UNIT 2

WAYS OF LIFE OF THE

CULTURAL
COMMUNITIES: A
FORMAL INTRODUCTION

Ms. Mary Lawrenze D. Visande

Objectives
At the end of the lesson, the students will be able to:
compare the geographical locations of the different
cultural communities;

appreciate the elements and principles of art applied

in the traditional houses, famous landmarks, and
mural paintings; and

demonstrate understanding of lines, color, shape,

space, and proportion through drawing.
Before we begin pass this
challenge first!

Tell me the color of the words shown in the slides.

Green Yellow Blue

Orange Purple Brown

Red Pink Gray

LESSON 4 The Indigenous Houses
of Cultural Communities

Gabrielle was happily browsing through Facebook news feed on her tablet when she
came across a picture of her friend in a tree house. “Mama, look my friend Rona is on top
of a tree!” she exclaimed. Her mother came to her and looked at the picture.

“Oh, that’s a tree house''. We used to have that in grand’s farm in the province. We used
to play in the treehouse when we were small. It’s cool up on the tree. It’s even cooler than
the air-conditioned room, she said.

“Wow! That’s exciting. How do you go up there?” Gabrielle said.

“There were stairs but most of the time we climbed up the branches. It was more
exciting, her mother said with a smile.
Can we visit Lolo’s place this summer? I’d love to experience the tree house, too!”
Gabrielle said.
“Sure!, Let’s plan that trip. Anyway, it’s still a few months to go,” her mother said.
 Where do the Each of these communities
cultural lives in different types of
houses.
communities live?
Many cultural communities live in close ties
Ivatans live in stone houses.
with their families and relatives in the
community.
Gaddangs live up on a tree.

It gives them the feeling of belongingness

Badjaos build their houses on the
and security that they can easily ask for
shore or sea.
support whenever they need such.
 A. Ivatan
The ivatan who hail from
Batanes are known to live in
stone houses made of limestone
and sedimentary rocks. These
houses can still be found in
Sabtang Island up to this day.

They uses reed, rattan, and

cogon in building their houses.
The cogon roofs are covered
with nets called panpe.
B. Kalinga
The Kalingas who come from
Condillera Administrative Region live
in traditional square-shaped houses
that have a single room elevated by
posts.
They used wood or split bamboos for
their flooring and cogon thatches and
bamboos for their roofs. Some live in
the leveled part in the slopes of high
mountain and others prefer to live
near rivers and streams with running
water.
C. Gaddangs
The Gaddangs who are mostly found in
Central Luzon build their houses in forested
areas along hilltops. This location gives
them freedom to observe their
surroundings, better sight of incoming
intruders and it warns them of approaching
dangers from wild animals.

Some Gaddangs build their house on

upright post while others on top of trees.
Their houses vary in size and shapes. The
roof is made of cogon thatches while floor
is made of bamboo splits.
D. T'boli
For security reasons, the T’bolis from Cotabato
build their houses at the top of hills. Some near
the banks of Lake Sebu. Houses are built on stilt
structures which are either built on land or over
water.

They believe that raising their houses on stilts

gives them better ventilation, safe against flood,
protect them from rats and other harmful animals.

They build their houses in isolated groups of three

or four so they can interact easily with their
relatives.
E. Yakans
Yakans of Basilan Island in the Autonomous
Region of Muslim Mindanao live in traditional
house known as lumah.

The house is rectangular. Elevated above the

ground by timber posts 2 or 3 meters in
height.

By tradition, the Yakan houses are scattered

on their huge lands and fields and are
surrounded by vegetables and fruit bearing
trees.
 F. Tausugs
Tausugs of Jolo, Sulu in Autonomous Region of Muslim Mindanao
live in a single-room structure without any partition. Rectagular
shape. It has nine posts, including the center post to support the
roof. The roof is given form by the frame bean made from nipa,
sago palm, or coconut palm.

On a flatland, one can enter a Tausug house through a porch which

is roofless platform attached to the side of the house. Convenient
to stay during hot months and also serves as an area to welcome
visitors.

Their houses consists of either the nuclear family or a stem family.

Nuclear family composed of the parents and unmarried children.
This includes a married child, his/her spouse, and their children.
 What elements and principles of art are present
in the houses of the cultural communities?

Shape
A shape is an enclosed space between boundaries which may come in form of circle,
rectangle, square, and other geometric figures.

Space
Space refers to the area around, between, and within components of a pieace.

Proportion
It refers to the relative size of parts within a whole.
LESSON 5 Shapes and Colors of Famous
Landmarks
What are the famous landmarks contributed by the cultural communities?

Banaue Rice Terraces

The Banaue Rice Terraces in the Cordillera

Administrative Region is associated with the Ifugao
people.
The ancient Ifugao created this famous landmark more
than 2,000 years ago. Various section of the terraces
were designated a UNESCO World Heritage site. It was
described as “living cultural landscape of unparalleled
beauty”.
 Boracay Island

The entire island of the famous Boracay in Aklan province

was once the original home of the cultural community of
the Atis long before the Philippine colonization of the
Spaniards.
The Atis had been slowly displaced after tourism boomed
in Boracay Island. Only two hectares of the island was left
for the Atis.
Today, Atis were granted a total of 274 hectares in the
town of Buruanga, Tangalan, and Malay in Aklan province
and 3.2 hectares of land in Boracay of the Duterte
Administration. This was done after six months
rehabilitation of the island which was completed in
October 2018.
 T’boli Grand Monument

The T’boli grand monument is located at the municipal

park of the Municipality of T’boli, South Cotabato.

This 20 million worth monument was designed by the

famous national artist Kubai Millan.

The monument has a tower depicting the T’boli musical

instrument. Sorrounding it are groups of T’boli people
holding other indigenous instruments and wearing their
traditional t’nalak attire.
What elements and principles of art are present
in the famous landmarks of cultural
communities?
 LESSON 6

Marvelous Mural Paintings

What is mural painting?

A Mural refers to a piece of artwork painted

or applied directly on a wall, ceiling, or other
permanent structure in mural painting.

In mural painting, the architectural elements of a

given space are harmoniously incorporated into
the picture.

Mural painting is one of the oldest forms of

painting which has been handed down across
generation.
What are different methods of mural painting?
Fresco Painting
It refers to the application of fresh paint on the wall or ceiling.
Michelangelo, Creation of Adam, from the ceiling of the
Sistine Chapel in the Vatican, Rome, 1508-1512
Tempera painting
This refers to the method of binding the paint pigments with
an aluminous medium like egg white or egg yolk diluted water.

SANDRO BOTTICELLI (1445-1510)

'Idealized Portrait of a Lady',
Oil painting
This pertains to the application of oil colors in a huge medium inside a
studio transporting and attaching it to the wall of the desired
destination.
Mona Lisa (1503-1506) – Leonardo da Vinci
How do you paint a mural?
 How are digital
murals created?

Many establishments use digital technique to

advertise their products or services.

A wallscape pertains to the huge advertisement

attached or advertised outside the wall of a
building.
*It can be painted directly to the wall or
printed digitally on a vinyl or tarpaulin.
 What elements and
principles of art are
present in mural painting?
 ACTS 17:26

AND HE MADE FROM

ONE MAN EVERY
NATION OF MANKIND
TO LIVE ON ALL THE
FACE OF THE EARTH,
HAVING DETERMINED
ALLOTTED PERIODS
AND THE BOUNDARIES
OF THEIR DWELLING
PLACE.