3rd Quarter-Cycle 2

Folk Arts and Crafts of Mindanao

Lesson 9-Folk Arts and Crafts of the Caraga and ARMM Regions

IN
ART
ART 77
3rd Quarter- Cycle 2
Arts and Crafts of Mindanao
Lesson 9-Folk Arts and Crafts of the Caraga and Armm regions

School Year 2022 - 2023 3

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 3rd Quarter Cycle 2
Art 7- Arts and Crafts of Mindanao
Lesson 9- Arts and Crafts of Caraga and ARMM Region

Introduction:
Good Day Everyone! Prior to the colonization of the Spaniards,
Filipinos already had their own rich artistic and cultural traditions. These
are evident in the arts and crafts featured in this unit. Folk arts and crafts
from Mindanao consist of bright and colorful clothing, body accessories,
paintings, and decorative weaves. Art highlights the daily living people in
Mindanao.

Subject Descriptions:
In this lesson, the students will study on the Folk Arts and Crafts of
Caraga region, other treasures found in the region, the cultural groups
living in the area, the folk arts and crafts of ARMM, the Lanao province
with the cultural groups living in the area.

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Lesson 9-Folk Arts and Crafts of the Caraga and ARMM Regions
Time Frame -1 week

CARAGA Region

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 The gold jewelries as shown in the pictures below was originally
found in Butuan, a province found in the Caraga region. Observe how
intricate is the process of weaving thin threads of gold that the ancients
have mastered. It is said that to this day, no goldsmith’s technology could
equally compare with their sense of ingenuity. The people in the area
believed that the gold accessories shown were probably worn by a
powerful chieftain in the area during the early years. The golden sash is
part of the Surigao Treasure.

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Here are some other treasures found in the region:
1. Notice the bird’s head curvilinear designs and unequaled form
evoke powerful flames. During the ancient times, the sun was also
called hari or king. The artifact symbolizes the Butuan king’s devine
power.

2. According to ancient beliefs, the engraved culvilinear designs on

head bands and facial covers look like a snake or a dragon. This
signifies the sea, which the early Filipinos has mastered navigating.

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3. The abstract patterns express the vitality of the ancient civilization of
the Filipinos. Patterns used survived in the tradition of the Southern
Philippine okir design.

4. The early Filipino artisans were believed to have used a certain

bamboo stylus-styled tool in scripting the patterns on the hammered
sheets.

In the Caraga region, the cultural groups living in the area are
called Manobos. They are great weavers and artisans. They make
beads, necklaces, baskets, and other practical objects needed for
daily living.
The manobos wear brightly colored attires and accessories. Even
now, they are firm in maintaining their customs and traditions. They are
the largest indigenous groups occupying the province of Sarangani,
Surigao, and Agusan.
ARMM

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Lanao
Lanao is one of the provinces in the ARMM region. Historically,
people in this province, who are called Maranao, were the last major
group to embrace the Islamic faith and the most successful in resigning
the Spaniards’ colonization. The Maranaos are also known as “people
of the Lake.”
One of the most intricate designs made by the early Filipinos is
evident in the arts and architecture of the Maranaos. Their art is still
part of their current culture. Observe the Torogan or kin’s house designs
below.
What kinds of lines, shapes, forms, and colors are prominent in the
figures?
The center of Maranao arts and culture is believed to be the
municipality of Lanao del Sur.
Torogan house (bahay lakan in Filipino) is a Maranao house that
symbolizes high social status. It is a residence to a sultan or datu. It is
intricately engraved with the flowing geometries of the Maranao
designs called okir.

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Sarimanok Okir Design

Sarimanok is a legendary mythical bird of the Maranaos. It comes

from the words sari and amok. Sari means “cloth” or Garment with
assorted colors.” Manok means “chicken.” It is shown through an
image of a fowl with colorful wings and feathered tail holding a fish on
its beak.
Kampilan is a type of single edged long sword traditionally
considered as one of the most treasured and dangerous weapon of
the Maranaos.
Mamadyang is a tapestry usually hung around the Maranao’s living
or dining room
Baer (Marana’s bawl) is a wooden box with intricate patterns and
designs. This is where the Maranaos usually keep their personal
belongings and treasures.
Gador is a Maranao’s container that usually serves as wedding gifts.
It is embellished with okir designs.
Okir or sometimes called as okkil is the term for geometric and
flowing designs usually found as folk motifs in Maranao artworks. It is
often based on an elaborate leaf and vine pattern.
Malong is a large, colorful woven cloth wrapped around the body.
One common way women wear it is around the waist with its folds
draped over the left arm. Men wrap it around their waist like a skirt. It
has many uses depending on the need of the wearer. It can also be
used as a cape.
For the Maguindanao people one of the highest forms of creative
expression is their art of weaving. This unique art is passed from
generation to generation. A young girl usually begins weaving with the
looms at an early age of ten or eleven years old. The tubular garment,
which the people in the Southern Philippine areas are mostly fond of, is
called malong.
The Maranaos or the Maguindanao women usually wear the
malong over a blouse called arbita.

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 The color of the body of the malong has a specific cannotation
during the earlier times. The landap malong comes in yellow, red, green,
and violet as dominant colors. The yellow was reserved strictly for use by
the upper ranked maranao. Wearing the landap a binaning (yellow
landap) with no ranked or position to validate it would invite serious public
criticism.

Type of Landap:
1. Landap a benaning-yellow (wore by aristocrats)
2. Landap a gadong-green
3. Landap a mariga-red
4. Landap a Maitem-black
5. Ladap a ranbayong-violet
6. Landap a kasomba-pink

In the province of Sulu, the version of the malong there is called

patadyong. It is somewhat similar to the sarong worn by the
Indonesians and Malaysians.
The loose baggy pants made of soft fabric can be worn by both
men and women. Men wear a swap or kantyu with a polo shirt. The
women wear it with a sambra or V-neck blouse together with sablay, a
long sleeved blouse that reaches up to the hips.

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 The Tausug women wear a biyatawi. It is a tight-fitting blouse that
flares at the waist. Usually it has a deep neckline that goes with a
pendant. The biyatawi’s design usually has gold buttons on the sleeves,
neckline, and the front opening.
Learning Competencies:
At the end of this module, you are expected to attain the following
competencies:
(Lesson I, 2, 3 and 4 are using the same competencies)
1. analyze elements and principles of art in the production of arts and
crafts inspired by the cultures of Southeast Asia.
2. identifies characteristics of arts and crafts in the specific countries in
Southeast Asia.
3. reflects on and derive the mood idea or message from selected
artifacts and art objects.
4. appreciates the artifacts and art objects in terms of their utilization
and their distinct use of art elements and principles.
5. incorporates the design, form, and spirit of East Asian Artifacts and
objects to one’s creation.
6. traces the external (foreign) and internal (indigenous) influences
that are reflected in the design of an artwork.
7. creates crafts that can be locally assembled with local materials,
guided by local traditional techniques.
8. derives elements from traditions/history of a community for one’s
artwork.
9. Shows the relationship of the development of crafts in specific
countries according to functionality, traditional specializes expertise,
and availability of resources (e.g., pottery, weaving, jewelry, and
basketry).
10. shows the commonalities and differences of the cultures of the
specific countries in relation to Philippine culture.

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Performance Standards:
The learner should be able to:
1. create artworks showing the characteristic elements of the arts.
2. exhibits completed artworks for appreciation and critiquing.

Specific Objectives:
At the end of the lesson, the students should be able to:
1. discuss the characteristics of the arts and crafts in specific areas in
Caraga region and ARMM.
2. discuss the elements of arts of Caraga region and ARMM
3. guide the students in doing activity in sketching various items.

Let’s Try This!

Activity: the following are the provinces found in Caraga Region and
ARMM. Describe and write the different arts found in the following
provinces:
1. Butuan
2. Surigao
3. Lanao
4. Maguindanao
5. Sulu

Let’s Apply This!

Activity: After learning the different arts and crafts in Caraga region and
ARMM, please answer the given questions found below:
1. How did the people from Caraga and ARMM apply the elements of
lines and colors in their costumes?
2. What effects do the patterns of their motifs have?
3. What feeling do you get from looking at the mixtures and harmonies
of lines, colors and shapes in their attire and accessories.

Name_________________________________ Year & Section__________________

Let’s Do This!

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Activity: gather three pictures of various body accessories found in Butuan
that are also found in the Surigao treasure collection. Paste them in the

space below:
Describe and analyze the uniqueness of each jewelry or accessory. Share
your generalizations about their different art styles.

Let’s Remember These!

Torogan house (bahay lakan in Filipino) is a Maranao house that
symbolizes high social status. It is a residence to a sultan or datu. It is
intricately engraved with the flowing geometries of the Maranao
designs called okir.
Sarimanok is a legendary mythical bird of the Maranaos. It comes
from the words sari and manok. Sari means “cloth” or Garment with
assorted colors.” Manok means “chicken.” It is shown through an
image of a fowl with colorful wings and feathered tail holding a fish on
its beak.
Kampilan is a type of single edged long sword traditionally
considered as one of the most treasured and dangerous weapon of
the Maranaos.
Mamadyang is a tapestry usually hung around the Maranao’s living
or dining room
Baur (maranaos baul) is a wooden box with intricate patterns and
designs. This is where the Maranaos usually keep their personal
belongings and treasures.
Gador is a Maranao’s container that usually serves as wedding gifts.
It is embellished with okir designs.
Okir or sometimes called as okkil is the term for geometric and
flowing designs usually found as folk motifs in Maranao artworks. It is
often based on an elaborate leaf and vine pattern.
Malong is a large, colorful woven cloth wrapped around the body.
One common way women wear it is around the waist with its folds
draped over the left arm. Men wrap it around their waist like a skirt. It
has many uses depending on the need of the wearer. It can also be
used as a cape.

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 Show the value of creativity by creating crafts that can locally
assembled using local materials.
Reflections!
After studying the art and crafts of the Caraga and ARMM, try
showing your understanding by reflecting on the answers you have to the
following questions:
1. Among the arts and crafts from the Caraga and ARMM regions
that I saw and learned in this lesson, it is
___________________________________
That caught my attention and interest
because______________________________________________________
_______________________________________________________________
___________.

2. The distinctive Filipino cultural figure or artifact that inspired me

to create my works of art
is_____________________________________________________________
_______________________________________________________________
__________.
The lesson ends by answering the questions found on reflections.

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 3rd Quarter-Cycle 2
Art-7 Arts and Crafts of Mindanao
Lesson 10- Folk Arts and Crafts of Northern Mindanao and SOCCSKSARGEN

Introduction:
Mindanao has been described as the “Land of Promise.” In 2016,
Mindanao became the home to the 16th President of the Philippines.
Rodrigo Roa Duterte is the first president of the Philippines who hails from
Mindanao. With the various national and international political and
economic events that are held especially in Davao City, the hometown of
the President, the culture and arts of the region also become more
popular.
SOCSKSARGEN is an administrative region in the country that is
located in South-Central Mindanao. The name is the acronym for the
region’s four provinces: South Cotabato, Cotabato, Sultan Kudarat,
Sarangani and General Santos City.

Subject Descriptions:
In this lesson, the students will study on the Folk Arts and Crafts of
Northern Mindanao and SOCCSKSARGEN. The study of the folk arts and
crafts of the indigenous people like Tiboli, Atta, Bagobo, Banwaon, B’laan,
Bukidnon, Higaonon, Tasaday, T’boli, Manobo, and many others.

Lesson 10- Folk Arts and Crafts of Northern Mindanao and SOCCSKSARGEN
Time Frame -1 week

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 TiBOLI is also known as Tagabili, are among the indigenous peoples
of SOCCSKSARGEN. Some sources state that the term T’boli comes from
Tau-bili. Tau meaning “small human creature” and bili meaning “fruit of
the wild vine.”
Others state that Christian settlers called the tribe “tagabili” (buyers)
over the course of their barter trade. They are also known for being
“dream Weavers.” They design their indigenous cloth based on the
dreams and inspirations from nature. They call the wove cloth as tinalak.
Tiboli weavers are said to produce their designs and weaver from dreams
bestowed by the deity Fu Dall or Fu Dalo.
This kind of folk art has a great importance in the Tiboli’s cultural
heritage. Their skills in doing this craft have been passed down from
generations to generations. The cloth is used for marriage, giving birth,
and any other occasions.
The T’boli believed that their cloth has a spiritual meaning. That is
why there are also several superstitions and traditions surrounding its
production and use.
Example of Beliefs
1. One should not step over a weaving progress, in doing so, the
person will get a severe illness or even lead to death. If that
weaving is sold, a brass ring will often attach to appease the
spirits.
2. The Gods made men and women to look attractive so that they
will be drawn to each other and procreate.

Swat koyu means “headdress.” This I used to emphasize the beauty of the
T’boli women. This is usually worn during tribal parties and weddings. They
are also famous in brass casting like animal and human figures, bells and
metal boxes. The T’boli’s leg is a necklace made of beads and hawkbells.

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LUMADS

In Mindanao, there are several indigenous people living in the area.

They are called Atta, Bagobo, Banwaon, B’laan, Bukidnon, Higaonon,
Tasaday, T’boli, Manobo and many others.
The Manobos Bukidnon are living in the mountains, and even up to
this date, there are still some who tend to refuse dealing with Islamicized
and Christianized communities. Their traditional costumes are textile with
alternating horizontal patterns of red, black, and white stripes with
accents of jewelries of gold and yellow. They also wear wooden bead
necklaces. The men’s clothes are darker than the women’s. Both gender
clothing attires have different patterns.

Learning Competencies:
At the end of this module, you are expected to attain the following
competencies:
(Lesson I, 2, 3 and 4 are using the same competencies)
1. analyze elements and principles of art in the production of arts and
crafts inspired by the cultures of Southeast Asia.
2. identifies characteristics of arts and crafts in the specific countries in
Southeast Asia.
3. reflects on and derive the mood idea or message from selected
artifacts and art objects.
4. appreciates the artifacts and art objects in terms of their utilization
and their distinct use of art elements and principles.
5. incorporates the design, form, and spirit of East Asian Artifacts and
objects to one’s creation.
6. traces the external (foreign) and internal (indigenous) influences
that are reflected in the design of an artwork.
7. creates crafts that can be locally assembled with local materials,
guided by local traditional techniques.

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 8. derives elements from traditions/history of a community for one’s
artwork.
9. Shows the relationship of the development of crafts in specific
countries according to functionality, traditional specializes expertise,
and availability of resources (e.g., pottery, weaving, jewelry, and
basketry).
10. shows the commonalities and differences of the cultures of the
specific countries in relation to Philippine culture.

Performance Standards:
The learner should be able to:
1. create artworks showing the characteristic elements of the arts.
2. exhibits completed artworks for appreciation and critiquing.

Specific Objectives:
At the end of the lesson, the students should be able to:
1. discuss the characteristics of the arts and crafts in Mindanao and
Soccsksargen.
2. Discuss the elements of arts of Mindanao and SOCCSKSARGEN.
3. Do the various art activity by applying their knowledge on color
harmony.
4. Do the learning log that helps students integrate content, process
and personal feelings.
5. Guide the students in doing activity in sketching various items.

Let’s Try This!

Activity; The T’bolis are noted for using t’nalak as their clothing. The
t’nalak’s distinctive and colorful clothing is a major source of ethnic pride
of the T’bolis. T’nalak is a red and beige designed clothing with various
geometrical shapes on a brown background.
What makes the t’nalak cloth apply the elements and principles of art?

Answer the following questions:

1. How did the T’bolis apply the elements of lines and colors in their
T’nalak?

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 2. What are the effects of the patterns in their ethnic motif? Do you
find them unique and interesting? Why?
3. What feeling do you get when you see or personally wear a t’nalak
or carrying a product made of t’nalak textile? Explain.

Let’s Apply This!

Activity: If you are tasked to design an indigenous headdress, how
would you want to look like? Draw your design on the space below

Draw your design in the space below.

What kind of design did you make? Where did you get your inspiration?

Answer the following Questions:

1. What can artworks tell about one’s culture or society?
2. What makes one’s culture a heritage?
3. What defines the arts and crafts of Mindanao?

Name ________________________________Year & Section___________________

Let’s Do This!
Lumad and Muslim groups in Mindanao preserved their traditional
art forms such as wood carving, textile weaving, bamboo and rattan
weaving because of its practical value.
Activity: Drawing of Native Baskets.
Procedure:
1. Draw various designs of baskets. You may use the pictures of
baskets as your guide. Use bondpaper for your drawing.

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 2. Come up with your own decorative designs of various shapes in
your basket.
3. Color your drawing by using color pastel of your choice.

4. Draw your design on the space provided:

Answer the following Questions:
1. What is the idea that you would like to convey by means of your

choice of lines and colors in your drawing of baskets? Is it about

practicality, elegance, or any other ideas?
__________________________________________________________________
__________________________________________________________________
____________________________________________.
2. Do you find your drawing an effective guide in making baskets?
__________________________________________________________________
_______________________________________________________.

Let’s Remember These!

1. The Manobos’ tribal belief of animism drives them to fear evil spirits.
Animal sacrifices are required to appease the offended spirit in
times of illness.

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 2. During the weaving process, the T’boli women who have woven the
cloth should practice abstinence to maintain the purity of the art.
3. One of the greatest promoters of the Boboli culture is Maria Todi.
She is an educator, contemporary artist, dance and consultant,
musical instrumentalist, and recipient of various local and
international cultural awards. She is also the project director of
Kesetifun Cultural Care Foundation, Inc. in Lake Sebu and South
Cotabato.

Appreciate the beauty of the arts made by the natives in

SOCCSARGEN.
Reflections!
Answer the following questions?
After studying the art and crafts of Mindanao and SOCCSKSARGEN,
try showing your understanding by reflecting on the answers you have to
the following questions:
1. Among the folk arts discussed in this lesson, it is
__________________________________________that caught my
attention and interest
because_________________________________________________________
__________________________________________________________________
___________.
2. The distinctive Manobo cultural design that inspired me most to
create my artwork
is________________________________________________________________
__________________________________________________________________
______.
The lesson ends by answering the unfinish statement, on the reflection part
of the activity.

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 3rd Quarter-Cycle 2
Arts and Crafts of Mindanao
Lesson 11-Folk Arts and Crafts of Davao and Zamboanga Regions

Introduction:
Good Day Everyone! The in Davao region, there is a cultural group
whose artistry and ingenuity in weaving cloth is well-known-the Bobos.
They are one of the most colorful people in Southern Mindanao. They are
known for their embroidered abaca clothing with bead and stitch works.
They are known for their exemplary skills in metal craftmaking like bronze,
brass, and iron. They also weave abaca cloths and baskets.
The Manobos, on the other hand, live in the province of Davao and
Saranggani islands. They are also elaborately dressed among the ethnic
tribal groups.
The Tausugs or Joloanos are sometimes called the “people of the
current.” This is because many of them live near bodies of water where
they could do fishing.
The Yakans live in Zamboanga. Their means of livelihood is also
mainly in agriculture and fishing. They are also known to be excellent
textile weavers.

Subject Descriptions:
In this lesson, the students will study on the Folk Arts and Crafts of
Mindanao, especially in the provinces of Davao and Zamboanga regions.
They should study about the characteristics, and the elements and
principles of arts of these regions.

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Lesson 11- Folk Arts and Crafts of Davao and Zamboanga Regions
Time Frame -1 week

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Page 25 of 40
 Bagobo came from the word bago that means ’new’ or “recent”
and the word obo means “grow” or growth. Their art of betel boxes
contributes to the richness of their culture. One of the distinct trademarks
of the Bagobo is their relentless tinkling of tiny brass bells attached to their
clothing.

The Manobos, on the other hand, live in many provinces of

Mindanao like Agusan del Sur, Bukidnon, Davao regions, North and South
Cotabato and Sarangani islands. The Manobos are also elaborately
dressed among the ethnic tribal groups. The word Manobo is the Hispanic
form of Manuvu, which means “people”. The Manobos are the uplands of
Sarangani island, Agusan del Sur, Davao provinces, Bukidnon, and North
and South Cotabato.

If the Davao Bagobos’ love for colors are evident in their art of
weaving, in Zamboanga, their love for colors are evident in their lepa-lepa
or sakayan boat. This boat is also known as VINTA. It is a traditional boat

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made by the Moro and Badjaus of the South. Its design is composed of
assorted vertical colors that represents their colorful culture and historical
traditions in the community. These boats are used for transporting their
people and tourists from one island to another.

Kubing- is a horizontal jaw-harp musical instrument held parallel with the

mouth.

Kudlung- a two-stringed lute made of wood. The body of this stringed-

instrument is carved with geometric patterns, neck and head are
adorned with horse hair; the tail has pieces of carabao skin; the strap
adorned with bead work.
Dame-is made of vegetable-dyed abaca-fibers which are tie-dyed.
Various flora and fauna patterns are visible in the dagmay.
Dagum or cotton blouses. These blouses are decorated with geometric
and animal designs and are usually in red, black, and blue.
The Yakans are known for their art of weaving using fibers from the plants
like pineapples and abaca. They also use herbal extracts from leaves,
barks and roots as their dyeing materials. They are among the cultural
groups who have a significant number of followers of Islam.

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 They are considered as one of the thirteen Moro groups in the
Philippines. The Yakans mainly reside in Basilan, but are also in
Zamboanga City.

Learning Competencies:
At the end of this module, you are expected to attain the following
competencies:
(Lesson I, 2, 3 and 4 are using the same competencies)
1. analyze elements and principles of art in the production of arts and
crafts inspired by the cultures of Southeast Asia.
2. identifies characteristics of arts and crafts in the specific countries in
Southeast Asia.
3. reflects on and derive the mood idea or message from selected
artifacts and art objects.
4. appreciates the artifacts and art objects in terms of their utilization
and their distinct use of art elements and principles.
5. incorporates the design, form, and spirit of East Asian Artifacts and
objects to one’s creation.
6. traces the external (foreign) and internal (indigenous) influences
that are reflected in the design of an artwork.
7. creates crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., Gong-bi, lkat, etc.)
8. derives elements from traditions/history of a community for one’s
artwork.
9. Shows the relationship of the development of crafts in specific
countries according to functionality, traditional specializes expertise,
and availability of resources (e.g., pottery, weaving, jewelry, and
basketry).
10. shows the commonalities and differences of the cultures of the
specific countries in relation to Philippine culture.

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Performance Standards:
The learner should be able to:
1. create artworks showing the characteristic elements of the arts.
2. exhibits completed artworks for appreciation and critiquing.

Specific Objectives:
At the end of the lesson, the students should be able to:
1. discuss the characteristics of the arts and crafts in Zamboanga and
Davao regions.
2. discuss the elements of arts of Zamboanga and Davao regions.
3. guide the students in doing activity or sketching various items.

Let’s Try This!

Indonesian & Malaysian Batik Yakans Batik

Activity: The word batik originates from Indonesia and Malaysia. It is also
believed that batik has reached its highest artistic expression in Java,
Indonesia. It describes the process of the colored fabric’s way of
producing the designs of motifs or patterns with the use of fabric dyes.
Their process is somehow akin to paintings. Please answer the following
questions:
1. What is it in the batik that somehow made it similar with that of the
Yakans?
2. What differences do you see among the two traditional ethnic
textiles?

Let’s Apply This!

Activity: Complete the statements:
1. The lesson’s big idea
is__________________________________________________________________

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 2. It matters in my life
because_____________________________________________________________
3. Another big idea
is______________________________________________________________________
4. I find it important in reliving my identity as a Filipino
because_____________________________________________________________
5. In summary, I realized that the art of my cultural heritage
is______________________________________________________________________
_______
Name: _____________________________Year & Section _____________________

Let’s Do This!

Activity: Look at the Bagobo’s attire below. List down the different art
elements and principles that you see.

Art Elements Art Principles

1.
2.
3.
4.
5.

Let’s Remember These!

Bagobo came from the word bago that means ’new’ or “recent”
and the word obo means “grow” or growth. Their art of betel boxes
contributes to the richness of their culture. One of the distinct trademarks

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of the Bagobo is their relentless tinkling of tiny brass bells attached to their
clothing.
The Manobos, on the other hand, live in many provinces of
Mindanao like Agusan del Sur, Bukidnon, Davao regions, North and South
Cotabato and Sarangani islands. The Manobos are also elaborately
dressed among the ethnic tribal groups. The word Manobo is the Hispanic
form of Manuvu, which means “people”. The Manobos are the uplands of
Sarangani island, Agusan del Sur, Davao provinces, Bukidnon, and North
and South Cotabato.
Kubing- is a horizontal jaw-harp musical instrument held parallel with the
mouth.
Kudlung- a two-stringed lute made of wood. The body of this stringed-
instrument is carved with geometric patterns, neck and head are
adorned with horse hair; the tail has pieces of carabao skin; the strap
adorned with bead work.
Dagmay-is made of vegetable-dyed abaca-fibers which are tie-dyed.
Various flora and fauna patterns are visible in the dagmay.
Show the value and appreciation to the different musical
instruments used by our early ancestors.
Reflections!
After studying the art and crafts of Zamboanga and Davao regions,
try showing your understanding by reflecting on the answers you have to
the following questions:
1. What for you makes an art indigenous?
2. What makes one’s culture a heritage?
3. What defines the arts and crafts of Mindanao?
The lesson ends by this question: What defines the arts and crafts of
Mindanao?

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 3rd Quarter-Cycle 2
Arts and Crafts of Mindanao
Lesson 12-Muslim Art Forms

Introduction:
Good Day Everyone! Islamic traditions were first introduced in the
Malays of the Southern Philippines in the 14th century. The dominant
design in the artworks are okir and sarimanok. The design tradition shows
evidence of Indian and Islamic influences. Both okir and Sarimanok
designs are used as decorative elements in Muslim architecture.
Subject Descriptions:
In this lesson, the students will study about the Muslim Artforms. The
characteristics of the arts and crafts in some areas in Muslim Mindanao,
the artworks of Tausugs and Maguindanao, the artistry and craftsmanship
of the Filipino Muslims, how are lines utilized in many Muslim folk arts, and
the art awareness.

The okir designs convey the figurative symbols of animals, plants and
mythical figures.
Sarimanok design-this design shows a bird holding a fish in its beak or
talons.

Characteristics of the arts and crafts of Muslim Mindanao

It is truly an art Filipinos could call their own. The Tausugs, Yakans,
Maguindanaoans and Maranaos trace their descent from the Indones-
Malayo race. They are truly Filipinos as they are within the Philippine
geographical-political sovereignty. The Tausugs of Sulu are excellent
artisans of fine Muslim textiles and metal works. While the Maranaos of
Lanao are skillful craftsmen and artists. The Maguindanaoans of the
Cotabato Province are skilled weavers of fine mats and baskets while the
Yakans of Sulu and Basilan are excellent silk and cotton textile weavers.

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 Their design of okir, torogan, lantaka, and sarimanok are regarded
as high-quality folk arts in Asia.

Tausugs are Joloanos are sometimes called the “people of the

current”. The first tribe who converted to Islam. The torogan is the ancestral
home of Tausug leaders. It is a symbol of rank and prestige. This is often in
a variety of socio-religious gathering such as weddings, funeral wakes,
conferences and even for court proceedings.

The Maranao are also considered the “people of the lake”

Other Filipino Islamic are the buraq and the Sarimanok. The buraq is
a winged horse with a head of a woman. This image relates to the
ascension Prophet Muhammad to heaven. The Sarimanok on the other
hand symbolizes nobility and bravery.
Malong is a woven Maranao cloth. It is attractive because of its bright
colors and various designs like okir.

The Maguidanao are also called “people of the flood plain” they
live in a flooded-prone area of the Cotabato province, which is the
catch-basin of the mighty Rio Grande of Mindanao. Many of them

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engage in agriculture and fishing. They are also known for their skill in
weaving fine mats and baskets.

The Yakans are lived in Sulu, Basilan and Zamboanga. Their means
of livelihood is also mainly in agriculture and fishing. They are also known
to be excellent textile weavers. Their cotton and silk textiles are
remarkably designed with various geometric shapes and colors.

How are lines utilized in many Muslim folk arts?

1. Vertical lines-these lines convey uprightness, dignity, and assurance.

The photo above shows firmness of the foundation of a Tausug
house erected on long wooden stilts amidst the Basilan seashore.
The horizontal movement of waves interlocks the vertical erection of
stilts.

2. Horizontal lines. These lines suggest calmness, peace and sobriety.

Observe the stability of the Moro Lantaka or Swivel Cannon placed

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 on a horizontal flexible swivels. It strengthens the posting of the
whole structure.

3. Organic lines. These are lines that follow the movement of plants
and animals. It signifies curvilinear lines, which move mostly in
direction of the curves. Observe well the design of okir. The
repeated/repetitive design (motif) imitates plant leaves and barks.

4. Jagged lines. These lines give the impression of disorderly

movement, yet when arranged in balance, will project a
harmonious rhythm. This dagmay cloth, which has jagged lines is
made by the Mandaya people of Davao.

Art Awareness

Decorative arts furnish or beautify the spaces in which we live and

adorn our bodies. Among the decorative arts are textile and furniture
design, metalwork, glass, ceramics and fashion design. Architects design
buildings that convey the important functions while fashion or clothing
designers create decorative designs for the body and the clothes we
wear. We also value design in furniture and other useful everyday objects

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and build monuments to honour our heroes. That’s how important design
is in our lives.

Personal function of art

Art serves as a means of personal expression. The choice of body
adornments such as bead jewelry. Body tattoos, and headdresses
indicate one’s personality and social status.
Physical function of art
Art also has its physical function. It is used to produce things that
make me lives physically comfortable. Examples are tools and containers.
Artists design objects to fit with its intended use and add aesthetic value
that is pleasing to the user’s eyes. Many Lumad and Muslim groups in
Mindanao preserved their traditional art forms such as wood carving,
textile weaving, bamboo and rattan weaving because of its practical
value.

Learning Competencies:
At the end of this module, you are expected to attain the following
competencies:
(Lesson I, 2, 3 and 4 are using the same competencies)
1. analyze elements and principles of art in the production of arts and
crafts inspired by the cultures of Southeast Asia.
2. identifies characteristics of arts and crafts in the specific countries in
Southeast Asia.
3. reflects on and derive the mood idea or message from selected
artifacts and art objects.
4. appreciates the artifacts and art objects in terms of their utilization
and their distinct use of art elements and principles.
5. incorporates the design, form, and spirit of East Asian Artifacts and
objects to one’s creation.
6. traces the external (foreign) and internal (indigenous) influences
that are reflected in the design of an artwork.
7. creates crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., Gong-bi, lkat, etc.)
8. derives elements from traditions/history of a community for one’s
artwork.
9. Shows the relationship of the development of crafts in specific
countries according to functionality, traditional specializes expertise,
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 and availability of resources (e.g., pottery, weaving, jewelry, and
basketry).
10. shows the commonalities and differences of the cultures of the
specific countries in relation to Philippine culture.

Performance Standards:
The learner should be able to:
1. create artworks showing the characteristic elements of the arts.
2. exhibits completed artworks for appreciation and critiquing.

Specific Objectives:
At the end of the lesson, the students should be able to:
1. discuss the Muslim Artforms.
2. describe the characteristics of arts and crafts in some areas in
Muslim Mindanao.
3. discuss how lines are utilized in many Muslim folk arts.
4. Discuss the Art awareness.

Let’s Try This!

Activity: The following are the different Muslim tribes in Mindanao. Give
one example of art of each tribe and describe:
1. Tiboli
2. Yakan
3. Bagobo
4. Maranao
5. Tausug

Name ___________________________________ Year & Section_______________

Let’s Apply This! /Performance Task

Activity: Create/Choose one among the Vinta design below and asked
to be recreated in their own original concepts and creativity. It is
expected that the shapes, forms, and colors are appealing to the viewers.

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The finished work will be evaluated using the following criteria: originality-
25%, application of colors-25%, creativity-25%, neatness-25%. What can
you say about your best artwork?

Let’s Do This!

Activity: After learning the different arts and crafts of indigenous people in
Muslim Mindanao, please answer the given questions found below:
1. What is the idea that you would like to convey by means of your
choice of lines and colors in your drawing of VINTA design? Is it
about practicality, elegance, or any other ideas?
__________________________________________________________________
_________________________________________________________________.

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 2. Do you find your drawing an effective guide in sketching a VINTA
design?
__________________________________________________________________
_________________________________________________________________.

Let’s Remember These!

Sculpture is a branch of the visual arts that operates in three
dimensions (that exist in space) and created by shaping and
combining materials.
Three- dimensional is an object that has height, width and depth.

The Manuggul jar is considered as one of the most treasured

artifacts in Philippine history.
The jar is considered as a secondary burial for the deceased loved
ones. It is found in Quezon, Palawan. These jars mirror the rich
culture of the early Filipinos. Manunggul jar is also shown in the old
design of the one thousand pesos bill.
Appreciate the value of art made by our ancestors from Mindanao.
Reflections!
After studying the art and crafts of the MIMAROPA region, try
showing your understanding by reflecting on the answers you have to the
following questions:
1. What defines the arts and cultures of Mindanao?
2. What can the folk arts and crafts of Mindanao tell about Filipino
culture and society?
The lesson ends by answering this question: What can the folk arts
and crafts of Mindanao tell about the Filipino culture and society?

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