Elements and Principles of Arts as Seen in Philippine Festivals

Philippine Festivals are famous for their colorful and artistic costumes, masks and
props. The art elements present like color, lines and textures are considered, and the
principles like repetition and balance are used to come up with a good creative design.

Study the example below.

ELEMENTS OF ARTS

Line Horizontal, vertical,

diagonal, straight, curved,
dotted, broken, thick, thin

Shape 2D ( Two Dimensional)/ flat

Geometrical ( square, circle,
oval, triangle Organic ( all
other shapes )

Form 3D ( three dimensional )

Geometric ( cube, sphere,
cone ) Organic ( all other
forms such as people,
animals, tables, chairs, etc

Colour Refers to the wavelengths of

light Refers to hue (name,
value (lightness/darkness)
Intensity (saturation, or
amount of pigment),
Temperature ( warm, cool )
Relates to tint, tone and
shade
Value The lightness or darkness of
an image (or part of an

90 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
 image)

Texture The feel, appearance,

thickness, or stickiness of a
surface (for example:
smooth, rough, silky, furry )

PRINCIPLES OF ARTS

Pattern Regular arrangement of

altered or repeated elements
( shapes, lines, colours, or
motifs )
Contrast The juxtaposition of
different elements of design
( for example: rough and
smooth texture, dark and
light values in order to
highlight their differences
and/ or create visual
interest, or focal point )
Emphasis Special attention/
importance given to one part
of a work of art ( for
example, a dark shape in
light composition )
Emphasis can be achieved
through placement, contrast,
colour, size, repetition…
Relates to focal point

Balance A feeling of balance results

when the elements of design
are arranged asymmetrically
or symmetrically to create
the impression of equality in
weight or importance
Scale The relationship between
objects with respect to size,
number, and so on, including
the relation between parts of
a whole
Harmony the arrangement of elements
to give the viewer the feeling
that all parts of the piece
form a coherent whole

91 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
rhythm The use of recurring
elements to direct the eye
through the image; the way
the elements are organized
to lead the eye to the focal
area. The eye can be
directed, for example, along
edges

Unity All parts of an image work

together to be seen as a
whole
Variety Using different elements in
an image to create visual
interest.

The Philippine Festivals are divided into two: religious and non-religious or cultural
festivals.

Here are some examples of Philippine Religious festivals.

Ati-Atihan Place: Kalibo, Aklan Date: Every 3rd sunday of

January

Sinulog Place: Cebu City Date: Every 3rd Sunday of January

Dinagyang Place: Ilo-Ilo City Date: Every 4th week of January

Here are also some examples of Philippine Non-religious or Cultural Festivals.

Giant Lantern
Place:
kj df

San Fernando,Pampanga
Date: Every Christmas Eve

92 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
Panagbenga
Place: Baguio City
Date: Whole month of February

Maskara
Place: Bacolod City
Date: Every 3rd weekend of October

93 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
Name: _________________________ Date: ______________
Grade/Section: ___________________ Score: _____________
Subject : MAPEH 8

Activity Week 30 (arts)

Activity 1. Direction: Identify 3 elements and 3 principles of arts found in the picture. Write
your answers in column B and give a description of your answers in column C.

Activity 2. Direction: Identify the elements and principles of arts present in the picture of
Maskara festival below? Write your answer on the table provided.

94 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
Assignment. Directions: Enhance the costume illustrated below by using any available
materials that can be found in your locality.

95 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
 Describe the Nature and Background of the Dance (Sua-Ku-Sua)

Dance Properties Costume:

Female

Top (Barawasi): traditional loose blouse, long sleeves with deep, plunging key-hole
neckline; extra panels attached to the right and left chest decorated with many tiny brass
buttons.

▪ Materials: printed or plain Chinese silk or cotton

Pants (Sawal or Kantiu): loose Chinese pants with a 10-inch soft white band (coco
curdo) attached to a wide waist. To tuck the pants in the white band is overlapped in front,
one side on top of the other and rolled out to form a tight belt.

• Materials: sunshine yellow, grass green, red, or orange colors

Shoulder band (Siyag): A separate wrap-around malong of rich material strung over
the right shoulder crossing the chest and hanging on the left side.

Headpiece: There are three choices:

1.) gold or brass filigree called tusuk;

2.) paper bills pasted on slender sticks; and

3.) pasteboard cutouts in the front tip 8 to 10 inches high, similar to Chinese
crowns covered with gold foil.

Accessories: gold or imitation gold earrings, necklace, bracelets, and brooches

Suggested footwear: Dancers are barefoot.

Male

Top (Bajo): short-waist collarless shirt; open front with the right panel overlapping
the left, studded with many tiny brass buttons and is not intended to close the front
but used as an additional shirt decoration. The shirt is allowed to drop on the right
side.
Material: printed or plain Chinese silk or cotton

Pants (Sawal or Kantiu): similar to the pants of females but in darker colors and
bolder design

Accessories: money-belt, Sarok hat, Pis siyabit (rectangular hand-woven scarf tied
on the head or hung loosely over one shoulder), Kris (wavy knife) or barong (leaf-
knife)

Suggested footwear: Dancers are barefoot.

Music: 2/4 and 4/4; composed of the three parts – A, B, and C. Gabbang bamboo
xylophone are shaped-like a small boat. Bamboo slats are thinned and cut to
graduated sizes to produce three octaves of pentatonic scale.

Count: One, two to a measure in 2/4-time signature; 1, 2, 3, 4, to a measure in 4/4

time signature

96 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
Fundamental Arms Position

1 2 First position- raise arms to a

circle in front of the chest.

Second position – open up arms

sideward, raised below shoulder
level with a graceful curve

Third position – raise one arm

overhead while other arm remains
in 2nd position.

Fourth position – raise one arm in

front of chest in a half circle, while
one arm remains overhead.

Fifth position – raise both arms over head in a graceful curve.

Fundamental feet position

First position – bring heels close to touch;

1 2 toes apart.
Second position – bring feet apart sideward.

3 4 Third position – bring the heel of one

foot

Fourth position – bring one foot in to

touch the instep of the other foot. front
of the other foot to walk strike

Fifth position – bring the heel of one foot to touch the toe of the other.

97 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
SUA-KU-SUA Dance
Researcher : Ramon A. Obusan
Meaning : My Pomelo Tree
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Jolo, Sulu
Country of Influence : China, Malaysia and Indonesia
Ethno-linguistic Group : Tausug
Classification : Courtship Dance

BACKGROUND:
Aside from being known as fierce
warriors, the Tausug of Jolo, Sulu are also
remarkable as seafarers and farmers. In Sulu,
extensive orchards are planted with coconuts
and pomelos and the fields with staples like rice
and root crops. Pomelo fruits serve as an
important source of income of the people of Sulu.
Their dependence on pomelo fruits for their
livelihood inspired them to create Sua-Ku-Sua
dance. The movement of the dance compare sua’s
gentle leaves, slender branches, attractive fruits,
and fragrant flowers to a lady. During the
performance, the couples sing while flapping two
white fans which represent the leaves rustling in
the wind. The performers, especially women,
dance with faces thickly covered with finely
ground rice powder. Their eyebrows and
sideburns are enhanced with soot for aesthetic
purposes.

Movements / Steps Particular to Dance

Creative imagery: Fans transform into tiny
sails, face mirrors, butterflies, shields, and leaves. Sua-Ku-Sua’s traditional steps are with
Chinese influence.

98 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )
Name: _________________________ Date: ______________
Grade/Section: ___________________ Score: _____________
Subject : MAPEH 8

Activity Week 30 (PE)

Directions: Write the classification of Sua-Ku-Sua’s dance costumes and accessories. Write
your answers on the space provided for.

Assignment
Performance Task
1. Perform the tasks at home.
2. Do the fundamental dance step of the arms and feet.
3. Document performance either in pictures or recorded videos from your phone.

99 | M A P E H 8 ( 4 t h Q u a r t e r W e e k 3 0 )