooking and in almost
all human activities.

A work of Art
A work of art is an activity that involves both imagination and skill in
accomplishing it. It creates aesthetic feelings or experiences which delight and satisfy
our desire for beautiful things. It is great when the aesthetic experience it creates uplifts
us and stays vividly in our minds, Much more a work of art is presented in beautiful
language, interesting to read, arouses emotional response, and has rich imagery.
According to Bogart, a work of art is a record of a particular artist’s view. It shows
something that he has seen, felt and thought of and recorded it as an arrangement of
designs, colors, lines and tones or words which satisfy is aesthetic purpose. A work of
art is the product of the artist’s unique personality influence consciously or
unconsciously by factors such as: his environment, traditions, national traits, religious
belief, economic conditions, his ideals or even the climate and geography. A work of art
represents or reflects the individual, the character of the period and the place where it
was produced.
Similarities and Differences of Art Works
The arts differ in some important ways. Words are used in the verbal arts like
poetry, prose and drama, while musical notes are used in musical compositions. The
visual arts like painting, sculpture and architecture, use lines, colors and tones or
canvass, Operas and novels on the other hand tell stories and so do music and dances.
However, it is faster and easier to understand and appreciate a song or dance than a
painting and a symphony.
In case of poetry, the fixtures of the poetic frame Are rhyme, meter, expressive
sound and distinctive grammatical construction of words and metaphor. These are not
found in novels and short stories. The emotion or passion evoked by a work of art
differs from person to person. But there is one common element among the works of art
and that is, they are concerned with audience’s or readers’ feelings and emotions.
Some Basic Assumption about the Arts
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Our attitude towards the arts may be influenced by these assumptions:
1. Art has been created by various people, at all places and time, Art exists
because it is liked and enjoyed.
2. Art is something to be seen or heard.
3. Art is the product of man’s imagination, good taste and skill in doing things.
4. Nature is artful. Its beauty and artistry could be enhanced.
Some guidelines in Understanding a Work of Art
Here are some guide questions to aid one’s understanding of a piece of art work
particularly in the visual arts:
1. What did the artist make? What is it about? (This concerns the subject.)
2. What did the artist want to show in his work? What is the artwork for? (This
concerns the function of the art.)
3. What is the artwork made of? (This refers to the materials or medium used.)
4. How is the material put together or organized? (This refers to the materials or
medium used.)
5. 5. What is the personality or individuality of the artwork? (This refers to the style
and mood or temper of the artwork.)
6. How good is it? (This is the judgement.)

1. Examine a work of art. Identify and give its features. Why do you call it a work of
art?
2. Cite instances when the artists’ work may influence our ways of life thoughts and
feeling.

I. Essay
Answer briefly and concisely.
1. What is a work of art?
2. What is the relation of arts to the humanities?
3. What are the values of arts in our lives?
4. Following the guidelines in understanding a work of art, choose two arts of
different type and interpret it.
II. Compare and Contrast
Based on the media used, compare and contrast the following.
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1. Visual Arts and Literary Arts
2. Musical Arts and Art of Dance

LESSON 2 THE ARTISTS IN THE WORLD OF ART

Intended Learning Outcomes
1. Identify the artists in the world of art
2. Determine the role of the different artists
3. Familiarize with some notable Filipino and foreign artist

The artist’ credo “art for arts sake” implies that beauty is the reason for the
artwork. Thus, the artist must concern is the minds of the viewers or readers.
The artist communicates his thoughts, fantasies, observations, and self-
revelation through his art. He seeks to open our eyes and ears that we may see the
world more clearly and find the meaning of the arts in our lives. Thus, our role is to
sense what the artist is trying to tell us through his artwork.
Artists are called by many varied names.
1. The Visual Artists: The visual arts include the painter, the architect and the sculptor.
 Painter paints pictures and objects from his own imaginations, He says, “I think, I
see.” Through his paintings, the painter reveals what he thinks he has seen so
that we, too, can see it with our own eyes.
 Sculptor, draws and carves from original designs and sketches. He makes scale
model statues of human beings, monuments, buildings and decorations in clay
and chisels out statues from marbles, stone, wood and clay.
 Architect plans, designs and constructs public and commercial buildings, private
residences, theaters, factories, schools and similar structures. He plans the
layout of structures and coordinates the structural ornamental elements into a
unified design. He prepares sketches of proposed building and writes the
specifications. He prepares scale drawings and details for the use of building
sites to ensure compliance with the plans and specifications. He also designs
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and oversees the repair and remodeling of buildings. He lays out the
development of the urban areas.
2. Artists in Music and Dance
In the art of music, the artists are the musicians, the singers, and the composers.
 Composer puts tines together and composes melodies and songs. He conceives
and originates pieces of music. He is a song writer. He says “I think, I hear.”
Through his musical compositions,t he composers conveys his thoughts and
feelings which he wishes to share with others.
 Musician is an artist who is also called by other names such as composer,
performer, instrumentalist, symphonist, organist, pianist, violinist, flutist, harper,

trumpeter, bugler and drummer, He may be a music leader, bandmaster,

choirmaster, concertmaster or song leader.
 Singer is a songster, an opera singer, prima donna or a diva. He may be a
vocalist or a soloist. He is also an artist who sings aesthetically to delight and
entertain others.
 Choreographer is an artist who composes or taches choreography, or the art od
representing stage dancing by signs or music. He composes and arranges dance
movements or patterns to accompany a piece of music or to develop a theme.
 Dancer is an artist who moves his body artistically. He also makes gestures
beautifully with the music that accompanies his movements. He is involved in
stage or ballet dancing, The female ballet dancer is known as danseuse while
the male ballet dancer is called danseure.
3. The Literary Artists
The artists in literature are known as poets, novelists, writers or authors, playwrights
and dramatists.
 Poet – a literary artist puts words aesthetically together in verse form. He
expresses his thoughts and feelings in verse and poems. He says “This is the
way I can best express my inner thoughts and feelings.”
 Novelist – a writer of fiction with originality. He is also known as writer of stories.
 Playwright – write plays and adapts his materials for the stage, radio, television
or motion pictures production.
 Dramatist – writes compositions in prose and poetry arranged for excitement to
be performed by actors and actresses on stage to portray a character or to tell a
story through action or dialogue of characters. The dramatist is engaged in
dramatic art.
Learning Activities
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1. List at least five (5) notable Filipino artist together with their famous artwork in each
type of art. (table form)
a. Visual arts
b. Literary arts
c. Art of Music
d. Art of Dance
2. List at least five (5) notable foreign artist together with their famous artwork in each
type of art. (table form)
a. Visual arts
b. Literary arts
c. Art of Music
d. Art of Dance

Learning Assessment

Identification
1. Identify what is being describe in the following statement. The first letter is given as
your clue.
1. C is an artist who composes or teaches choreography, or the art of representing
stage dancing by signs or music.
2. S draws and carves from original designs and sketches.
3. P is a literary artist who puts words aesthetically together in verse form.
4. P says, “I think, I see.”
5. D is an artist who moves his body artistically.
6. D writes compositions in prose and poetry arranged for excitement to be performed
by actors and actresses on stage to portray a character or to tell a story through action
or dialogue of character.
7. C says “I think, I hear.”
8. S is a songster, an opera singer, prima donna or diva, He may be a vocalist or a
soloist.
9. A plans, designs and constructs public and commercial buildings, private residences,
theaters, factories, schools and similar structure.
10. P says “This the way I can best express my inner thoughts and feelings.”
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LESSON 3 – the Early beginnings of art in the Philippines

Intended Learning Outcomes
1. Trace the early beginning of art in the Philippines
2. Familiarize with the significant dates and happenings in the history of arts in the
Philippines

The cultural heritage of the Filipinos is the wellspring of Philippine Arts. It reflects the
artfulness of the people since prehistoric times. A study of the early beginnings of art in
the country shows the relation of the arts to the life and time out of which they sprung.
By tracing the pathways of the arts in this country, we can acquire a richer and fuller
understanding of the spirit and inner life of the people as reflected in their works of art in
painting, sculpture, architecture, literature, music and dance.

Date Significant Happenings

500,000 years The first expression of art can be traced from prehistoric times which
ago dates 500,000 years ago. However, these indigenous art forms and
national treasures pertain more to archeology rather than art. They are
interesting and revealing, but they do not produce aesthetic enjoyment.
 10th Foreign traders played a major role in the development of art in the
century Philippines. A great number of trade potteries, porcelain and
 1280- stonewares have been recovered in the Philippines which provide
1368 evidence of trade during the protohistoric period. Their presence is
 1368 probably the result of casual trading with Arab traders and later by
A.D. Chinese junks that sailed through the island during voyages or
-1644 explorations. Some Chinese potteries found in the Philippines are from
A.D. the late Tang and Northern Sung dynasties in the 10 th century A.D. –
1644 A.D. Samples of early art works are potteries, porcelain and
stonewares.
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11th -13th 4th – 5th Such artworks have also have been in the graves of pre-Spanish
centuries Filipinos, as well as in the home of mountain people and cultural
minorities who still treasure these attractive ceramics wares for their
ritual value. Most common finds made by Chinese ceramics artist,
artists and technicians are figurines, ceramics, dishes, bowls, jarlets,
vases, and boxes. These wares usually dated to the exported to
Philippines, Japan, Malaysia and Indonesia. Vietnam or Annamese
wares found in the archeological site in the Philippines are dishes
decorated and saucer-like and attribute to the 14 th 15th centuries.
Various decorations in Ming blue and white have such motifs as the
lotus flower, “the flying-fish dragon” and “white dragon”.
2,680 B.C. The Duyong cave in Palawan and the Tabon cave complex (two burial
site with charcoal in grave fill dated roughly 2,680 B.C) yielded shell ear
pendants and a polished stone adze and shell axe-adze presenting a
typical Philippine Early Neolithic site.
Meanwhile, the excavation of Bato cave in Sorsogon province in
Southern Luzon shows the late Neolithic jar-burial tradition, associated
with stone ornaments, pottery, and stone tools.
500 B.C. In Palawan Tabon cave complex, in Chamber A of the Mannungul
710 B.C. cave, was found a burial jar with distinct cover showing the figures of
men in a boat, presumably paddling toward the after-life. The pottery
assemblage from the Late Neolithic site which date roughly 710 B.C.
showed a mastery of intricate design that the Metal Age in the
Philippines covers the period from 500 B.C., and possibly earlier to the
10th century A.D. This period shows the development of glass
technology and art of weaving in the Philippines as the Filipinos strove
earlier to the 10th century A.D. This period shows the development of
glass technology and art of weaving in the Philippines as the Filipinos
strove for better control over their environment. In various
archaeological sites, bronze and copper objects were rare and limited.
The typical artifacts in the Early Metal Age were beads and bracelets
made of glass. Some of these could have been brought to the
Philippines by migration of people from the south and south-west
before the appearance of iron. Beads made of agate, carnelian,
amethysts, rock, crystal, and sapphire are believed to have originated
in mainland Southeast Asia. Artifacts that characterize the Early Metal
Age include bronze-socketed adze and beautifully carved jade
ornaments made of hard green nephrite. Among these are ear
pendants of the “Lingling-O” type, related to the pendants still worn by
the Ifugao tribes of Northern Luzon Jar burial was continuously
practiced and continued in the 20 th century by the Tagabanuas of
Palawan.
The carnelian bead were the typical artifacts in the Late Metal Age.
Pottery making which already existed during the Neolithic period,
became a highly developed technology. Some poetry forms were
footed trays elaborate jars with the boat of the dead on its cover.
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Geometric lines and curvilinear designs were common, as well as mat
and basket impressions and painted designs: The art of pottery
became sophisticated, hence, the period became known as the Golden
Age of the Philippine Pottery.
Influences from neighboring countries made themselves felt during
the Metal Age primarily through trading. Dwelling were constructed in
the open air with the use of metal implement. These dwelling are
believed to be the prototypes of the Filipino rural home the present-day
structure raised from the ground, with relatively, with relatively stepped
roofs and flooring of split bamboo or hard wood, ideally suited for a
tropic, lowland environment. The impact of contacts with peoples of
mainland Asia and the Middle East resulted in new ideas, values and
attitudes among the early Filipinos. These contacts date from the ninth
century with traders and adventurers sailing the Philippine seas and
leaving traces in many archaeological sites. The archaeological site in
Manila’s Sta. Ana District suggests that the china trade stimulated the
resettlement of new Filipino communities near bays and major rivers to
enable the inhabitants to participate more effectively in the trades in the
trades. The Sta. Ana archaeological records reveal that the residents of
the site acted as middlemen in the trading of Chinese porcelain and
other products in neighboring areas. In the Santa Ana site, 19 graves of
children yielded a striking number of 170 pieces of trade pottery
consisting mostly of brown wares and the rest are Celadon spouted
vessels, small plates and eared jarlets. One grave contained a
necklace of 59 glass beads of Chinese origin.
In the archaeological area in the coasted trip of Calagatan
peninsula in Batangas province south of Manila were found 500 Filipino
graves which yielded porcelain and stonewares from China and Annam
or Vietnam, along with glass jewelry, stone beads, iron tools and
weapons, spindle whorls and brass and copper ornaments. About 70
percent of the Chinese pottery was of remains of edible mollusks and
burial and refuse heaps. This indicates that Filipino settlements, while
conducting direct trade with China, exploited marine and river
resources.
1975 The excavation in various archaeological sites in Butuan City
yielded almost the entire range of ceramics types produced in China. It
was only sometime in 1975 when ceramics of earlier date were
discovered in the Northeastern coast of Mindanao, especially in Butuan
City on a delta at the mouth of Agusan River. Chinese archaeologists
identified as Guandong wares from China. They consisted of bowls and
dishes with string, boxes, ewers, jarlets bottles, basin and jars. The
decorative techniques employed by the Guandong potters during the
Sung Dynasty were stamp impressions, engraving, moulding, incising,
combing, painting, and spotting with ranging designs.
12th and 15th Foreign archaeologists in the Philippines, in published literature
centuries from Janse, Sullivan, Beyer and Fox cited that tens-of-thousands of
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Oriental tradewares in the country which originated from South China,
Siam (Vietnam). On the other hand, most of the ceramic wares found in
the evacuations done by the National Museum’s archaeological teams
in many localities in the country, belong to Ming period of Chinese
history or between the 12 th and 15th centuries. They were normally
found in association with burials as grave furniture or “pabaon”, a
traditional practice among other people on Southeast Asia.

Southwestern Philippine Art

Islamic influence has been a absorbed in Southwestern Philippine Art. Among
the people who have absorbed the Islamic cultural specializations in varying degrees
are the Marana, Tausug, Maguindanao and Sama-Badjao. This decorative or
ornamental art (“okir or okil”) distinctly belongs to this part of the country. The male art
predominantly curvilinear design, while the female art is largely geometric in form. What
prevails in both art is an abstracted decorative art that reduces nature to symbolic art
motifs that are combined in increasing complexity. Representations in both are forms
are not realistic especially for living things because this is frowned upon due to Islamic
influence. Masculine decorative compositions are usually devised from few basic motifs
like circle, bird, leaf and fern, and flower. Some of the basic motifs in the feminine form
or their ornamental art include the circle. “Artificial Moon”, square, rectangle, diamond,
and zigzag. Basic motifs are combined in varieties of designs like adjacent squares with
contrasting colors and four sided design in a series. Completed designs are mountain-
like, multi-colored leaves of trees and yellow bamboo. Before the advent of commercial
paints, earth and vegetables dyes were used. The common animate representations are
the serpent and artificial cock. The depiction of human and animal figures in art is
inhibited by Islam. The “S” form is the most simple abstraction of the serpent and this is
the most commonly used figure in Maranaw art. The cock is often placed atop a
bamboo pole among flags and buntings during festive occasions. Other figurative motifs
in Maranaw art are forms like crocodile, parrot or grasshopper head, swallow’s tail
which forms part of larger design. Contact with their cultures in recent years resulted in
the addition of newer figures as the eagle, lion, peacock, elephant and others. The
indigenous art “okil” of the people of Sulu archipelago antedates the arrival of the Islam.
The earliest examples of this art are found in the grave markers curved from coral and
stone, the ownership of which could no longer be established. The later wooden
markers in many of the Islands still retain the indigenous floration of motifs.
It is said that when a Badjaw dies, the grave marker used consists of parts of his
boat frames. Distinct part of the marker is the abstracted form of the sea cow with a
stylish form of a person riding its back. The female figures are identified with combs,
while the males are provided with turbans. A more recent appearance in Sulu are stylish
frames of beds that are ornately conceived to mark graves. Canopies, buntings, flags
and food offering in the grave yards exude a feeling of life of life and the continuing
relationship with the non-living.
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Think of a creative way to present the early beginning of art in the

Philippines. You can do it in a form of scrapbook or explosion box and the
like.

I. Matching type- Match the word in column A to those in Column B. Write the letter
only.
Column A Column B
1. Male art in Islam a. consisted of circles, bird, leaf, fern an
flower
2. Female art in Islam b. consisted of square, rectangle,
diamond, zigzag and artificial
fern
3. Masculine decorative motifs
4. Feminine for ornamental arts c. common animate representations in
Islam
5. Serpent and artificial cock d. predominantly curvilinear design
6. Okil e. largely geometric in form
7. Crocodile, parrot, grasshopper f. other artistic figurative motifs of the
8. Wares from China Maranaw
9. Period for the development
of glass technology
g. Guandong
10. Artifacts in the Late Metal Age. h. 10th century
i. carnelian beads
j. Pottery making
II- True or False
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Write true if the statement is correct and false if it is wrong.
1. The Chinese pottery found in the archaeological diggings in Calatagan,
Batangas were of Chinese origin.
2. Bowls, dishes, boxes, bottles, basins and jars were the common artifacts found
in Butuan, Leyte and Rizal Provinces.
3. Stylish frames of beds ornately prepared and found in grave yards of the
Badjaws to exude life and loveliness.
4. The depiction of human and animal figures in art is inhibited by Islam culture.
5. Art in the middles ages were revealed in the great churches and cathedrals
which were built to serve the social and religious activities of people.
6. The “S” form is the simplest abstraction of the serpent and this is the most
commonly used figure in Maranaw art.
7. The artworks in burial sites reveal the traditional practice “pabaon” among
people in Southeast Asia.
8. Islamic art are not realistic because art about nature is frowned upon by the
Islams.
9. Architecture, painting and sculptured decorative arts were combined to tell the
story of humanity and Christianity.
10. Most of the artifacts found in archaeologists are mainly of Chinese origin.

The first expression of art can be traced from prehistoric times

which dates 500,000 years ago. And during 10 th century;1280-
1368; 1368 A.D. -1644 A.D the early works are potteries, porcelain
and stonewares. On the 11th -13th 4th – 5th centuries artworks have
been in the graves of pre-Spanish Filipinos. Various decorations in Ming blue and
white have such motifs as the lotus flower, “the flying-fish dragon” and “white
dragon”. The Duyong cave in Palawan and the Tabon cave complex (two burial
site with charcoal in grave fill dated roughly 2,680 B.C). The pottery assemblage
from the Late Neolithic site which date roughly 710 B.C. showed a mastery of
intricate design that the Metal Age in the Philippines covers the period from 500
B.C., and possibly earlier to the 10 th century A.D. It was only sometime in 1975
when ceramics of earlier date were discovered in the Northeastern coast of
Mindanao, especially in Butuan City on a delta at the mouth of Agusan River. On
the other hand, most of the ceramic wares found in the evacuations done by the
National Museum’s archaeological teams in many localities in the country, belong
to Ming period of Chinese history or between the 12 th and 15th centuries
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MODULE 6
INTRODUCTION OF EMBROIDERY

What is surface decoration?

A surface decoration for product is when you add something to what you are making in
order to make it more interesting or to add an extra bit of color to it. It comes in all
different ways and is great if you want to make something that extra bit special.
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Historical Background of Embroidery
 Embroidery has been dated to the Warring States period in China (5 th-3rd century
BC). The process used to tailor, patch, mend and reinforce cloth fostered the
development of sewing techniques, and the decorative possibilities of sewing led
to the art of embroidery.
 In a garment from Migration period Sweden, roughly 300-700CE, the edges of
bands of trimming are reinforced with running stitch, back stitch, stem stitch,
tailor’s buttonhole stitch, and whip stitching, but it is uncertain whether this work
simply reinforced the seam or should be interpreted as decorative embroidery.
 Embroidery was a very important art in the Medieval Islamic world. One of the
most interesting accounts of embroidery were given by the 17 th century Turkish
traveler Evliya Celebi, who called it the “craft of two hands”. Because embroidery
was a sign of high social status in Muslim societies, it became a hugely popular
art.
 Elaborately embroidered clothing, religious objects, and household items have
been a mark of wealth and status in many cultures including ancient Persia,
India, China, Japan, Byzantium, and medieval and Baroque Europe.
Classification of Embroidery
 Embroidery can be classified according to what degree the design takes into
account the nature of the base material and by the relationship of stitch
placement to the fabric.
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Plastic canvas is a crafy material of li

Different types of Embroidery Threads

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 Rayon threads
 Polyester threads
 Nylon threads
 Cotton threads
 Cotton-wrapped polyester
 Metallic thread
 Laminate or threads and silk threads
Embroider Stitches
 The stitches are groups into four types, each offering different effects and uses
for embroidery:
1. outline – used for outlining the elements of your
design
2. Border – used to secure edges and to add textural
dimension to your design
3. Detached – used to create decorative details or in
mass to fill in open areas of the design
4. Filling – used to create shading or to solidly fill in a design area
RUNNING STITCH
Uses: Outlining straight and curved lines
 Work from right to left
 Bring thread up at 1 then down at 2, up at 3 and down at
4 and continue.
The spaces between the stitches can be the same length as the
stitches or shorter for a different look.

Back stitch
Uses: outlining, straight and curved lines
 Work from right to left
o Bring needle up at 1 and back down at 2.
 Move left and bring needle up at 3, then back down at 1.
Continue stiching.

Split stitch
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Uses: Outlining, straight and curved lines, filling a shape by working rows closely
together. Work from left to right.
 Bring needle up at 1 and down at 2.
 Bring needle back up at 3, splitting the center of
the previous stitch.
 Take needle down at 4 and then back up at 2.
Continue stitching.

Chain Stitch
Uses: Outlining, straight and curved lines, filing if rows a are
stitched closely together.
 Work from top bottom
 Bring needle up at 1 then reinsert needle in same hole,
forming a loop.
 Bring needle up at 2 and pull thread to tighten loop until
desired shape is achieved.
 Repeat multiple stitches to create a chain.
 To end the row make s small stitch over the last loop to
hold it in place to secure thread on backside.

Couching
Uses: Outlining shapes, straight and curvy lines, spirals, bold
dimensional accents, decorative borders.
Blanket stitch
Uses: Straight and gently curved lines, borders and finishing
edges
 Work from left to right.
 Bring needle up at 1, down at 2 and up at 3, keeping
the thread looped under the needle.
 Pull thread through and shape stitch as desired.
 Repeat multiple stiches until complete.

Whip stitch
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Uses: is used for seaming fabrics, either right for wrong
sides together. The stitches should be about 1/16 apart,
and only as deep as necessary to create a firm seam.

Laced running stitch

Uses: Borders, decorative outlining.
 Stitch a line of running outlining.
 Bring the lacing thread up at 1 and lace it under the
next running stitch.
Coral stitch
Uses: Decorative borders, foliage, plant stems
 Working from right to left, hold the working thread to the
left of the starting point (or the last stitch). Insert the
needle into the fabric above the working thread to and
bring the tip of the needle out just under the thread.
Wrap the thread around the needle from the left to right
and pull the needle through the resulting loop.

Cross Stitch
Uses: Borders and filing if worked in adjacent rows.
To stitch a line:
 Stitching from left to right, bring needle up at 1, down at 2,
then up at 3 and down at 4.
 Continue stitching across to end of line.
 Start back stitching from right to left, make crosses by
bringing the needle up at 5 and down at 6. Continue until
all crosses have been stitched.

Upright cross stitch

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Uses: Borders, filling, decorative
 Work left to right. Create a horizontal stitch by bringing
needle up a 1 and down at 2.
 Create e3 vertical stitch by bringing your needle up at 3
and down at 4.
 To create the next upright cross stitch bring your needle
back up at 7 and down at 8.
Herringbone stitch
Uses: Border, edging can be stitched over a ribbon or braid to
hold it down.
 Work from left to right
 Bring needle up at 1 and down at 2. Bring needle up at
3 and down at 4 to create an elongated cross stich.
 Bring needle up at 5 and continue.
 Mark two parallel lines with water soluble pens to keep stitch height uniform.

Chevron stitch
Uses: Border, edging, can be stitched over a ribbon or braid to hold it down.
 Work from to right
 Bring needle up at 1 and down at 2.
 Bring the tip of the needle back through the fabric
halfway between 1 and 2 at point 3.
 Bring the needle up to 4 and make a backstitch by
bringing your needle up from 5 down at 6.
 Bring the tip if your needle back through the fabric
between 5 and 6 at point 7.
 Bring your needle down ar 8and repeat the stitching

DIFFERENT TYPES OF HAND EMBROIDERY

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1. Cross-stitch embroidery – It is one of the more popular types of hand embroidery.
Today, its popularity is still increasing as compared to the other types. Images or
designs are simply created in cross-stitch by forming X-shaped stitches on a colored
fabric.

2. Canvas work embroidery It is another type of hand

embroidery is which stitches would be done on a canvas.
Canvas work is done on two types if canvas, either mono
canvas or Penelope canvas.

3. Ribbon embroidery It is not a modern method as it has been

around for many years, Ribbon, perle cotton, and embroidery to
form a stitch pattern or design that can be quite outstanding.
The results are more of a romantic appeal.

4. Bargello embroidery- Distinctive patterns are built up from rows of

straight stitches, arranged in a zigzag line and repeated in varying shades
or colors. It is usually done for carpets, pillows and upholstery,

5. Brazilian embroidery It is a type of surface

embroidery that uses rayon thread instead of cotton or wool. It is
called “Brazilian” embroidery because the use of high sheen
rayon thread in embroidery was first popularized in Brazil where
rayon was widely manufactured.

6. Black work embroidery It is another

well-known method. Black thread stitched is formed on a white
fabric in this type of work. The craft made using this method looks
thicker and appealing because of its even weave with the threads
being twisted.
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https://www.slideshare.net/KarenNelson3/history-of-crocheting
https://www.slideshare.net/yhtackstitches/
https://www.slideshare.net/biniamgere9/embroidery-69656088

QUILTING HISTORY

Where did quilts come from?

In Europe quilting appears to have been by Crusaders in the
12th century.
The Crusades were a series of religious expeditionary wars
blessed by Pope Urban II and the Catholic Church with the
stated goal of restoring Christian access to the holy places in
and near Jerusalem . . . in particular in the form of the
aketon... or gambeson, a quilted garment worn under armour.
One of the earliest existing decorative works is the “Tristan
quilt” made around 1360. Made in Sicily, and as one of the earliest surviving quilts in the
world at leas two sections survive at the Victoria and Albert Museum in London and the
National Museum of Florance in Bargello, Florence.

A scholarly article that investigated a 19 th century quilting techniques

found that our assumptions about patchwork as a craft practiced by
female amateurs, used to decorate the house and to reinforce
emotional ties was incorrect; In fact the demanding quilting system
called “intarsia patchwork, was a completed by a group of male
professionals and showed their work to the public for personal profit
and to promote social causes such as Temperance and Electoral
Reform.

In fact finding non-alcoholic leisure activities was a particular problem for

soldiers and policemen, since they had to live in barracks far from home
and were not permitted to marry, and there us some evidence that
“intarsia patchwork was promoted to them as a form of alcohol
avoidance therapy. The skill and time required to complete a piece were
evidence of the markers ability to avoid temptation.
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In America quilt making was common in the late 18 th century and early years of the 19 th.
Most women were busy sewing, spinning, and weaving in order to clothe their family.
There are some indications that weaving was already known in the Paleolithic era. By
Biblical times, weaving was known in all the great civilizations
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Weaving in Ancient Egypt Girls weaving a Persian rug Woman in a free

standing loom
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g loom

Indian man on a peg loom

Commercial blankets, woven

coverlets or bed rugs were a
more economical bedcovering for most
people. Only the wealthy had the leisure time for quilt
making so Colonial Quilting was done by only a few. It is a myth that women
responsible for spinning, sewing, cooking, food preservation, cleaning and taking care
of the six or seven children they had due to the prevalence of disease and death. (an
average they would lose 1-2 kids before adulthood)

Woven coverlet Quilt from colonial era Bed rug from colonial era
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MODULE 9
BASIC WEAVING

1. State the history of weaving in the Philippines

2. Identify the types of indigenous materials used in weaving
3. Make samples pf the eight weaves, using art paper or recycled paper
4. Prepare a project that shows weaving as a skill

History of Philippine Weaving

Pre-Colonial Era

An Ancient Artform
 Would weave fivers such as abaca, pineapple, ramie, maguey, cotton and bark
cloth
 We know this because of the accounts of early explorers

Textile Weaving
Ifugao Ikat with crocodile motif
Virtually all attire was hand woven. Examples include the G-string, Maranao Maong,
Bontoc Tapis, Ilong patadyong, T’boli T’nalak, etc.

Hat Weaving
Examples include Tausug hat, Maguindanao hat, and the Yakan hat of Basilan

Basketry
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Basketry exemplifies the creative use of materials for the environment and implies
extensive knowledge of different materials and natural properties. Methods include:
bamboo method, large leaves methods
Basketry has a communal meaning and function: mediate between humans and nature.
Three kinds of baskets:

1. Storage basket
 Cordillera pasiking, used for carrying grain
 Bontoc akob, used as lunch basket
2. Trapping basket
 Salakab, is used for trapping fish in rice paddies
3. Carrying

Mat weaving
 All regions of the Philippines have a tradition of mat weaving, since mats are
used all over the country as bedding material. It is primarily seen as woman’s
work.
 Most mats are made out of leaves of pandan or the buri palm. Thhey are often
decorated with strips of one or two colors, creating simple linear patterns.
 The process is as follows: one gathers the raw materials from plants, then strips,
boil, dyes and weaves it.
 The quality of a mat is judges from the softness of its material, the fineness of its
weave, and the beauty of its design patterns.
 Used for barter as well as well as bedding.
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SPANISH COLONIZATION
the local fabric that caught the attention of the Spaniards was the nipis, which is woven
from the stalks of the abaca plant. They were colorfully dyed, striped or embroidered in
white, and made into different items of clothing for both men and women, including the
Barong Tagalog. It was introduced into the international market in the late 19 th century.
The different techniques of making/embroidering the nipis were passed down from
generation to generation.
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The religious practices of Spaniards intorudced to the Filipinos also gave rise to new
weaving practices: palaspas-long stalks of coconut or buri palm with their fronds plaited
into decorative patterns and embellished with crepe paper flowers.
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Mats were made to order, usually given as gifts for special occasions. They often bore
the letters “recuerdo” “Mr. and Mrs.”.

American Colonization

Most of the artistic focus during this time was on avant-garde art, especially in the field
of painting and sculpture.

Weaving Materials
Materials for weaving
1. Palms - – tropical tees commonly found in the Philippines with sheet of leaves. sugar
 Buri palm – one of the largest palms in the Philippines. Buri strips come
from young buri palms. They are used for mats, hats, bags, fans, tobacco,
cases and other purposes.
 Coconut palm – said too be the prince of palms because all parts of the
palm are used in handicraft. In weaving, their leaflets are used for mats
and hats.
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 Sugarcane palms – mostly found in Bohol and Iloilo; their plants are used
to weave baskets and spokes.
2. Grass – plants with short blades whose stems have joints. They grow abundantly in
plains and mountainous place.
 Bamboo – has pliant fibers that grow from the stems. The fiber can be split
into pieces without breaking. The parts of a bamboo are the node,
internode, and culms.
 Vetiver- the straight flower stalk are best used; its outer coverings are
removed. It is steeped in water and dried for 2 to 3 fays. Then, the outer
part is scraped and used to weave bags, slippers and mats.
 Cogon – it has the same use as the vetiver. Its splints are light to dark
brown
3. Sedges – Plants that grow on wet soil. They resemble grass but have no stems. Their
stems are solid and triangular in form.
 Balagot – this is a perennial plant that continuously grow stalks from its
underground stem. The stalks are fat and three-sided and can reach as
high as 1.5 meters.
 Alinang - this is a sedge that grows in wet places and bears flowers all
year round. It looks l like balagot but is shorter. It is used for mats and
screens.
 Tikug – It reaches as high as 3 meters. The stem is shiny and smooth and
used in making mats.
4. Vines – single-stem plants that usually grow high above the ground in tropical places.
They have air roots and attach themselves to the trunks and branches of trees.
 Amlong –popular in Bicol Region for basketry. Three kinds white variety,
brown and black)
 Pamago – smooth and shaped like conventional heart. They are used for
lying rims of baskets, furniture and lamp shades.
 Rattan – grows in tropical places like the Philippines. Used for baskets,
seats of chair and other furniture.
BASIC WEAVE DESIGNS

1. Rancing weaves – over one and under one, this weave could be closed oropen type.
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Prepare two contrast colors of pusher.

Use the first set of strips to form the warp. And the second set, the woof. (Note
the warp is the lengthwise or vertical strips in weaving and woof is the horizontal
strips woven across the warp.
Choose only 6 of the eight weave design
Follow the design accurately. Be sure the weaves are tightly woven to one
another.

Summary
There are basic weave design namely: the rancing, sawali, over three under three
weave, under four over four weave, the chevron, the v shape, starric and the
blocking
There are four source

https://www.slideshare.net/JocelynGallegos/let-basic-handicraft

https://www.slideshare.net/TrishSotto/fa-28-weaving-history

A type of plant not included in the palm family.

a. sugarcane
b. buri
c. coconut
d. rattan
Bamboo is included in the family of.
a. grasses
b. sedges
c. vines
d. palm
The thick fibrous part of bamboo.
a. culm
b. nodes
c. internodes
d. strip
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Plant that has the same use as the vetiver.
a. cogon
b. bamboo
c. coconut
d. buri
Horizontal strips woven across the weave pattern
a. warp
b. woof
c. straw
d. splint

2. Discuss the history of weaving in the Philippines. (10 points)