The Devaluation of Art courses in the Philippines and other factors that affect

Grade 11 non-art students in choosing their strand

Submitted by:

Group 26

Chan, Erika

Enage, Alea Gwyn

Felia, Marie Robin Lee

Yusay, Juliana Ashley

11- Pattern

Submitted to:

Sir Andrew James Jiao

 Chapter 1: Introduction

Background of the Study

“Fine arts? Wala namang pera dun.”

“Arts kukunin mo? Sayang naman talino mo”

The underlying mindset of such questions are evident here in the culture of our country. A lot of
Filipinos think that to be successful in life you need to be either an engineer, doctor, lawyer, or
an accountant. We are shackled to our culture, which generally considers the likes of doctors
and engineers as the definition of success, the pillars of our economy, the pride of their
hometown and their parents. (Cristobal, 2018). With this mindset, if you don’t take a course
related to these professions, they’d think that you’re settling for less. Before even getting an art
major, most aspiring young artists are discouraged by a society that insists they take on STEM
(Science, Technology, Engineering, Mathematics) majors because they are “more practical” than
art majors, according to Loyola University Maryland professor Joseph Ganem. This just shows
that art courses and creative work are undervalued here in the Philippines.

We chose this topic to know the reason behind why some Grade 11 students who have the
passion in the arts instead chose a different course. We wanted to know why they did not stand
up for what they really have interest in but instead listened to people who said “There is no
money there” or “That is not going to bring you anywhere. Additionally, we conducted this
research to know how Grade 11 students are affected by this mindset that caused them to
choose a different strand even though they have a passion for the arts. Lastly, the importance of
this study will help us learn why certain people appreciate artworks and different designs but
devalue the artists who made those works of art themselves.

Statement of the Problem

This study aims to determine the factors that affect Grade 11 students in the strand that they
chose. Furthermore, the study aims to deduce the perception of Grade 11 students regarding
the Art courses and their opinion about art as a career here in the Philippines. Specifically, it
answers the following questions:

1. What is the most common factor that affects Grade 11 students from different schools
but have a different strand (STEM/HUMSS/GAS/ABM) instead?
2. Is there a relationship between the devaluation of creative work and art courses here in
the Philippines and how Grade 11 students chose their strand?

Hypothesis

1. The most possible common factor that affects the student’s choice who wanted to
pursue art would be their parents. Some parents believe that being an artist would result
in having little income compared to others. Also, some of them would say that you can
learn it on the way and that you’ll improve after some time.
 2. There is a possibility that the devaluation of creative work and art courses would
affect the Grade 11 students choice of strand. They may start doubting their talent and
choose another strand that would impress the public, or specifically those who have high
expectations on them.

Theoretical Framework

Collectivism views norms as more important than individuals’ attitudes (Workman, 2001).
Career decisions of collectivistic people are likely to depend on their concerns about how
family, friends, or significant others view that career (Gelfand & Christakopoulou, 1999).
Collectivistic people usually behave according to their social norms (Sivadas et al., 2008). On
the one hand, they seem to be more willing to sacrifice themselves for their group interests
(Zhao & Chen, 2008).

In collectivistic cultures, people’s decision to choose a career is based on their social roles (e.g.
gender and family roles) (Somech, 2000). They are satisfied when they carry out the expected
social roles (Parker, Haytko & Hermans, 2009).

Career choice refers to “a decision-making task which involves matching individual needs,
motives, values, and talents'' (Rousseau & Venter, 2009, p. 2). The past studies (e.g.
Gokuladas, 2010; Wong & Liu, 2010) show influential factors (including cultural values) that play
a significant role in career choice. Cultural values have a great impact on individuals’ decisions
to choose a career (Gokuladas, 2010; Wong & Liu, 2010). People may choose particular
careers which they considered significant choices in their lives (Vigoda-Gadot & Grimland,
2008). Individuals’ career decisions depend on the extent to which they carry out individualistic
or collectivistic cultural values (Vigoda-Gadot & Grimland, 2008).

Conceptual Framework

Figure 1. Conceptual Framework

Individualistic people usually choose a career according to their personal interests but in
collectivistic societies, people’s decisions to choose a career depend too much on their family
(Sovet & Metz, 2014). Yet, they choose a career which is approved by family rather than
personal interests to that specific career (Sovet & Metz, 2014). With these in mind, we consider
the Grade 11 students in this study as those who are individualistic and they are in a
collectivistic society that’s why they didn’t choose the strand that is aligned to their passion for
arts.

Significance of the Study

This research will help us understand the reason behind the devaluation of some people against
artists and will help us in our field of studying by answering the questions we have in order to
have more knowledge about why these certain things are happening. This will be a very
interesting research because it will help people realize what truly is behind Art and that it is not
just a hobby or just a piece of work. They will also be able to learn some art history and why
some students want to pursue this strand and encourage them to follow what they are truly
interested in.

Scope and Limitations

This study is only limited to Grade 11 students who wanted to pursue arts and are in the
following strands: STEM, ABM, GAS, HEALTH ALLIED, and HUMSS. This study mainly focuses
on the perception of Grade 11 students regarding the creative industry here in the Philippines
and how the external factors like parents, peers, environment, influence them. It focuses on the
reasons why they didn’t choose to take up an art-related strand despite their passion for it.

Definition of Terms

STEM- Science, Technology, Engineering and Mathematics

ABM- Accountancy, Business and Management; academic programs that concentrate

on the foundational concepts in corporate operations, financial management, business
management, as well as each and every factor that revolves around those central fields.

HUMSS- Humanities and Social Sciences; focuses on oral communication, media and
information, and enhancing your reading and writing skills. There is a lot of research and
presentation involved in this strand too.

GAS- General Academic Strand; most flexible strand among the four strands offered in
the Academic Track because students get to learn and experience something from all
the other strands. GAS is essentially for students who are undecided on which strand to
take.
 HA- Health Allied; has an in-campus and off-campus practicum aimed at the practical
application of the knowledge and skills gained in the core, applied and specialized
subjects.

Devaluation- Reduction or underestimation of the worth or importance of something.

Creative work- A manifestation of creative effort.

Creative industry- include publishing, music, filmmaking (movies and TV),

visual arts, other performing arts, graphic design, and game and entertainment

software design, among other

Chapter 2: Review of Related Literature

It is important for students to have the freedom to choose the strand that they really want
because this affects their academic performance. According to Ahmed, Sharif and Ahmad
(2017), the interest of students plays an essential role in strands and courses; students enter a
curriculum which they have an interest in, students tend to work and study better when they are
a part of something that they want. Aside from this, if students choose a strand that is aligned to
their desired career, they will have a clearer mindset on what they want and it can lead them to
a better pathway in college.

Watts (2005) discovered that students held a variety of understandings as to why people make
art, what purpose of art is, and why art is important. Moreover, In the article of Rubén A.
Gaztambide-Fernández, he challenged the normative view that being an artist is simply a matter
of inspiration, talent, or intrinsic skill and that the role of the artist is merely to produce "great"
works of art that are valuable for their own sake. This ideological view not only lacks a
grounding on social reality, but it is also a thin foundation on which to theorize the curriculum of
artistic education and to think through the contemporary challenges facing young artists. The
curriculum of artistic education must engage young artists in a deliberate exploration of their
aims and choices as cultural producers. (Gaztambide-Fernández, 2008). This is important for
our study because this shows how the perception of society regarding artists affects
adolescents in terms of the purpose of art.

The nature of creative industry and creative work that includes advertising, architecture, art and
antiques, computer games, crafts, design, designer fashion, film and video, music, performing
arts, publishing, software, and TV and radio (DCMS, 2001) is valued less compared to the
nature of non-creative sectors―the field of natural sciences and engineering and the field of
social and humanistic sciences. This can be seen in Tolentino’s Framework for Clustering
Creative Services (Joint Foreign Chambers of the Philippines, 2010), that clearly distinguishes
between sectors employing creative workers and those employing knowledge workers. (refer to
Table 1)

The reason why artists in the Philippines are mostly devalued is because people think that
making art does not require any technical skill, but instead is produced through impulse (Len
Cristobal, 2018) or through just mere interest. They also rarely see any artists who are in the
process of making paintings, sculptures, or any other works of art that is why they tend to
devalue them and just see the outcome of the artists' work. In addition to this is the reason why
they ask artworks for free instead of paying a certain amount, especially if it looks minimal or
simple to them. But those who do offer to pay and appreciate both the artists and their works are
actually telling them that you support and respect what they are doing. Therefore, we cannot
blame the people who undervalue the artists themselves because they do not fully understand
the specific situation and we should instead educate them about this topic.

One of the ways we can learn more about this topic is by interviewing a specific group of people
that are related to this research. In that way, not only us, but the people being asked questions
as well will also be able to learn why we chose this subject matter and the reasons behind this
issue. We can also observe the people around us on how they appreciate art and if they
mention how hard the artist worked, their inspiration behind it, or if they simply appreciate them
for making the artwork. Furthermore, we can also gather numerous questions that are
associated with our research topic so that we have a wide range to be informed of and as well
as looking for sources and data that answers our queries.

Chapter 3:
Methodology

3.1 Introduction

The aim of this chapter is to set out the methodological approach undertaken to determine the
relationship between the collectivistic cultural values regarding creative work here in the
Philippines and how Grade 11 students choose their strand. This chapter will present the
purpose of this research and the methodological approach adopted.

3.2 Aim of research

The purpose of this study is to investigate the following research questions:

- What is the most common factor that affects Grade 11 students from different schools
who wanted to pursue arts but have a different strand (STEM/HUMSS/GAS/ABM)
instead?
- Is there a relationship between the devaluation of creative work and art courses here in
the Philippines and how Grade 11 students chose their strand?

3.3 Grounded theory

We chose a qualitative approach, specifically the Grounded Theory, as the research method for
this study. We think that this is the most effective approach in answering the research questions
because it provides us with systematic guidelines for gathering, synthesizing, analyzing, and
conceptualizing qualitative data for the purpose of theory construction (Charmaz, 2001). We
consider the grounded theory approach relevant in our study because it allows us to gain
insights about the individualistic and collectivistic norms by asking the respondents questions
about their self-interest regarding arts. Also, we will ask questions about the cultural values of
their surroundings regarding creative work and art courses in the Philippines. After gathering
data from the respondents, we will then synthesize it with the concepts of individualism and
collectivism for us to construct a theory.

3.4 Questionnaire / Survey

The reason why we decided to use a questionnaire and survey format was because we need to
know how many Grade 11 students wanted to pursue arts but decided to choose another strand
due to some certain reason. We would ask specific questions regarding this topic, but of course
the participants would remain anonymous for privacy purposes.

3.5 Sampling and selection

In choosing the sample of participants, we will use a convenience sampling method. This is a
type of nonprobability sampling in which people are sampled simply because they are
"convenient" sources of data for researchers. (Lavrakas, 2008). We will only include people who
are easy to reach and at the same time those who are fit to answer our research questions.
Since we are in an online setup, we will be including Grade 11 students from different schools
as we are conducting an online survey using google forms. In undertaking this study, we choose
to ask only Grade 11 students that are not in an arts strand, those who are in
STEM/HUMSS/GAS/ABM, but want to pursue arts.
3.6 Materials

Survey Form
1. What strand are you in?
- Science, Technology, Engineering and Mathematics (STEM)
- Accountancy, Business and Management (ABM)
- General Academic Strand (GAS)
- Health Allied (HA)
- Humanities and Social Sciences (HUMSS)
- Others, please specify __________
2. What factors did you consider in choosing your strand?
- Parents
- Peers
- Friends
- Relatives
- Personal choice or interest
3. Have you thought about pursuing arts?
4. What were your reasons for choosing a different strand? (*Please type N/A if you chose
personal choice)
5. What was your original goal before changing your mind? (*Please type N/A if you chose
personal choice)
6. Do you make art or do you have an interest in making any form of artwork? If yes, why?
7. What caught your interest in arts? Were you inspired by any artists or artworks on any
online platform?
8. Have you ever tried sharing with someone your dream to pursue arts?
- Yes, I have told someone before
- No, I haven’t opened it up to anyone
9. If yes, did you encounter any discouragement or suggestions to pick another strand
instead?
- Yes, from friends and/or parents
- No, they supported me in pursuing arts
- No, it was my own choice
- No, they supported my passion in arts but persuaded me to choose another strand
- Others, please specify _________
10. Art courses are not taken seriously and people around me only view it as a lot of
art-related activities.
- Always
- Often
- Sometimes
- Rarely
- Never
11. Creative work here in the Philippines is constantly undervalued
- Strongly agree
- Agree
 - Neither agree nor disagree
- Disagree
- Strongly disagree
12. I value creative work as much as I do to non-creative sectors such as natural sciences,
the field of social and humanistic sciences, and the like.
- Strongly agree
- Agree
- Neither agree nor disagree
- Disagree
- Strongly disagree

Chapter 4: Presentation, Analysis, and Interpretation of Data

Findings

We asked 27 senior high school non-art students from different schools 12 key questions about
how they chose their strand and their self-interest regarding arts. Also, we asked questions
about the views of their surroundings regarding creative work and art courses in the Philippines.
The main objective of the survey was to answer our research questions, which are to determine
the most common factor that affects Grade 11 students from different schools who wanted to
pursue arts but have a different strand (STEM/HUMSS/GAS/ABM) instead. We would also like
to determine if there is a relationship between the devaluation of creative work and art courses
here in the Philippines and how Grade 11 students chose their strand.

Figure 1.1

Based on the results, 11 students or 40.7% said that they are currently in the Science,
Technology, Engineering and Mathematics (STEM) strand. 7 students or 25.9% said they are in
the Humanities and Social Sciences (HUMSS) strand. 18.5% or 5 students said they are in the
Accountancy, Business and Management (ABM) strand. 7.4% or 2 students said that they are in
the Health Allied (HA) strand. 7.4% or 2 students answered others, namely Information
Communication Technology.

Figure 1.2

Based on the findings, the most common factor that the respondents considered in choosing
their strand is Personal Choice, with 85.2% or 23 respondents. The next common factor that
they consider is their Parents, with 33.3% or 9 respondents. 14.8% or exactly 4 respondents
considered their Friends as a factor in choosing their strand. With 11.1% or 3 of the
respondents, they answered Peers as a factor they considered in choosing their strand. Lastly,
the least considered factor is their Relatives, with just 2 respondents or 7.4%.

Figure 1.3

According to the results, 18 respondents said they’ve thought about pursuing arts. 8
respondents said they haven’t thought about pursuing arts while 1 respondent said not sure.
 Figure 1.4

Based on the results, since many respondents answered Personal Choice for item no. 2, almost
all of the respondents answered N/A. While 7 respondents answered the following accordingly:
“An arts career sounds a bit too unstable and parents are against it”, “Because I think I will lead
a better life with pursuing STEM strand than with arts”, “Because of financial reasons in the
future”, “CETs, I plan on taking law or languages for college”, “The school I’m currently in
doesn’t have strand for arts and my parents aren’t allowing transfer to another school”, and
“Parents.”
 Figure 1.5

Based on the findings, since many respondents answered Personal Choice for item no. 2, 22 of
the respondents answered N/A. While 7 respondents answered the following accordingly: “To be
an animator/cartoonist”, “I plan to make my own comic series”, “I still don’t know my goal/career
is going to be but I know that I will find my goal in stem strand and not in arts”, “Fashion
Designing”, “Something that I enjoy doing and to entertain people.”

Figure 1.6.1

According to the results, 24 respondents said they make art. 2 respondents said they don’t
make art while 1 respondent answered N/A.

Figure 1.6.2

Based on the results, 9 respondents said they make art because of self-expression. 3
respondents said they make art for a sense of freedom or as a sense of escape. Also, 3
respondents said that they enjoy making arts and it brings them happiness that’s why they do it.
2 respondents cited Personal Interest. 2 Respondents said that they make art for relaxation. 2
respondents also said that making art relieves their stress. 2 respondents said that they make
art because it is a source of income through making commissions. 2 respondents also said that
they make art because they enjoy making different forms of art. 8 respondents answered others.
Specifically, the reasons why they make art are because of their hobby, they’re inspired by
social media, art is the only form to comfortably execute. Additionally, they make art to share
their talent to others, to discover how beautiful God’s creation is through creating art, to explore
new skills. Others said that there is a sense of fulfillment when accomplishing an artwork and
also to show creativity with meaning.

Figure 1.7

According to the results, 5 respondents answered that they are inspired to do art because of
artists and artworks in Online Platforms. 5 respondents also said that Other people’s artworks or
performances caught their interest in Art and made it try for themselves. 3 respondents said that
they are inspired by Animated Shows or Movies and also Anime. 3 respondents are inspired by
their friends. Also 3 respondents said that they are inspired by the Art Community in platforms
such as Facebook, Instagram, and Twitter. 2 respondents said that they are inspired by their
relatives who are in the creative industry and do artworks. 2 respondents also said that they
really don’t remember but they know that their interest in Art started ever since their childhood. 6
respondents answered others. Specifically, they are inspired by their Online friends, Art videos,
observing nature. They are also inspired by their teacher, and one answered that she is inspired
by Bangtan Sonyeondan also known as BTS. Lastly, one answered that no one inspired them
and it is their own freedom of choice to make art.
 Figure 1.8

Based on the findings, 77.8% of the respondents or 21 students answered they have told
someone about their dream to pursue arts. 22.2% of the respondents or 6 students answered
they haven’t opened it up to anyone.

Figure 1.9

Based on the data gathered, 33.3% of the respondents or 9 students answered that they did not
encounter any discouragements or suggestions to pick another strand because it was their own
choice. 18.5% of the respondents or 5 students said that they were supported for their passion
in the arts but people around them persuaded them to choose another strand. Another 18.5% of
the respondents said that they have encountered discouragements from friends and/or parents.
The last 18.5% of the respondents said that they didn’t encounter any discouragements and
they were supported in pursuing arts. A respondent answered that she encountered
suggestions to pick another strand for them to make sure of her own choice. One respondent
answered N/A.
 Figure 1.10

According to the data gathered, 37% of the respondents or 10 students answered that
sometimes, people around them do not take art courses seriously and only view it as a lot of
art-related activities. Another 37% of the respondents answered they encounter this often.
18.5% of the respondents or 5 students rarely encounter people around them that do not take
art courses seriously. 7.4% of the respondents or 2 students answered that they always
encounter people around them that do not take art courses seriously.

Figure 1.11

Based on the graph, 44.4% of the respondents or 12 students agree that creative work here in
the Philippines is constantly undervalued. 22.2% of the respondents or 6 students said that they
neither agree nor disagree about creative work being constantly undervalued here in the
Philippines. 18.5% of the respondents or 5 students said that they strongly agree that creative
work here in the Philippines is constantly undervalued. While 11.1% of the respondents or 3
students strongly disagree and 1 respondent disagree about creative work being constantly
undervalued here in the Philippines.
 Figure 1.12

Based on the graph, 66.7% of the respondents or 18 students strongly agree that they value
creative work as much as they do to non-creative sectors such as natural sciences, the field of
social and humanistic sciences, and the like. 18.5% of the respondents or 5 students agree to
this statement, while 11.1% of the respondents or 3 students strongly disagree. Lastly, 1
respondent is neutral about the statement above.

Discussion

For our first hypothesis, we predicted that the most common factor that affects the student’s
choice who wanted to pursue art would be their parents, but after gathering data from our
survey, we did not confirm this. Instead, we found out that the most common factor that affects
Grade 11 students from different schools who wanted to pursue arts but have a different strand
(STEM/HUMSS/GAS/ABM) instead is Personal Choice. Since the survey question: What factors
did you consider in choosing your strand allows multiple answers, some students chose
Personal Choice and other factors as well, such as Parents, Friends, Peers, or Relatives.

Based on the data we gathered, many students answered only Personal Choice as the factor
they consider in choosing their strand. Additionally, there are cases wherein we found in the
data gathered that some of these students still encountered discouragements or suggestions to
pick another strand by their friends and/or parents. Others were supported in their dream to
pursue arts. When asked if people around them do not take art courses seriously and only view
it as a lot of art-related activities, many answered they experience it sometimes. Some
answered often and rarely while a few answered always. Nonetheless, all of them still chose a
different strand because of their own free will. For this reason and to answer our second
research question, the devaluation of creative work and art courses here in the Philippines has
no direct relationship with how the Grade 11 students chose their strand. Although this is the
most common factor that we got from the data gathered, we can only assume that this applies
to those students who only considered their personal choice in choosing a strand.
The respondents who did not consider their personal decision in choosing their strand answered
different reasons why they chose another strand. We observed that all of them are implying two
main reasons. Because they think that creative work does not pay enough and other jobs can
give them a better stable life. Another reason is that they cannot freely choose for themselves
because they chose a strand approved by their parents rather than their interests. They
answered that people around them often do not take art courses seriously and only view them
as a lot of art-related activities. Also, they agreed that creative work in the Philippines is
constantly undervalued. We draw attention to these insights since the devaluation of art courses
and creative work is evident. In this case, for those students who consider factors such as
Parents, Friends, Peers, or Relatives, the devaluation of creative work and art courses here in
the Philippines affects Grade 11 students in choosing their strand.

Chapter 5: Summary, Conclusions, and Recommendations

Summary

In coming up with our research topic, as art students, we observed that there are many Grade
11 students around us that have a passion for arts and wanted to pursue arts are in a different
strand instead of taking an art strand. We wanted to find out if one of the reasons for this is
because of the devaluation of art courses and creative work here in the Philippines. In order for
us to confirm this observation, we came up with the research question about what is the most
common factor that Grade 11 non-art students considered in choosing their strand. Through our
survey, we found out that the most common factor that they consider in choosing their strand is
their personal choice. Many students chose their strand because of their own preference and
decision. In our findings, we also found out that almost all students experience the devaluation
of art courses and creative work in their surroundings. To answer our second research question,
the relationship of the devaluation of art courses and creative work in the Philippines and how
Grade 11 non-art students chose their strand depends on the cultural values–individualism or
collectivism that the students have.

Conclusion

To conclude, the Grade 11 non-art students' strand choice depends on whether their culture is
oriented to individualism or collectivism. Meaning, some individualistic students are passionate
about arts but chose not to pursue it because of their own free will. On the other hand, some
individualistic students wanted to pursue their passion for the arts. But since they are in a
collectivistic environment, they did not choose an art strand because they value the perception
of their family, friends, or peers regarding art courses and creative work. Whether a student is
an individualist or collectivist type of person, they still encounter the devaluation of art courses
and art as a career in their surroundings. It can either affect their pursuance of art and their
choice of the strand. It depends if they carry out individualistic or collectivistic cultural values.
We have also concluded that most art related courses/jobs are often undermined and
undervalued. This is due to the lack of support and recognition that artists go through in their
daily lives. Though art is seen in every aspect of life as we know it, it is often the aspect people
disregard the most. The results of this study showed that most students who have an interest in
art chose to pursue a different strand not only because they are forced by their parents or were
discouraged, but instead were supported by them and it was their own personal choice.
Additionally, based on the respondents from the survey, it can be said that oftentimes, art is only
viewed as an art-related activity and that creative work here in the Philippines is constantly
undervalued. This research has also led us to realize the other reasons why artworks are
devalued here in the Philippines is because they only see the outcome of the artists’ work and
not what they go through behind the scenes. It is also mostly seen as a hobby and a
recreational and leisure activity that people do in their spare time to rewind or make time pass
by. The information we were able to gather helped us to understand why some people view art
this way and how we can help educate more people that there is more to art than just a piece of
work we see around us and in museums.

Recommendations

Future researchers may wish to further consider and interview more of the people who think that
art is just a hobby or additional activity to hear more about their insights and thoughts, which will
result in a different kind of feedback unlike people who already value and understand what art is
really all about. The future research could include questions about why they view art in this way,
have they been discouraged when they decided to open up about pursuing art, or if it is just
something that they are solely not interested in and all those other reasons. This may help us to
view it from their perspective and understand where they are coming from in order to get a more
detailed understanding and answers of the topic we are researching about.
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Appendices:

Appendix One

(Example of Response from Survey)

Appendix Two

(Cover Letter)