REGIONAL LEAD SCHOOL FOR THE ARTS IN ANGONO

10TH Street San Martin Subdivision Brgy. San Isidro Angono Rizal
SENIOR HIGH SCHOOL- ARTS AND DESIGN TRACK

INTEGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION IN THE ARTS

SECOND SEMESTER- FOURTH QUARTER
Name:_________________________________________________Module No.___3______Week 4-5
Grade and Section: _______________________________________Modality _______________

PRETEST

Let’s see how much you know about this pre-test. Let’s get started!

IDENTIFICATION
Direction: Arrange the jumbled letters to define the following
sentence. Write your answer on the space provided.
KLOF TRA 1.Creative expression of the human struggle toward
civilization within a particular environment through the
________________ production of useful but aesthetic buildings and objects
UBOK 2. It is made up of bamboo rods and bamboo mats or
________________ sawali, and a thatched roof made up of anahaw or nipa.
ANTIV 3. It is a traditional boat made by Sama-Bajau and
________________ Moros living in Sulu Archipelago, Zamboaga peninsula,
and southern Mindanao

N A T’ K A L 4. Woven by the T’boli women of Lake Sebu, South

VO W E N Cotabato, Mindanao –
HLOCT
__________________
FINGERPOMR 5. These may be folk dances and music which are
RAT developed by an individual or groups of people that
___________________ reflect their traditions and culture
RELITUERTA 6. Refers to the traditional oral literature of various
___________________ ethnic groups of the country.
NATCH 7. May be considered speech, music, or a heightened or
stylized form of speech.
YTMH 8. A symbolic narrative, usually of unknown origin and
at least partly traditional, that ostensibly relates actual
events and that is especially associated with religious
belief.
DENGEL 9. A semi-true story, which has been passed on from
___________ person-to-person and has important meaning or
symbolism for the culture in which it originates.
KOLF 10. an old story that's been told again and again, often for
SLATE generations
rts
 What’s In
Group the following folk Art and Performance according to its
Region.
Patadyong Inabel singkaban sarung banggi

Burnay mazurka singkil ikat weaving

LUZON VISAYAS MINDANAO

What’s New
Direction: Write a story (minimum of 50 words) using the 5
words below:

kubo bayong Malakas at Maganda,

habi pamana

Title of the Story:

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What’s More
Direction: Write a poem or short story to interpret the visual artwork below.
(See the example below)

Example
Well Wishes are Placed on the Curve of the Koi
Madellaine Ortea

Arching over the river bend, we pass the pond of prosperity,

The ripples wish you long life and happiness,
Waters of blue and green take you away from the gray city,
Follow the colors for peace and rest.

Like strokes of a brush, the koi fish swim,

We walk with gentle strides and straightened backs,
You stretch your hand on a whim,
But settle instead, with a gaze that's lax.

Know that this existence lives in intangible serenity.

The koi fish wish you long life and happiness,
Circling around your stream of thoughts, the clear waters of clarity,
This image wishes you the very best.
What Have I Learned
3-2-1 Prompt
1. Three things that you have learned from this lesson
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2.. Two questions that they still have.
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3. One aspect of class discussion or part of the text that you enjoyed.
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What I Can Do
Activity 1. “Doon po sa Amin”
For MDL Students
Directions: Create a visual artwork to represent a folklore from
your hometown (Kuwentong-bayan). You may use any medium.

Activity 2:
For ODL students:
Instruction:
1. Form a group consist of 5 members. Choose one (1) story below.

Story 1: Igorot
Story 2: The Turtle and the Lizard
Story 3: The Story of Dumalawi
Story 4: Mythology of Mindanao
Story 5.The Story of Bantugan

2. Use the internet to research your chosen story.

3. Write your own folk stories. Each member in your group must
contribute at least three lines to the story.
4. Be creative, but try to atleast follow the original story with some
of the details as you create your sequels. Make sure your ending
is different than the ending of the original story.
5. Finally, have each group elect a narrator to read the sequels to
the entire class.
Assessment

Essential Questions:
EQ1 – How does a people’s myths, fables, legends, and folklore affect
their culture?
EQ2 – What are common themes throughout different cultures’
myths, legends, fables, and folklore?

Choose only one of the Essential Questions above to answer. Your

essay should have at least three pieces of evidence to support your position
on this question. Remember: these are Essential Questions, therefore there
may be varying answers dependent upon the question you chose, and the
stories you chose to compare.
• EQ1 – find evidence that supports how your two myths, fables,
legends, or folktales shaped or formed the culture of their countries of
origin. You must have two of the same type of story: myth, fable, legend,
folktale (fairytale), and they cannot be from the same culture.
• EQ2 – find at least three examples of how these two stories: myths,
fables, legends, folktales (fairy tales) – are similar – possible similarities
could include: morale, theme, lesson, character archetypes, etc.