Contemporary Arts Public TM (1) - 2

VERONICA E.
RAMIREZ
Contemporary
philippine arts
from the regions
teaCher’S manUaL
Contemporary Philippine Arts
from the Regions
Teacher’s Manual
ISBN: 978-971-07-4093-2
Copyright © 2016 by Vibal Group, Inc. and Veronica E. Ramirez.
All rights reserved. No part of this book may be reproduced or transmitted in

any form or by any means – electronic or mechanical, including photocopying,
recording, or any information storage and retrieval system without permission
in writing from the publisher and authors. Published and printed by Vibal Group
Inc. with main office at 1253 Gregorio Araneta Avenue, Quezon City.
Regional Offices: 0290 Nivel Hills, Lahug, Cebu City and Kalamansi St.
cor. 1st Avenue, Juna Subdivision, Matina, Davao City
ii
PREFACE
Contemporary Philippine Arts from the Regions is a survey of the contemporary Fine arts,
Visual arts, Art crafts and Performing arts in the different regions of the Philippines. The
subject covers various contemporary arts practices in the different region of the country. It aims
to provide students an appreciation of a broad range of contemporary styles and the varied
use of art elements and principles. Through this subject, students can acquire the necessary
creative tools that can be used in the pursuit of their individual career goals and aspirations.
The Contents of its textbook is based on DepEd Curriculum Guide for
Contemporary Philippine Arts from the Regions. It does not include literature, which is within
the scope of language classes. The content of its textbook is divided into four parts:
A. Integrative Art as Applied to Contemporary Art, which identifies various contem-
porary art forms and their practices from the various regions classifies various art
forms found in the Philippines
B. Contemporary Arts in the Philippines, where significant contemporary artists from
the regions in the Fine arts, Visual arts, Art crafts and Performing arts are explored.
Here, the students will (a) define contemporary arts in the Philippines; (b) research
on various contemporary art forms; (c) explain Filipino artist’s roles and identifies
their contribution to contemporary arts; (d) evaluate contemporary art forms based
on the elements and principles; (e) compare art forms from the different regions; (f)
interpret and relate the significance of art forms from the regions; and (g) promote
arts from the regions.
C. Different Contemporary Art Techniques and Performance Practices, where
students will explore the local materials used in contemporary art and analyze
how traditional techniques are applied to contemporary art-making. Specifically,
the students will (a) research on techniques and performance practices applied
to contemporary arts; (b) identify local materials used in creating art; (c) Critique
available materials and appropriate techniques; and (d) Justify the use of materials
and the application of techniques
D. Contemporary Arts Production, where students will explore enhance their skills
using the concept of integrated arts production, and design a production using
available materials and appropriate techniques. Specifically, the students will (a)
conceptualize contemporary art based on techniques and performance practices
in their locality; (b) apply artistic skills and techniques in the process of creation; (c)
incorporate contemporary characteristics to one’s creation with attention to detail
and (d) create the intended final product using appropriate materials for the best
possible output.
Each lesson is composed of two parts: Art Production and Art Appreciation. In Art
Production, we take the point of view of the artist who makes his / her artwork in a particular style.
In Art Appreciation, we take the point of view of the viewer who employs description, analysis
and interpretation on the artwork. Each lesson applies art appreciation on a sample art work.
iii
For the Appreciation of Fine Arts: painting, sculpture and architecture, the following Guide
is used:
DESCRIPTION
Subject matter: Does the artwork depict anything? If so, what? What is the
main figure in the artwork? How is the main figure placed
within the artistic frame? How do the other figures in the
artwork affect the main figure?
Materials: What tools, materials or processes did the art maker use?
What are the materials or medium used by the
artist? Do these materials bring out the intended
effect of the artist? If the artist chose another
materials, do you think the same effect will be achieved?
Why and how?
The art elements What elements did the maker choose and how did
and principles: the maker organize the elements? What are the
dominant elements in the artwork? How are these used in
the artwork? How are line, shape or volume used within
the artistic frame? How are texture, movement, or space
used within the artistic frame? What are the unifying fea-
tures in the artistic composition? Are there variations
among the repeated elements? How does the art form
appeal to the visual sense?
ANALYSIS
How did the artist make the artwork? Is it a good artwork? Do you like / dislike
the artwork? Why? How does it compare with other artworks in the same
contemporary style? What is the value of the artwork to you, the youth or society?
INTERPRETATION
What is the artwork about? What is it intending to communicate? What statement is
the artist putting forward through the artwork? Are there objects within the artistic
frame that symbolize something? What are these? What is the meaning of the
artwork?
iv
For the Appreciation of Visual Arts: installation art, public art, mixed media art,
photography and digital art, the following Guide is used:
Quality: Description of the form, materials and technique

Content: Social Context. Analysis of human and social conditions that shaped
the thinking of the artist and influenced his / her style
For the Appreciation Art Crafts: Decorative Art, the following Guide is used:
Folk art reference: What type of folk art inspired the art craft?
Cultural Significance: Identify the region that produced the art craft. What is its
cultural significance?
Artistic design and function: Describe the contemporary artistic design of the art
craft.What function does it serve?
For the Appreciation Art Crafts: Furniture products, Ceramics, Pottery and Terracotta
Art, and Decorative art, the following Guide is used:
Form: What type of art craft is it? Describe the dominant elements of art
Function: How will it be used? What purpose does it serve?
Materials: Are the materials good for such design? Is it environmentally-friendly,
durable and does it have aesthetic appeal?
For the Appreciation of Performing Arts: Film, theater and performance art, the following
Guide is used:
Image: Medium
Visual Component: texture, shape, size, focus, light, color, space
Dramatic Component: Sound / music, language / diction, performance /
representation, montage / editing, movement / composition, time
Literary Component: object, place, event, sequence, plot, symbol
Idea: Meaning
For the Appreciation of Performing Arts: Dance, the following Guide is used:
Knowledge of Choreography: Memory of the routine and execution of the moves
Technical Skills: Pointing toes, back straight, arm placement
Performance Skills: Projection of eye contact and cheerful facial expressions
Rhythm / Tempo: Staying on count and with the beat of the music
For the Appreciation of Performing Arts: Music, the following Guide is used:
Form: What are the dominant elements? How are these used in the musical piece?
What instruments are used in the musical piece? How does the use of these
instruments enhance the beauty of the music?
Context: What is his / her perception of life and mankind, as expressed in the
musical piece? What human character is revealed in the musical piece?
Expression: What message is the composer trying to convey? What values are held
by the singer? What attitudes and ideas does the song elicit?
v
The following components are included in the Teacher’s Manual:
Scope and Sequence: Lesson Title, Learning competencies, Page numbers in

the Textbook and in the Teacher’s Manual
Unit: Overview, Unit Content, Content Standard, Performance Standard and

Learning Competencies, Unit Summary and Evaluation
Lesson: Introduction, Objectives, Pre-Assessment, Motivation, Presentation of

Content / Reading Materials, Deepening of Core Understanding, Questions for
Discussion, Integration of Learning, Enrichment Activity, Summative Test,
Additional References, Rubrics
Through the organized and creative design of its textbook and this Teacher’s Manual, it is
our hope that the teaching of Contemporary Art in the Philippine Regions will not only be
systematic but more importantly, enjoyable!
Veronica E. Ramirez
Author
vi
CONTENTS
PART II Integrative Arts as Applied to Contemporary

Art (IAC)
unit 1 The Contemporary Arts........................................... 2

LESSON 1 The Characteristics of Contemporary Art ....................... 3
LESSON 2 Subject Matter and Style in Contemporary Art................ 6
LESSON 3 Description Applied to Contemporary Art........................ 8
LESSON 4 Analysis and Interpretation in Contemporary Art............. 12
Unit summary and evaluation............................................................... 16
PART II Contemporary Arts in the Philippines (CAP)
unit 2 The Fine Arts............................................................ 17

lesson 5 Contemporary Painting.................................................... 18
lesson 6 Contemporary Sculpture................................................. 27
lesson 7 Contemporary Architecture.............................................. 34
unit 3 The Visual Arts......................................................... 41

lesson 8 Installation Art: New Media Art........................................ 43
lesson 9 Public Art: Art in Outdoor Space...................................... 50
lesson 10 Mixed Media Art: Combining Art Forms........................... 55
lesson 11 Photography and Digital Art: Technology-Aided Art......... 60
unit 4 From Folk Arts to Contemporary Arts.................... 67

lesson 12 Art Crafts......................................................................... 69
lesson 13 Furniture Products........................................................... 74
lesson 14 Ceramics, Pottery and Terracotta Art.............................. 79
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unit 5 Performing Arts........................................................ 84
LESSON 15 The Art of Film: A Window to Different Worlds ................ 85
LESSON 16 Theatre and Performance Arts on Stage and
on the Streets.................................................................. 90
LESSON 17 Dance: The Power of Movement..................................... 95
LESSON 18 Music: Complex, yet Humanizing.................................... 99
PART III Different Contemporary Arts, Technique &

Performance Practices (TPP)
unit 6 Art Materials, Techniques and

Performance Practices............................................ 105
LESSON 19 Materials Used in Contemporary Art .............................. 106
LESSON 20 Skills, Techniques and Production in
Contemporary Art............................................................ 110
LESSON 21 Style in Philippine Theater Arts....................................... 112
PART IV Contemporary Arts Production (AP)
unit 7 The Production of Art in the Regions.................... 116

LESSON 22 Decorative Art Forms ...................................................... 117
LESSON 23 Theatre Production.......................................................... 119
LESSON 24 Dance Production............................................................ 124
LESSON 25 Music Production............................................................. 126
viii
Contemporary
Philippine Arts
from the Regions
TEACHER’S MANUAL
2
PART I INTEGRATIVE ARTS AS APPLIED TO CONTEMPORARY ART (IAC)
Unit 1 The Contemporary Arts
Overview
The scope of Contemporary art is broad as there are over 100 art styles and movements under
its category. The artists experiment with medium and form to make a statement. Contemporary
artists did not feel obliged to apply perspective, color combination, naturalism and other things
that were carefully observed in traditional art. They deliberately broke the rules of traditional art.
Collaborative and interactive practices are gaining popularity. Although some artworks are not
intended to be sold, there are those that are sold online. These are some changes that have taken
place after World War II, the time Contemporary art was born.
This Unit presents the characteristics of Contemporary art, its common subject matter and
style. It also discusses a method of appreciating Contemporary art: Description, Analysis and
Interpretation. There are three lessons in this Unit, designed for the students to be able to identify
various Contemporary art forms and their practices from the various regions and classify various
art forms found in the Philippines. Use the inputs on pages 4 to 5 and 20 to 21 for Introduction of
the topic.
Domain / Component Integrative Arts as Applied to Contemporary Art (IAC)

Total No. of Weeks:
CONTENT: Combination of different art forms as seen in

modern times
CONTENT STANDARD: The learner demonstrates appreciation of contempo-

rary art forms found in various regions by understand-
ing the elements and principles of art
PERFORMANCE STANDARD: The learner presents a form of integrated contempo-

rary art based on the region of his / her choice, eg:
choreography, musical instrument, literary and mu-
sical composition, visual design, and / or theatrical
performance
LEARNING COMPETENCIES The learner:

- identifies various contemporary art forms
and their practices from the various regions
(CAR11/12IAC-0a-1)
- classifies various art froms found in the Philippines
(CAR11/12IAc-0b-2)
3
Lesson 1 The Characteristics of Contemporary Art
Introduction
Look at the offices in Pueblo por la Playa in Region 4A Quezon Province on page 5. Talk about it
guided by the introduction on page 4. Ask the students the following questions: What is the shape
of the structures? Are offices usually constructed this way? What can you say about the colors?
Emphasize that such structures are designed following contemporary style.
Tell the students that in this lesson, they will learn to identify the different contemporary
art forms.
Objectives:
This lesson will enable the students to:

1. Describe the beginnings of contemporary art in the Philippines
2. Discuss the characteristics of contemporary art
3. Explain the importance of process in contemporary art-making
Pre-Assessment
The students look at the artworks by Jericho Vamenta and Nicolas Aca on page 4. Ask them to
describe each one. Ask the students, “In what way do they look different from the other artworks
you commonly see around you?” They write their answers on paper.
Motivation
To illustrate the characteristics of the new art trend, describe here the digital art Malliarium, a
collaborative work based on Juan Luna’s Spoliarium. See artwork and description on page 2.
Presentation of Content / Reading Materials

Use the inputs on pages 5-6 to guide the discussion.
1. Discuss the brief background of contemporary art from the 1950s through 2000s, there
have been more than 100 art styles and movements. Some of the famous ones are
abstract expressionism, kinetic art, Op art, performance art, environmental art, feminist art
and digital art. In the Philippines, it was Victorio Edades who brought home contemporary
art style which he learned from his art studies in the West. Use the inputs on pages 5-6.
2. Describe the characteristics of Contemporary art guided by the inputs on page 6. There
are artists from the different regions mentioned, likewise images of artworks.
4
Deepening of Core Understanding
Questions for Discussion:

1. Who were the artists that brought contemporary art to the Philippines?
Victorio Edades, Carlos ‘Botong’ Francisco, Galo Ocampo
2. What are the characteristics of contemporary art?
Contemporary art is not confined to the museum. They are also found in galleries,
art schools, side streets, and public spaces like the train or bus stations, shopping
centers or parks.
3. Why is process rather than sale important in contemporary art-making?
It is not how much money they make out of the final artwork. It is the movement in
dance that matters, or the plot that is communicated to the film viewers that is important.
Integration of Learning
The students do the exercise in Application of Major Concepts on page 7.

1. Contemporary art is an art movement consisting of more than 100 styles in the fine
visual and performing arts, including combinations of folk and contemporary styles.
2. The practice of selling artworks has changed by the characteristics of Contemporary
art where it is intended for display rather than for sale, it can be de-constructed or
cannot be repeated, or is posted online that can be downloaded countless times all
over the globe.
3. “Originality is not an issue in contemporary art” means contemporary artists can get
another person’s or artist’s work and add to it, redesign it or interpret it using
other materials.
Enrichment Activity: Comparison of Two Artworks
The students do the Independent Work on page 7. They search the Internet for contemporary
artworks that are based on one that has been done in the past. They print the images side by side
and then do the following in writing:
1. Describe the artwork done by an artist in the past.
2. Describe the new artwork based on the previous artwork.
3. Compare the two. What qualities of contemporary art are manifested in the new artwork?
Summative Test
The students answer the following questions:
1. Based on the description of its characteristics, how would you define contemporary art?
2. Who are the early Contemporary artists? Say something about their art.
5
3. Prove the following characteristics of Contemporary art by quoting from the lesson the
line that supports each one:
a. They may not be permanent. (They can be de-constructed and not repeated)
b. They may not be done by only one artist. (They can collaborate with fabricators,
carpenters, electricians, welders or other artists)
c. Nobody can claim an artwork is original. (An artist can get another artist’s work and
add to it, redesign or interpret it using other materials)
Rubrics
Evaluation Chart for Comparison of Two Artworks
Criteria Excellent (5) Very Good (4) Good (3) Satisfactory (2) Poor (1)
1. There are two

artworks that
are similar: one
original and the
other, designed
based on
the original
2. The students
found the art-
works in
the Internet
3. The student
described both
artworks to
show similari-
ties and
differences
4. The students
described the
qualities of con-
temporary art
are manifest-
ed in the new
artwork
6
Lesson 2 Subject Matter and Style in Contemporary Art
Introduction
Contemporary artists’ works are expressions of freedom, experimentation and exploration of pat-
terns, figures, objects and a combination of many things that are important to them. Subject
matter is boundless to the contemporary artist. This lesson is about the subject matter found in
Contemporary art and the styles that artists manifest in their art.
Objectives

1. Identify the subject matter that are common to Contemporary art
2. Differentiate among the major styles and movements in Contemporary art
3. Describe how interactive art-making is done in Contemporary art
4. Make a self-portrait applying one art style
Pre-Assessment
What are the styles that dominated art through the decades since the 1950s? (Note that students
have taken Art from Grades 7 to 10). The students list them down.
Motivation
The students look at Plet Bolipata’s Cat Dolls on page 8. They identify the subject matter and
describe them. They also study Sam Penaso’s Metalscape. Ask them what is subject matter is.
Based on what they have learned from previous art classes, in what style is each one made?

1. Explain that subject matter in contemporary art is not confined to representations of

human figures and landscapes. Use the examples on page 9 to prove your point.
2. Discuss the different art movements and styles that dominated contemporary art through
the decades since the 1950s. Each one is described on page 9. They look at the Table on
page 10 and see the years in which each movement is classified.
3. Ask the students to cite an artist under any of the art movements based on their study of
Art in the Western World.
4. In Contemporary art in the Philippines, there is a dominance of abstraction, expression-
ism, social realism and mixed media art. Many artworks show the influence of the West.
Use the inputs on page 10 to identify some of these influences. Then cite examples of
common subject matter in Philippine Contemporary art under any of the said styles.
7

1. What are the common subject matter in Contemporary art?
Children, women or environment.
2. Choose two major styles in Contemporary art and differentiate them from each other.
Answers may vary.
3. How is interactive art-making is done in Contemporary art? Give an example.
Visual art may be combined with performance art.
The students do the exercise in Application of Major Concepts on pages 10-11.

1. In contemporary art, the artist is free to choose the subject matter. Sometimes, the
subject matter is difficult to identify because it may be an experiment with
techniques, which is the subject matter itself.
2. The specific style that progressed through the 1950s up to the 19602 was abstract
expressionism
3. Theatre arts have changed in the following ways: they are no longer confined to the
theatre stage, they can be performed on the streets with minimal props.
Enrichment Activity: Self-portrait

The students do the Independent Work on page 11. They make their own portrait applying your
chosen style. It can be done digitally or on other material of your choice. Label your artwork
indicating the title, style, materials and size. Be prepared to discuss the style of your self-portrait
in class. The artworks may be exhibited in the classroom.
Summative Test
The students perform the following exercises:

1. Explain the meaning of the line:
“Although the trend in contemporary art is one of explorative use of new materials aided
by technology, its content does not leave out human elements, concerns, issues,
and things of high value to human beings.”
2. Answer the following questions:
a. Why do you think community and environmental art is gaining popularity among
Filipino contemporary artists?
b. Why do contemporary theatre performers perform in the streets?
8
Rubrics
Evaluation Chart for Self-Portrait
1. The subject
matter is self-
portrait
2. The portrait is
made of dif
ferent materials
3. It is contempo-
rary in style
4. It is properly
labelled
Lesson 3 Description Applied to Contemporary Art
Introduction
Describing an artwork, especially if it is in the contemporary style, requires knowledge of art:
its scope, principles and production and understanding of the artist and the factors that affect
art-making. Because many of contemporary artists react to issues of society, it also helps to know
about the community and environment in which the artist makes art.
In this lesson, the students will learn how to describe contemporary art by discussing its
subject matter, materials, and art elements and principles. Their basic knowledge of the elements
of art and principles of design is essential to description.
Objectives:

1. Analyze the method of description of contemporary artwork’s subject matter,
materials, and art elements and principles
2. Describe contemporary artwork guided by the questions pertinent to each element
that constitute a description
3. Apply description on a sample contemporary artwork
Pre-Assessment
Ask the students to differentiate between elements of art and principles of design. They give
examples of each.
9
Motivation
The students study the painting, Puerto Galera IV by Pacita Abad on page 22. Describe the color,
lines, space and other elements that the artist employed to create the visual image. Then explain
how the artist arranged these into an organized manner that observes unity, harmony, rhythm or
other principles of design in a creative way.

Using the inputs on pages 23-24, discuss the three elements that constitute description of
contemporary art: what the artwork is all about (subject matter) what materials / medium were
used in the process of art-making, and the art form.
To guide you in describing the contemporary artwork, here are some questions that you can
answer under each element:
The Subject What is the main figure in the artwork?

How do the other figures in the artwork relate to the main figure?
The Materials What are the materials or medium used by the artist?
Does this medium bring out the intended effect of the artist?
If the artist chose another medium, do you think the same effect will
be achieved?
Why and how?
The Art Elements What are the dominant elements in the artwork?
and Principles How are these used in the artwork?
How does the artist use line to define shape and volume?
How is space used within the artistic frame?
What are the unifying features in the composition?
What variations appear among repeated elements?
How does the object appeal to the tactile as well as visual sense?
On page 24 is a sample application of the three elements that constitute description on

Michael Cacnio’s sculpture, Balloons. Ask the students to read the description of the
Subject Matter, the Medium and the Art Elements and Principles. They should be able to
distinguish clearly between the elements of art and principles of design.
10

1. What are the three elements that constitute description of contemporary art?
Subject matter, materials, and art elements and principles
2. Define each element by citing the scope of each one.
Subject matter is what you see depicted in the artwork.
Material is what the artwork is made of.
Art elements are color, lines, space and other elements used to create the visual image.
Art principles refers to unity, harmony, rhythm or other principles that the artist used
to arrange the art elements.
3. Do you think brass is the best material for such sculpture? Explain your answer.
Yes because it is light and can be shaped into different forms.
The students do the exercise in Application of Major Concepts on pages 24-25.

1. Art form is achieved in the sculpture by using the elements of art and arranging these
according to the principles of design.
2. The sculpture appears light despite the brass material because of the skillful use of
balance and proportion.
3. It can be said that the artist has achieved mastery of use of the material because the
artwork stands beautifully and gives an illusion of movement.
Enrichment Activity: Describing an Artwork
The students do the Independent Work on page 25. The students describe the painting
Puerto Galera IV by Pacita Abad by applying the three elements that constitute description of
contemporary art.
Summative Test
Use the artwork, Playground by Michael Bacol on page 23. The students describe it using the
three elements that constitute description. Then they explain the Artist’s Statement: “Play depicts
reality in the battle field. It draws contrast between what innocent minds use as source of their
entertainment and the real scene in the battle arena.” – Michael Bacol, March 8, 2015.
How was the artist able to express this idea through contemporary art?
11
Rubrics
Evaluation Chart for Describing an Artwork
1. The description is
about the painting
Puerto Galera IV
by Pacita Abad
2. The subject
matter is
described
3. The materials
used is
determined
4. The use of art

elements in the
artwork
is explained
5. The principles
of design are
identified and
explained as they
are used in the
artwork
12
Lesson 4 Analysis and Interpretation in Contemporary Art

To be able to analyze and interpret contemporary art, we have to be aware that there are multiple
views of life, ideas and reality that are expressed by the artists. There are codes and signs that
underlie these phenomena so the work of the artist is to make these visible. Contemporary artists
feel free to experiment and make highly personal art. They explore the use of new technology,
movement and speed, as well as fabrication and construction. This lesson will teach students to
analyze and interpret artworks. It also differentiates between modernism and post-modernism,
the two important and broad art movements that comprise contemporary art.
Objectives:

1. Explain the different philosophies that guide the perception and practice of art-making
2. Differentiate between modern and post-modern art
3. Analyze the method of analysis and interpretation that can be used for contemporary
art appreciation
Pre-Assessment
Based on their previous studies of art, the students to give examples of modern art and post-
modern art. Show a photograph of a scene from EDSA Revolution 1986 or the sculpture People
Power by Eduardo Castrillo. (You can search these in the Internet). Ask them to name the event
or issue associated with the artwork. What is the main idea and meaning of the artwork?
Motivation
The students read the Artist’s Statement on page 27:

Inspired by the song He’s Got the Whole World in His Arms, this works depicts Jesus Christ
embracing the whole world as symbolized by the heads inside his embrace. There are 12 heads in
the sculpture and it is very personal since I am one of 12 children” (Harry Mark Gonzalez, 2015).
They answer the following questions: Do you like the artwork? Why? Do you see the artist’s
idea as he described it, in the artwork? Explain your answer.

Use the inputs on pages 27- 29 to guide the discussion.
Discuss aesthetics and the characteristics of modern art and post-modern art. Explain the
conditions throughout history that shaped Contemporary art. Who are the important philosophers
that theorized about art and what are their ideas? The students can cite the lessons they learned
from their Philosophy class in the discussion.
Explain the process of Art analysis and Interpretation. Emphasize the elements that
constitute analysis and interpretation. Show how these two can be done after the first step which
was learned in the previous lesson: Description.
Apply Art Analysis and Interpretation on the artworks, Reflection by Harry Mark Gonzales and
Discretion of the Lip Movement by Manny Montelibano. Use the inputs on pages 29-30 to guide
the students.
13

1. Who are the philosophers, scholars and artists who have influenced the perception
of contemporary art?
Immanuel Kant, Clive Bell, Roger Fry, Harold Rosenberg, Arthur Danto, Arnold
Hauser, Terry Barret, Andy Warhol, Pablo Picasso.
2. What are the characteristics of modern art?
Modern art is pure in the use of medium, aims at universal communication
3. How does post-modern art differ from modern art?
Post-modern art has a wider array of art-making activities and tend to be eclectic in
the use of medium and derives inspiration from popular culture.
4. Choose one theory or belief about art and art-making discussed in this lesson and
explain what it means.
Answers may vary. See inputs in pages 27-28.
The students do the exercise in Application of Major Concepts on page 30.

1. It is necessary for the viewer to understand the philosophy, theories and issues that
shaped contemporary art because they explain the thinking and behavior of artists and
the socio-historical conditions that have shaped their art.
2. Art analysis starts with description, where description of art elements and principles
are described. Analysis requires the following process: determining the subject
matter and naming the events or issues associated with the artwork; determining how
the qualities of the artwork contribute to its appearance, image or function; describing
the effect of the materials / medium used; and giving reaction to the artwork.
3. Art interpretation involves the Main idea and the overall meaning of the artwork; an
Interpretive Statement: “Can I express what I think the artwork is about in one
sentence?”; and the evidence inside or outside the artwork that supports
your interpretation.
Enrichment Activity: Application of Art Analysis and Interpretation
The students do the Independent Work on pages 31-32:
A. Write an art analysis of Manny Montelibano’s digital art entitled, Discretion of the Lip
Movement. Use the given elements and guide questions.
B. Write an art interpretation of Harry Mark Gonzales’ sculpture, Reflection. Use the given
elements and guide questions.
14
Summative Test
The students explain the meaning of the Artist’s Statement:

“With the onset of the Filipino workers’ diaspora, these conversations have taken on a larger and
crucial role: a lifeline for loved ones, a form of family reunion, a post-modern confessional box for
people separated by thousands of miles” (Manny Montelibano, 2015)
Then they answer the question, “How was the artist able to express this idea through
contemporary art?”
Additional References
Photograph of a scene from EDSA Revolution 1986 or the sculpture People Power by Eduardo
Castrillo
Feldman, Edmund. 1981. Varieties of Visual Experience. 2nd ed. N.J.: Prentice-Hall, Inc.
Hauser, A. (1959). The Philosophy of Art History. In E. Fernie. 1996. Art history and its Methods.
HK: Phaidon Press.
Clifford Geertz. Art as a cultural system. MLN), Vol. 19, No. 6, Comparative Linguistics (Dec.
1976), 1473-1499. The John Hopkins University Press.
Rubrics
Evaluation Chart for Application of Art Analysis and Interpretation
ART ANALYSIS
1. The student
determined the
subject matter
and naming the
events or issues
associated with
the artwork
2. The qualities of
the artwork
contribute to its
appearance,
image or
function were
determined
15
3. The effect of the

materials / medi-
um used
was described
4. The student
gave his/her
reaction to
the artwork.
ART
INTERPRETATION
5. The Main idea

and the overall
meaning of the
artwork
was identified
6. An Interpretive
Statement: “Can
I express what I
think the artwork
is about in one
sentence?” was
expressed
7. The evidence
inside or
outside the
artwork that
supports the in-
terpretation was
given
16
Unit Summary and Evaluation
Use the inputs on pages 19-33 to summarize the Unit.
For Evaluation, the students perform the following exercises:
1. Tell why Contemporary art is no longer confined to the museum.

Because in making contemporary art, the artist experiments with materials,
technology, employs collaborative or interactive approach and locates artworks in
places other than museums.
2. What are the most common subject matter and different styles in contemporary art?
Describe these.
See page 9
3. Create an Advertisement with visuals and text to illustrate your newly learned concepts.
See Rubrics
4. Choose an artwork in your town. Describe its subject, materials used and the process
of art-making, the art elements and principles and the artist’s style.
Answers may vary. See pages. 9, 28 and 29 as guide.
5. Compare and contrast between analysis and interpretation.
Analysis requires the viewer’s an understanding of the content expressed through
the subject matter.
Interpretation is employed by the viewer after describing and analyzing the artwork. The focus
is on the expressive qualities, the meaning, theme, mood or idea communicated by the artist.
Rubrics
Evaluation Chart for Advertisement
1. The
Advertisement
uses visuals to il-
lustrate the newly
learned concepts
2. The Advertise-
ment uses words
/ text to illustrate
the newly learned
concepts
3. The advertise-
ment is creative,
colorful and
eye-catching
17
PART II CONTEMPORARY ARTS IN THE PHILIPPINES (CAP)
Unit 2 The Fine Arts
Overview
The fine arts consists of architecture, sculpture and painting. Some fine arts are in two dimen-
sions where the material or medium is applied to a flat surface to create an image. This is usually
hung on the wall, as in the case of painting. There are also three dimensional fine arts, such as
architecture and sculpture in ice, metal, or glass where molding, carving and combining materials
are done to make an artwork. Use the inputs on pages 34-35 for Introduction of the topic.
This chapter has lengthy discussions on the three fine arts. All the Lessons in the textbook are
divided into two parts: art production and art appreciation. In Part 1: Art Production, we take the
point of view of the artist who makes his/her artworks in a particular style. The devices that can
guide objective accuracy in painting are also discussed. In Part 2: Art Appreciation, we take
the point of view of the viewer who does description, art analysis and interpretation to appreciate
paintings. This is demonstrated using sample artworks. Then the students are asked to make
their own using artworks cited in this lessons.
Domain/Component Contemporary Arts in the Philippines (CAP)

Total No. of Weeks: ___
CONTENT: Significant contemporary artists from the regions
National artists: music, dance, theatre, visual arts,
film, architecture, design and allied arts; Gawad sa Man-
lilikhang Bayan: folk architecture, maritime transport,
weaving, carving, performing arts, graphic and plastic
arts, ornament, textile or fiber art, pottery
CONTENT STANDARD: The learner demonstrates understanding of the signifi-
cant roles of artists from the regions
PERFORMANCE STANDARD: The learner creates avenues to advocate the arts from
the different Regions
LEARNING COMPETENCIES The learner:
- defines contemporary arts in the Philippines (CAR11/
12CAP-0b-3)
- conducts research on various contemporary art forms
(CAR11/12CAP-0c-e-4)
- explains Filipino artist’s roles and identifies their contri-
bution to contemporary arts (CAR11/12CAP-0c-e-5)
- evaluates contemporary art forms based on the ele-
ments
and principles
- compares art forms from the different regions (CAR11/
12CAP-0c-e-7)
- interprets and relates the significance of art forms from
the regions
- promotes arts from the regions (CAR11/12CAP-0c-e-9)
18
Lesson 5 Contemporary Painting
Introduction
Painting is the most popular among the fine arts for several reasons: the mediums of painting
are flexible, durable, and inexpensive; it attracts many temperaments; and almost any theme can
be treated with it. There are different stylistic tendencies manifested in painting and devices for
objective accuracy. There are also things that the viewer has to consider to be able to appreciate
painting.
Objectives:

1. Define style as stylistic tendency.
2. Describe the styles in painting as they apply to given contemporary Filipino paintings in the
different regions.
3. Explain the different devices used for objective accuracy in painting.
4. Analyze how description, analysis and interpretation are used in a sample painting.
5. Apply description, analysis and interpretation on selected artworks.
Pre-Assessment
The students look at the artwork, Panimula by Imelda Cajipe Endaya and read the Artist’s
Statement. Panimula I: Tagisan ng Hangin at Tubig, 4 x 2ft. “Pinag-away ng Ibong Manaul ang
diyos ng hangin at ang diyos ng tubig. Sila’y nagpaligsahan sa kapangyarihan.” (Bird Manaul
caused conflict between the god of air and god of water. The two engaged in a duel to prove who
was more powerful). Panimula II: Kapuluang Luwal ng Bato’t Daluyong, 2014, 48 x 24ft.
“Nang napagod ang ibon, ninais niyang magkaroon ng madadapuan ngunit ayaw tumigil ng
hangin at tubig sa kanilang tagisan. Kaya’t nagbagsak siya ng bato at lupa sa daluyong. Ito
ang naging kapuluan.” (When the bird got tired, it wished to find rest somewhere but the strong
wind and angry water did not stop their fight, which resulted to tidal waves. So the bird got rocks
and soil and threw these toward the roaring waves. These rocks and soil turned into islands).
Panimula III: Si Ka Lak at si Ka Bae. 2014, 4 x 2ft. “Dumapo ang Ibong Manaul sa isang kawayan.
Tinuka at tinuka niya ang kawayan hanggang sa nahati ito sa gitna at doon ay lumabas ang
unang tao na si Ka Bae at si Ka Lak.” (Bird Manaul landed on a bamboo tree. It used its beak to
peck on the tree until it was divided into parts and alas, the first man and woman emerged from
the tree Ka Bae and Ka Lak”). -Imelda Cajipe Endaya, January 6, 2015). Then they answer the
following questions:

1. What is the subject matter of the painting?
2. What are the characteristics of the painting?
3. In what style is the artwork made? Why do you say so?
19
Motivation
Study the three paintings on page 37 by Brenda Fajardo, Elmer Borlongan and Ben Cab. How
would you compare the three in terms of (a) subject matter, (b) shapes of main figures and (c)
how the colors are used?
Read Elmer Borlongan’s Artist’s Statement. “The painting is based on a scene
in a parking lot in Megamall, where drivers sleep, text, and watch the late night news inside
a cubicle while waiting for their employers. This is an image of ordinary Filipinos’ dedicated
service to their job.” -Elmer Borlongan, March 1, 2015. How does his painting style show his idea of
dedicated service?
Presentation of Content/Reading Materials
A. Art Production by the artist

It is necessary to understand how art is produced to be able to appreciate how artworks come
to be. This section of the book discusses art-making.
Contemporary painting in the Philippines is created in many styles at one time throughout
the globe. For this reason, we cannot refer to style as the art produced in a particular historical
period, neither can we refer to it as the art of a nation or region. As such, it is better to describe the
stylistic tendencies which appear to be operating today. Stylistic changes are apparent in stylistic
tendencies, which are attributed to the creative inventions of artists working in certain times and
places. Use the inputs on Pacita Abad on page 38 as an example.
There are four styles that are based on stylistic tendencies: (a) objective accuracy; (b) formal
order; (c) emotion; and (d) fantasy. Discuss these using the examples of Philippine paintings from
different regions. Use the paintings by Contemporary artists in different regions as examples. Also
allow the students to analyze the Artist’s Statements.
“My painting depicts my fantasy of being a child again, having no worries, no cause for anxiety,
possesing the vigor and vitality of youth to do, perform, create, and fulfill freely the grandest vision
I can ever imagine of myself.” -Felix Catarata, February 19, 2015.
“My artwork illustrates the Filipinos’ (represented by an old man) struggle to move forward
amidst a politically chaotic country. Every election brings both hope and despair for those who
truly desire the change that is so elusive for the motherland. With worn-out election campaign
materials set as background, a human shadow tangled with a rope on its neck casts its opposite
direction indicating the painful yet truthful scenario of a deteriorating society we are all in today.
As an artist, my desire is not only to represent this sad reality, but also to encourage the viewer to
understand that we, as a nation, should always remember that every wrong choice we have done
in the past, when repeated in the future elections, will only contribute to our nation’s movement,
not forward but backward.” -Martin Chito Natural, February 24, 2015.
20
“The painting is about the mentality of some of our Filipina sisters that marrying a foreigner
is the way to success.” -Jericho Vamenta, February 2, 2015.
“Pangandoy” is a Cebuano term that means aspiration. The painting “Pangandoy” is a dance
of the cranes, my way of celebrating “Sinulog.” This was inspired by the story of Sadako Sasaki,
an innocent victim of war in Hiroshima, Japan. The story of Sadako is most inspiring especially
at this time when war in Mindanao and other parts of world continue to take innocent lives.
Aggression and mass destruction including high morality are my worst fears as these are the
inevitable results of war.”
“The work depicting white cranes that coverage at the central point touching or almost touching
the heart symbolizes unity and understanding as ultimate powerful solution to any conflict. While
this may be ideal, I am always helpful that nothing is impossible, in time.” -Palmy Pe-Tudtud,
March 2, 2015.
“The painting is about celebration for attaining a goal. The high leap, balloons, and circles
symbolize the blessings.” -Romeo Gutierrez, February 4, 2015.
“Ito’y nagpapakita ng pagmamahal ng isang magulang sa kaniyang anak at ang pag-aaruga

na hinahanap ng isang anak sa kanyang magulang. Makikita sa painting na nagyayakapan
ang mag-ina dahil ang anak ay may nakita na biglang siyang natakot at tanging magulang ang
kaniyang unang sandigan.” (This shows parental love for a child and the love that a child longs for.
The painting shows a mother embracing her child who is afraid of something and whose primary
source of protection is the mother). -Jovito Haceta, March 1, 2015.
B. Art Appreciation by the viewer

Use the inputs on pages 47-48 on Description, Analysis and Interpretation. Show the students
the artwork, Intangible by Liby Norman Limoso on page 46. Then explain the questions and
their corresponding description on page 47. Explain the Elements and Statements and the
Questions and Answers for each category of Analysis and Interpretation. Use the painting,
Bulag, Pipi, at Bingi by Rheo Nepomuceno on page 47 for Analysis and Leke-Liko (Crak-Turn)
by Jeffrey Ronald L. Sisican on page 48 for Interpretation. Finally, discuss the application of
description, analysis and interpretation on the painting Yolanda by Pierre Patricio on page 49. You
can read the Artist’s Statements to understand the context, meaning and value of the artwork to the
respective painters.
“This is my visualization of Kalibutan, the seven-layered universe of the Panay People based
on the epic-mythology Sugidanum of the Panay Bukidnon culture-bearers. Here, the seven-head-
ed snake Bagsang (the most powerful creature, a Naga motif) is shown with other characters—
Leon nga Bulawan, Periko nga Bulawan and symbols of Pangadlawun (Sun) and Pamulanun
(Moon).” -Liby Norman Limoso, March 2, 2015.
21
“The people are the “points” that make up the illustration in society—the judiciary, the church
and the police. This is the symbol of the pointillism. As major components of these institutions,
on our hands depend the power to ensure that our judges are not blind to injustices, our church
not silent to our sufferings, and our law enforcers not deaf to our cry for help.
As the nation faces major challenges that shape our future (eg: the Fallen 44 vis-a-vis
the Bangsamoro Basic Law; justice for SAF44 and the victims of Maguindanao Massacre, the
conflicts between government and church leaders, and the quest for accountability, among
others), we must keep our eyes open so that the illustration know that we are watching them.
When the judiciary, the church and the police seem to fail to perform their mandate from man
and from heaven, people must speak the truth, and make known the injustices against them.”
-Rheo Nepomuceno, February 19, 2015.
“ Leke-Liko was inspired by the events that took place when a 7.2 magnitude earthquake hit
Bohol on October 15, 2013. The monoprint was created for Visayan Exhibition, VIVA EXCON. It
is a visual representation of the movement underneath the earth’s surface represented by the
cracks and turns. I used an 8 x 27 in. printing plate (plywood covered with acetate plastic). I put
the prints side by side and created a landscape that shows the viewer how the earth’s surface
move up and down, from left to right. The images represent the movement of tectonic plates. –
Jeffrey Sisican, January 23, 2015.”
SET A: Art Production by the artist:

1. What does the line, “Stylistic changes are apparent in stylistic tendencies, which are attributed
to the creative inventions of artists working in certain times and places” mean?
Changes in patterns of style common to artists in certain space and time.
2. Explain the meaning of the Style of Objective Accuracy.
It is doing an artwork based on reality without missing anything as it presents itself.
3. How does Jose Marie Picornell exemplify ‘the artist as detached observer’ in his painting, R.R.
Landon?
As if recorded life in a neighborhood, Picornell included people walking on the street anytime.
4. How does Felix Catarata exemplify the artist as selective eye’ in his painting, The Laughter?
He eliminated details that the eye might see. In his case, he focuses the viewer’s eye on the
laughter of the children by dimming both parts of the human body and the background.
5. What ‘devices for objective accuracy’ were used by the different artists on pages 40-42 for their
paintings?
Correct drawing in Marvin Natura’s ‘Remembering Past Mistakes,’ is shown in the human
figure in correct bodily proportion.
22
Control and handling of illumination, in Jericho Vamenta’s ‘Katuparan ng Hiling ni Elena,’

is seen through the sgrafitto technique he employed. The illumination is completely controlled
by the artist as the highlighted parts were carefully chosen by the artist. Light brings the drapery
of the lady to the foreground while the dark shades pushes th male figure to the background.
Focus, in Santiago Bose’s ‘Carnivores of Session Road,’ made the human figures in brown the
most prominent among all the other figures. This is to keep the viewer’s eye focused on the
said figure.
Color, in Dennise Montera’s ‘Obra et Labora,’ used blue for the background color, with some
white that served as background for the black sketch marks.
Perspective, in ‘Palmy Pe-Tudtud’ ‘Mga pangandoy,’ she made the cranes more prominent
than the heart so that the heat looks farther away from the viewer than the cranes.
6. Define the meaning of ‘the style of formal order’; ‘the style of emotion; and ‘the style of fantasy.’
Cite a painting that exemplifies each one.
The style of formal order was used by Romeo Gutierrez in his ‘Rich Fulfillment’ through cubism
where an intellectual method of analyzing forms was employed.
The style of emotion was employed by Jovito Haceta in his ‘ Scared’ where he depicted a child
who, in fear, ran to her mother for protection.
The style of fantasy was used in ‘Sarimanok’ by Abdulmari Imao. He depicted the legendary
bird as a symbol of good fortune.
SET B: Art Appreciation by the viewer:

1. What are the components of description, analysis and interpretation?
Description: subject matter, materials and art elements and principles
Analysis: subject matter and the issues associated with it, the qualities of the artwork that
express the artist’s position on the issue, the materials used and the viewer’s reaction to the
painting.
2. Choose one painting from page 51. Apply Description on the painting, See the World by Radel
Paredes; Analysis on No Cost Housing by Errol Balcos; and Interpretation on Pusong Wagas
by Imelda Cajipe Endaya.
Answers may vary. The students use the sample analyses on pages 47-50 as guide.
The students do the exercise in Check for Understanding on page 45.
1. The different definitions of style are: (1) the art produced in a particular historical period; (2) the
arts of a nation or a region’ (3) certain technical approach to art making.
2. Style as stylistic tendency means the stylistic characteristics attributed to the creative
inventions of artists working at certain times and in specific places.
3. The style of formal order differs from the style of objective accuracy in the following ways: the
style of formal order is associated with stability and permanence while the style of objective
accuracy is an interpretation of reality with accuracy or as it is presented.
4. The style of emotion differs from the style of fantasy because the style of emotion is based on
human feelings and emotions while the style of fantasy is a manipulation of reality to achieve
illusion.
23
5. To achieve objective accuracy, the artist has to employ the following elements and techniques:
detached observation and selective eye
Enrichment Activity: Museum Visit

The students do the Independent Learning on page 46.
They visit the museum or a gallery at your town. Each one chooses a contemporary artwork
and identifies the artist, title, materials / medium, size and date. If they are allowed to take a photo
of the artwork, they can do so and print a small image of it on bond paper. If not, they can sketch
the artwork on bond paper. Also, they indicate the name of the museum / gallery and its contact
details.  Then they answer the question at the back of the artwork:
Is it a work of an artist as Detached Observer or as Selective Eye? Explain your answer in an
essay form.
Summative Test
1. Read the description of Intangible by Liby Norman Limoso on page 45.
Description
The Subject Matter The painting by Liby Norman Limoso, Intan-

What is the main figure in the artwork? How gible Connections, shows the seven-head-
do the other figures in the artwork relate to ed snake and other powerful creatures from
the main figure? the Panayepicmythology, Sugidanun. The
vibrant color of blue background defuses the
fear that the subject matter might create.
The Materials Oil on canvas is the medium used for the

What are the materials or medium used painting. The frame is big enough to serve
by the artist? Does this medium bring out the purpose of the painting: to educate the
intended effect of the artist? viewer about the Panay epic-mythology
through creative visual interpretation.
The Art Elements and Principles Different types of lines rendered in a variety
What are the domination elements in the of thickness of white are used to create the
artwork? illusion of a universe. Yellow is used for the
How are these used in the artwork? three creatures in the epic-mythology: the
How does the artist use line to define shape seven-headed snake, lion, and a bird. The
and volume? sun and the moon are painted in white. There
What are the unifying features in the seems to be a lot of movement in the painting
composition? as the white lines direct the viewer’s eye to
What variations appear among repeated different directions.
elements?
Then read the Artist’s Statement on page 46. How did he use subject matter, materials and the
24
art elements and principles to express his idea of Kalibutan?
2. Read the description of Bulag, Pipi at Bingi by Rheo Nepomuceno on page 47.
Bulag, Pipi, at Bingi, Rheo Nepomuceno
Analysis
ELEMENTS STATEMENT
a. Determine the subject matter by nam- The painting shows how authorities in society
ing events or issues associated with the have remained deaf and blind to the injustic-
painting. es in society. The artist calls on to people not
b. Discuss how the qualities of the artwork to remain silent and speak the truth for justice
contribute to its appearance, image or sake.
function. Since the painting is in black and white,
c. Describe the effort of the materials/medium the attention of the viewer is drawn to the
used. lightest part of the painting: the faces of the three
d. Give your reaction to the painting. human figures. This gives a feeling of
certainty that the three figures represent
something.
QUESTIONS ANSWERS
How did the artist make the painting? In the painting, Bulag, Pipi, at Bingi,
Is it a good painting? the artist used painting to call on the
Do you like/dislike the painting? Filipinos not to remain silent amidst
Why? injustice. His painting is monochromat-
How does it compare with other paintings? ic and the application of pointillism gives
What is the value of the painting to you, a soft effect on the three figures that represent
the youth, or society? the institutions that hold the highest authority
in the country: church, government, and mili-
tary. He achieved the style of subjective accu-
racy where he chose subjects that represent
authority in society and assigned each one
to project a role: either the blind, the deaf, or
the mute. A subject like this may have prop-
aganda appeal to the viewers. Nepomuceno
chose pointillism as a technique to soften the
visual impact of the painting.
25
Then read the Artist’s Statement on page 47. How did he use the elements of analysis
to express his idea of keeping our eyes open to make sure that the judiciary, church and police
do their mandate properly?
3. Read the interpretation of Leke-Liko (Crak-Turn) by Jeffrey Ronald L. Sisican on page 48.
ELEMENTS STATEMENT
a. Main idea and the overall message of the You have learned in science that beneath the
painting. earth’s surface are layers of crust, semi-solid
b. Interpretative statement: magma, solid rocks, and minerals.
c. “Can I express what I think the painting is The painting is about the movement of tec-
about in one sentence?” tonic plates during an earthquake. This was
d. The evidences inside or outside the paint- inspired by a devastating experience of the
ing that supports your interpretation. artist when his hometown was hit by a 7.2
magnitude earthquake. The shaking earth is
visible in the jagged lines throughout the rec-
tangular frame.
QUESTIONS ANSWERS
What is the painting about? Jeffrey Sisican captured through his painting
What is it intending to communicate? how the living earth moves during earthquake.
What statement is the artist putting forward As the people of Bohol and neighboring
through the painting? towns experienced and saw the destruction
Are these objects within the the artistic frame caused by the very strong earthquake, such
that symbolize something? What are these? as the ruin of almost all of its treasured old
What is the meaning of the painting? churches, the artist saw the movement be-
neath the surface of the earth and how the
elements down under interacted with each
other. He used lines and contrasting color to
show movement. The shape and length of
the watercolor paper help the viewer have a
horizontal view and see how the elements re-
late to each other.
The artwork reminds us about something that
we, human beings, have neglected over the
decades of development: that earth is a living
thing that may cause destruction on the sur-
face and space occupied by man.
Then read the Artist’s Statement on page 46. How did he use the elements of interpretation
to interpret the earth’s surface movement?
26
See sample description, analysis and interpretation of Pierre Patricio’s Yolanda on page 47-51
as Guide.
Feldman, Edmund. Varieties of Visual Experience. 2nd ed. N.J.: Prentice-Hall, Inc.
Elmer Borlongan’s paintings, https://www.facebook.com/pages/Elmer-Borlongan/82879590301
Pacita Abad’s artistic styles, http://issuu.com/pacitaabad/docs/a_passion_to_paint_by_jack_gar-
rity
Rubrics
Evaluation Chart for Comparison of Two Artworks

1. The museum
visited is
located in town
2. The contem-
porary artwork
chosen was
printed or
sketched on
bond paper
3. The name of
the museum/
gallery and its
contact details
are indicated
4. The answer to
the question
is correct and
explained well
27
Lesson 6 Contemporary Sculpture
Introduction
Sculpture is an art form that requires of the artist creative use of balance, skill in the use
of materials and physical strength. In contemporary sculpture, new materials and technology
have given the sculptor more choices and flexibility in art-making. This lesson is about how
contemporary sculpture is done in the Philippine regions.
Objectives:

1. Differentiate among the basic sculpture materials and techniques.
2. Describe the art styles and movements in sculpture as they apply to given contemporary
Filipino sculptures in the different regions.
3. Analyze how description, analysis and interpretation are used in a sample sculpture.
4. Apply description, analysis and interpretation on selected sculptures
Pre-Assessment
The students look at the artwork, Picasso and I by Julie Lluch on page 54. Then they answer
the questions:
1. What is it made of? - Terracotta
2. What technique was used by the sculptor? - Assembling
3. What type of sculpture is it? - Sculptural Assemblage
See description on page 56 for more details.
Motivation
The students read the statements about the sculpture Picasso and I by Julie Lluch on page 55.
How did the choice of material and technique help the artist express her objection to the natural
order of things?
Then they study sculpture, Sarimanok by Abdul Imao on page 55. How did the choice of mate-
rial and technique help the artist promote culture?
Allow the students to discuss, agree or disagree until they come up with definite answers.

There is a variety of materials that Contemporary artists can use for art-making, such as stone,
wood, metal, bronze, wax, terracotta or clay, resin, and even found objects. Use the sample art-
works cited on page 56.
28
Discuss the four basic sculpture techniques: modeling, carving, casting and assembling. High-
light the artworks described on pages 56-59.
Explain the different Styles and Movements in Sculpture on pages 59-62. Discuss how these
are manifested in sculptures in different regions by using the given examples.
Ask students to read the Artist’s Statements for better appreciation of context, meaning and
value of the artwork to the sculptor.

the artwork, Great Catch by Seb Chua. Explain the questions and their corresponding description.
The Subject Matter This is a sculpture of a male figure carrying a

What is the main figure in the artwork? How big fish over his shoulders. The man is face-
do the other figures in the artwork relate to the less while the fish has a pair of eyes and an
main figure? open mouth. Although the man is carrying a
heavy load, he seems to be effortless with his
hands that do not show tension.
The Materials The medium used is bronze that is polished

What are the materials or medium used by the and appears shiny. It is a sturdy material
artist? that is appropriate to the idea of human work
Does this medium bring out the intended effect expressed through the sculpture. The color is
of the artist? appealing to the eye.
The Art Elements and Principles The sculpture is monolithic in the sense that
What are the dominant elements in the art- there are no parts that extend outside the
work? closed form of shape. Unity is achieved through
How are these used in the artwork? the use of cubes that are evenly distributed
What are the unifying features in the compo- to the parts of the human figure and the
sition? fish. Although the human being is faceless, the
viewer is not distracted because focus is drawn
onto the arm that holds the big fish and is led to
the curved body of the fish, forming a convex
that extends to the back of the human figure.
Then explain the Elements and Statements and the Questions and Answers for each category
of Analysis and Interpretation. Use the sculpture, Conversations Between and Among 2 and 3
by Ambie Abaño for Analysis.
29
Analysis
ELEMENTS STATEMENT
a. Determine the subject matter by nam- The chains depict people in conversation.
ing events or issues associated with Through the use of textile, the faces are
the sculpture. given form. Face to face human conversation
b. Discuss how the qualities of the sculp- as a practice among human beings may have
ture contribute to its appearance, image diminished because of the excessive use of
or function. gadgets. We find people sitting side by side but
c. Describe the effects of the materials/ each one day is busy manipulating a gadget.
medium used.
d. Give your reaction to the sculpture.
QUESTIONS ANSWERS
How did the artist make the sculpture? The sculptor’s skillful use of material and the
Do you like/dislike the sculpture? Why painting employed gave human form to the
How does it compare with other sculptures? square and sharp edges of the chairs. Cover-
What is the value of the sculpture to you, the ing chairs with faces does not invite viewers to
youth, or society? sit, rather, converse with them as if they were
living creature. By giving each chair a face, the
sculptor negates its function as a sitting furni-
ture. These are now representatives of human
beings who are able to engage in conversation.
Highlights by Khriss Bajade for Interpretation.
ELEMENTS STATEMENT
a. Main idea and the overall meaning of the The sculpture is a symbol of the cycle of life
sculpture and death. Decay is necessary to bring back
b. Interpretative statement: “Can I express life, which is represented by the highlight
what I think about the sculpture in one sen- painted on the textured metal.
tence?”
c. The evidence inside or outside the sculpture
that supports your interpretation
30
QUESTION ANSWERS
a. What is the sculpture about? The word ‘decay’ best describes this sculpture.
b. What is it intending to communicate? The artist successfully communicates this by
c. What statement is the artist putting forward coloring an already decaying sheet of metal.
through the sculpture? As a symbol of death and life, it presents an
d. Are these objects within the artistic frame image of nothineness and hope, as seen in the
that symbolize something? What are these? lighter part that breaks the monotory of dark
e. What is the meaning of the sculpture? space.
Finally, discuss the application of description, analysis and interpretation on the sculpture, Mother
and Child by Ed Defensor on pages 66-67. You can read the Artist’s Statements to understand
the context, meaning and value of the artwork to the respective sculptors.
“My human shape themes show a distinctly modern cubism, but with figural anatomy that
shows the boldness of emotion. Most of my subjects are shaped faceless to represent humanity
as a sole identity. In this light, the viewer can relate and put himslef/herself as the character within
the artwork. Imagination is man’s prime source for true communication. I wish to elevate my art
above the ornamental existence of decor and turn it into a medium that teaches people what is
truly important in life.” - Seb Chua, February 21. 2015.”
“Conversation between and among are chairs with portrait images that represent people
engaged in conversations using stretchable textile as ground for my prints allowed me to cre-
ate more dynamic portraits. Textile, unlike paper, the conventional printing ground, is maleable
and flexible. It can be stretched, sewn, cut, folded, compressed, stuffed, and wrapped around
objects.” - Ambie Abano, Oct. 17, 2014.”
I create my art as an object that could look like decay, a dterioration. It seems lifeless, dull, or
plainly static. But it has the highlight. Why the highlight? I believe that everything around us fol-
lows a cycle: a cycle of life and death and life. All that we see in this world tell a story. I see these
stories in decadence and in ruins that manifest an end while paving a new road to life. And there-
fore, I put a focal point on decay–a subject that is most associated with nothing. At some point,
death becomes the middle of these cycles, the pause before life springs from it again. Death,
therefore, is not nothing. - Khriss Bajade by Bea Sagun, February 23, 2015.”
“Inspired by Henry Moore, whose works I have seen during my tour of Europe, this is a sculp-
ture of a mother in the act of playing with her baby. It is done in the expressionist style.” - Ed
Defensor, February 14, 2015.”
31

1. Differentiate between modeling and carving.
Modeling is an additive process while carving is a subtractive process.
2. Why is Josephine Turalba’s General Mariana an example of ‘assembling’?
Because the artist employed the additive process using adhesive, welding, and other chemi-
cals for adhesion.
3. Why is Lucell Larawan’s Prostrate is an example of monolithic sculpture?
He embedded thousands of nails on wood and painted the form with acrylic.
4. Prove that Wilson Baldemor’s Vise Tandem is an example of constructivism.
The forms are bound together, with overlapping of parts that, in effect, suggests direction
and movement
5. How is Michelle Hollanes Lua’s Broke Bag Mounted an example of sculptural assemblage?
She created a variety of texture by putting together pieces of aluminum, brass, stones and
diamonds collected from hundreds of broken shoes, belts and bags, covering the inner layer of
a fiberglass cast.
6. An example of niche, box and grotto is Renato Habulan’s Takatak Series #s 1,2,3,4. Read
the description of the sculpture on page 62. Do you agree that “His Takatak Series especially,
highlights the human person’s state of mind, his loob, in relation to the combined beliefs
present in his society?”
SET B: Art Appreciation by The Viewer

Read the description of the kinetic sculpture of Gabby Barredo on page 61. Then view his work
online.
1. Log on to https://www.youtube.com/watch?v=QsUfhj45GckKinetic and Baroque Sculpture
of Gabby Barredo. What characteristics of his sculptures classify it as Kinetic sculpture?
2. Study the sculptures on pages 68-69. “Mundong Langit a sculpture made of terracotta by mixed
media artist into a mental state of mind, experiencing tranquility through reading.” -Marianne,
House of Frida, February 10, 2015. Apply Description on the sculpture, Mundong Langit by
Holtz Javier; Analysis on Sacred Space 5 by Jonahmar Salvosa; and Interpretation on Tribal
Warrior by Joseph Jojo Villanueva.
Answers may vary. The students use the sample analyses on pages 64-67 as guide.
A. The students do the exercise in Check for Understanding on page 45.
1. The different sculpture materials are: stone, wood, metal, bronze, wax, terracotta or clay, resin,
and found objects
2. The four basic sculpture techniques are modeling, carving casting, assembling.
32
3. The styles and movements in sculpture include: monolithic, constructivism, sculptural, kinetic,
niches, boxes and grottoes
4. Niche differs from grotto in the following ways: niche is a recessed place in a wall where
a sculptured figure or bust can be embedded. Grotto is more like a room in which a sculpture
is located.
5. Technology, modern tools and materials have changed sculpture processes in the following
ways: these have given the sculptors more choices and flexibility in art-making.
Enrichment Activity: Sculpture of Found Objects
The students do the Independent Learning on page 64.
Visit a welding shop, junk yard or any place that has a variety of objects that can possibly be used
for contemporary sculpture. Look for items, shapes, and pieces that you think you can use for a
sculpture.
Plan a creative form and design that the objects can be used for. Write up the plan with the
following details:
a. What will the subject matter be?
b. What is form or shape will it take?
c. What will be the main figure? What will be the minor figures?
d. What idea, feeling or statement would you like to convey through the sculpture?
On ¼ white cartolina, sketch a possible form and design made of the objects. When you have
a form sketched on the paper, apply colors using any of the following: crayons, pens, acrylic paint.
On a sheet of paper, explain the style of the sculpture: is it monolithic, constructivist, etc. Then
describe the process by which you think the artwork can be done.
Summative Test
The students perform the following exercise:
Compare and contrast stylistic tendencies seen in Seb Chua’s Great Catch on page 64 with Jose
Olmedo Martinez III’s sculpture on page 69. Discuss the (a) sculpture materials and techniques
and (b) dominant style reflected in the contemporary sculptures.
Gabby Barredo’s sculptures, https://www.youtube.com/watch?v=QsUfhj45GckKinetic and Ba-
roque Sculpture of Gabby Barredo.
33
Rubrics
Evaluation Chart for Sculpture of Found Objects
1. A welding shop,
junk yard or any
place that has a
variety of objects
that can possibly
be used for con-
temporary sculp-
ture was visited.
2. The Plan for

creative form and
design that the
objects can be
used for is written
following the
given details.
3. The student
sketched a
possible form
and design made
of the objects
4. There is a sketch
of the possible
form and design
made of the
objects
5. The process by
which the artwork
can be done is
described
34
Lesson 7 Contemporary Architecture
Introduction
Architecture is in the field of science and art. As a science, technology techniques, architecton-
ics, engineering and tectonics are applied. As an art, the structure is designed creatively which
is determined by its function and purpose, the space that it will occupy and the people who will
occupy it. In contemporary architecture, architecture relates itself to environment planning, city
planning, space planning, landscape architecture, interior design and urban design.
Objectives:
1. Differentiate among the different kinds of architectural materials.

2. Describe the styles of contemporary architecture.
3. Explain the characteristics of architectural interior and fixtures.
4. Analyze how description, analysis and interpretation are used in a sample architecture.
5. Apply description, analysis and interpretation on selected architectural structures.
Pre-Assessment
The students look at the architecture, San Miguel Corporation Building by Francisco “Bobby”
Mañosa on page 70. Ask them what materials were used for the building. Is it durable and strong?
Is it beautiful? Ask them to explain their answers.
Motivation
Prepare images of architectural designs by Architect Angelo “Gelo” Mañosa and show these
in class.
Describe his works guided by the description below:
Architect Angelo “Gelo” Mañosa is considered one of the country’s green advocates,
an architect who has paved the way for live-able, eco-friendly homes. His work has won awards
by incorporating the characteristics of contemporary Philippine green architecture that maxi-
mizes passive cooling, natural light and the use of active façade systems, and utilizes recycled
wood and indigenous materials.
See his architectural designs at. Log on to http://ava.ph/avazine/the-philippines-top-10-most-in-
fluential-lifestyle-designers/#sthash.ovK5zdJ3.dpuf
Two decades ago, Pearl Farm Resort in Davao made it to Architectural Digest which noted
its modern Filipino aesthetics. Architect Francisco Mañosa had built a cluster of modern villas
above the sea, much like the house on stilts of the Badjaos and the Samals. The villas were
assigned to the children of Don Antonio Floirendo, founder of the agricultural company Tagum
Agricultural Development Co. (Tadeco) and the resort. The villas reflected the personalities
of their inhabitants. (http://lifestyle.inquirer.net/143183/villa-5-of-pearl-farm-in-davao-fashion-
ably-indigenous-address#ixzz3VGq8C1Bs )
Ask the students to give their reaction to the images and your description of this works.
35
The elements of art and principles of organization or design also apply to architecture. We add
two more elements: size and scale. Size relates the structure and its parts to the human beings
who will occupy the space. Scale in architectural design relates to the proportion of an object
or space to all the other objects in it and also to the human beings and their activities held in the
structure. We add to the principle of organization emphasis, where the major and subordinate
elements are determined in the structural design. Pattern and ornament gives artistic surfaces
designed by the structural limits, edges and corners.
The classic materials used in architecture are wood, stone and brick. Modern materials include
cast-iron, structural steel, and reinforced concrete.
Structural devices are employed to enclose space in architecture. These are post-and-lintel,
cantilever, truss, arch, vault, dome, and shell structures.
Contemporary architecture may be biomorphic or environment-friendly. There are also

skyscrapers, especially in Key cities in the Philippines. Parts of architectural structures, such
as doors, windows, walls and interior decors, add to the aesthetics of the building.
the architecture, Coconut Palace by Francisco “Bobby” Mañosa on page 82. Then explain the
questions and their corresponding description on page 82.
Description
The Subject Matter The architecture was designed as a govern-

What is the function of the architecture? ment guest house and until 2016, functions
Is the design suitable for the function for as the official residence and principal work-
which the architecture was built? place of Philippine Vice President Jejomar
What is the significance of the architecture in Binay. As such, the rooms serve various
terms of personal historical, social, or political functions for work, guests, and government
value? activities.
The Materials It was constructed using the coconut tree and

What materials are used in the structure? its parts, combined with metal, glass, shells,
Do these materials enhance the beauty of the and concrete. The motif exudes local, homey
structure? ambiance and a calm atmosphere.
36
The Art Elements and Principles Twin columns, which serve as ornament to
What are the dominant elements used in the the structure, support the Salakot-style roof-
structure? ing with smooth triangular trip encloses the
How is space used within the structure? base architecture that is made of two-storey
How does space support its function? concrete walls.
The geometric designed metal-iron doors
allow the penetration of air and light.
The natural color of coconut is complement-
ed with brown roofing and contrasts with the
white walls in the first floor.
Texture is shown by the different parts of the
coconut tree, combined with wood cut.
Explain how the Statements are used for each category of Analysis and Interpretation.
Analysis
Coconut is abundant in the Philippines but its use has always been more practical than
aesthetic. We know of the nipa hut which uses coconut leaves and cocolumber. In the
Coconut Palace, the architecture was designed primarily with aesthetics in mind. From a dis-
tance, the viewer is met by the twin coconut posts. The motif of the architecture is native and
biomorphic as its design is inspired by the coconut tree. However, the materials used and the form
of the structure prove to be contemporary in style.
The architecture was designed to serve as guest house for special government guests, such
as then Pope, St. John Paul The Great (who refused to be accomodated in it).
The design is also appropriate to its function as a government office.
Interpretation
Coconut trees are strong. Amidst the strongest typhoon and wind, they stand firm and
continue to nourish man with its fruit and oil and give him shelter through its leaves. This tree is
referred to as “The Tree of Life” and is a symbol of fortitude, finding inner treasure, strength amidst
challenges and giver of nourishment.
It is valuable to the Philippine culture as the architectural landmark that showcases what art
can be made out of coconut tree.
1. On what factors does a strong building result?

Site, climate, function, materials, client, building codes, workmanship.
2. Why are structural devices fundamental to architecture?

Because they govern the space enclosed in a building.
37
Choose one architecture from pages 83-84. Search these in the Internet and view the differ-
ent parts of the building from different angles. Analyze the architecture, Pueblo por la Playa
by applying Description. Use the architecture, SM City for Analysis and Zyron’s for Interpreta-
tion. Use the inputs on pages 81-83 as your guide.
1. The different kinds of architectural materials are: Cast iron, steel manufacture and fabrication,
extruded and corrugated steel products, reinforced concrete or ferroconcrete.
2. The structural devices employed to enclose space in architecture are: post and lintel, cantile-
ver, truss system, arch, dome, shell structure, solar panel.
3. The styles in contemporary architecture include biomorphic and environmental-friendly
architecture
4. Arch differs from dome in the following ways: Arches are made of reinforced concrete, steel,
or laminated wood, the modern arch is much stronger than brick or stone. Dome structures rest
on rectangular foundations.
5. How have living organisms inspired contemporary architecture? Biomorphic architecture
is designed with patterns or shapes inspired by living organisms, such as trees.
6. Architecture can promote environmental awareness. Instead of uprooting trees and interrupting
the river flow, architects could design a building to make it part of everyday life by integrating
nature into the structure. There are also living roofs, in which plants are used as roofing mate-
rials.
Enrichment Activity: PowerPoint Presentation
The students do the Independent Work on page 81.
What is the tallest building in your town? Choose one that appeals to you and describe it after
providing the needed information below:
Name of building:
No. of Floors Height Years Completed
Height
Location
38
Year completed
Function
Owner
DESCRIPTION: Materials
used, Structural
Devices, Style and
Architectural Fixtures
(doors, etc)
Prepare a PowerPoint Presentation showing the features of the architecture that you have
chosen.
Summative Test
1. Study the Table that shows the tallest buildings in Manila on page 78. Determine the following:
The tallest skyscraper
The shortest building
The most common locations
The common functions of the buildings
The owner to more than two buildings
2. Read about the given examples of doors, windows, walls and interior decors on pages 78-79.
Describe the given examples of Filipino Contemporary artists and their works.
Pear Farm Resort, Davao. http://ava.ph/avazine/the-philippines-top-10-most-influential-life-
style-designers/#sthash.ovK5zdJ3.dpuf
39
Rubrics
Evaluation Chart for Power Point Presentation
1. The tallest
building in the
student’s town
is described
2. The student
provided the
needed infor-
mation about
the building
3. The Power
point presenta-
tion shows a
description of
the architecture
4. The PowerPoint
Presentation
showing the
features of the
architecture as
indicated in the
Table.
Use the inputs on page 85 to summarize the Unit.
For Evaluation, the students perform the following exercise:
Choose an artist, whether a painter, sculptor or architect and search him/her online. Trace the
stylistic tendencies of the artist.
Prepare a PowerPoint Presentation showing the changes in the artist’s styles. Also describe,
analyze and interpret some representative artworks of the artist.
40
Rubrics
Evaluation Chart for PowerPoint Presentation
1. The student
choose an artist,
whether a painter,
sculptor or archi-
tect and searched
him/her online
2. The Power Point

Presentation
shows the chang-
es in the artist’s
styles
3. The Power point

presentation
shows a descrip-
tion of the
architecture
4. The represent-
ative artworks
of the artist are
describe, ana-
lyze and interpret
some
41
Unit 3 The Visual Arts
Overview
Visual art is seen by the eye and is perceived by the mind. Unmoving, as well a moving
images, appeal to visual perception and this makes the scope of visual art very broad. For purposes
of classification, we group under visual arts the art forms that make use of new media: installation
art, public art, mixed media, photography and digital arts. This is what Unit 3 is all about.
The visual art forms in its textbook can be understood from the point of view of its social
context. Explain this by referring to the ideas of art historian, Arnold Hauser on page 87. In
this context, the artist is a mouthpiece of society and the artwork is a window through which a
person can view the world. As Hauser puts it, “Art communicates values of continuing human
significance, which can be seen at work within history” (Murray, 2003: 135).
As such, the behavior of individuals is the product of both their inborn capacities and of the
situation in which they find themselves. To see art in its social context, the question “In what
ways of social relations and institutions impact upon the creation, distribution and appreciation of
artworks?” is posed.
Whether two or three dimensional, these new media art forms are of three main types
of techniques. These are representational, abstract and non-objective. Use the inputs and exam-
ples on page 87 for discussion. Use the inputs on pages 85-86.
The textbook chapter has lengthy discussions on installation art, public art, mixed media,
photography and digital arts. All the Lessons in the textbook are divided into two parts: art
production and art appreciation. In Part 1: Art Production, we take the point of view of the artist
who makes his/her artworks in a particular style. The devices that can guide objective accuracy
in visual art are also discussed. In Part 2: Art Appreciation, we take the point of view of the viewer
who does description, art analysis and interpretation to appreciate visual art.
The visual arts will be examined guided by elements that apply to installation art, public art,
mixed media, photography and digital arts:
Guide for Visual Art Appreciation
Quality: Form, materials and technique

Description of the form, materials and technique
Content: Social context

Analysis of conditions that shaped the thinking of the artist and influenced
his/her style
42
Domain / Component Contemporary Arts in the Philippines (CAP)

National artists: music, dance, theatre, visual
arts, film, architecture, design and allied arts;
Gawad sa Manlilikhang Bayan: folk architecture,
maritime transport, weaving, carving, performing arts,
graphic and plastic arts, ornament, textile or fiber art,
pottery
CONTENT STANDARD:
The learner demonstrates understanding of the
significant roles of artists from the regions
PERFORMANCE STANDARD: The learner creates avenues to advocate the arts

from the different Regions
LEARNING COMPETENCIES: The learner

- defines contemporary arts in the Philippines
(CAR11/12CAP-0b-3)
- conducts research on various contemporary
art forms
- explains Filipino artist’s roles and identifies their
contribution to contemporary arts
- evaluates contemporary art forms based on the
elements and principles
(CAR11/12CAP--0c-e-6)
- compares art forms from the different regions
- interprets and relates the significance of art forms
from the regions
- promotes arts from the regions
43
Lesson 8 Installation Art: New Media Art
Introduction
Globalization, migration and human trafficking, political issues such as terrorism and
power struggle, multiculturalism, environmental degradation and climate change are some of the
realities that confront the modern man. Socio-economic conditions affect society and human life.
These influence art trends. For example, the subject matter of installation art is often stimulated
by an event or an issue relating to human and social condition.
Installation art is an art form consisting of three–dimensional works that are often site-specific
and designed to transform interior or exterior spaces to achieve an effect. They are designed and
installed only in the space for which they were created. Installation art is comprised of several
media such as painting, sculpture, ready-mades, found objects, drawing, text, objects assembled
together to interact with space or art objects formed and formed creatively by the artist. Use the
inputs and examples on pages 89-90 to illustrate this idea.
Objectives:
1. Describe the production of installation art

2. Analyze the characteristics of installation art in relation to social and human condition
3. Differentiate among the different types of installation art using specific examples
4. Make a poster advertising an exhibition of installation art of artists in one’s region
5. Apply the major concepts of installation art in a Visual Art Appreciation exercise
Pre-Assessment
The students look at the artwork, Metalscape by Sam Penaso on page 89. Point out that instead
of paintings, metal artworks are hung on the wall. Note also that surrounding the base of the
three dimensional geometric metal sculptures are metal scrap of different shapes and sizes.
On page 90, ask the students to read the statement about the artist written by Cid Reyes.
“These works, Metalscapes, are quite rightly assemblages, for they have been assembled from
litter of disposed metal parts. Penaso has converted these metal parts into flat pieces of non-recog-
nizable silvery plates securely welded together in overlapping configurations... There is a dancing
quality to these Metalscapes, a restless and ceaseless oscillation of energies, felt through the
freewheeling, rioting and floating metallic forms, exalting in the unexpected arbitrary of found
junk parts. It is Penaso’s sensitive eye for design and composition, his playful dialogues with his
materials that delight in their eccentric irregularities, inviting the viewer to step into the threshold
of shadows behind the wall reliefs when sharply spotlit.” Cid Reyes, December 2015. Courtesy
of the Artist.”
Ask the students to answer the following questions:

1. What do you think the artist wants to convey through the installation art?
That metal scrap can be turned into beautiful art pieces.
44
2. Based on the statement about the artist written by Cid Reyes, what conditions do you think
shaped the thinking of the artist and influenced his style?
Ordinary things in ordinary setting surround the artist but with his sensitivity to beauty
and order, he was able to turn these into installation art.
Motivation
The students study the installation art, Beetles by Plet Bolipata and Serpent City Light by Mark
Anthony Larida on page 89. Then they read the Artist’s Statements.
Statement about the artwork of Plet Bolipata: “In her beetles cars, Plet acquired spreads
of vintage crocheted lace to cloak four cast iron bathubs. Sealed with resin, supported
by decorative steel pegs, and finished with a swimming pool’s steel bars, she has succeeded in
creating attractive sculpture that can be put to good use. You get a shabby chic, crafty vibe from
these pieces redolent with Plet’s vibrant personality.” -Manilaartblogger.
Artist’s statement: “The artwork Serpent City Light was inspired by the Garden of Eden.
The wire in white, black and red represents the snake. The black PVC pipes represents the trees.
The red fruit with holes in different shapes illuminated with light bulbs represents the knowledge
that spread around the world. The artwork represents the fall of mankind and the serpent city light
is symbolic of man rising to meet his artist, his scientist and his father.” -Mark Anthony Laride,
February 17, 2015.
Then they discuss with their seatmate: What materials were used to assemble the
Installation art? What does the artwork mean to the artist?

Installation artists, in art-making, deals with space, found or fabricated objects, and craftsmen,
when necessary. Discuss the characteristics of installation art. The students should observe how
it differs from the fine arts, as discussed in the previous lessons.
Discuss the different types of installation art and their examples from the regions:
technology-aided, performance, conceptual, interactive, and environmental installations. They
read the artist’s statement and study the artworks on pages 91-94 to understand what goes on in
the mind of the artist during the process of art production.
Use the inputs on pages 97-98 to guide the next discussion.

Differentiate between Quality and Content and note the components of each. Then the
students read the description of Manny Montelibano’s Escabeche: Filipino Sweet and Sour sound
installation art on pages 97-98. Note how the description of Quality differs from that of Content.
45
Quality: Form, materials, and technique

Description of the form, materials, and technique
As seen in the images on the page 97, the main form is achieved through the pieces
of telephones hanging by their wire attached to the metal structure that seem to house them.
The lady holding her receiver is engaged in a telephone conversation. On page 27, you can see
image of flip movement captured through a single channel video.
Content: Social Context

Analysis of human and social conditions that shaped the thinking of the artist and influenced
his/her style
The main subject of the installation is telephone conversation between the Filipinos
overseas and their family left behind. The human being amidst the cold environment represents
the emotional incompatibility between gadget and technology and human feelings and emotions.
The artwork is a reaction to the communication experience of the growing number
of OFWs and their family left behind. It shows the inability of telephones to capture the emotions
and feelings present in human conversation. The artist installed several handsets to show how
busy the telephone lines are, working simultaneously globally. Control of light was done in such
a way that it focuses only on the middle part of the structure where the lady stands. The rest
of the environment is dark.
The artwork is an effective way of showing how essential communication is in human
relationships. When family members are apart, it is the easiest way to connect, and yet, it is not
sufficient and cannot make up for the physical absence of loved ones.
Read also the Artist’s Statement to understand the context which inspired the artwork.
1. How does Ohm David’s The Grid illustrate technology-aided installation? In what condition
is it best appreciated?
It is made of wire mesh illuminated that emphasizes shadows and makes the rhythmic patterns
visible. It is best seen at dark.
2. How does performance installation differ from interactive installation?
Performance installation combines theater and dance while interactive installation allows the
viewer to touch, walk in or through, listen to or interact with the installation piece.
3. Read Toym Imao’s Artist’s Statement. “Coping with a Couple’s Copious Conjugal Cupboard
of Curious, Cops, cuffs and Corpses also known as “San Mazinger Z” is the second of my
Super Robot-Suffer Reboot Triptych. Super Robot-Suffer Reboot is an allegory to Philippine
Martial Law using the cartoon TV shows that were banned from airing under Martial Law. I was
only 11 years old when it happened and this series of installations is my creative way of recall-
ing my anger and frustration during that time.
46
The first installation revolved around the story of Voltes V (exhibited in September 2014
to commemorate the 42nd anniversary of Martial Law), followed by Mazinger Z, and
to be rounded off by Daimos in August 2015. On the surface, the banning of TV shows
supposedly for their violent themes may be inconsequential to many, but it was the beginning
of my awakening to the realities of Martial Law. It was my and other kids of my generation’s
first taste of censorship. It is widely speculated that these TV shows were banned because
their plots explore the archetypal battle between good and evil, with the good eventually
overthrowing an authoritarian or an invading force.
I chose UP, in particular the AS Steps, as the location for the series of installations because
UP is a bastion of a academic freedom and activism. The First Quarter Storm, a period marked
by demonstrations by students against the Marcos government happened in UP. I, myself, was
an active member of various student organizations during college days.
Installation art is meant to be temporary but I hope that the messages that my work conveys
will resonate for a long time.” -Toym Imao, March 27, 2015.
Then look at his artwork, Coping with a Couple’s Copious Conjugal Cupboard of Curious,
Cops, cuffs and Corpses. What characteristics of installation art does it embody?
It is a combination of many elements put together to make a statement, particularly his thoughts
about the realities of Martial Law under the late President Ferdinand Marcos’ administration.
4. Why is environmental installation today?
Because it raises people’s awareness of environmental protection.
1. What are the components of Quality? Content?

2. Choose one installation art from pages 94-99. Apply the Analysis of Installation Art on your
chosen artwork. Use the guide on page 99.
The students do the exercise in Check for Understanding on pages 94-95.
1. Installation artists derive inspiration from social conditions and human life such as:
globalization, migration, human trafficking, political issues such as terrorism, power struggle,
multiculturalism, environmental degradation and climate change.
2. Installation art is comprised of several media such as everyday objects, music, light and wind.
3. Because installation art involves interaction among several things, artists also study things that
are outside the field of art such as physics, engineering, chemistry, geology, etc.
4. Conceptual installation art differs from Interactive installation art in the following ways: concep-
tual installation art places emphasis on an idea or concept rather than in a tangible art object
while interactive art installation art allows the viewer to interact with the artwork.
5. Environmental installation is a good way to educate people about the value of environmental
preservation. This can be done by making artworks about environmental degradation, natural
calamities and disasters.
47
Enrichment Activity: Public Transportation Design
Perform the exercises below:
1. Study the installation art on page 96. Oscar Esteban A. Floirendo’s Motorela (from the
English word “motor” and Spanish word, “caretella”) was exhibited at the “2243: Moving Forward”
exhibition at the Singapore Biennale in 2013. For more information about the Singapore Biennale,
log on to http://www.singaporebiennale.org/artist_siete_pesos.html.
2. Read the Artist’s Statement and the description that follows it about how the art team
brought the motorela project to the classroom to enable students to design their own motorela.
“Motorelas ply the routes of the sides streets, or the fringes of the Cagayan de Oro City. The
‘king of the road,’ the public utility jeepneys (PUJ). The motorela can only move forward,
there is no reverse power since it is a regular two-stroke, two-wheeled motorcycle attached to
a trailer- type carriage. The installation art is literally a motorcycle encased in a trailer-type
carriage with two rows of seats facing each other, accommodating up to six passengers with
very minimal legroom. The sign ‘No Smoking Please’ under the poster of Jesus Christ is always
posted inside the motorela, though most of the time the driver violates the rule. The commut-
ing system is like hitching a ride. Although the motorela generally follows one route, its direc-
tion depends on the first passenger’s destination that determines the other passengers’ route.
The driver may reject the commuter if his/her destination is out of the way. Three passengers
are seated closely to each other facing another set of three who are seated also side by side
on the seat infront of them, only a few feet away. For me, it is where six strangers can really
be physically close during the ride, where their elbows, shoulders, and knees are touching each other.”
-Oscar Floirendo, February 6, 2015.
“Aside from the exhibition in Singapore, the Siete Pesos Team conducted the community-based
workshop project, “Motorela Pop-up” in two elementary schools as outreach community
partners in Cagayan de Oro City. Here, each student created an imaginary motorela version.
The children accessorized the motorela card with the picture of their memorable experience
of a motorela with their family member as significant subjects of the picture story. Using brush,
cotton buds, sponge, and water colors, the children designed the motorela pop-up.
The workshop introduced the significance and the historical background of the public
transport vehicle that was invented by Raphael Floirendo with Patent number 2243 in 1964.
The workshop was facilitated by Siete Pesos team members, Ma. Rosalie Zerrudo and Michael
E. Bacol, with support from the team leader, Oscar “Oca” A. Floirendo, the son of the motorela
inventor and other artists: Nicolas “Nick” Aca, Jr., Errol P. Balcos, Michelle Hollanes Lua and
Jericho Valjusto Vamenta.” -Ma. Rosalie Zerrudo, October 27, 2013
3. Observe the popular means of public transportation in your town. Get some art materials
(paper, cartolina, colored pencils or any available art material) and design your own
public transportation. Include in the plan / drawing the place where you will install the artwork.
This plan will serve as an “art sketch” for an installation art so you can be creative in your
design and choice of materials.
Use the Rubrics on page ___ for evaluation.

48
Summative Test
1. Form groups of four. Make a poster advertising an exhibition of installation art of artists in your
region/province/town. Indicate the title, date and venue. Include a photo of the artist/s and
sample works in the poster. Use the Rubrics on page ___ for evaluation.
2. Read Plet Bolipata’s advice to young artists on page 95. “According to French Master Edouard
Manet’s academic teacher, Thomas Couture: “Experiment! Make mistakes! But whatever
you do, make a habit of sincerity.” And from Manet himself, “...laws of artistic nature are baffing.
It is when an artist has most reason to be discouraged that he is, in fact, drawing near to his
particular truth.”
Stay true to yourself. Copying Masters will strengthen your technique but ultimately, you will
have no wean yourself and make your own art that comes from your soul. Do not be easily
discouraged. Hard work is necessary. Work relentlessly, with passion and vigor, and the fruits
of your labor will be bountiful.” -Plet Bolipata.
Do you agree or disagree with the artist’s advice? Write down your reaction/thoughts.
Rubrics
Evaluation Chart for Public Transportation Design

Criteria Excellent Very Good Good Satisfactory Poor
(5) (4) (3) (2) (1)
1. The student read

the information
online about “2243:
Moving Forward”
exhibition at the
Singapore Bien-
nale in 2013
2. The students
designed his/her
public transporta-
tion appropriate
to his/her town
49
3. The transporta-
tion sketch
includes the
place of installa-
tion
4. The design is
neat and creative
5. The materials
to be used are
available in town
Evaluation Chart for Poster-making

(5) (4) (3) (2) (1)
1. The poster is
advertising an ex-
hibition of instal-
lation art of artists
in the region/
province/town
2. The title, date and

venue are
indicated
3. There are sample

artworks in the
poster
4. The poster is eye

catching and
artistic
5. The text is reada-

ble and informa-
tion are accurate
50
Lesson 9 Public Art: Art in Outdoor Space
Introduction
Public art reflects life and its many aspects. Typhoons, health problems, pollution, the rise
of skyscrapers, shanties of poor city dwellers, crime and other harsh realities of modern life are
depicted by Contemporary artists through public art.
Public art can be made of different kinds of materials and medium. These are put on public
spaces display for the viewer’s contemplation. Places that are frequented by people are the best
spots for public art.
The types of public art are community art, municipal art, land art, architectural art commem-
orative monuments, design-based art and campaign-inspired public art. Use the inputs and
examples on pages 100-106 to guide discussion.
Objectives:

1. Describe the characteristics of public art
2. Differentiate among the types of public art
3. Make a feature presentation about a public art in one’s hometown
Pre-Assessment

1. Which of the following are considered public art?
a. Wall paintings
b. Graffiti
c. Religious santos in church
d. Monuments to heroes
2. Why are these called ‘public art’?
Motivation
The students recall the public art they have in their town. This may be found at the park, infront
of the municipal hall, health clinic or school. Ask them if the public art possesses characteristics
of contemporary art.
Then show them the artworks on pages 100-103. Ask them to describe these artworks.
What characteristics do they possess that qualify them as Contemporary art?

51
Post Reg Yuson’s Artist’s Statement on his Specific Gravity on page 100 on the board:
“The huge suspended boulder defying the natural order of things, invites the audience
to contemplate their relation to the sculpture’s surroundings through their affinity with gravity.”
– Reg Yuson, March 7, 2015
Tell the students that this is an example of Public art. Traditionally, public art was
dominated by monuments to heroes and religious landmarks. In the contemporary world,
however, the demand for artworks that reflect modern technology and designs that appeal to global
taste has increased. This poses a challenge to artists who should expand their knowledge, skills,
artistic integrity, and creativeness. To cope with the diverse demands of the contemporary culture,
they need to expand their choice of materials and methods and become aware of design that
appeals to the global taste of patrons of public art.
Discuss the inputs on page 101 on the characteristics of public art.
Take up the types of public art on pages 102-106 and use the given examples found
in different regions. If there is any one that is found in your specific region, highlight it. Ask the
students who have seen it. They describe how tall it is and how they felt standing beside it. Also
read the Artist’s Statements so that the students will understand and appreciate the context that
inspired the artwork.
“The monument depicts the historical, socio-cultural, and economic transformation of Misamis
Oriental and Cagayan de Oro. The work of art is an attempt to capture the participation of the
residents in the Philippine revolution during the Spanish and American regimes, led by Don
Apolinar Velez and Don Nicolas Capistrano, and of good governance represented in the
monument by the late Vice President Emmanuel Pelaez.
The symbolic sculptural tableau includes respected well-known leaders and statesmen,
a Higa-onon woman with a child, a Muslim maiden playing an indigenous musical instrument,
professional migrants, and historical landmarks such as the Cagayan de Oro river, Saint
Augustine Cathedral, and Xavier University. All the human figures are in double life-size,
intricately sculptured out of number 14 and 16 thick brass sheets while the 14×14-meter base
[which replaced] the original obelisk enhanced by fine tiles and mosaic glass.”
“This iconic centerpiece at Megaworld’s Eastwood City Cyberpark is a symbol of the
Business Process Outsourcing industry and nationwide development. The spherical composition
of my sculpture encases three personas shown in a time-captured scene, reflecting the birth of
modern day technological process in the country. Each of the three persons in representational
abstraction conveys the different walks of life that are all tied to the development of the BPO
industry. We have arrived at a place where our people have become a global asset to the world,
not only in the overseas fields of service but in many other factors that now influence the world-
wide community.” -Seb Chua, February 21, 2015.
“Wire Tuazon’s flimsy house on stilts bears witness to the domestication of locale
by capital, and the struggle between grassroots activists and the state. His installation of a hollow
house standing on stilts was constructed for the Sixth Angono Public Arts Festival. Comprising
just flimsy walls and a roof, the makeshift home had an ethereal quality, its hollow interior lit up
52
at night to reveal imprints on walls sewn from jute sacks. These imprints are the names and logos
of corporations whose factories operate in Angono, harbingers of development yet a constant threat
to the town’s traditional livelihood. Residents whose houses are on the riverbank take turns to light
up the house at sundown. In this lakeshore setting, Tuazon’s piece and others made for the art
festival were ways of recalling the horrors of Typhoon Ondoy , where floodwaters submerged
many homes and the artist’s studio.” (Guanzon, 2013)
Discuss the analysis of public art on page 107 using Alma Quinto’s artwork, C.P. Garcia
Homes: Build at your Own Risk. Read and explain the Artist’s Statement: “This collaborative
project with the C.P. Garcia community falls under the New Build Zone (NBZ) Project which I
proposed for the Off Site/Out of Site exhibition. It aims to build connection (social infrastructure)
with the said community located adjacent to the Materials Recovery Facility/ Stud Farm. We recre-
ated the community maps done by the residents living in the area using dried banana leaves (light
and readily available like the materials they use to build their houses) which are abundant in their
community and collaboratively built a home space as a way to bridge their need for invisibility
for their own survival and their right to represent, assert themselves and participate in creative
processes. It is also a child-friendly space where children can play, create and paste their works
on the wall as they learn art by doing. Children call it the cuadra (“papasok ako sa cuadra”) which
they find fun and exciting.
The children were our inspiration when we installed the exhibit. They helped us clean up the
space without any condition, not even asking for food. They were so eager to remove the thick
dust from the floor, walls, sofa, and the cobwebs from the ceiling by scrubbing them with soap
and water. Their involvement was sustained until we finished the clean up. Then they created
artworks for the maps on the wall. We got ideas and learned from each other. It was fun for all
of us. Their parents and children supported us by collecting dried leaves from their place which
we used as materials for the art project. A mother cooked gawgaw so we can paste the leaf
cut-outs on the wall. Kuya Blas, the community’s President and Coordinator, lent us his bangko
and table so we can use them for the workshop. The project materialized because of bayanihan.
We had no budget to start with, but we had the big hearts, the support, and the cooperation of the
community! Now they have a room where they can continuously create and interact with artists,
tell their stories, play with others, meet new friends, and learn art using local and readily available
materials. It’s also about pride of place as they see the maps of their community beautifully recre-
ated on the walls.” – Alma Quintos, February 2015.
Ask the students to compare the components of Quality and Context.
53
1. Why does public art require collaborative work and engage the services of different types
of people with specific skills?
Because it is usually large and may be made up of materials that require welding, cementing,
painting or water installation.
2. Why is Eduardo Castrillo’s People Power Monument considered ‘commemorative monument’?
Because it was made in commemoration of the 1986 People Power Revolution.
3. Is the subject matter of Seb Chua’s Eastwood Modern Heroes appropriate to a Eastwood
cyberpark? Explain your answer.
Yes because the place is where skyscrapers, which are mostly residences, business and
industry that employ modern technology, are found.
4. What is the purpose of campaign-inspired public art? Describe an example.
It promotes an idea to the public. An example is Boysen paint’s KNOxOUT Project.

Choose one public art fro m p a g e s 1 0 3 -1 0 6 e x c e p t A lma Q u in t o ’s C. P. G a r c i a
Homes: Build at your Own Risk. Apply the Analysis of Public Art on your chosen artwork.
Use the guide on page 108.
1. Public art takes it subject matter from the many aspects of human life such as typhoons, health
problems, pollution, the rise of skyscrapers, shanties of poor city dwellers, crime and other
harsh realities of modern life
2. Public art is located in places where many people frequent, especially outdoor.
3. Bach’s statement, “Public art can express community values, enhance our environment,
transform a landscape, heighten our awareness, or question our assumptions,” means the idea
of public art emerges from the community, therefore it is a representation of community life and
culture.
4. Community-based art differs from municipal art in the following ways: Community-based
art shows the life in the community and the artist makes the art by involving the community
members. Municipal art is usually located in squares, plaza or infront of government buildings,
law courts, airports, public museums or academic institutions because it is intended to instill
patriotism and nationalism among the community members.
5. Public art is a good way to educate people about events that affect human life. This can be
done by placing the artwork amidst people, in places that are frequented by people.
54
Enrichment Activity: Planning a Mural Painting
Give the following directions from page 109 to the students:
Form groups of four. Observe your neighborhood. Identify a public wall that is visible to many
people. You can plan a public art using the wall.
Think of the history of your town. Ask the elderly about events and people significant to the your
town.
Plan a mural painting showing the different historic events and people.
Get manila paper, pencils and coloring materials and plan your mural painting. Cut the paper
horizontally to represent the wall. Sketch the events and people that you want to include in the
mural and then apply color on them. Paint all the surface of the paper, including the foreground
and the background. Make sure the events and people in your mural present a visual history
of your town.
Be prepared to present your mural sketch in class and later, put it on display.
Use the Rubrics on page ___ for evaluation.
Summative Test
Study the public art below, Reynato Paz Contreras’ The Trees. Read the Statement about
the artwork on page 107. “The Trees was an awardee at the 1st Bonifacio Art Foundation Inc.
Public Art Competition. The dome-like structure was made from repurposed, texturized
stainless steel as homage to the environment and the future generation. Composed of three
interlocking trees, this art piece interlocked the branches of three trees to form a circular
canopy that represents Mother Earth’s ability to unify everything in nature.” Describe the
artwork. What type of public art is it? What are its characteristics that qualify it under such type?
Reg Yuson’s artworks. https://www.scribd.com/doc/239567011/Reg-Yuson-Works; https://www.
scribd.com/doc/239529362/RSY-Spacespecific
Monuments and shrines in Quezon City, such as the Cry of Pugad Lawin Shrine, the
Melchora Aquino Shrine, the Boy Scouts Rotonda and monuments to national heroes Jose Rizal,
Andres Bonifacio, Benigno “Ninoy” Aquino, Jr., President Manuel Quezon and General Licerio
Geronimo.
http://quezoncity.gov.ph/index.php?option=com_content&view=article&id=320&Itemid=278
55
Rubrics
Evaluation Chart for Planning a Mural Painting

(5) (4) (3) (2) (1)
1. A public wall in
the community
was identified for
mural painting
2. The figures in the

mural painting
plan are signifi-
cant to the town’s
history.
3. The mural
painting plan
shows the com-
munity’s different
historic events
and
people
4. Art elements and

principles are
evident in the
mural
painting plan
5. Each member of
the group
performed his/her
assigned task.
Lesson 10 Mixed Media Art: Combining Art Forms
Introduction
Contemporary visual artists like combining mediums and materials to express an idea or simply
to reinvent things and divert them from their natural form. The different mix and combinations
of media and creative variations of design, composition, color, and texture can all be used for
interesting effect. In this lesson, you will see how artists collect ordinary and neglected pieces and
turn these into beautiful art pieces. Use the inputs on pages 110-114.
56
Objectives:

1. Identify the materials and mediums that contemporary visual artists combine to
make Mixed media art
2. Examine the composition of collage and assemblage
3. Describe the mixed media of artists from different regions
4. Make a mixed media using one’s portrait as basic art material
Pre-Assessment
The students look at the artworks on pages 110-111. Ask them to identify the subject matter. What
mediums were used in the artworks? What combinations are made to compose the artwork?
Motivation
The students read the Statement about the Artist and Artist’s Statement on page 111.
“Bernie is from the T’boli community of Falel, Tamandang, Kiamba, Sarangani Province.
A natural born artist, he has the skillful hand and eye for art and beauty. . . This piece is an assemblage
of a wood and real deer horn, and the body is carved with traditional design.”
“The mural entitled Marine Life is a graphic representation of the Marine life of Bohol. BE
Hotels commissioned me to design these for the atrium areas of their new hotel in Panglao, Bohol.
They are made of cut-out aluminum composite panels in several layers to form a kind of giant
“collage” depicting Bohol’s famous attractions. The mural is 15 meters high and 4 meters wide.
Construction started in 2013 and is undergoing finishing touches now, before the hotel opens late
this year. – Juan Alcazaren, May 11, 2015.”
Compare the materials used by Bernie Tagum and Juan Alcazaren. How does the choice
and combination of materials affect the beauty of the artwork? Allow the students to share
their insights.”
Mixed media refers to an artwork that is made from a combination of mediums or materials. It can
be a combination of photograph and painting, or stones embedded on wood, for example. Ink can
combine with pastel, or layers of textile painted with acrylic.
Mixed media art can also be used to express political views, social statements or a reaction
to an issue. The things put together to compose an artwork can represent something: an idea,
protest, bias, a position, a challenge. In mixed media art, the theme is as good as any other.
This means the artists are not controlled by conventions of doing art.
Discuss the Techniques used in Mixed Media. Use the inputs on pages 110-117 to guide the
discussion.
57
Discuss the analysis of mixed media on pages 115-166 using Pacita Abad’s artwork,
Bilog-Bilog.
Quality: Form, materials and techniques

Description of the form, materials, and techniques
The subject matter of the artwork is shapes and colors. As the title suggests, Bilog-Bilog, the
colorful shapes consists of tiny button and mirror circles stitched and embedded into the padded
canvas. This style is called trapunto painting. Buttons and mirrors are stitched on padded canvas
and painted with acrylic. Collage mixed media, as a medium, best expresses the artist’s intended
effect of two-dimensional effect.
The artwork consists of a variety of irregular shapes, which is characteristic of abstraction.
There is no identifiable figure. Instead, each shape has color that connects harmoniously to the
next colored shapes, which are separated only by different colors of outline. In the upper middle
part of the frame are the color hues from yellow to green and blue. The orange colors break the
monotony of pattern and shapes. Texture is heavy as a result of the thousands of tiny objects
stitched on to the canvas.

Analysis of human and social conditions that shaped the thinking of the artist and influenced
his/her style
The artist expresses herself through colors and tangible materials sewn and attached to the
canvas. This process of art-making is important to the contemporary artist. The arrangement
of objects within each frame and connecting it to the next is a part of the creative process.
The result is a happy mix of color and texture that is pleasing to the eye of the viewer. Would it
be the same if the colors were painted of a flat surface? Not at all. It will lose its details and the
vibrant effect of the tiny buttons.
The artwork is a celebration of color, feeling and mood – the things that give meaning to the
artwork.
To know about the 31-year artistic career of Pacita Abad, log on to http://issuu.com/ paci-
taabad/docs/a_passion_to_paint_by_jack_garrity.
Ask the students to compare the components of Quality and Context.

Read the Artist’s Statement to guide your analysis: “Pacita’s painting is characterized
by constant change, experimentation, and development from the 1970s until her passing.
Her most extensive body of work is her vibrantly, colorful abstract work – many very large scale
canvases, but also a number of small collages – on a complete range of materials from canvas
and paper to bark cloth, metal, ceramic, and glass. Underlying all of Pacita’s work is a vivacious
spirit vibrant originality and a volcano of color.
58
Pacita constantly experimented with ideas that moved her beyond the confines of the tradition-
al two-dimensional surface by developing trapunto painting, a technique of stitching and stuffing
her painted canvases to give them a three-dimensional sculptural effect.
Like the artist’s life, Pacita’s paintings are a celebration of pure passion, joy, and color that
come straight from her heart.” – Jack Garrity, Pacita Abad: A Passion to Paint. page 5.

What are the techniques used in Mixed media art? Give an example of artists in the regions
that use each technique.
a. Collage is composed of materials and objects pasted on a flat surface. Eg: Pacita Abad,
Geovanni Agbing, Anita Feria, Nicolas Aca and Christian Efren Lozañes. See pages 112-114.
b. Assemblage is putting together objects by joining or fastening to make three dimensional art
pieces. Eg: Omar Dagdayan, Mel Araneta, Lirio Salvador, Bernie Tagum, Sam Penaso. See
pages 114-115.

Choose one mixed media art from pages 110-117 except Pacita Abad’s Bilog-Bilog. Apply
the Analysis of Mixed Media on your chosen artwork. Use the guide on pages 116.
1. Mixed media art mix and combinations of media and creative variations of such as photograph
and painting, stone on wood, ink with pastel or acrylic, or technology garbage.
2. Mixed media art can also be used to express political views, social statements or a reaction
to an issue. An example is Juan Alcazaren’s ‘Marine Life’, which calls our attention to underwa-
ter life which needs preservation and protection.
3. Collage is a technique in mixed media where objects and materials are pasted over a flat
surface to make an artwork.
4. Feldman says, “The purpose they serve is internal to art: to get away from abstraction, calcu-
lation, deliberate design and cerebral form – to re-establish the status of things as things.” This
means art is conceived in the mind of the artists and is expressed through mixed media, which
should be interpreted as it is without the viewer imposing its own meaning.
5. Do you agree that in mixed media, “the objects cease to function as they originally did?” Why?
Because by being combined in artistic way they make a new forma and acquire
a new meaning.
59
Enrichment Activity: Analyzing Mixed Media

Visit a gallery in your town and look for samples of mixed media art. Choose one and identify
the artist, title, materials, size and collector/owner. Take a photo of it and write a paper analyzing
it using the Guide for Analysis of Media Art.
Summative Test

1. If Assemblage is putting together objects and combining them to make an artwork, does this
mean the artist does not need formal studies or training in art-making?
2. Do you think many people can see the beauty in mixed media art? Why?
Rubrics
Evaluation Chart for Analyzing Mixed Media

(5) (4) (3) (2) (1)
1. The paper is an
analysis of Mixed
Media Art
2. The student
visited a gallery
in his/her town
and identified a
sample of mixed
media
3. The student chose

one artwork and
identified the art-
ist, title, materials,
size and collector/
owner
4. The paper
analyzed the
Quality of the
artwork
60
5. The paper
analyzed the
Content: Social
Context of the
artwork
Lesson 11 Photography and Digital Art: Technology-Aided Art
Introduction
Photography and digital art are the most accessible, manipulated art form used by billions
of people around the globe. Since technology has changed photography, the camera has evolved
into different sizes. A warning from Feldman is, “Photography is an art form and a type of visual art
requires close analysis because it can be manipulated creatively and project what is not actually
seen by the human eye.”(1981:417). Use the input on p. 118 to expound on this. In this lesson,
the students will learn about the different types of photography and digital art, and how to analyze
them for appreciation and intelligent viewing.
Objectives:
1. Differentiate among the types of photography and digital art

2. Explain the function and techniques employed in photography and digital art
3. Apply the concepts on sample photographs and digital artworks using the guide for
Appreciation of Photography and Digital Art
4. Alter a photograph or an artwork by applying design using an appropriate computer program
Pre-Assessment
The students look at the photograph, Pope Francis in Tacloban by Johannes Eisele
on page 118. Ask them:
1. What character is projected by Pope Francis in the photograph?
2. How do the people around him respond to his hand wave?
3. Based on the photograph, what can photography do to a subject matter and how can it affect
the viewer?
Motivation
Show the students the electronically-aided digital art of the relief sculpture by Leeroy New,
Study on Monstrosity on page 119. Then they read the description on page 122. What did it take
to transform the relief sculpture into digital art?
61
Write Leroy’s Artist’s Statement on the board:
Monsters have become a way for societies to relegate the weird and the unfamiliar a place
in their respective realities. What is monstrous is simply the fear of the unknown, this
incapacity to situate a thing or idea in a world of categories and definitions. I am at home with the
unfamiliar and the alien. I create and recreate hybrid forms, these monstrosities of common sense,
as a means of affirming a personal mythology. - Leeroy New, March 19, 2015.
The students explain the meaning of the statement, particularly the lines:
“What is monstrous is simply the fear of the unknown”
“I am at home with the unfamiliar and the alien. I create and recreate hybrid forms”
Discuss how these statements are reflected on the digital art of Leeroy New’s relief sculpture
on page 119.
Contemporary photography are of different types: (a) Nature Photography (b) Photography that
depicts reality; (c) Photographic alteration; (d) Mobile photography; and (e) Photojournalism,
to name some. Use the inputs on pages 119 to 121 for discussion. Use the given examples
to illustrate the points.
Discuss the characteristics and different types of Digital Art. The students read the Artist’s
Statement of Edwin Coscolluela on page 122.
“My artwork is like life, some have sharp edges and some are blurred.
My intention is to create works that have no resemblance to nature. My works are
pure abstract, non-realistic or non-figurative. They have no reference to nature.
I use digital art as medium because it is the most convenient in terms of ease of use, portability,
handiness and not so messy.
I believe that everything we perceive is not what they actually are. Everything we see, feel,
hear, touch, smell is only our impression of that particular object. Everything is temporary,
but we always strive to make them permanent. My idea is to create a painting that is like
a newspaper’s picture, if you look at them closely, you will see that they are not sharp, you can
see the grains, the dots, the halftones, and you will see that the images are blurry.
I am a minimalist. I believe in using simple elements and very few of them. My digital
painting has no hidden messages, it does not represent anything. It is an arrangement
of elements that creates a certain feeling. It is all design.
I used black and white to minimize the meaning in my painting. Colors have too many
meanings, and I try to avoid them. I want things simple, spacious, free, and loose. When
people look at my artworks, I do not want them to understand but to feel.” – Edwin Coscolluela,
March 10, 2015.
62
Ask the students to explain how the line, “ My digital painting has no hidden messages,
it does not represent anything. It is an arrangement of elements that creates a certain feeling.
It is all design” is shown in his digital work, Image 071.
Review the guide for Analysis of Photographs and Digital Art on page 125 and see how this
is applied on Michelle Hollanes Lua’s photograph, Sendong.
Quality: Form, materials and techniques

Description of the subject matter, materials, and techniques
The main figure is a man carrying on his back a girl whose facial expression shows pain. They are
both covered with mud as they have just survived the flash floods brought by typhoon Sendong.
It projects man’s dependence on each other in times of calamity and tragedy.
The mud that covers the body of the main figures makes the photograph appear in black
and gray, while the people in the background, in color. The contrast between black and gray
and the colors in the background make the photograph look interesting. The size of the figures
covers almost the entire frame without looking oversized because of its monochromatic color.
Photography as a medium is good for the subject matter. The artist’s camera captured
a moment of pain and struggle in split second, instantly separating the main figures
in monochrome from the colorful figures in the background.
Analysis of human and social conditions that shaped the thinking of the artist and influ-
enced his/her style
Typhoon Sendong hit Cagayan de Oro in the evening of December 17, 2011. It was the time
of the year when people were having Christmas parties, shopping for gifts, decorating their
homes, and preparing for get-togethers. It was a rainy day but by evening, the rains poured
heavily and flash floods rushed from the mountains and washed away houses and everything
else on the path of the water. Trees and logs were eroded and rolled down the city where
thousands of people were swept by the strong water current. Lights went out and
people screaming for help could not be heard because of the heavy downpour. In the morning,
sunlight revealed horrible scenes: the dead and the survivors, the missing, landscape without the
properties that used to occupy them – all covered with mud.
This devastation was commemorated by Nicolas Aca and a group of Capitol
University students and employees through Performance art. They covered their bodies with
mud and walked around Cagayan de Oro City silently. Everyone who witnessed the performance
became part of it as they all shared the same painful experience with the performance artists.”
In Lua’s photograph, the artist’s camera captured a moment of pain and struggle.
It expresses a lot of human emotion. In Coscolluela’s digital art, the artist claims there
63
is nothing represented in it, it is plain design. Although artworks are not similar when it comes
to artist’s intended effect on the viewer, each one is a beautiful piece and can be appreciated
for its own quality and content.
1. What is nature photography? How does it differ from photographic alteration?

Nature photography is done by taking photos of landscapes, human interest or any other
subject that is captured as it is. Photographic alteration is an interpretation of the subject
matter, achieved through manipulation of photographic technique.
2. How can photojournalism aid the viewer grasp the news or issues better?
The visual representation enables the viewer to see the event as it happened, the people
involved and the actual situation.
3. What is digital art? How are images altered in digital art?
Digital art is done with the aid of a camera, which captures the image, and is manipulated
through computer programs. It may be electronic-aided or non-figurative. Either way, the image
is manipulated according to the design that the artist has in mind.

Choose one photograph or digital artwork from pages 118-128. Using the guide for Analysis
of Photograph or Digital Art, analyze the artwork’s Quality and Content (if any). Remember that
some artworks do not carry any social context and are plain designs.
Integration of learning
1. Technology has changed photography in the following ways: it can or not present nature as it
is, it can manipulate images.
2. The different types of photography are nature photography, photography that depicts reality,
photographic alteration, mobile photography and photojournalism.
3. One way Photography that depicts reality is different from Photojournalism is that photo
journalism is always about issues and incidents that will be spread through media. The other
type of photography can be done at leisure and recording of private moments. They are similar
in the following way: they can both capture the given moment.
4. The types of digital art are electronic-aided and non-figurative.
5. Non-figurate art disregards figures by using geometric shapes, lines, spaces, movement
or color
6. The invention of cellphones has revolutionized digital art by including tiny camera that can
record an image instantly, and upload it digitally to social media or Internet for the whole world
to see.
64
Enrichment Activity: Analyzing Digital Art

The students search the Internet for digital art and choose one. They have to acknowledge
the Website and owner of the image following the citation format that they have learned in their
Language class (APA, MLA, Chicago, etc.) then they write a description and analysis using the
given Chart on page 128.
Summative Test
1. Cite the photographer/digital artist from the regions who have the following photography/digital
art in this lesson. Indicate the name, the title of artwork and the region.
Name Title of artwork Region
a. nature photography
b. photography that depicts reality
c. photographic alteration
d. mobile photography
e. photojournalism
f. electronic-aided digital art
g. non-figurative digital art
2. Prove that “There is a great demand for digital art from the business and commercial industry,
leisure and recreation, airline and shipping industry, communication and media.” (page 123)
Cite example of digital artwork that you have seen in any of the above venues.
Rubrics
Evaluation Chart for Analyzing Digital Art

(5) (4) (3) (2) (1)
1. The student
choose a digital
art from the
Internet
65
2. The image
owner and web-
site are properly
acknowledged
3. The quality of the

artwork is
described
4. The content is
analyzed
For Evaluation, the students perform the following exercises. Use the Rubrics below
for evaluation.
1. Create a mixed media collage representing the Unit themes. Explain in writing what you learned
about these themes and how you intend to apply the techniques in your own art-making in the
future.
2. Name the public art pieces found in your town. Interview people in your town and ask them
about the significance of the artwork to the history of your town. Then ask them how they
evaluate it. Write a report about your findings.
Evaluation Chart for Mixed Media Collage

(5) (4) (3) (2) (1)
1. There is a mixed
media artwork
representing the
Unit themes.
2. The explanation is
clear and
sufficient
3. The techniques to
be applied in their
future art-making
are described
66
Evaluation Chart for Interview: Public Art Piece

(5) (4) (3) (2) (1)
1. A public art piece

in town was
identified
2. People in town
were interviewed
about the
significance of the
artwork to the
history of the
town
3. The interviewees
evaluated the
artwork
4. The report about

findings were
delivered intelli-
gently and clearly
67
Unit 4 From Folk Arts to Contemporary Arts
Overview
Contemporary art craft expressions inspiration in the folk arts. Folk arts in the different
regions have evolved as they have been influenced by globalization, new techniques aided
by technolgy, global aesthetics and market demands. For example, different types of banig are produced
in different colors and are designed with flowers, birds, landscapes or geometric shapes. Aside
from sleeping mats, they are also made into bags, wall decors and throw pillow cases.
The feelings, perceptions and attitude of an individual or people towards life is manifested
in culture, religion, language, rituals and ceremonies, food, politics, and most especially in their
art. When artists talk about their art, it is always in the context of expressions of human purpose
and the pattern of experiences that they collectively sustain. In their assimilation to their culture
and society, they gather experiences to which they react through visual art forms. In this sense,
art objects have cultural significance, of which the artist is a part. Being part of society, their
experiences are objectified in their carvings, chants, dances, and other art forms. Use the inputs
on pages 130-131 for discussion.
The book chapter has lengthy discussions on art crafts, furniture products, ceramics, pottery
and terracotta art. All the Lessons in the textbook are divided into two parts: art production and art
appreciation. In Part 1: Art Production, we take the point of view of the artist who makes his/her
artworks in a particular style. The devices that can guide objective accuracy in folk arts are also
discussed. In Part 2: Art Appreciation, we take the point of view of the viewer who does descrip-
tion, art analysis and interpretation to appreciate folk arts and crafts.
Appreciation of art crafts may be guided by looking into the folk art reference, its cultural
significance and its artistic design and function. Study the guide below.
Guide to Appreciation of Art Crafts
Folk art reference

What type of folk art inspired the art craft?
Cultural significance
Identify the region that produced the art craft.
What is its cultural significance?
Artistic design and function

Describe the contemporary artistic design of the art craft.
What function does is serve?
68

National artists: music, dance, theatre, visual arts,
film, architecture, design and allied arts; Gawad
sa Manlilikhang Bayan: folk architecture, mari-
time transport, weaving, carving, performing arts,
graphic and plastic arts, ornament, textile or fiber
art, pottery
CONTENT STANDARD:
The learner demonstrates understanding of the
significant roles of artists from the regions
PERFORMANCE STANDARD:
The learner creates avenues to advocate the arts
from the different Regions
LEARNING COMPETENCIES:
The learner:
(CAR11/12CAP-0b-3)
- conducts research on various contemporary art
forms
- explains Filipino artists’ roles and identifies their
contribution to contemporary arts
- evaluates contemporary art forms based on the
elements and principles
(CAR11/12CAP--0c-e-6)
- interprets and relates the significance of art forms
from the regions
- promotes arts from the regions
69
Lesson 12 Art Crafts
Introduction
Folk art pieces are produced by indigenous people or by community members. They can
be utilitarian as well as decorative, using plants that are abundant locally, such as buri (palm),
pandan (sea grass leaves), abaca and piña (pineapple) or bamboo.
People in different regions weave mats depending on the abundance of local plants. Ilocos has
the famous inabel weave and the handwoven binakul, which has been dwindling. Abaca is most
dominant in the Bicol region and is used to make sandals, bags, rags and handicrafts. Handi-
crafts include a wide range of decorative objects done by the hand using simple tools. Banig is
a handwoven mat used for sleeping. Buri mat is woven by the Samals of Sulu. In Samar, pandan
leaves are dyed green and then buri strips are interwoven with the base design. Use the inputs
on page 132.
This lesson tackles Contemporary expressions that have their origins in Folk Art. It describes
the production of the different art crafts and then art appreciation is applied on given examples.
Objectives:
1. Describe the characteristics of contemporary expressions based on folk art

2. Apply art appreciation on art crafts
3. Design an art craft based on a folk art
Pre-Assessment
Show the folk items on pages 136-137 to the students. Which ones are found in your town?
(a) Woven products
(b) Textile, Fabrics and Clothing
(c) Bags and accessories
(d) Footwear
(e) Home-use Products
(f) Lampshades
(g) Decors
(h) Masks
After identifying, the students describe the folk arts and crafts in their town guided by the
following questions: What are they made of? What colors and shapes do they have? What are
they used for? Who makes them? Where are they sold? Who uses them? What contemporary
designs are found in the folk arts and crafts that are based on design?
Motivation
Now that they have an idea of how folk art can inspire contemporary crafts, they design their own
folk art-inspired craft. Turn to page 141. The students design their own contemporary art craft
showing some elements based on folk art. They color this and show it in class. They can sketch
the design on page 141.
70
The contemporary expressions inspired by folk arts discussed in this lesson include
(a) Woven products: Textile, Fabrics and Clothing; (b) Bags and accessories; (c) Footwear;
(d) Home-use Products; (e) Lampshades; (f) Decors and (g) Masks. Use the inputs on pages
133-137 for discussion.
Discuss the examples of folk art and crafts in the regions and the artists who design and make
these. Ask them to describe each one and specify the contemporary designs and elements found
in them, which are based on the traditional folk arts and crafts.
Emphasize that there are artists who group themselves to make products with contempo-
rary designs based on the traditional. The Fashion & Design Council of the Philippines (FDCP)
redesigned the Barong Tagalog and Baro’t Saya for use in more modern, contemporary times.
For example, apparels combine hablon, mixed abaca, piña and banana seeds with dyed fine
hemp. Fashion shows and competitions challenge designers, such as Barge Ramos, Roland
Alzate and Randy Ortiz to use native products creatively.

Folk arts and crafts emerge from the community and embody specific characteristics that differ
from region to region. Appreciation of art can be guided by three things:
a. Folk art reference. What type of folk art inspired the art craft?
b. Cultural significance. Identify the region that produced the art craft. What is its cultural
significance?
c. Artistic design and function. Describe the contemporary artistic design of the art craft.
What function does is serve?
See how the Guide is applied to Analysis of Art Crafts on pages 139-140.
71
Analysis of Art Crafts

Folk art reference The Filipino bakya (wooden clogs) inspired
What type of folk art inspired the art craft?
Cultural significance The footwear, bakya (wooden clogs) was
Identify the region that produced the art smoothly shaved, and carved with floral,
craft. What is its cultural significance? geometric or landscape design, then painted
or varnished to a high sheen in the distinc-
tive Paete style. The upper part was made
of clear plastic or thin rubber that were
fastened to the sides with tiny clavitos
(nails). Bakya inspired by Ruben Tagalog’s
song, Bakya mo Neneng:
Bakya mo Neneng, luma at kupas pa, ngunit

may bakas pa ng luha mo, sinta! Sa ala-ala’y
muling nagbalik pa ang dating kahapon, tigib
ng ligaya.
Bakit isang araw,
ay di mo ginamit
ang bakya kong inialay?
Sa wari ko ba’y
di mo na kailangan
bakyang kinupasan
na ganda at kulay.
Ang aking pag-asa’y
Saglit na pumanaw,
sa bakya mo Neneng
Na di nasilayan,
Kung inaakalang
iyan ay munting bagay- huwag itapon, aking
hirang Pang-aliw ko habang-buhay!
Artistic design and function The bakya is still found in Laguna but in
Describe the contemporary artistic design of modern design and different colors. The
the art craft. heels may be painted with flowers, land-
What function does it serve? scapes or artistic objects. They may also be
sculpted with a nipa hut or farmers planting
rice.
Unlike in the past, the footwear is not worn
daily as it is treated as special footwear to be
worn at special occasions like the town fiesta
or when there are town guests.
72

1. Describe the history of Barong Tagalog. What are the creative variations that contemporary
designers make on the barong?
See pages 133-134
2. What are bags and accessories made of in Ilocos, Bacolod, Bicol and Tacloban?
Ilocos: abel fabric; Bacolod: pandan leaves; Bicol: rattan; Tacloban: banig
3. What are some home-use products in the different region with contemporary design?
Pillow cases, containers, trays, bottle holders.
4. How can our folk arts and crafts help in environmental preservation?
Because they are made from plants and other materials found locally and do not have chemical
components that can destroy nature, they are not a threat to the environment.

Choose any folk art or craft from pages 132-137 and apply the Guide to Analysis of Art Crafts on
your choice of artwork. Follow the instructions on pages 140-141.
a. REGION 7 BADIAN, CEBU. Banig Clothing at the Banig Festival. page 132
b. NCR. Randy Ortiz fashioned out of t’nalak, an abaca fabric handwoven by the T’boli tribe from
South Cotabato. page 133
c. REGION 6 BACOLOD. Vivo Products. Vida Hayes. 2013. Bayanihan. coco twigs, crochet,
pandan leaves. 14 x 24. page 136
d. REGION 1 ILOCOS. Abel Iloco bags. page 134
e. REGION 10 CAGAYAN DE ORO. Patrick Gabutina. Floral décor. page 136

1. Contemporary art crafts are based on folk arts. This can be seen in the different types contem-
porary expressions such as: Woven products; Textile, Fabrics and Clothing; Bags and acces-
sories; Footwear; Home-use Products; Lampshades; Decors; and Masks.
2. The most common materials used in contemporary art crafts are plants that are abundant
locally, such as buri (palm), pandan (sea grass leaves), abaca and piña (pineapple) or bamboo
3. Some examples of Philippine textile, fabric and clothing that are patronized globally are:
barong and banig clothing.
4. Contemporary footwear based on folk art are made of abaca, buri and wood
5. Contemporary decors can be described as assemblage of different local raw products
6. Masks were traditionally believed to be objects with magical powers that serve as dwelling for
ancestral spirits or can be hang on the door to ward off evil spirits. In contemporary art, they
are used as decorations.
73
Enrichment Activity: Folk arts and crafts design

The students visit a museum or gallery (or commercial art shop) in their town and survey the
collection.
They answer the following questions:
Are there folk arts and crafts?
What are the contemporary expressions based on these folk arts?
They sketch on bond paper one artwork. Beside it, they draw the folk art on which it is based.
Summative Test
The students view the production of Eco-friendly mats: Banig. They log on to http://www.youtube.
com/watch?v=Rb1A2wYQWIc.
Then they write an essay about it, guided by the following questions:
1. What products are made from banig?
2. Describe the process of banig-making. Are they beautiful? Why do you think so?
3. What are the contemporary design and elements found in their banig products?
4. How does banig-making provide livelihood for Leyte folks?
Eco-friendly mats: Banig. http://www.youtube.com/watch?v=Rb1A2wYQWIc.
The mosaic and other decors. NVC Foundation. https://www.facebook.com/nvcfoundation or
http://www.nvcfoundation-ph.org/projects/merchantsofhope/
Rubrics
Evaluation Chart for Folk Arts and Crafts

(5) (4) (3) (2) (1)
1. The students visit

a museum
or gallery (or
commercial art
shop) in their
town and survey
the collection
2. The questions
were answered
correctly
74
of one artwork
and the folk art
on which it is
based
4. The sketch is
neat, complete
and creative
Lesson 13 Furniture Products
Introduction
The rise of skyscrapers and commercial buildings that cater to residents, shoppers, business
office work, conventions and various types of social gatherings and activities all call for new
furniture designs. In response to this demand, contemporary furniture designers do not only
consider form and function. They use technology, new materials and measurements that fit the
physical size, comfort, demands and movement of the users. They study new trends and bench-
mark their work with global designs.
In this lesson, the students will learn about the characteristics of contemporary furniture design
and see how these respond to the demands of modern living. Use the inputs on pages 142-143.
Objectives:

1. Describe the characteristics of contemporary furniture
2. Apply art appreciation on contemporary furniture designs
3. Sketch a piece of contemporary furniture
Pre-Assessment

Based on your observation, what materials are used for furniture today? What are the domi-
nant furniture designs? Choose one and sketch it on paper. Be prepared to talk about its design
and function.
Motivation
The students look at the images of pieces of furniture on pages 144-147. They choose one and
comment on its design and function. Where is the best place to put the furniture? Why?
Allow the students to express their ideas, agree and/or disagree.

75

So as not to threaten the sustainability of our forests, there are policies, moratoria and laws that
disallow timber extraction in old growth forests and in critical areas such as steep slopes, above
1000m elevation, stream banks, and wilderness areas for conservation of biodiversity and gene
pools. This has affected over 2,500 business establishments in the furniture export industry. This
has also affected furniture craftsmen who had to look for alternative materials.
Contemporary furniture designers in the Philippines are not very many. Many of the famous
ones were educated abroad and have good exposure to modern furniture as they have travelled
and worked with Western and Asian furniture designers. Many of them are now in Cebu, Davao
and other key cities in the southern part of the country. In the north, there are furniture industries in
Pampanga, Isabela and Ilocos and they still carry traditional designs that match local architecture.
Discuss the noted furniture designers and their sample works: Ito Kish, Vito Selma, Kenneth
Cobonpue and Niccolo Jose. Read their Artist’s Statement to know the ideas behind their furniture
design.
“Papillon Easy Arm Chair is hand-woven with nylon rope that provides the ease with which
to nestle between powder-coated steel frame. Ottoman is available to assist with levity.” - Kenneth
Cobonpue, March 25, 2015.
“Because of my background in school and while growing up, I know how wood reacts... I know
how to bend and manipulate it. Just by looking at it, I know how old the wood is. I can tell by its
skin how big the tree is... I design, say, a chair starting with its view underneath. I also imagine
myself like a fly flying around the furniture piece. Before I even begin to make it, I’m already
imaging its smooth lines.” - Nicollo Jose Qtd. from Alex Vergara. Artist does unique furniture using
hardwood. Inquirer.net. February 15, 2012.
“Art X Furniture was a pop up show organized by Qube Gallery on June 11, 2014 that featured
selected artists and their painted treatment of antique furniture. Art patrons were encouraged to
bring in their old furniture to the gallery at Henry Hotel in Banilad, Cebu City.” - Mona Alcudia,
February 1, 2015.
Describe the characteristics of contemporary furniture designs that are in demand in business
offices. Use the examples given on page 145.

Discuss the Guide to Appreciation of Furniture Art on page 149: Form (the type of furniture);
Function (how it will be used), Materials (environment-friendly, durable with aesthetic appeal).
See how this is applied on Henry Hotel’s Dining Table on page 150 (image is on page 143).
Analysis of Furniture Art

Form It is a dining table in a prestigious hotel in the
What type of furniture is it? city of Cebu.
76
Function It is used as dining table for local or foreign

How will the furniture be used? hotel guests.
Materials The table and chairs are made of wood. The
Are the materials good for such furniture cushions of the chairs as well as the back
design? Is it environment-friendly, durable and support, are painted with colorful images of fa-
does it have aesthetic appeal? mous people in media and the entertainment
world.
The cloth that covers the seat and back rest
are washable. There are no plastic materials
used. The long chain hanging from the roof
has no practical function but adds to the aes-
thetic appeal. There
are three overhead lamps with yellow light
that gives a cozy ambiance. What is unique
about this dining table set is the different
heights of the chairs. Some back rests are
bigger than the others. This offers variety
without disrupting unity of artistic organization.
1. Who are the famous furniture designers in Cebu? Describe their work.
See descriptions on page 144
2. How does the furniture design of Niccolo Jose differ from other furniture designs? Read the
Artist’s Statement to understand his inspiration in furniture design.
They are organic sculptures based on careful study of human anatomy.
3. Read the description of Maria Erika Masalonga’s furniture design o page 145. Why
do you thik it own first place i the Green Furniture Design Competition? (see image
on page 146)
Because she used seagrass, a renewable and eco-driendly material to make beautiful and
functional furniture.
4. What is the biggest clientele of contemporary furniture designs today? What are the types of
furniture in demand in these clientele?
Hotels, business offices and residences in skyscrapers. Modular designs, desks, chairs,
filing cabinet and computer work area. Hotels have furniture in the reception area, lobby,
function rooms, bedrooms and halls.

Choose one piece or set of furniture from pages 142-149. Apply the Analysis of Furniture Art
on your chosen artwork. Use the guide on page 150.
77
1. Contemporary furniture designers are able to meet the demand of modern architecture
by making beautiful furniture that are, at the same time, functional, using modern technology
and new materials that suit the size, comfort, demand and movement of the users.
2. The log ban has affected the furniture industry in the following ways: furniture export was
affected and the furniture craftsmen had to look for alternative materials. Because of this,
furniture designers have opted to use alternative materials such as plastic monobloc, metal
combined with abaca and other durable plant-based material.
3. The famous Filipino furniture designers are Ito Kish, Vito Selma, Kenneth Cobonpue and
Niccolo Jose.
4. Modular furniture means that desks, chair, filing cabinets and computer are arranged
together so that the occupant simply turns the chair without having to cross the room.
5. Hotels and restaurants demand from furniture designers that match the building motif.
6. Home furniture can combine materials that make the sitter comfortable, such as wood and
abaca, or abaca and metal.
Enrichment Activity: Sketching Furniture Pieces

The students visit furniture shops in your town and survey the collection. What are the most
common materials used for furniture? What are the functions of these pieces of furniture?
They sketch some chair designs in the furniture shop.
On a separate sheet of paper, they sketch furniture pieces that they would like to have in their
own home. Then they identify the materials to be used in these furniture.
Summative Test
1. You have learned about how Visual Art Appreciation is done on contemporary furniture art.
Following this model, you can now apply the Guide to Appreciation of Furniture art on particular
artworks.
Choose one artwork below and write your description and analysis in the given Chart.
a. REGION 6 BACOLOD. Vito Prints. Fantasia 3 Seater. 78 x 21 x 26 ½ in. resin, solid wood
and foam. page 148
b. REGION 4B. PUERTO PRINCESA. Microtel Inn. Lounging chairs. page 143
c. REGION 3. PAMPANGA. Niccolo Jose. Contrapposto furniture. page 145
d. REGION 11. DAVAO. Villa 5 Pearl Farm. Milo Naval and Ma. Cristina Floirendo Brias.
Lounge Chairs. page 147
e. REGION 7 CEBU. Kenneth Cobonpue page 142
2. Form a group of five and make a diorama of furniture set for a hotel lounge in your town. Follow
the following instructions:
a. Plan the design of the furniture.
b. Sketch how the furniture will look like, what the colors and design should be.
c. Assign a piece of furniture to each member of the group.
d. Your furniture set will be mounted on illustration board so be sure they have the same sizes.
78
Kenneth Cobonpue furniture http://www.kennethcobonpue.com/
Rubrics
Evaluation Chart for Furniture Shop Visit

(5) (4) (3) (2) (1)
1. The student visit-

ed furniture shops
in his/her town
and surveyed the
collection
2. The most common

materials used for
furniture are
identified
3. The functions
of the furniture
pieces
are indicated
4. There are
sketches
of some furniture
pieces on bond
paper
of furniture pieces
that he/she would
like to have
at home
6. The materials to
be used for these
furniture are
specified.
79
Lesson 14 Ceramics, Pottery and Terracotta Art
Introduction
Filipino artists who engage in ceramics, pottery and terracotta art see their work as an expression
of love for mother earth. With their hands, they work with mud and clay to form creative objects
and strengthen these through firing techniques. Some of these artists sell their products in the city
malls, some offer workshop to pottery enthusiasts to pass on the tradition, and in the case of one
artist, she has ceramics showroom as part of her restaurant.
In this lesson, the students will learn about the characteristics of ceramics, pottery and
terracotta and do exercises to help them appreciate these art crafts.
Objectives:
1. Describe the characteristics of ceramics, pottery and terracotta art crafts.

2. Apply art appreciation on these art crafts.
3. Make an art object using terracotta or synthetic clay.
Pre-Assessment
The students look at the artworks on pages 152-156. Ask them the following questions:
1. What are the shapes of the ceramics, pottery and terracotta art crafts?
2. What purpose do they serve?
3. What are the designs on the ceramics, pottery and terracotta art crafts?
Motivation
The students read the Artist’s Statement on page 155.
“I have done a lot of experimenting in creating bamboo forms that can be used as flower vases.
The sliced bamboo series represents the cross section of a bamboo if it were sliced. This piece
was created as a uniform shape, then thrown against the edge of a table to give it a ‘blend’.
The satin yellow glaze captures the color of bamboo after it has been cut. This piece was wheel
thrown and altered. ” - Hadrian Mendoza, March 25, 2015.
“These two figures in Usapan are engaged in a conversation. Like any couple, both have strong
opinions and come to a resolution to please both sides. The male figure is twisting his head
towards the sky, as the female has a more direct approach. Their eyes are represented by
finger swipes to create movement. These pieces were fired in a salt kiln without any glaze.
The technique used to build them is called coilling.” - Hadrian Mendoza, March 25, 2015.
How does Hadrian Mendoza interpret bamboo and human conversation in her stoneware? What
characteristics of contemporary art are seen in the stoneware? Do you like the stoneware? Why?
80
Contemporary artists explore a variety of artistic shapes and function in pottery. The most
common are plates, coffee cups and saucers, bowls. These ceramics serve a practical purpose.
Shape in ceramic art can be countless in variety. They can be round, square, rectangular,
figurative or non-figurative, irregular and unidentifiable.
Contemporary ceramic, pottery and terracotta art are of two types: functional and decorative.
Whether it serves a function or not, ceramics, pottery or terracotta possess the elements
of art. It has form, characterized by its shape, color and texture, for example. Sometimes they come
in many pieces that are arranged in a certain way, like a tea set with cups and saucers.
Discuss the inputs on pages 153-154 for discussion.

Turn to pages 156-157. The students read the Analysis of Ceramics applied on Jose Joya’s Plate
and Jar in Blue and White. This is done by analyzing Form and Function. Form is described
through the dominant elements of art applied to the art piece. Function determines the purpose
that it serves.
Form The ceramics set of plate and jar combines
Describe the dominant elements of art blue with white, which gives them an Asian
look. He made geometric patterns in mono-
chromatic blue.
Function The ceramic set serves a decorative purpose.
What purpose does it serve? The plate is not appropriate for dining use. It
is meant to be standing for the painting to be
appreciated.
1. What are the most common examples of pottery? Plates, coffee cups and saucers, bowls.
2. What shapes can be made for ceramic art? Round, square, rectangular, figurative or non-
figurative, irregular and unidentifiable.
3. How does representational art and non-objective art differ? Representational art
shows actual objects or art subject from nature or reality. Non-objective art does not
represent or depict the object in the natural world. They are interpretations of the artist.
4. How did the proliferation of coffee shops and Spas affect ceramics, pottery and terracotta
artists? The artists are challenged to experiment with design, color, texture, or creative
combinations.
81

On a bond paper, the students sketch a ceramic design that they would like to make. They get
terracotta or synthetic clay and form their desired ceramic design. When they have the finished
product, make it stand on a box. On a small sheet of paper, they write down the title, size and
medium used for the art craft. The class can exhibit the works in the classroom.
1. Contemporary ceramics, pottery and terracotta has two functions: decorative

and practical.
2. Whether it serves a function or not, ceramics, pottery or terracotta possess the elements of
art such as line, color, texture, shape and value
3. Some of the famous ceramics artists are Pacita Abad, Jose Joya, Jon and Tessy Pettyjohn,
Mia Casal, Ugu Bigyan, Hadrian Mendoza and Ben Cab.
4. Contemporary ceramic pieces are found in places like Batanes, Cebu, Calamba, Zambales,
Laguna, Quezon, Mountain Province.
5. Contemporary ceramic artists see their work as an expression of love for mother earth
because they work with mud and clay using their own hands.
Enrichment Activity: Ceramic Artist in PowerPoint Presentation

Choose one ceramics artist in this lesson. Search the Internet and view more of his/her works.
Choose those that you like and describe its form (color, size, shape, texture, etc.) and function
(decorative or practical). Make a PowerPoint Presentation featuring the artist and his/her works.
Summative Test
1. You have learned about how art Visual Art Appreciation is done on ceramics, pottery and
terracotta art. Choose one artwork below and write your description and analysis in the given
Chart.
a. REGION 2. BATANES. Batanes. Pacita Abad. 2000. Blue Dining Plate. page 152
b. REGION 7. CEBU. Jose Joya. Ceramics. pages 153-156
c. REGION 4A. CALAMBA, LAGUNA. Jon Pettyjohn page 154
d. REGION 3. SAN NARCISO, ZAMBALES. Mia Casal. Clay Avenue. page 154
e. REGION 4A. TIAONG, QUEZON. Ugu Bigyan. Birds and Fish. page 155
f. CAR. BAGUIO CITY. Benedicto Reyes Cabrera or BenCab. Mother and Child.
82
Rubrics
Evaluation Chart for Analyzing Mixed Media

(5) (4) (3) (2) (1)
1. A ceramic artist
was chosen
2. The students
viewed his/her
work through the
Internet
3. The student chose

one artwork and
described its form
and function
4. The PowerPoint
Presentation fea-
tures the artist and
his/her works
For Evaluation, the students perform the following exercises. Use the Rubrics below
for evaluation.
1. Benefits from Art-making. Look for an example of contemporary art in your town that has
been inspired by folk art. Describe the innovations in design, material and technique. Then
explain how this art-making has benefited the artist/craftsman or your town.
2. Art Crafts Found in Town . Make a Double Entry Notebook. Create a two-column table. Use
the left column to write down five art crafts found in your town. Use the right column to
describe each one.
83
Rubrics
Evaluation Chart for Benefits from Art-making

(5) (4) (3) (2) (1)
1. An example of
contemporary art
in town that has
been inspired by
folk art is cited.
2. The innovations in
design, material
and technique are
described.
3. The benefits from

the art-making is
explained.
Rubrics
Evaluation Chart for Art Crafts Found in Town

(5) (4) (3) (2) (1)
1. There are five art

crafts found in town
listed
2. Each of the five

crafts are described
based on art ele-
ments and principles
3. The entries are neat,

clear and rich in
content
84
PART 2 CONTEMPORARY ARTS IN THE PHILIPPINES (CAP)
Unit 5 Performing Arts
Overview
Performing Arts include film, theater and performance arts, dance and music. Appreciation of each
genre requires different aspects. For example, appreciation of cinema / film and theater play /
performance requires the application of the typology of visual, dramatic, and literary components.
For dance, it is necessary to look into knowledge of choreography, technical skills, performance
skills, rhythm / tempo. For music, focus on form, context and expression.
In this Unit, we cite the province or region where the film directors, musicians, performers and
dancers were born. Their artistic expressions are shown nationwide and globally and are not lim-
ited to their place of birth or region.
The lessons in this textbook are divided into two parts: Art Production (the making of perform-
ing arts) and Art Appreciation (the viewing of the performing arts).

National artists: music, dance, theatre, visual arts, film, arch-
tecture, design and allied arts; Gawad sa Manlilikhang Bayan:
folk architecture, maritime tranport, weaving, carving, perform-
ing arts, graphic and plastic arts, ornament, textile or fiber art,
pottery
CONTENT STANDARD:
The learner demonstrates understanding of the significant
roles of artists from the regions
The learner creates avenues to advocate the arts from the
different Regions
LEARNING COMPETENCIES
The learner
(CAR11/12CAP-0b-3)
- conducts research on various contemporary art forms
- explains Filipino artist’s roles and identifies their contribu-
tion to
contemporary arts (CAR11/12CAP-0c-e-5)
- evaluates contemporary art forms based on the elements
and principles
- interprets and relates the significance of art forms from the
regions (CAR11/12CAP-0c-e-8)
- promotes arts from the regions (CAR11/12CAP-0c-e-9)
85
Lesson 15 The Art of Film
Introduction
A new breed of directors were brave enough to direct films that portrayed revolt, labor unionism,
social ostracism and class division. The directors of the New Wave therefore either tended to-
wards exposing relevant social topics or hybridizing Filipino topics with Western techniques. With
the coming of digital media in the late ‘90s and early 2000s, the high definition format came with
the digital age.
Objectives:

1. Describe contemporary film in the Philippine regions
2. Identify the contemporary film makers and determine their contribution to the development
of cinema
3. Appreciate cinema guided by the Typology of Cinematic Art
4. Analyze a film using the Typology
Pre-Assessment
The students look at the images of Filipino films on pages 168–176. Ask them which films they
have seen. They describe the actors and actresses and their performance, the sound, language
and sequence of events.
Motivation
Ask the students to list down the following:

a. Their favorite movies
b. Their favorite actors and actresses
c. Titles of comedy films
d. Titles of love story films
e. Titles of biographical films
Get the most common answers and then complete the Table of Class Favorite Films below:
Class Favorite Films
Movie
Actor
Actress
Comedy film
Love story
Biographical film
86

Use the inputs on pages 169–177 to guide the next discussion. Film and video clips can be
viewed on You Tube. See annotation of film posters and recommended video sites.
The most influential and significant filmmakers in the Philippines are Lino Brocka, Peque Gallaga,
Ishmael Bernal, Celso Ad Castillo and Marilou Diaz Abaya.
The directors of New Wave are Kidlat Tahimik, Nick Deocampo and Raymond Red and Manny
Reyes.
Read the Artist’s Statement on page 171 to know the thoughts of Director Raymond Red.
“I am a filmmaker who seriously immerses oneself in the works that I do and it takes me
a long time to go through each of my journeys. I live and breathe the essence of my films, my
life revolves around what I try to impart in my works. So I cannot imagine doing too many films
one after another. I do not make films to achieve recognition, I make them to provoke thinking,
whether the audience thinks negatively or in a positive manner. On the average, I am able to
do a personal artistic fi lm, whether short or long, every three to four years. The journey for
each film starts in conceptualizing and in the making of it, and does not really end on its initial
screening.
—Raymond Red, 2012. http://www.interaksyon.com/entertainment/raymond-red-makes-
filmsto-provoke-thinking-not-win-awards/
The directors in the different regions who successfully experimented with digital media are
Brillante Mendoza, Lav Diaz, Cholo Laurel, Benito Bautista, Gil Portes, Auraeus Solito, Avin
Yapan, Maryo De los Reyes, Sheron Dayoc, Neil Sanorio, Martha Atienza, Erik Matti and Dave
Yu.Discuss samples of the films of directors from the different regions and emphasize the
contemporary characteristics of these films.

Read the inputs on page 179 about the Critical Appreciation of Cinema. Explain the Typology of
Cinematic Forms: Visual component, Dramatic component, and Literary Component. Each one
has a list of elements. Use the examples of characteristics of each element in the Table.
Discuss the application of the Typology on the film Thy Womb. Make sure the students
demonstrate understanding of the description under each component.
87
FIlm (medium)
Title: THY WOMB
I. VISUAL Light: The setting is outdoor, mostly on
COMPONENT water, even when the scenes are
inside a house, it is still standing
on stilts set on the body of water.
II. DRAMATIC Performance The characters live in Tawi-Ta-
COMPONENT /Representation: wi, an island province in the
Autonomous Region of Mus-
lim Mindanao (ARMM). Most of
them are poor but are generous.
There are pirates who steal their
boats and belongings and there
are warring government soldiers
and Muslim secessionist. In their
culture, when a couple cannot
have a child, the man should find
another woman who can bear
him a child. This was the dilem-
ma that Bangas An and Shaleha
was confronted with. This drama
and the realistic performance of
the actors and actresses stirred
the emotions of the viewer.
III. LITERARY Symbol: The story revolved around the
COMPONENT sacrifices of Shaleha, not only
in living a life of poverty while
making a living as a midwife, but
also in search for a new wife for
her husband who can bear him a
child. Despite their love for each
other, their culture dictates that
Shaleha set her husband free
and settle with another woman
to start a new family. When the
new wife finally bore a child with
the help of midwife Shaleha, all
three were happy. Shaleha had
to detach herself from Bangas
An and live a life on her own be-
cause her former husband now
has a new wife and a child. This
is another sacrifice she has to
make, the most difficult one.
88
Idea (meaning)
The movie projected a loving relationship between husband and wife. Unfortunately, cultural traditions
had to be honored so the barren woman had to let go of her husband. The choice that Bangas An had
to make was a difficult one: the child he longs for, which will also satisfy tradition or the wife he shared
a life with. Both had to sacrifice. Shaleha was left to go on with life by herself while Bangas An had to
start a new life with his new family.

1. Read the description below about what the film director had to do for the film, Bamboo
Flowers:
In Maryo Delos Reyes’ Bamboo Flowers, the film production did not only require
knowledge and skill of film-making. The director had to understand the people of Bicol, their
lives, beliefs and traditions and their relation with nature because the story revolves around
man and nature. The poster describes the film as “the actual chandelier-shaped bamboo
flowers that blossom only before death inspire this anthology about the lives of different peo-
ple in Bohol, who have to deal with the ever changing world around them. The erosion of tradi-
tions and beliefs forces change in their lives and pushes them towards drastic life decisions.”
a. What preparation did De los Reyes have to make before working on the film?
He had to study the legend of Bicol and understand its people in relation to nature.
b. Why was it necessary “to understand the people of Bicol, their lives, beliefs and traditions
and their relation with nature”?
Because the story revolves around man and nature.
2. Who are the directors who successfully experimented with the use of digital images in
Philippine cinema? Choose one and describe his / her work.
Brillante Mendoza, Lav Diaz, Cholo Laurel, Benito Bautista, Gil Portes, Auraeus Solito, Avin
Yapan, Maryo De los Reyes, Sheron Dayoc, Neil Sanorio, Martha Atienza, Erik Matti and Dave
Yu.
Answers may vary.
3. Who are the directors who used film to reveal the social condition of Filipinos? Choose one and
describe his / her work.
Lino Brocka, Peque Gallaga, Ishmael Bernal, Celso Ad Castillo and Marilou Diaz Abaya.
Answers may vary.

The students choose one film make / director discussed in this lesson and view in YouTube
the film that he /she is famous for. Write the Plot of the movie. Use the format of writing a plot that
you have learned from your Language class. Then give your insights about the story. What was
remarkable about the story? What was the high point in the story? Was there a part where you felt
the story was dragging? Explain your answer
89
1. The film industry is faced with challenges such as lack of funds, incentives and technology.
2. The directors who changed the face of Philippine cinema by directing films that tackled so-
cial issues are Lino Brocka, Peque Gallaga, Ishmael Bernal, Celso Ad Castillo and Marilou
Diaz Abaya.
3. The directors of the New Wave are Kidlat Tahimik, Nick Deocampo and Raymond Red and
Manny Reyes
5. Lino Brocka was known for films that revealed the sufferings in Filipino life due to economic
exploitation through symbols and an elaborate plot.
6. Erik Matti’s Tiktik is remarkable because of its use of green screen chroma-key in the film
Tiktik
Enrichment Activity: Film Appreciation
Guided by the Typology of Cinematic Forms and the sample application, ask the students to
choose or recall the movie they have chosen and read the plot that they have written under Inde-
pendent Learning on page 178. Ask them to write about the visual, dramatic and literary compo-
nents of the film to better appreciate the Film.
Summative Test
1. Match the Title of the films (A) with the names of Directors (B). Write the letter of your answer
before the number under Column A:
a b
__d__1. Chasing Summer a. Alvin Yapan
__g__2. Tiktik b. Brillante Mendoza
__a__3. Debosyon c. Raymond Red
__b__4. Thy Womb d. Neil Sanorio
__i__5. Nasaan Ka Man e. Lino Brocka
__c__6. Sakay f. Peque Gallaga
__e__7. Maynila sa Kuko ng Liwanag g. Erik Matti
__f__8. Shake, Rattle and Roll h. Martha Atienza
__j__9. Himala i. Cholo Laurel
__h__10. Habagat j. Ishmael Bernal

90
Rubrics
Evaluation Chart for Film Appreciation

(5) (4) (3) (2) (1)
1. The Typology of Cine-

matic Forms is applied
on a movie / film
chosen by the student
2. The visual compo-

nents are analyzed
3. The dramatic compo-

nents are analyzed
4. The literary compo-

nents are analyzed
Lesson 16 Theatre and Performance Arts
Introduction
Performance, whether on the stage or theater, on the street or other spaces, reflects human life
and different patterns of human behavior. It reveals human strengths, weaknesses, decisions
and consequence and everything else human. It can serve as entertainment, warning, reminder,
propaganda, or a window to human thoughts, great or disastrous.
Performing arts include performance art, theater, dance and music, where artists perform in-
front of an audience. They organize their performance with the support of songwriters, choreogra-
phers, visual designers, stage light engineers and actors / actresses. They alter their appearance
through the use of face make-up and costumes. They also make use of props and light effects. In
the case of music, there are audio technologies that enhance voice and musical sound.
Objectives:

1. Describe performance art and theater arts as performing arts in the Philippine regions
2. Identify the contemporary performance and theater artists and determine their contribution to
the development of performing arts
3. Appreciate performance and theater arts guided by the typology of forms
4. Plan a performance that conveys a message about a particular issue in a dramatic sense
91
Pre-Assessment
Ask the students the following questions:

1. What theater or performance arts have you seen or participated in?
2. What was your role?
3. Where and when was it shown?
4. What was it about?
5. Describe the stage, lighting, costumes, music.
6. How did the actors / actresses perform their part?
Motivation
Ask the students to enact the following scenes without dialogue:

a. A lost boy / girl who suddenly finds his / her mother
b. An old lady who finds a bag of treasures
c. A girl who wakes up in a burning room
d. A mother who does multi-tasks in the kitchen simultaneously
e. A man who just lost a loved one
The performances will be judged by the class. Ask them to applaud the best performance.
Use the inputs on pages 183–193 to guide the next discussion.

Two types of performing arts are discussed in this lesson: Performance art and Theater arts.
Performance Art
The purpose of Contemporary performance is not to entertain but to convey a message in a

dramatic sense. It is not the same as a theatrical place in the sense that it does not depict a set
of fictitious character following a script. The performance can include action or spoken words or
sounds imitating something that is essential to the idea they are communicating.
Theater Arts in the Different Regions
Contemporary theater performances come in variety and are regularly shown at the Cultural
Center of the Philippines, the Philippine Educational Theater Association and at other venues
such as the community, commercial malls, universities or colleges.
Take up Performance art on pages 183–184. Discuss also the characteristics of theater arts in
the different regions on page 193. Note the performance artists and the titles of their show. Who
are the notable theater groups, directors, actors and actresses?
92
You can access the video or information about the theater plays and performance arts. Log on
to the websites indicated in the lesson.
If there are more theater or performance arts in you region or town that can be cited, ask the
students to talk about it. How was the show received by the audience?
Study the components of the Typology of Performing Arts on page 195.
Theater Play (medium)

Title: St. Louis Loves Dem Filipinos
I. VISUAL COMPONENT The theater play featured Bulan, the datu-turned-
What are the dominant theatrical “natives on exhibition”
elements? who wore native clothing from their ethnic tribe to
How are these employed in the the time they were in the
performance? ship that sailed to America and during the St. Louis
How do the dominant elements Exposition in Missouri,
affect you? USA in the cold months of 1904.
What are the dominant It was a musical with the songs all written for the
principles, conventions, or play and was sung with
techniques that are used in the powerful voices.
play or performance? Although the actors were Filipinos, those who
played roles as Americans
acted like real Americans.
The backdrop changed through the use of curtains
and props rolled
down as needed.
The events were juxtaposed with Alfredo who was
telling the story of
the migrant Filipino workers in late 1920 and the
1930s. He talked about
the hardships they encountered in seeking greener
pasture in the land of
the free. He was narrating it to the old Bulan who
gave him advice to live
through it and ‘take it on the chin.’
II. DRAMATIC COMPONENT This play reminds us of the first wave of Filipinos
What is the significance of the who went overseas in
central theme to you in terms search of something great, no matter how unde-
of personal, historical, social, or fined circumstances were. It
political value? also serves as a warning to millions of OFWs who
leave their family and our
country in search for a better life.
93
III. LITERARY COMPONENT In his dream to become a great man who could
What is the theme of the theater bring pride to his ethnic tribe,
play? Bulan fell into the trap of the American colonizers
What are the other sub-themes who wanted to show their
that affect the central theme? power over the native Filipinos by exhibiting them
at the St. Louis Exposition
in Missouri, USA in 1904 as dog-eaters wearing
their native clothes in the cold
winter months. Despite losing everything he
owned, he decided not to go
home, still giving himself another chance to be-
come great but again, falling
into another trap called “love”. Unfortunately, his
love had forsaken him and
put him in another exhibition, this time, as an ape
in a circus show.
Idea (meaning)
The play is a story of wasted greatness because of ambition and pride. A person can wish to bring
home something great for his fellowmen but in the face of defeat, he/she should drop ambition and
dreams and face reality with humility and will power to move on and make things better. Otherwise,
there is a danger of falling another time until no strength to fight is left in man.
Then discuss its application on St. Louis Loves Dem Filipinos on page 196. What are the
visual, dramatic and literary components of the theater play? Analyze the description that goes
into each component.

1. Name the theater groups and their famous theater shows in the different regions that are found
in the lesson
2. Choose one that you like best and describe the following as discussed in the lesson:
a. What it is about
b. Where it was shown
c. The characters
d. The Stage design, lighting and visual effects
e. The contemporary characteristics of the play
Search the Internet for photos of the performances in Plaza Miranda and Lipa, Batangas. Write an
essay describing the Performances based on your research about it and the photos.
94
1. Performing arts include performance art, theatre, dance and music.

2. The characteristics of Performance art are: It uses minimal props to get an idea across. The
artists use the basic elements of time, space, the performer’s body and the audience who will
randomly witness their performance.
3. An example of theatre play in a region is _____________________________________________.
This was performed by / on ________________________________________________________.
The theatre play is about __________________________________________________________.
Answers may vary.
Enrichment Activity: Application of Typology of Performing Arts
The students view on You Tube one of the theater plays cited in the lesson. They write up the plot
of the play guided by the questions on page 196.
Then they apply the Typology of Performing Arts on the play by writing about the visual, dra-
matic and literary components of the theater play.
Summative Test
The students inquire from school administrators, teachers or other students about the theater
plays performed in their school. They get the following information:
1. Title, place and date of performance
2. The plot
3. Characters and stage details: lighting, props, venue
4. How was it received by the audience?
If there are photos or video documentation, they prepare to include these in their presentation
in class.
Nestor Horfilla’s Theater Networking in Mindanao. www.ncca.gov.ph/about-culture-and-arts/

articles-on-c-n-a/article
95
Rubrics
Evaluation Chart for Application of Typology of Performing Arts

(5) (4) (3) (2) (1)
1. The plot of the play is

written guided by the
questions.
2. The Typology of Per-

forming Arts is applied
on the play by writ-
ing about the visual,
dramatic and literary
components of the
theater play.
3. The description of the

visual component is
correct and clear

dramatic component is
correct and clear

literary component is
correct and clear
Lesson 17 Dance: The Power of Movement
Introduction
Dance in the Philippine regions is dominated by the new creative interpretations of traditional and
folk dances which are performed by members of the community during festivals such as the Cebu
Sinulog and Iloilo Dinagyang. These dances are inspired by the folk dances and are blended
with modern costume design, masks, props, choreography, carriages, papiér maché giants or
higantes and music.
Contemporary dance trends in the Philippines have strong Western influences, as seen in
boogie-woogie, rock ‘n roll, mashed potato, twist, boogaloo, bossa nova, frug, pachanga,
watusi, hustle, lambada, swing, hip-hop and the free-for-all disco-dancing.
96
Objectives:

1. Identify the individual and group dancers in the different regions
2. Describe the characteristics of contemporary dance in the different regions
Pre-Assessment

1. Who are the famous dance groups in the regions?
2. What are the famous dance craze in your region?
3. Why do Filipinos love to dance?
Motivation
Ask the students to share their experiences on dance in their town guided by the
1. What dance style do you like best?
2. Describe the dance competition or show that you have witnessed or participated in.
3. What Contemporary characteristics were exhibited in the dance competition or show?

There are three big names in Philippine dance describes in this section: Alice Garcia Reyes,
Lisa Macuja-Elizalde, and Douglas Nierras. Use the inputs on pages 199–200 to guide the
discussion.
Discuss the contemporary dance styles in the Philippine regions guided by the inputs on pages
201–202.
Take up the Aspects of Dance Appreciation on pages 203–204. Discuss the components of the
four aspects: knowledge of choreography, technical skills, performance skills, rhythm / tempo.
Study the given sample evaluation.
ASPECTS OF DANCE SAMPLE EVALUATION
Knowledge of Choreography Demonstrates excellent knowledge of
Memory of the routine and execution the choreography and does it well.
of the moves looks true to the moves
that were choreographed.
Technical Skills Dance was performed with great
Pointing toes, back straight, arm attention to quality of movement, body
placement is not sloppy, moves are position, placement on stage and other
executed smoothly. details of dance. Also demonstrates an
excellent understanding of dance style.
97
Performance Skills The dancers draw the judge in to want

Projection of eye contact and cheerful to watch them and are able to engage
facial expressions with the judges. The the audience completely through their
dancer is confident with movements. performance. A true joy to watch!
Rhythm/Tempo Shows a complete understanding of
Staying on count and with the beats of tempo and beat and stays on rhythm
the music. throughout the dance.

1. What training in dance did Norbert dela Cruz III have to undergo to hone his dance skills?
He trained at Julliard School in New York City.
2. Name the group performers in the different Philippine regions.
Contemporary Dance network Philippines: Airdance, Chameleon Dance Theatre, Dance
Forum M. B. and UP Dance Company.
View a performance on You Tube by any of the following dance groups: Contemporary Dance
network Philippines: Airdance, Chameleon Dance Theatre, Dance Forum M.B. or UP Dance
Company. Write an essay discussing the contemporary characteristics of the dance performance.
The students do the exercise in Check for Understanding on pages 137–138.
1. Contemporary dance is a performing art that involves rhythmic body movement within a given
space, usually choreographed based on musical beat
2. Some examples of contemporary dance trends are disco dancing and hip hop
3. Alice Garcia Reyes was proclaimed National Artist for Dance because of the following achieve-
ments: She showed how the universal language of modern dance could express Filipino
themes and was responsible for initiating the professionalization of dance arts in the country
4. Lisa Macuja is the founder of Ballet Manila, which is committed to the highest standard of clas-
sical ballet and going global through international choreographers
5. The Dancing Inmates could not leave their prison compounds to dance but they became known
world wide through their performances that were filmed and released through television and
online.
6. There are not few groups in the regions that perform contemporary dance because Filipinos
love to dance.
98
Enrichment Activity: Application of Aspects of Dance Performance
Choose a Filipino contemporary dance group and view its performance on You Tube. Apply the
Aspects of Dance Appreciation on their performance. Write the title, performers and the song or
music piece. Then describe the knowledge of choreography, technical skills, performance skills,
and rhythm / tempo guided by the given sample.
Summative Test
The students interview the members of their school Dance Club guided by the
1. What are the objectives of the dance club?
2. What are its activities?
3. What are its achievements?
4. What preparations are needed for dance performances and competitions?
5. What contemporary dance styles do they use in their performances?
They write up the transcription of the interview. They submit this together with a Summary of
Interview.
Rubrics
Evaluation Chart for Application of Aspects of Dance Performance

(5) (4) (3) (2) (1)
1. The Aspects of Dance

Appreciation are
applied on the dance
performance.
2. The title, performers

and the song or music
piece are specified.

knowledge of chore-
ography is correct and
clear

technical skills, is
correct and clear
99

skills is correct and
clear

rhythm / tempo is
correct and clear
Lesson 18 Music Complex, yet Humanizing
Introduction
The power of music goes beyond words. It can penetrate thinking, change moods, stimulate ide-
as, create space around man or affect man in a negative way. Composing music or simply listen-
ing does not do anything practical for man. Nevertheless, it is a human activity that satisfies man’s
psychological needs. We respond to music physically, emotionally, intellectually, as it affects our
brain functions, moods, disposition, our character and thinking.
Contemporary Philippine Music of the 2000s is characterized by its use of new genres such
as OPM, Pop, Emo, Post-hardcore, and Post-rock. It is characterized by improvisation, making
use of instruments not normally used in a European orchestra, such as gongs and bamboo. The
content of contemporary music can vary from philosophical, social commentary, personal, or
propaganda.
Objectives:
This lesson will enable the student to:

1. Identify the contemporary music composers in the different regions
2. Describe the characteristics of contemporary music in the different regions
Pre-Assessment
The students complete the Table below by identifying the singers and their famous songs. (The
answers are in italics)
Singer Famous song
Rivermaya (Kisapmata)
(Apo Hiking society) American Junk
(Freddie Aguilar) Anak

100
Kuh Ledesma (Dito ba?)
(Noel Cabangon) Bayani ng Bayan
(Eraserheads) Spoliarium
(Parokya ni Edgar) Pangarap ka sa Buhay
Francis Magalona (Kabataan para sa Kinabukasan)
South Border (Kahit Kailan)
(BisRock) The Missing Filemon
Motivation
The students look at the images of Filipino singers on pp. 206 to 217. Ask them to identify the
singers and their famous songs. Then ask volunteers to sing parts of the songs in class.
Review their knowledge gained from previous music classes on the elements of music: rhythm,
melody, harmony and texture.
There are many musicians from the different regions who have made their songs and other
musicians famous. For example, Cavite music composer George Masangkay Canseco is a na-
tionally acclaimed composer who has written songs that brought many Filipino singers fame. The
musicians who had their origins in the regions and have become popular beyond their boundaries
are cited on pages 212–217.
Francisco Feliciano produced more than 30 major works that include operas and music dra-
mas, he was given a John D. Rockefeller III Award in Music Composition in 1977.
Pinoy rock, pop and Original Pilipino Music (OPM) flourished in the 1970s and to this date, are
the most popular music forms in the Philippines, usually acoustic or folk, in ballad form, promot-
ing nationalism, possessing easy-listening chord progressions, and written in Filipino, English, or
Taglish (Tagalog-English).
Use the inputs on pages 207–217 to guide the discussion.
Discuss the components of Analysis of Musical Pieces on page 221. Form refers to the musical
elements in the song. Context refers to events surrounding the song. Expression refers to the
meaning of the song. Each of these has guide questions that the students can use in analyzing
a musical piece.
Read the Artist’s Statement then see how it is analyzed.
101
This is one of the rare songs that started as pure melody and inner image. I was trying
to capture a mixed feeling of grandeur and royalty, command and control, tempered by an
acceptance of mortality and finiteness. In my mind was the picture of a king wearing a straw
crown in a bamboo and nipa palace looking out over his kingdom of coconut trees, rice and
vegetables. The lyrics followed this image and came out quite accurately. —Joey Ayala
Form The melody of the song is simple and the
What are the dominant elements? tempo is
How are these used in the musical piece? slow as the song is intended to make man
What instruments are used in the musical reflect
piece? on the value of life. The female lead singer of
How does the use of these instruments en- Ang
hance the Bagong Lumad sings the first lines of the song
beauty of the music? in
slow tempo. She is joined by Joey Ayala and
the
other members of the singing group. The main
musical instrument used is the guitar. The
lyrics of the
song blends with its melody that brings the
mind to
an experience of space and grandeur.
Context The singer/composer reflects on man and his
What is his perception of life and mankind, as mortality. He asks the question, “What is the
expressed in the musical piece? measure
What human character is revealed in the of a life’s value? He looks at life as something
musical short
piece? and temporary: the body and mind will fade
and man
will one day die.
Expression Man should not expect reward for the right and
What message is the composer trying to just things he does. He should simply endeav-
convey? or to
What values are held by the singer? achieve greatness that is yet to come in the
What attitudes and ideas does the song elicit? future.

1. What ate the characteristics of Filipino contemporary music?
The subject matter is usually about human experiences, emotions, thoughts and ideas. There
is a combination of different musical styles in one song, the instrumentation is varied and the
beat can be eclectic, even raw sounds.
2. Prove the line “the content of contemporary music can vary from philosophical, social
commentary, personal or propaganda” by choosing lines from the different songs in the lesson.
Answers may vary.
102
View a contemporary music performance in your town (or view one in You Tube). Listen carefully
and observe the contemporary style of the musicians. Then write an essay discussing the con-
temporary characteristics of the dance performance.

1. Music as a human activity is very complex because it involves creativity in putting together
melody to express thoughts, emotions, ideas and other things that are human.
2. George Canseco’s music compositions brought singers to fame, like Freddie Aguilar, Sharon
Cuneta, Basil Valdez, Regine Velasquez, Zsa Zsa Padilla, Pilita Corrales, Martin Nievera,
Kuh Ledesma and Rey Valera,
3. Some singers famous for Original Pilipino Music (OPM) are: Freddie Aguilar, Apo Hiking
Society, Gary Valenciano, Sampaguita, Mike Hanopol, Kuh Ledesma, and Sharon Cuneta.
4. The contemporary musicians who had their origins in the regions are: Joey Ayala, Freddie
Aguilar, Sampaguita, Kuh Ledesma
5. Lirio Salvador’s musical genius was brought to end because of a vehicular accident
6. Some examples of contemporary musicians in the different regions and their famous songs
are: Noel Cabangon, Parokya ni Edgar, Rivermaya, The Edralins, Joey Smith, Orange and
Lemons, Charice Pempengco, Tribu Calamianen, Barbie Almalbis, Urbandub, BisRock,
Groupies’ Panciteria, South Border, Grace Nono and Bayang Barrios. (Note their respective
regions in the lesson)
Enrichment Activity: Application of Analysis of a Musical Piece
The students choose a Contemporary Filipino music. They write the title, singer / composer and
lyrics of the song. Then they analyze it guided by the Analysis of a Musical Piece on page 222.
Summative Test
Choose three music bands from the lesson and then complete the Table below with the needed
information:
Music Band 1 Music Band 2 Music Band 3
Members of the band
Region
Famous songs
Characteristics of their
songs
Musical style
103
Ask the students to compare the Musical Bands based on the data in the Table. They an-
swer the question: What conclusion can you make about Philippine contemporary music in
the regions?
Rubrics
Evaluation Chart for Application of Analysis of a Musical Piece

(5) (4) (3) (2) (1)
1. The student chose a

Filipino contemporary
music.
2. The components of
Analysis of Musical
piece are applied on
the musical piece.
3. The analysis of form is

correct and clear
4. The analysis of context

is correct and clear
5. The analysis of
expression is correct
and clear
For Evaluation, the students perform the following exercises. Use the Rubrics below for eval-
uation.
1. Analytical Paper. For groups of five and view a contemporary film that you all like. After viewing,
discuss the main characters’ portrayal of their roles. As a group, evaluate their acting,
dialogue, and how they relates to the other actors. Individually write an analytical paper
discussing each of these items.
2. Song Translation and Performance . Choose a contemporary song in Filipino language (or their
regional language). Translate it to English and sing it to the original tune. Be prepared to
perform it in class.
104
Rubrics
Evaluation Chart for Analytical Paper

(5) (4) (3) (2) (1)
1. A contemporary film
was chosen and
viewed by the group.
2. The main characters’

portrayal of their roles
was discussed by the
group.
3. The analytical paper

written by individual
students discusses
each of the given item .
Evaluation Chart for Song Translation and Performance

(5) (4) (3) (2) (1)
1. A contemporary song in
Filipino language was
chosen.
2. The song was translat-

ed to English.
3. The song was sang

properly in its original
tune.
4. The performance was

entertaining.
105
PART 3 DIFFERENT CONTEMPORARY ARTS TECHNIQUE

PERFORMANCE PRACTICES (TPP)
Unit 6 Art Materials, Techniques and Performance Practices
Overview
Contemporary artists feel free to experiment with materials and use technology to explore
possibilities. What would you do with old textile, used plastic bottles, buri or abaca? How can
indigenous materials, found objects, recycled materials be cobined to make an artwork? Can
you use the computer to plan an art space bfore installing an artwork? These are questions
that artists grapple with in choosing or planning the materials to use for their artworks.
The yearly celebration of Arts Month in February brings together artists from different regions
who exhibit their artworks or combine their talents in public performances. Here, we witness a
variety of skills, art techniques and art production, such as installation of birds and animals made
from leaves and twigs, ropes and strings meshed in a form; body art performance; digital pres-
entation; music performance amidst paintings and many others. This lesson describes the art
skills, techniques and production employed by artists in contemporary art.
Fine arts require of the artist mastery of use of material, medium, technique and craftsmanship.
Material designates the physical elements of art, such as paint, stone, clay or metal. Medium is
a characteristic way of using materials for an artistic purpose. Architecture is not a medium, it is
an art. Sculpture is an art, not a medium. Technique is a personal way of using a medium. Crafts-
manship is the knowledge of what can be done in a medium and the ability to do it (Feldman,
1981: 269).
Contemporary performance practices are guided by style, whether realism, social realism, the
combination of realistic and non-realistic styles and the Brechtian style.
Different Contemporary Arts Technique & Performance
Domain / Component Practices (TPP)
Total No. of Weeks: 1
CONTENT: (1) Local materials used as applied to contemporary art;
(2) traditional techniques applied to contemporary creation
CONTENT STANDARD: The learner shows understanding of the materials and tech-
niques
The learner discriminates among various materials and tech-

nques
LEARNING COMPETENCIES The learner

(10) Researches on techniques and performance practices
applied to contemporary arts (CAR11/12TPP-0c-e-10)
(11) identifies local materials used in creating art
(CAR11/12TPP-0c-e-11)
(12) Critiques available materials and appropriate tech-
niques (CAR11/12TPP-0c-e-12)
(13) Justifies the use of materials and the application of tech-
niques (CAR11/12TPP-0c-e-13)
106
Lesson 19 Materials used in Contemporary Art
Introduction
Contemporary artists feel free to experiment with materials and use technology to explore
possibilities. There are particular materials that can be used according to the genre. the material
requirements for painting are different from architecture even if painting is also done on the walls
of architecture.
Objectives:

1. Identify the materials used in contemporary art
2. Describe how technology has redefined art
3. Make an artwork using selected materials creatively
4. Explain the process of making one’s artwork
Pre-Assessment
Ask the students what materials / mediums are used for the following:
Art Genre Materials
Painting
Sculpture
Architecture
Installation art
Public art
Mixed media art
Photography
Digital art
Furniture
Ceramics, pottery & terracotta

art
Decorative art
Theatre arts
107
Film or cinema
Dance
Music
Motivation
Before the session, ask the student to search the Internet for artworks by Alfredo and Isabel Aqui-
lizan, Pacita Abad or Impy Pilapil. They choose one artwork that they like and study the materials
that the artist used for the artwork. They also note how he / she put together the materials to form
an art piece.
In class, the students talk about the artwork guided by the following questions:
1. Describe the artwork.
2. What is the subject matter of the artwork?
3. What materials are used in the artwork?
4. What are the dominant colors?
5. How do the size of the repeated elements vary?
6. How is texture used?
7. Is it beautiful? Why do you think so?
Contemporary artists salvage materials that can be recycled and make these into creative forms.
They can make artworks that combine structure and wood and interact with the wind to make
music.
Some artists combine indigenous materials with textile and mount these on a painted flat surface.
Paper as an art medium is also explored by artists, like Mona Alcudia of Cebu who makes solid
forms as well as transparent artworks using paper.
Painting is no longer confined to canvas hung on the wall. They can also be found on ceilings
and floors. Use the inputs on pages 13–14 for discussion.
The materials used for the architecture, Discovery Suites, combine concrete, metal and glass.
This 42 storey building in an floor area of 1360.84 sqm. has business offices, conference facili-
ties, hotel rooms and amenities such as gymnasium, indoor and outdoor swimming pools, beauty
parlor, car parking area. As such, the building has to withstand the pressures of physical activities
and movement, as well as the climate outside the building.
Zambales artist Brendale Tadeo, exhibits his talent and skill in technique in his mixed media
painting. The frame is shaped like in bubble conversation and the canvas is painted brown on
which the figures are painted black. There is a mix of heavy and irregular lines that surround the
main figure. The subject matter reminds us of Leonardo da Vinci’s drawings of flying machine.
Pangasinan artist, Joe Datuin, has extreme creative and technical control of his material for
sculpture. His knowledge of what can be done in a medium and the ability to do it best describes
his craftsmanship that brought Dancing Rings to fame as it won the grand prize for sculpture at
the 2008 Sport and Art Olympic in Beijing, China. Use inputs on page 35 for discussion.
108
Questions for DIscussion:
Identify the materials used in contemporary art. See materials identified on pages 13–14.
(a) light structures and floor drawings using colored laser beans and smoke; (b) tubes hanging
on the ceiling that respond to the viewer’s movements, sound and touch; (c) a wallclimbing robot
holding a paint; and (d) a pen controlled by a software program to create certain patterns.
1. Describe how technology has redefined art
2. Make an artwork using selected materials creatively
3. Explain the process of making your artwork
1. In Contemporary art-making, the artists enjoy a variety of materials such as plastic bottles, old
textile, found objects, indigenous materials or a combination of these.
2. The artist has to master the use of his / her chosen material because they are made into crea-
tive art works.
3. Technology has changed the way art-making is done in Contemporary art. It allows artists to
expand their choice of material.
Enrichment Activity: Contemporary Art Making
The students make their own contemporary art using one type of material. They follow the
instructions below:
Choose one type of material and gather different types and forms of the material. For example,
if you want shells, there should be different kinds, sizes, color and shapes of shells. If you choose
dried leaves, there should be a variety of leaves. Cut bamboo sticks are also good to use if they
are available.
Procedure:
• Use either the white or the black side of the illustration board.
• Using a pencil, plan the composition or arrangement of your objects or materials.
Do you want these to form a triangle in the middle, perhaps put the similar colored items on
one side, or maybe form an S form across the board?
• Put the objects on the desired places and see how they relate to each other. Is there
a focal point? Do the smaller pieces surround the focal point? What do you put in the back-
ground? Do the colors complement each other? Is there variety, at the same time unity of
forms?
• When you are pleased with the arrangement of objects on your board, you are ready to
mount them.
• Pour some glue on a container and mix it with water, just enough to reduce the thickness of
the glue. Using a brush, put glue on the board and affix the objects on their assigned space.
109
• When all of the objects are in place, put one more layer of glue over the entire board, now
with objects mounted on it. You can use the brush to do this.
• Leave your artwork to dry. When dry, you can cover it with a layer of clear varnish to make
it a bit shiny.
Summative Test
1. What are some examples of ways in which technology has changed art making?
(a) light structures and floor drawings made using colored laser beans and smoke;
(b) tubes hanging on the ceiling that respond to the viewer’s movements, sound and touch;
(c) a wall-climbing robot holding a paint and pen controlled by a software program to create
certain patterns.
2. How do artists cope with the changing demands of the market that requires heavy use of
technology? artists have to upgrade their skills and learn the use of computer programs and its
applications.
Rubrics
Evaluation Chart for Contemporary Art-making
Excellent Very Good Satisfactory Poor

Criteria Good
(5) (4) (3) (2) (1)
1. The student chose one

type of material and
used it to make a
contemporary artwork
2. The arrangement of
objects on the
illustration board is
orderly.
3. The artwork shows the

use of art elements
and principles
4. The objects are mount-

ed on the board
110
Lesson 20 Skills, Techniques and Production in Contemporary Art
Introduction
Many contemporary artists do not have formal studies in the fine arts but are self taught. Con-
cerned about the development of their talent and skills in art-making, they study on their own,
interact with artists and read a lot about lives of artists and their artworks.
Objectives:

1. Name and describe of different types of techniques in art-making
2. Give examples of how Filipino artists use certain art techniques
3. Explain how contemporary artists do interactive and collaborative art
Pre-Assessment
Ask the students to match column A with column B to show the description of techniques used in
art making. The answers are in italics before the numbers.
A (technique) B (description)
__d__1. collage a. Used for photography where a pictorial

image is juxtaposed to make another image
__a__2. montage b. rubbing with crayon on a piece of paper which has

been placed on top of an object
__b__3. frottage c. canvasses are padded, sewn with sequins, small

mirrors, etc.
__c__4. trapunto painting d. adhering flat elements to a flat surface
__e__5. digital applications e. viewing an artwork aided by a digital device such as

cellphone
Motivation
Before the session, ask the students to make an art collage. They think of a theme and choose
images that pertain to the theme. They cut out images from a magazine and mount these on ¼
illustration board. Remind them to arrange the cut out images in a way that there is a more domi-
nant subject matter while the others are either in the foreground or in the background.
In class, the students talk about their collage and describe the process of art-making. What do
the like about their artwork? What difficulties did they experience in making their collage?
111
There are different types of techniques that artists can choose from: collage, decalcomania,
decoupage, frottage, montage, trapunto painting, and digital applications. Use the input on page
17 for discussion.
Interactive and collaborative work is gaining popularity among Filipino artists. Visual and
performance artists combine their talents and skills for public performances.
1. What are the different types of techniques in art-making? Describe each technique.
See answers on page 18
2. How do Filipino artists use certain art techniques? Describe one example cited in
the lesson.
See answers on pages 18–19
3. How are interactive and collaborative art done by contemporary artists?
Visual artists combine with performance artists in art-making
1. Art production requires skills and techniques such as collage, decalcomania, decoupage, frot-
tage, montage, trapunto painting, and digital applications.
2. Digital application can enhance art making by use of special applications for viewing artworks
3. Interactive and collaborative art production can benefit the artists and the public by
enhancing style and quality of artworks
Enrichment Activity: Description of Interactive or Collaborative Art-Making
Search the Internet for interactive or collaborative art done by contemporary artists. You may
search at the website of National Commission for Culture and the Arts (NCCA) or webpages of art
associations of the different regions. Choose one interactive or collaborative artwork and describe
in writing the following:
a. What is the subject matter of the artwork?

b. What techniques were employed in the art production?
c. How would you describe the output or final artwork?
Summative Test
The students choose an artist cited in the lesson and describe in writing the technique used by
the artist in art-making.
112
Rubrics
Evaluation Chart for Description of Interactive or Collaborative Art-Making

(5) (4) (3) (2) (1)
1. The student searched

the Internet for interac-
tive or collaborative art
done by contemporary
artists
2. The student chose one

and described it in
writing
3. The subject matter was

specified
4. The techniques em-

ployed were identified
5. The final output was

described sufficiently
Lesson 21 Style in Philippine Theater Arts
Introduction
Theater as the performing arts that consist of acting infront of an audience, uses a combination of
gesture, music, dance, sound, speech or a narrative. Theater takes many forms, such as plays,
musical, opera, ballet, or a combination of contemporary forms. The combination of these result
to a particular style in performing arts.
Objectives:

1. Demonstrate understanding of the styles that dominate contemporary Philippine theater.
2. Identify the theater directors and playwrights and their outstanding works
113
Pre-Assessment
The students write T if the statement is TRUE and F is it is FALSE.
__T__ 1. Realism style in theatre focuses on the problems of individuals and the social, which
situates and roots individual problems with the larger framework of a class society.
__F__ 2. Social realism is a combination of realistic and non-realistic styles
__F__ 3. Psychological realism is a reaction to the socio-economic-political issues that confront
the Filipinos.
Motivation
Ask the students what theater play they have viewed in school. Then ask them to talk about it
with their seatmate. Was the theater show a social commentary? Is it about the psychological
challenges that human beings encounter in life?
There are styles that dominated contemporary Philippine theater: realism, social realism, the
combination of realistic and non-realistic styles and the Brechtian style. We discuss in this
section the characteristics of each style and their examples, likewise the other styles such as
musical performances, documentary, and short plays.
Use the inputs on pages 186–189 for discussion.
1. Aside from the three styles that dominated Philippine theater, other styles of performing
arts are:
Combination of realistic and non-realistic styles, the Brechtian styles, musical performances,
documentary styles and short plays
2. Who are the noted directors and playwrights under each style?
See answers on pages 187–189
How do theatrical scenes affect the viewers?

Read the following scenarios and then predict the reaction of the audience to the style of pres-
entation:
1. Featuring a band of rock singers and musicians on a separate platform and a group of
dancer-actor-singers on stage, Al Santos and Joey Ayala’s Nukleyar!, 1983, strings togeth-
er songs, dances, and slides that explain nuclear reaction, exposes the horrors unleashed
by the bombs on Hiroshima and Nagasaki, and finally attacks the establishment of nuclear
plants in the Philippines.
Sample answer: afraid
114
2. There were also performances in the form of dance dramas with ethnic music and move-
ments in order to dramatize both traditional folklore and contemporary myths are the most
recent developments of the presentational style.
Sample answer: cultural appreciation
3. There were narrators and slides of newspaper clippings to trace the three periods of
struggle against colonial rule Valentin de los Santos faced.
Sample answers: informed of historical circumstances
4. The scenes exposed corruption of politicians and the growing militarization in Mindanao
Sample answers: surprise and realization
5. A boxer who sacrifices his personal and family interests in order to buck the system of “fix-
ing” which exploits boxers like him.
Sample answer: pity
Enrichment Activity: Essay Writing
The students search the Internet for contemporary short plays and view the scenes on You
Tube. They describe the short play, focusing on its visual dramatic and literary components.
Describe the style of the short play based on the inputs on pages 186–189. Then they answer the
questions, “What is the overall effect of the short play on you? What reaction did the style of
presentation elicit in you?” They write an essay discussing this.
Summative Test
Choose one style of theater production and describe its techniques and production elements
based on the description in the lesson. Give an example of a theater director or playwright and
describe the style, technique and production of his / her work.
Rubrics
Evaluation Chart for Essay Writing
Criteria Excellent Very Good Satisfactory Poor

(5) Good (4) (3) (2) (1)
1. The essay is about

a contemporary
short play
2. It discusses the
visual, dramatic
and literary compo-
nents of contempo-
rary theater art.
115
3. The essay describes

the style of the short
play
4. The essay discusses

the effect of the short
play on the student
as a viewer
5. The student de-

scribes the reaction
elicited on him / her
by the short play
For Evaluation, the students perform the following exercises.

1. Cite the materials that are mostly used in Philippine contemporary art and explain why this
is so.
2. Describe what skills, techniques and production are employed in contemporary
art-making. Cite some examples.
3. Discuss in writing the different styles in Philippine Theater Arts
116
PART 4 CONTEMPORARY ARTS PRODUCTION (AP)
Unit 7 The Production of Art in the Regions
Overview
This Unit is the Art-making part of the course. It allows students to conceptualize, design, imple-
ment or perform contemporary art applying the knowledge, skills, techniques and approached
that they have learned in all the previous lessons. At the end of the Unit, they will have planned
a production integrating lessons learned from the subject Contemporary Art in the Philippine Re-
gions.
Domain / Component Contemporary Arts production (AP)

Total No. of Weeks:
CONTENT: (1) Acquired skills enhancement; (2) Concept of integrating
arts production; (3) Production planning
CONTENT STANDARD: The learner consolidates relevant concepts to plan for a pro-
duction
PERFORMANCE STANDARD: The learner designs a production using available materials

and appropriate techniques
LEARNING COMPETENCIES
The learner
(14) conceptualizes contemporary art based on tech-
niques and performance practices in their locality
(CAR11/12AP-0f-h-14);
(15) applies artistic skills and techniques in the process of cre-
ation (CAR11/12AP-0f-h-15);
(16) incorporates contemporary characteristics to one’s crea-
tion with attention to detail
(CAR11/12AP-0f-h-16)
(17) creates the intended final product using appropriate ma-
terials for the best possible output
(CAR11/12AP-0f-h-17)
117
Lesson 22 Decorative Art Forms
Introduction
Contemporary crafts in the Philippine regions take the form of bags, mats, textile, baskets,
footwear, ceramic pot, clay pottery, jewelry, metalwork, to name some. It requires putting
together different materials. They can easily be identified as Filipino because the materials
come from pandan (sea grass), coconut leaves, abaca, buri (palm), piña, shell or bamboo.
To be able to appreciate decorative art, use he guide on page 163. See how this is applied
to Sunshin Plata’s coffee painting.
Guide to Appreciation of Decorative Art

Form
Describe the dominant elements of art (e.g.: color, shape, texture)
Function
What purpose does it serve? (decorative or practical)
If it is decorative, what are its physical qualities?
If it serves a practical purpose, can it serve this purpose well, given its form
and design?
Form The coffee painting has curve lines of varied

Describe the dominant elements of art thickness, texture and lines. These give the
painting an illusion of movement. The curve
lines may represent the wind or water waves
surrounding the figure that seems to be a di-
wata or goddess. The dominant color is brown
that blends with different shades of black and
white.
Function The coffee painting serves a decorative
What purpose does it serve? purpose and it serves this purpose well be-
cause of its aesthetic appeal.
The students apply the guide on decorative art. See page 164 for instructions.
Contemporary artists have found new expression through new mediums like paper, coffee,
tattoo, tuba and soil. While the medium varies, the Filipino subject matter remains. This is evident
in the works of artists found in the different regions. Their products are patronized not only by art
enthusiasts but by tourist and commercial places, the coffee industry. In the case of tuba painting,
a workshop was held by a Filipino artist collaborating with foreign artist to promote awareness
and develop young talents.
Objectives:

1. Describe the characteristics of decorative art in paper, coffee, tattoo, tuba and soil.
2. Apply art appreciation on these decorative art.
3. Make a contemporary decorative art object using paper, coffee, tattoo, tuba or soil.
118
There is abundance of paper, coffee, tattoo, tuba and soil in the Philippine regions. What is
needed is to promote these as art mediums and to train young artists on how to make decora-
tive art products out of these. We describe and show here some samples of art pieces made by
Filipino artists in different regions.
Use the inputs on pages 159–161 for discussion. Use the examples to illustrate the ideas. The
students read the Artist’s Statement to understand their thoughts about art-making. Discuss these
in class by relating it to their artworks found in the lesson.
This image was taken from my vivid dream of a drowning fairy. I had to sketch her right
away when I woke up just so I don’t forget the details. In the dream, she looked like a water
dancer with all her grace and beauty. So as I was making the actual painting, I just said to her,
“If you’re going to drown fairy, you might as well drown in style,” –Sunshine Plata Alimagno,
March 30, 2015
“Inspired by the craft of rolled paper beads, my set of contemporary vessels employs the
same technique but on a larger scale. Large sheets of colored paper are layered over each
other and carved down to reach a desired shape.” “Brave as Waves is a mixed media col-
lage work that depicts a frozen moment in time: a woman jumping into water. This was in-
spired by the artist’s friend who passed away in the making of the piece.” –Mona Alcudia,
February 1, 2015.
My Creation of the Universe won 3rd best in custom design category at the Party in Par-
adise International Tattoo Expo 2013 held in Cebu City. My works speak of Philippine myth
folklore, and beliefs, a reminder of local stories based on personal experiences or my clients
roots of origin, a conversational piece for everyone who sees it and the bearer as my speak-
er. The bearer also serves as a vehicle to retell ancient stories from the past to the people
of the present. My practice aims to reach a global awareness of how rich our culture is with
deities and creatures, beliefs and mysticism, and even the supernatural. I aimed to put a mark
on the international tattoo scene with creatures of Philippine myth and folklore. –Dyani Lao,
May 22, 2015

1. The things from nature that can be used for decorative art that are discussed in this lesson
are paper, coffee, tattoo, tuba and soil.
2. The subject matter of Sunshine Plata in her Coffee painting are family, mythology and
Mother Mary
3. Balay Kalamragan offers art workshops with the objective of increasing community aware-
ness towards art and help make art an integral part of society.
4. Soil art can be done to promote culture and traditions
5. Dyani Lao’statement, “Each tattoo is like significant others married to your skin. You wear
your life on your sleeve.” means tattoo is part of oneself and body.
119
Integration of learning
Give the students the following instructions:

Look for somebody with body tattoo and interview him / her. Ask him / her to describe the tattoo
and the tattoo process. Who designed it? What is the significance of the design? Then transcribe
the interview proceedings. What conclusion can you draw from the interview about tattoo as dec-
orative body art?
Art-making
Give the students the instruction below:

Turn to page 164. Study the materials that Cebu artist Mona Alcudia uses for paper cutting. Try
your own paper cutting. Choose a design and sketch it on tracing paper. Cut out the design then
mount it on ½ illustration board using glue. You can color the background with acrylic paint or
crayons to make the cut out paper more prominent. Put a title and affix your signature and date
you complete the artwork.
You can also sketch a design on ¼ illustration board and then use coffee powder or sand to
give it texture. Apply glue on the illustration board using a brush and then spread some coffee
powder or soil on the desired spaces in your design. Let it dry and then affix your signature and
date on one side of the artwork.
Lesson 23 Theatre Production
Introduction
This lesson discusses the elements of dramatic theatrical performance. You will recall the lessons
learned from previous theater and literature classes, which includes drama are plot, character
and thought. It also allows you to plan and make your own theater production that integrates the
elements of drama.
Objectives:

1. Demonstrate understanding of elements of dramatic theatrical performance
2. Differentiate among the basic theater stages
3. Plan and perform a Short Play about aa particular issue that affects the youth
Theater as a form of art uniquely employs a specific language that applies to visual and auditory
elements, media, techniques and conventions. Its elements are varied and complex, and may
include the physical presence of the actors, the colors and shapes of the costumes and scen-
ery, sound and music, drama, and the ideas and emotions expressed by the playwright, among
other things, that dynamically interplay with each other within specific temporal and spatial frames
at each point of the performance. (Wilson, 1991: 7)
120
These can simultaneously take place in both space and time. It is a performance based on
dramatic text is staged using techniques of theater production and enacted and interpreted by
artists, directors, designers and other personnel before audiences who are situated in sites of per-
formance. The dramatic text is an interpretation of a literary piece narrating a story with a conflict
that develops into a series of crises and ultimately, a climax. The story can either reach a happy
or unhappy ending.
Discuss the elements of dramatic theatrical performance and the four basic theater stages.
Use the inputs on pages 184–185 for discussion.
Production in Theatre arts combine visual and auditory elements such as media, physical
presence of the actors, the colors and shapes of the costume and scenery, sound and music dra-
ma, and the ideas and emotions projected by the characters.
Choose one theater play cited in this lesson and view it in You Tube. Better still, watch a theater
play in your town.
Write up the Plot of the theater play. Use the format of writing a plot that you have learned from
your Language class.
Then give your insights about the story. What was remarkable about the story? What was the
high point in the story? Was there a part where you felt the story was dragging? Explain your
answer.
Short Play Production
Form a group of 10 students and plan for a Short Play Production. Give your play a title. Then
distribute the tasks for the production. Assign a director, the playwright, actors, lights and sounds
crew.
Plan a performance that conveys a message about a particular issue that affects the youth in
a dramatic sense. Include in the plan the props you will use, the form of expression, the target
audience and other things that are needed in the Visual, Dramatic and Literary components (See
Lesson 19 of the textbook).
Use the Chart below for your plan.

121
A. THE SHORT PLAY
Title:
Target audience:
Venue and playdates:
The Plot
B. MANPOWER
Director:
Playwright:
Actors and roles:
Lights and sounds crew:
Stage design crew:
Marketing:
122
C. PREPARATIONS
Script writing
Script Editing and revision
Props needed per scene
Schedule of props making
Schedule of practices
Presentation for Group
Critquing and Approval
Dry run schedule
Final Play Date

123
Rubrics
Evaluation Chart for Short Play Presentation

Very
Excellent Good Satisfactory Poor
Criteria Good
(5) (3) (2) (1)
(4)
1. The title is eye-catch-

ing
2. The plot is about a par-

ticular issue that affects
the youth
3. The target audience,

venue and play dates
have been identified
4. Tasks have been as-

signed to the members
of the group
5. Preparations have
been planned
6. Schedule of practices,
props making, and
presentation for group
approval were
observed
124
7. The dry run was per-

formed with minimal
problems
8. Problems encountered
during the dry run were
corrected for the final
presentation
9. The final presentation

was orderly and enter-
taining
10. The audience was

generally pleased
11. Team work was evi-

dent from beginning to
end of the work
Lesson 24 Dance Production
Introduction
This lesson is about contemporary dancing styles in the Philippines. It allows the students to
perform a dance number demonstrating the four aspects of dance: Knowledge of choreography,
Technical skills, Performance skills and Rhythm / Tempo
Objectives:

1. Demonstrate understanding of the contemporary dancing styles in the Philippines
2. Perform a contemporary dance number applying the four aspects of dance: Knowledge of
choreography, Technical skills, Performance skills and Rhythm / Tempo
125
The contemporary dance styles that have been popular in the Philippines were disco and
hiphop. Use the inputs on pages 200–201 for discussion
1. Differentiate between disco and hiphop dancing.

Disco Dancing is a dance style characterized by movement in the hip and pelvic and raising of
arms to the beat of the disco music. Its music production involved mixing engineers because it
required many tracks of vocals and instruments that are compiled into a composition of disco
sound with its distinctive disco mix.
Hiphop refers to street dance styles performed to hip-hop music, often ‘freestyle’ or
improvisation
2. What are the top ten dance styles in the Philippines? Describe each one.
(See pages 200–201)
Identify one dance style that you like best. View the steps on YouTube. Study the steps and
practice well so you can demonstrate it in class to the tuned of the appropriate music.
Dance Performance
Form a group of eight composed of boys and girls. Choose a dance style that the group would
like to demonstrate in class. Practice the appropriate dance steps, making sure that you apply the
aspects of dance: knowledge of choreography, technical skills, performance skills, and rhythm /
tempo. Decide what costume is best for the dance performance. Be guided by the school DRESS
CODE in choosing the costume.
Rubrics
Evaluation Chart for Dance Performance

Very
Criteria Good
(5) (3) (2) (1)
(4)
1. Memory of the routine

and execution of the
moves looks true to
the moves that were
choreographed
126
2. Pointing toes, back

straight, arm placement
are not sloppy, moves
are executed smoothly.
3. Demonstrated projec-
tion of eye contact and
cheerful facial expres-
sions with the judges.
4. The dancers are confi-

dent with movements.
5. The dancers stayed

on count and with the
beats of the music.
Lesson 25 Music Production
Introduction
Music as a human activity is very complex. It involves creativity in putting together melody to
express an experience, a feeling, idea, words and other things human. Feelings of pride, satis-
faction, hope, accomplishment, failures, fears and joy may be expressed beyond words but can
be conveyed through music. The listener, on his part, responds to music physically, emotionally,
intellectually, as it affects our brain functions, moods, disposition, our character and thinking. Al-
though words are used in some music pieces, the listeners’ reactions to it differ, depending on the
person’s disposition, mood and many other human characteristics.
127
Objectives:

1. Express appreciation of Sculptural Assemblage as Sound Art
2. Perform a musical piece in class using musical instruments
Before the session, assign the students to view and listen to the music of Lirio Salvador on You-
Tube. In class, explain Sculptural Assemblage as Sound Art using the inputs on page 218. Please
note that his music is intended for interaction. He allows the musical instrument to be played. The
students read the Statement about the music of Lirio Salvador.
The students choose a contemporary musician and his / her piece from those discussed in this
lesson. They search in YouTube the performance and view it. They can get the full lyrics of the
song so they can also sing along while viewing.
Then they write an analysis of the song guided by the Analysis of a Musical Piece on
page 221.
Choose a musical piece that is contemporary in style. Identify the characteristics of the musi-
cal piece that prove it is in the contemporary style. What instruments were used? Describe the
melody and other elements used by the singer. What is the overall effect on you as a listener?
Be prepared to share your answers to these questions in class.
Music Performance
Form a group of five and prepare for a musical performance. Use the instruments that members
of the group can play. Identify one song that you like best. Practice it well and be prepared to
perform the song in class
Make sure you apply the components for Analysis of a Musical Piece: form, context and
expression on page 221.
128
Rubrics
Evaluation Chart for Music Performance

Very
Criteria Good
(5) (3) (2) (1)
(4)
1. The message of the

song is clear
2. The use of elements of

music are evident in
the musical
performance
3. Correct tempo, and

rhythm are observed
4. The instruments are

played with proper
coordination and tempo
5. Stage presence is
observed by the
member of the musical
group
6. The performance
shows the character-
istics of contemporary
music
7. The character is re-

vealed in the musical
piece
8. The message of the

song was conveyed
through the
performance

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Copyright © 2016 by Vibal Group, Inc. and Veronica E. Ramirez.

All rights reserved. No part of this book may be reproduced or transmitted in

Quality: Description of the form, materials and technique

Scope and Sequence: Lesson Title, Learning competencies, Page numbers in

Unit: Overview, Unit Content, Content Standard, Performance Standard and

Lesson: Introduction, Objectives, Pre-Assessment, Motivation, Presentation of

PART II Integrative Arts as Applied to Contemporary

unit 1 The Contemporary Arts........................................... 2

PART II Contemporary Arts in the Philippines (CAP)

unit 2 The Fine Arts............................................................ 17

Unit summary and evaluation............................................................... 39

unit 3 The Visual Arts......................................................... 41

Unit summary and evaluation............................................................... 65

unit 4 From Folk Arts to Contemporary Arts.................... 67

Unit summary and evaluation............................................................... 82

Unit summary and evaluation............................................................... 103

PART III Different Contemporary Arts, Technique &

unit 6 Art Materials, Techniques and

Unit summary and evaluation............................................................... 115

PART IV Contemporary Arts Production (AP)

unit 7 The Production of Art in the Regions.................... 116

PART I INTEGRATIVE ARTS AS APPLIED TO CONTEMPORARY ART (IAC)

Unit 1 The Contemporary Arts

Domain / Component Integrative Arts as Applied to Contemporary Art (IAC)

CONTENT: Combination of different art forms as seen in

CONTENT STANDARD: The learner demonstrates appreciation of contempo-

PERFORMANCE STANDARD: The learner presents a form of integrated contempo-

LEARNING COMPETENCIES The learner:

Lesson 1 The Characteristics of Contemporary Art

This lesson will enable the students to:

Presentation of Content / Reading Materials

Deepening of Core Understanding

Questions for Discussion:

The students do the exercise in Application of Major Concepts on page 7.

Enrichment Activity: Comparison of Two Artworks

The students answer the following questions:

Evaluation Chart for Comparison of Two Artworks

1. There are two

Lesson 2 Subject Matter and Style in Contemporary Art

This lesson will enable the students to:

Presentation of Content / Reading Materials

1. Explain that subject matter in contemporary art is not confined to representations of

Deepening of Core Understanding

Questions for Discussion:

The students do the exercise in Application of Major Concepts on pages 10-11.

Enrichment Activity: Self-portrait

The students perform the following exercises:

Evaluation Chart for Self-Portrait

Lesson 3 Description Applied to Contemporary Art

This lesson will enable the students to:

Presentation of Content / Reading Materials

The Subject What is the main figure in the artwork?

On page 24 is a sample application of the three elements that constitute description on

Deepening of Core Understanding

Questions for Discussion:

The students do the exercise in Application of Major Concepts on pages 24-25.

Enrichment Activity: Describing an Artwork

Evaluation Chart for Describing an Artwork

4. The use of art

Lesson 4 Analysis and Interpretation in Contemporary Art

This lesson will enable the students to:

The students read the Artist’s Statement on page 27: