You are on page 1of 18

11/12

st
21 Century Literature
from the Philippines
and the World
First Quarter
Module 4: Literary Reading
Through A Sociocultural
Context
11/12

st
21 Century Literature
from the Philippines
and the World
First Quarter
Module 4: Literary Reading
Through A Sociocultural
Context
Tessa Joy D. Duhaylungsod
Writer

Imelda C. Veradio Ida M. Ocao


Shiela B. Degrano Nancy Mae B. Omandam

Evaluators
INTRODUCTION
This module is written in support of the K to 12 Basic Education Program to ensure
attainment of standards expected of you as a learner.
This aims to equip you with essential knowledge in Literary Reading through a
Sociocultural Context. This was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.
This includes the following parts and corresponding icons.
What I Need to Know – This lays out the learning outcome that you expected
to have accomplished at the end of the module.
What I Know – This determines your prior learning on the particular lesson
you are about to take.
What’s In – This is a brief drill or review to help you link the current lesson
with the previous one.
What’s New – In this portion, the new lesson will be introduced to you in
various ways such as a story, a song, a poem, a problem opener, an activity or a
situation.
What Is It – This section provides a brief discussion of the lesson. This aims
to help you discover and understand new concepts and skills.
What’s More – This comprises activities for independent practice to solidify
your understanding and skills of the topic.
What I Have Learned – This includes questions or blank sentence/paragraph
to be filled in to process what you learned from the lesson.
What I Can Do – This section provides an activity which will help you
transfer your new knowledge or skill into real life situations or concerns.
Assessment – This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
Additional Activities – In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned. This also tends retention
of learned concepts.
Answer Key – This contains answers to the activities in the module.

At the end of this module, you will also find:

References – This is a list of all sources used in developing this module.

With the different activities provided in this module, may you find this material
engaging and challenging as it develops your critical thinking skills. You can do it!
What I Need to Know
After going through this module, you are expected to:

 discuss how different contexts enhance the text‘s meaning and enrich the reader‘s
understanding

What I Know
To find out what you already know about the topic, do the following activities in your
notebook.
A. Identify whether the statement is correct or not. Write TRUE if it‘s correct and FALSE if
it‘s not.
1. In reading using the sociocultural context, you will examine the factors that affect the
writing of the literary text and how the work was received by the readers during the
time it was written.
2. Understanding the way the language is used in the text is reading through
sociocultural context.
3. Reading using the sociocultural context helps you understand the social, economic,
political, and cultural forces affecting the work that you are reading.
4. Analyzing the sociocultural context of the text makes you examine the role of the
audience (readers) in shaping literature.
5. When reading through sociocultural context, it is essential to understand the author‘s
background.
6. You may use several sociological, economic, and cultural perspectives when reading
using the sociocultural context.
7. Marxism is one of the famous perspectives used for this reading.
8. Structuralism, poststructuralism, and formalism are the approaches that may lead you
in your view of reading through the sociocultural context.
9. Reading the sociocultural context of a literary work help you understand through
analyzing the words, sentence, patterns, imagery, etc. of the text.
10. Feminism, queer theory, historicism, post colonialism, and New Historicism are also
perspectives or literary theories that you may use for this reading.
B. Read carefully each statement. Choose and write the letter of your in your notebook.
1. Which of the following terms means of, or relating to, or involving a combination of
cultural and social factors?
a. culture b. society c. sociocultural d. social power
2. Which of the following refers to different schools of thought and body of ideas that
can be used as a tool in understanding literary context?
a. approaches b. cultural perspectives c. literary theory d. sociocultural
3. Which perspective in literature shows class struggle and materialism and thus, looks
into the social classes portrayed in the work?
a. feminism b. historicism c. marxism d. postcolonialism
4. Which perspective is concerned with the third gender?
a. feminism b. marxism c. new historism d. queer theory
5. Which perspective examines the role of the women in the literature?
a. feminism b. historicism c. postcolonialism d. queer theory
6. Which questions allow the learners to read literature through a sociocultural context?
a. What were the striking words in the text?
b. In what year was the text written and published?
c. What were the circumstances that happened to the author before the writing of the
text?
d. What is the relationship between the characters or the speakers in the text and
their society?

21st Century Literature from the Regions

All literary texts were written by different authors with different background, culture,
society, language, etc. On the other hand, you as a reader, also differ from the writer and
other readers of the literary text. This lesson will help you understand text based on their
society and how this factor connects to your own experience and reading.

What’s In
Recall the timeline of Philippine
history. Reflect on some events that may
have transpired during those periods of time
by creating a visual image that represents
each of them on your notebook. Then answer
the questions that follow.
What are some important events that
took place in the following years? What
would a-person observer living in those
times have written about his or her
situation?
● 1882 – Rizal, a well-known hero of today, left for Spain to pursue his studies.
● 1898 – Americans introduced formal education in the Philippines.
● 1972 – Ferdinand Marcos declared Martial law in the Philippines.
● 1986 – People Power Revolution took place among the Filipino people.
● 2016 – Rodrigo ―Digong‖ Duterte was elected the 16th president of the Philippine
Republic.

What’s New
Read the lyrics of the song. You may sing it by yourself if you know the song. Understand
the meaning behind the song and answer the questions that follow. Write your answers on
your answer sheet.
Titibo-tibo
Moira dela Torre
Written by: Libertine Amistoso
Released date‖ October 1, 2017
(Verse 1) Sikat ng araw-araw mong pag-ibig
Elementary pa lang, napapansin na nila Sa ‗king buhay nagpapasarap
Mga gawi kong parang hindi pambabae eh
kasi (Verse 3)
Imbes na chinese garter, laruan ko ay teks Nung tayo‘y nag-college ay
at jolens Saka ko lamang binigay ang matamis na
Tapos ka-jamming ko lagi noon oo
Mga sigang lalaki sa amin Sampung buwan mong trinabaho
Sa halip na tsokolate at tipikal na mga
(Verse 2) diskarte
Nung ako‘y mag high school ay Nabihag mo ko sa mga tula t sa mga
Napabarkada sa mga bi-curious na babae kanta mong pabebe
na
Ang hanap din ay babae (Pre-Chorus 2)
Sa halip na makeup kit, bitbit ko ay gitara Kaya nga noong makilala kita
Tapos pormahan ko lagi ay long sleeves na Alam ko na agad na mayroong himala
T-shirt at faded na lonta Natuto akong magtakong at napadalas
Ang pagsuot ng bestidang pula
(Pre-Chorus 1) Pero ‗di mo naman inasam na ako ay
Pero noong nakilala kita Magbagong tuluyan oara patunayang
Nagbagong bigla ang aking timpla Walang matigas na tinapay sa mainit na
Natuto ako na magparebond at kape
Mag-ahit ng kilay at least once a month Ng iyong pagmamahal
Hindi ko alam kung anong meron ka na
Sa akin ay nagpalambot nang bigla (Chorus)
Sinong mag-aakalang lalake pala Kahit ako‘y titibo-tibo
Ang bibihag sa tulad kong tigreng gala Puso ko ay titibok-tibok pa rin sa‘yo
Isang halik mo lamang, at ako ay
(Chorus) tinatablan
Kahit ako‘y titibo-tibo At ang aking pagkababae ay
Puso ko ay titibok-tibok pa rin sa‘yo nabubuhayan
Isang halik mo lamang, at ako ay Na para bang bulaklak na
tinatablan namumukadkad
At ang aking pagkababae ay nabubuhayan Dahil alaga mo sa dilig at katamtamang
Na para bang bulaklak na namumukadkad Sikat ng araw-araw mong pag-ibig
Dahil alaga mo sa dilig at katamtamang Sa ‗king buhay nagpapasarap
Source: https://genius.com/Moira-dela-torre-titibo-tibo-lyrics

1. How does the speaker describe herself during the following phases of her life?
a. elementary years
b. high school years
c. college years
2. What do you think is the gender of the persona?
3. What does ―tibo‖ mean?
4. According to the song, how do love and society change her?
5. What social issue is present in the song?

To know more about the lesson, read the discussion that follows.

What Is It
Aside from understanding a literary text through a biographical perspective, it is also
important to note the year or period it was written. Readers would be able to identify the
historical events that took place in that year. We would also find out the roots of an event‘s
cause and the reasons behind the character‘s motives and interests.

Why would a particular event or an outside situation affect a literary piece?


According to the critic Wilbur Scott, ―Art is not created in
a vacuum; it is the work not simply of a person, but of an author Literary Theory-
fixed in time and space, answering a community of which he is refers to different schools
of thought and body of
an important, articulate part.‖ In reading using the sociocultural ideas that can be used as
context, you will examine the factors that affect the writing of the a tool in understanding
literary text and how the work was received by the readers during literary context
the time it was written. Sociocultural- of,
relating to,, or involving
The following are reasons to read literature through a combination of cultural
and social factors
sociocultural context (Gioia and Kennedy 2007):
● Reading using the sociocultural context helps you understand
the social, economic, political, and cultural forces affecting the work that you are reading.
● Analyzing the sociocultural context of the text makes you examine the role of the audience
(readers) in shaping literature.
How can we analyze a text through a sociocultural context?
Here are guide questions that you may answer when you are reading literature through
the sociocultural context:
● What is the relationship between the characters or the speakers in the text and their
society?
● Does the text explicitly address issues of gender, race, or class? How does the text resolve
these issues?
● Who has the power? Who does not? What is the reason for this setup?
● How does this story reflect the nation? What does this say about the country and its
inhabitants?
● Who has the economic or social power? Is there oppression or class struggle? How do the
characters overcome this? Does money or finances play a large role in the narrative?
● What is the prevailing social order? Does the story or poem accept or challenge it?
Take note of the following before reading a text through the sociocultural context:
You may use several sociological, economic, and cultural perspectives when reading
using the sociocultural context. Marxism is one of the famous perspectives used for this
reading. Feminism, queer theory, historicism, post colonialism, and New Historicism are
also perspectives or literary theories that you may use.

Perspective Explanation
Marxism According to the Marxist perspective, literature shows class
struggle and materialism. Thus, it looks into the social classes
portrayed in the work. It also looks into how the text serves as
a propaganda material. It also examines oppression, social
conflicts, and solution to these struggles as shown in the
literary work.
Feminism The feminist perspective examines the role of the women in
the literature. It looks into how the female character may be
empowered or discriminated against.
Queer Theory The queer perspective is concerned with the queer or the third
gender. The perspective itself was named in 1991. Under this
perspective, the third gender, meaning the gay, lesbians, and
other characters or persona in literature that may fall under
queer are being examined.
Historicism Historicism or traditional historical criticism is a perspective
dealing with the history that influenced the writing of
literature.
Post colonialism Post colonialism is a literary perspective that looks into the
changes in the attitude of the post colonies after the colonial
period. Through this perspective, the dependence or
independence of decolonized countries or people are being
examined.
New Historicism New Historicism is another perspective in the sociocultural
context. It focuses not only on the history when the literary
text was written, but also how the history happened. In New
Historicism, the above mentioned perspectives can be
integrated with each other.

When reading a text or writing a critique through the sociocultural context, set aside
your personal political ideologies. Say for example, if you greatly believe that boys should
only like girls and vice versa, it should not hinder you from analysing a text using the queer
theory in an objective way. Your personal ideologies may lead you to over read the text
according to what you believe in even if the text is not related to your political inclinations.
Do your best to be unbiased in reading.

What’s More
Independent Activity 1
Read and understand the sociocultural context of the following story.
This Miss Phathupats
By Juan Crisostomo Soto
1
Miss Yeyeng was an overly made-up lady. People were saying, her parents were
born in one corner of Pampanga in the smallest town there. Because of this, Miss Yeyeng
who was a Filipina from head to foot even to the ends of her hair, was Capampangan, too.
Her people, because they were poor were mostly vendors like Miss Yeyeng who
was often seen carrying guinatan or bichu-bicho on her head, walking to the gambling
houses. For a long while there were no surprises in the life of this miss.
3
The revolution died down. The American Military Government opened schools
and chose of their men to teach there. Meanwhile Miss Yeyeng…she was still Yeyeng
then without the ―miss,‖ had a regular customer among the teacher-soldiers. He persuaded
Miss Yeyeng to study in the school where he taught so they could understand each other
better. When they spoke to each other the soldier had use English to Miss Yeyeng‘s
Capampangan. So she tried hard to study in the school.
After a few months Miss Yeyeng was speaking in English and after eight months
with the help of the teacher-soldier, she went to a town where she became a teacher.
As a teacher she was respected by her pupils for they saw she knew more English
than they.
Time flew like this: Miss Yeyeng stopped speaking Capampangan which she
claimed to have forgotten. Since the language was hard her tongue fumbled and she lisped
badly in pronouncing the words.
The crowd who recognized her when they heard her speaking winked at one
another.
They changed her name and branded her with the loud and pungent ―Miss
Phathupats,‖ a name describing her wide waist which she vainly restrained with a tight
corset so that she looked like an elongated, tightly wrapped suman.
From then on the name stuck and people eventually forgot ―Yeyeng‖ her sweet
nickname. The name ―Miss Phathupats‖ came in current use.
Before long the Capampangan newspaper Ing Emangabiran came out in
Bacolor. At the fiesta in the town of X, which Miss Phathupats attended, the said
newspaper was being read. This miss approached a group of readers but when she saw
what they were reading she pouted a bit, shook her head and said:
―I do not understand Pampango,‖ in Spanish.
1
―I do not understand Spanish, Miss,‖ a rogue countered, aping her intonation.
1
Those in the gathering smiled; but being educated, demurred so the pretty miss
would not notice. But she, suspecting that they were deriding her, went on and said:
―Actually I have a hard time speaking Capampangan especially when I have to
read text.‖
In the short sentence she had to use the current words in the dictionaries in English,
Spanish and Tagalog slang which she muddled together. The listeners could not help
themselves so they laughed aloud.
Miss Phathupats got mad and confronted the people laughing and said:
―Why the reading?‖
1
―Because of your gobbledygook, Miss,‖ was the first answer.
The laughter of the listeners grew louder and Miss Phathupats‘ blood pressure rose
higher.
1
One of them said:
2
―Do not wonder why this Miss does not understand Capampangan. First, she has
long been associating with American soldiers and secondly she is not Capampangan
anymore. Proof of this is her name Miss Phathupats.‖
2
Everything now broke loose. With the loud explosion the sanity of Miss
Phathupats burst and from her mouth came out all the overflowing fire and brimstone of
Vesuvius and all the dirty words in Capampangan she spat out in a ball from her fiery
mouth.
2
―Shameless, thief, murderer, son of…‖, she said in Capampangan.
2
―Now! She is really Capampangan,‖ said one quick to react.
2
―Yes, don‘t you know,‖ said another who knew her well, ―she is the daughter of
Old Stone-deaf Godiung, my barriomate.‖
2
The gathering burst out laughing. Miss Phathupats started crying and in wiping
her falling tears, her thick face powder came off. On her face appeared her true color,
darker than the duhat. The spectators laughed louder when they saw this and said:
2
―Why, she is truly dark.‘
2
―Yes, she is an American Negro.‖
2
Shouts, applause, laughter rose then. Miss Phathupats reached the end of her
rope. She staggered out into the street and said:
―I will never visit this house again.‖
3
―Farewell, Miss Alice Roosevelt.‖
―Farewell, Miss Phathupats.‖
3
The crowd feasted on her this way. And the poor Yeyeng left muttering, with her
tail between her legs.
3
So many are the Miss Phathupats nowadays who do not know Capampangan, or
feel ashamed to use the language once they learn to speak a smattering of English.
(1970) Translated by Lourdes H. Vidal

Source: https://escapetoliterature.blogspot.com/2017/12/this-miss-phathupat-by-juan-crisostomo.html?m=1

Independent Assessment 1
A. Answer the following questions in your notebook.
1. Who are the characters in ―This Miss Phatupats‖?
2. Describe each character. How is one different from the other?
3. What social and cultural issues are addressed in the story?
4. How does this story reflect the nation? What does this say about the country and its
inhabitants?

B. Tell whether you agree to the statement or disagree with a strong reason for your
choice. Copy and complete the table in your notebook.
Stand:
Statement Reason
Agree or Disagree
1. Miss Yeyeng is the victim in the story.
2. Colonial mentality is still very prevalent
in our society.
3. Acculturation is just a normal societal
occurrence.
4. Somehow, Yeyeng is a good person.
Independent Activity 2
This time, read the Film review of the movie ―Die Beautiful‖, a Filipino film directed by
Jun Robles Lana and produced by Jun Robles Lana and Ferdinand Lapuz starring Paolo
Ballesteros.

“Die Beautiful” Review: Queer and Beautiful

Plot

Trisha Echevarria (Paolo Ballesteros), is a


transgender woman whose sexuality is greatly opposed by
her father (Joel Torre), causing her to leave their house
and live with her best friend Barbs (Christian Bables).

At present, Trisha is already dead. She died when


she was newly crowned as Binibining Gay Pilipinas.
Everyday in her wake, Trisha undergoes makeup
transformations into different female celebrities, which
she owes to the makeup skills of Barbs. The best friends
enjoyed doing makeup transformations together when
Trisha was still alive.

Iza Calzado, who crowned Trisha in Binibining Gay Pilipinas, visits the wake at the
time when Trisha's makeup transformation is Iza's face. During Trisha's transformation as
Miley Cyrus, the funeral parlor owner Flora (Lou Veloso) takes a selfie with her and uploads
it online. The photo goes viral, making Trisha's wake an attraction even for people who did
not know her, much to Barbs' disapproval. Couturier Eugene Domingo also visits the wake
and brings a white gown for Trisha to wear during her transformation as Julia Roberts from
the Runaway Bride.

Flashbacks of Trisha's life were shown. Teenage Trisha, who was still Patrick then,
study in the same school with Barbs. Patrick has a crush on basketball player Migs (Albie
Casiño) and goes out with him one night after Barbs' encouraging. He gets gang-raped by a
drunk Migs and his friends, causing an anal bleeding. Patrick's father, with his sister Beth
(Gladys Reyes), visits him in the hospital and finds out about what happened, slapping him.

The relationship of Patrick and his father is further strained as Patrick secretly joins
gay beauty contests. Eventually, his dad disowns him. As he exits their house, Patrick
announces his new identity: Trisha Echeverria.

Barbs and his mother let Trisha stay with them. Trisha adopts an orphaned child
named Adora and renames her as Shirley Mae. Not having jobs, Trisha and Barbs continue to
join pageants. Trisha usually loses because of failing the question and answer portion. She
then gets breast implants, thinking that it will help her win pageants.

Trisha dates a young gay club dancer named Miko. She even pays for Miko's
rhinoplasty but their relationship is short-lived as she finds out that Miko is having an affair
with a gay beauty parlor owner (Mel Martinez).
Trisha meets Jesse (Luis Alandy) in a bar. Although Jesse is married, they start
dating. On their sixth monthsary, Jesse fails to arrive. A month after, Jesse's wife Diana
invites Trisha to a hospital where Jesse was confined due to leukemia. Jesse informs Trisha
about his condition and confesses that their meeting was not accidental. Jesse was urged by
his conscience as he was one of Migs' friends involved in the gang rape. Although he tells
Trisha that he grew to love her, Trisha is distraught and leaves.

Trisha joins Binibining Gay Pilipinas and picks a question she has encountered
before. She delivers her memorized answer well "..if I'll die and be blessed to live again, I
would choose to be nobody, nobody but me." At the backstage, Trisha jokingly tells Barbs
that if she wins the pageant, she will be ready to die. She further elaborates the details of her
funeral: to have a makeover as different celebrities. Trisha finally wins but shortly dies of
cerebral aneurysm.

In the morgue, Trisha's father and sister arrive. Her father orders to have Trisha's
breast implants removed. Beth disagrees. Their father ends up having Trisha dressed in a
Barong tagalog. Barbs, Paola, and Erica get disappointed at the sight of their friend and asks
for Beth's help to sneak out Trisha's corpse and give her the burial she wished for.

In the last day of her wake, Barbs announces that the final makeover of Trisha is what
she really is: the Trisha they knew who lived a glamorous life. The movie ends with Trisha's
final walk message, showing a younger version of herself.

Other celebrity transformations of Trisha during her wake are Angelina Jolie, Lady
Gaga, and Beyonce.

Source: https://en.wikipedia.org/wiki/Die_Beautiful

Independent Assessment 2
Answer the following questions in your notebook.
1. Describe the main character. What role does he/she plays in the story?
2. Describe the relationship of the main character with the society he/she lives in.
a. his relationship with his family
b. his relationship with his friends
c. his relationship with other people
3. What social issue is addressed in the story?
4. Which literary theory or perspective is used in the text?
5. What lessons did you get from the gist of the film?
6. How would this movie change your view towards the LGBT (Lesbian, Gay, Bisexual,
Transgender, etc.) community?

Independent Activity 3

Read the Blog ―Heneral Luna: A Film Analysis‖ of Angelica San Juan who says, ―The
popularization of an unfamiliar Filipino hero brings us a great film that is worth watching
today.‖
Heneral Luna: A Film Analysis
The popularization of an unfamiliar Filipino hero brings us a great film that is worth
watching today.

Angelica San Juan


Follow
May 21, 2019 · 13 min read

Amidst all the tyranny that occurred in the Middle East, Africa, Asia, and other parts
of the world, the Philippines had its fair share of greedy supremacists who attempted to hold
the motherland by the neck, who injected their culture into it for the belief of manifesting
glory.
For 333 years, the Philippines was under the rule of the Spaniards, who spread
Christianity and established their forms of social class within the Filipino people. In its
infancy, the archipelago was prostituted for so little gain.
Filipinos who wished to become like the Spaniards hid behind their high statuses and
chose to ignore the sufferings of its people. The underprivileged were labeled as Indios and
separated from those who could mingle with the true Spaniards.
It is ironic and heartbreaking that one would deny their race as one would deny their
own family. But awareness arose. The Philippines were fortunate to have had elite and
ordinary people alike recognize that they had been taken advantage of, that the land had been
used for the benefit of others.
And then, the Philippines conspired to obtain freedom after centuries of tyranny. Like
the Vietnamese who fought with the French and the Americans, the Philippines wanted
independence, and for so long, they waged war with outlanders who sought the rich and
beautiful nation.
It was one after the other. The fight for independence couldn‘t, for the love of the
almighty Dios, be over. It ensued for another 50 years. The Philippine-American War ignited
in 1898.

The fiery General


Set out during the Philippine-American War, an unbridled General Antonio Luna
faced a much more formidable foe than the American army: his own treacherous and gullible
countrymen.
After 300 years of being a Spanish colony, the general grew exasperated having to put
up with the nation‘s submissiveness to foreigners. Unwillingly handed to the Americans, the
general never thought twice to fight for the country‘s independence once again. But tensions
built up between the members of the cabinet when some of them deliberated striking a deal
with their invaders for they believed the Americans had good intentions for the Philippines.
General Antonio Luna and his loyal men were outraged and accused the other members of
the cabinet traitors and disloyal to the country. He continued to wage war with the Americans
even when his military decisions were largely ignored by the soldiers who were only loyal to
the President.
In the events that led the film to its conclusion, the general‘s legendary temper and
spitefulness brought him to his death, when he was assassinated by a group of soldiers in a
convent in Cabanatuan on June 5, 1899. The mystery behind the General‘s assassination has
never been solved, and the killers and mastermind were never put to justice.
A close and technical look
The popularization of an unfamiliar Filipino hero brings us a great film that is worth
watching today, which begins with a contextualization of the flow of events during the early
years of the insurgency. Hot-headed and spiteful General Antonio Luna has never before
been humanized as when he was written in Filipino history books. The film babysits the
rather ignorant minds of those audiences who are perhaps unfamiliar with the story of the
fiery general.
The film starts with a fair warning — the Philippine flag presented on the
background: “..While historical accuracy is important, there are bigger truths about the
Filipino nation that can only be reached by combining the real and the imaginary.”
This warning and the flag will serve as a foreshadowing of a much greater symbolism in the
later scenes of the movie, and as a premonition for what to expect in the development of the
storyline.
It had been a while since the Filipino film industry made something noteworthy and
generous in production. Filipino filmmakers have settled down into making cliché and cheesy
romantic movies because of its everlasting trend in the Philippines, but a film like this indeed
takes a massive leap from the norm.
The set design was phenomenal, and the costume design was nothing but fashionably
accurate for that era. Moreover, the dialogue is astonishing, like music to the ears in a
combination of Spanish and deep Tagalog. It was evident in the film how intricate and well-
written it was because of the use of the dated way of speaking….
The film as a historical source
While there is warning that the film was a contextualization of the military life of General
Antonio Luna in the Philippine-American War, it is just an assertion that fictionalizing
history is sometimes necessary to reach far more critical truths than what the objectified
versions of history say. A film is as equally advantageous in narrating, expressing, and
capturing experiences, ideas and emotions as a book is, but one thing a book cannot do is
provide readily-visual information that we can easily take in for a shorter amount of time.
Despite the lyrical dialogues that may have never been uttered in real life by General Antonio
Luna and our other past leaders, the film has successfully depicted significant events that are
part of Philippine history. It is still indeed an excellent historical resource for both historians
and ordinary people alike.

For the complete blog, visit the site, https://medium.com/@nglcsnjn/heneral-luna-a0film-


analysis-baccfec4a4d5

Independent Assessment 2
A. Answer the following questions and write your answers in your notebook.
1. What is the blog about?
2. Based on the blog, what social and cultural issues are present in the film?
3. Who has the power? Who does not? What is the reason for this setup?
4. In these statements “Filipinos who wished to become like the Spaniards hid behind
their high statuses and chose to ignore the sufferings of its people. The
underprivileged were labeled as Indios and separated from those who could mingle
with the true Spaniards” how does this reflect the country and its inhabitants?
5. How big was General Antonio Luna‘s role? How does this reflect the country?
6. What literary theories or perspectives are used in the film, ―Heneral Luna‖?
What I Have Learned

I learned that:

 In reading using the sociocultural context, you will examine the factors that affect the
writing of the literary text and how the work was received by the readers during the time it
was written.
 Reading using the sociocultural context helps you understand the social, economic,
political, and cultural forces affecting the work that you are reading.
 Analyzing the sociocultural context of the text makes you examine the role of the
audience (readers) in shaping literature.
 There are guide questions that you may answer when you are reading literature through
the sociocultural context
 You may use several sociological, economic, and cultural perspectives when reading
using the sociocultural context. Marxism is one of the famous perspectives used for this
reading. Feminism, queer theory, historicism, post colonialism, and New Historicism
are also perspectives or literary theories that you may use.
 When reading a text or writing a critique through the sociocultural context, set aside
your personal political ideologies

What I Can Do

In your notebook, recall a movie that you have


watched in your previous History or English classes. Write
a short analysis about the movie using an appropriate
literary perspective.
If you do not have any multimedia resources or
haven‘t seen any movie, write a short analysis regarding
any of the following controversial issues: poverty, bullying,
or discrimination. Choose only one issue for your analysis
and use an appropriate literary perspective.
Assessment
Post-test

A. Fill in the blanks with the correct answer.


1. __________________ is the perspective we can use to distinguish the roles of
marginalized women in the society.
2. __________________ distinguishes the social stratification between the capitalists and the
working class, the ruler and its members, and the rich and poor.
3. __________________ highlights the occurrences that take place after a certain period of
outside influence in colonization.
4. __________________ is the perspective used in determining a ―coming-of-age‖ story
where a character develops and unveils his desired identity.
5. __________________ points out the effects of a government or political change taking
place in a certain area.
B. Read carefully each statement. Choose the correct answer and write the letter of your
answer on your notebook.
6. Which of the following terms means of, or relating to, or involving a combination of
cultural and social factors?
a. culture b. society c. sociocultural d. social power
7. Which of the following refers to different schools of thought and body of ideas that can be
used as a tool in understanding literary context?
a. approaches b. cultural perspectives c. literary theory d. sociocultural
8. Which questions allow the learners to read literature through a sociocultural context?
a. In what year was the text written and published?
b. What is the relationship between the characters or the speakers in the text and their
society?
c. What were the striking words in the text?
d. What were the circumstances that happened to the author before the writing of the
text?
9. Which of the following is true about reading using the sociocultural context?
a. In reading using the sociocultural context, you will examine the factors that affect the
writing of the literary text and how the work was received by the readers during the
time it was written.
b. Structuralism, poststructuralism, and formalism are the approaches that may lead you
in your view of reading through the sociocultural context.
c. When reading through sociocultural context, it is essential to understand the author‘s
background.
d. Understanding the way the language is used in the text is reading through
sociocultural context.
10. What social and cultural issues are addressed in the story ―Miss Phathupats‖ by Juan
Crisostomo Soto?
a. Issues of class struggles c. Issues of gender, race and language
b. Issues of economic and social power d. Issues of social order
11. Who does ―Miss Phathupats‖ represent in the real world?
a. People having mental issues c. People who are great pretender.
b. People with colonial mentality d. People who needs attention
12. What social issue is addressed in the movie ―Die Beautiful‖ of Jun Robles Lana?
a. Issues of class struggles c. Issues of language
b. Issues of gender d. Issues of social power
13. Which of the following themes is best presented in the movie ―Die Beautiful‖?
a. acculturation c. embracing the LGBT community
b. bravery, nationalism and loyalty d. respect to nature
14. Which of the following themes are revealed in the movie ―Heneral Luna‖ based on the
blog?
a. bravery, nationalism, and loyalty c. honesty and hardwork
b. patriotism and acculturation d. obedience to the law
15. Which literary theory do the movies belong?

a. Feminism c. Post Colonialism


b. New Historicism d. Queer Theory
16. What literary perspective is suitable to the movie ―Die Beautiful‖ of Jun Robles Lana?
a. Feminism c. New Historism
b. Marxism d. Queer Theory

Additional Activities

Go back to the essential question, “Why would a particular event or an


outside situation affect a literary piece?” Answer the question briefly and
write it on your notebook.
References
―21st Century Literature from the Philippines and the World Unit 1: Contextual Reading
Approaches‖. Academia. Accessed May 18, 2020. http://www.academia.edu/37827038/
21st_century_Literature_from_the_Philippines_and_the_World_Unit_1_Contextual_Read
ing_Approaches

―Die Beautiful.‖ Wikipedia. Accessed June 28, 2020. .


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

―ESCAPE TO LITERATURE‖. Blogger. Accessed. June 28, 2020.


https://escapetoliterature.blogspot.com/2017/12/this-miss-phathupat-by-juan-
crisostomo.html?m=1
―Moira Dela Torre – Titibo-tibo Lyrics.‖ Genius Lyrics. Accessed June 28, 2020
https://genius.com/Moira-dela-torre-titibo-tibo-lyrics
San Juan, Angelica. ―Heneral Luna: A Film Analysis.‖ Medium. May 21, 2019. Accessed
June 28, 2020. https://medium.com/@nglcsnjn/heneral-luna-a0film-analysis-baccfec4a4d5

You might also like