CPAR-MODULE-QUARTER-1-2024-2025.pdf
Transcript
CONTEMPORARY PHILIPPINE ARTS FROM THE REGION Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: The subject covers various contemporary arts practic...
CONTEMPORARY PHILIPPINE ARTS FROM THE REGION Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: The subject covers various contemporary arts practices of the region where the school is located. It aims to provide students with an appreciation of a broad range of styles in the various disciplines with consideration on their elements and principles, and engage them to be an integrative approach in studying arts. Through this subject, students will broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and aspirations. Course Requirements: Below are the list of activities that must be completed and submitted with their corresponding percentage. ACTIVITIES Date of Raw Grade WEEK Completion Enabling Assessment 1-2 20 1-2 Assimilation 1-2 CONTEMPORARY ARTS 20 Enabling Assessmen 3 BROCHURE 25 3 Assimilation3 JOURNAL 25 Enabling Assessment 4DIGITAL POSTER 30 4 Assimilation 4 FILIPINO ARTISTS 100 Enabling Assessment 5 5 Assimilation 5 ELEMENTS AND PRINCIPLES OF 30 DESIGNS Enabling Assessment 6-7 GRAPHIC ORGANIZER 20 6-7 Assimilation 6-7 TOUR GUIDE 100 8 Culminating Performance 100 TOTAL 470 Colegio de Los Baños – CPAR QUARTER 1 CULMINATING PERFORMANCE TASK GOAL: To perform and introduce artworks in a province using local materials. ROLE: Performer, artist, designer and a leader. AUDIENCE: Students, Teachers, Parents and other member of the community. SITUATION: Make a plan? Colegio de Los Baños will celebrate its 30th Foundation Day, and your class is assigned to present one Filipino Contemporary Dance (Festival Dance). You are assigned as the leader for the said activity. PRODUCT: A collaborative activity for Physical Education. Festival dance and local products using local materials or recycled materials. STANDARDS: Presentation 40% Designs 20% Material used 20% Essay Content 20% Total 100% Consultation: For questions and clarifications, consult your subject teacher every Wednesdays. Send your questions by Wednesday 1:00 p.m. Your teacher will get back to you. Colegio de Los Baños – CPAR PRE-REQUISITE ASSESSMENT A. What is your personal definition of “arts”? B. Give your own idea of “contemporary arts”. LESSON 1-2: CONTEMPORARY ART FORMS TECHNIQUES AND PERFORMANCE PRACTICES Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: Arts Prerequisite Skill: Knowledge on Philippine arts INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Describe various contemporary art forms and their practices from the various regions. Research on various contemporary art forms, techniques and performance practices. D. INSTITUTIONAL VALUES: Creativity and Curiosity Learners will be able to apply creativity and curiosity in: Describing different contemporary art forms, practices, techniques and performances. E. OVERVIEW OF THE LESSON This lesson is on definition of contemporary arts, its forms and practices in the Philippines. STUDENT’S EXPERIENTIAL LEARNING Chunk 1: Arts Definition Art according to Merriam Webster has the following definitions: skill acquired by experience, study, or observation; a branch of learning; an occupation requiring knowledge or skill; the conscious use of skill and creative imagination especially in the production of aesthetic objects; decorative or illustrative elements in printed matter. Oxford Dictionary defines it as expression or application of human creative skill or imagination. Whatever definition you may have, art is important and is present in our daily lives. It communicates an artists’ ideas, feelings and emotions. In turn, others view and interpret it accordingly. Art will never have a single satisfactory definition. What may be art in one community may not be art in another. But their roots are common. Art, or ‘ars’ in Latin means “skill” which suggests some competence in performing and completing some activity. It also implies that there are similar qualities in the expression and application of creative skill when material or idea is transformed to produce another idea or object. Colegio de Los Baños – CPAR Chunk 2: Contemporary Arts Definition Strictly speaking, the term "contemporary art" refers to art made and produced by artists living today. Today's artists work in and respond to a global environment that is culturally diverse, technologically advancing, and multifaceted. Working in a wide range of mediums, contemporary artists often reflect and comment on modern-day society. When engaging with contemporary art, viewers are challenged to set aside questions such as, "Is a work of art good?" or "Is the work aesthetically pleasing?" Instead, viewers consider whether art is "challenging" or "interesting." Contemporary artists may question traditional ideas of how art is defined, what constitutes art, and how art is made, while creating a dialogue with—and in some cases rejecting—the styles and movements that came before them. (http://www.getty.edu/education/teachers/classroom_resources/curricula/contemporary_art/background1.html) Art21, a non-profit organization, define art as works of artist who live in the 21st century. This subject reflects contemporary culture and society making different learners consider old and new ideas, merge them together to come up with new ones. Contemporary artists work with a combination of diverse materials, methods, concepts and subject which go beyond the traditional. There is no uniform organizing principle in contemporary art. Contemporary art does not only express movements which can be integrated into an artwork. This means that even different art categories/classifications can be put together or melded to produce a combined art called integrative art. This is also called “cross breeding” or “hybrid”. This is described as interactive and multi-disciplinary because it consists of several ideas and can be taken from different branches of learning. Chunk 3: Elements of Contemporary Arts Appropriation – when an artist creates a new work of art by taking pre-existing images from other sources and modifies or incorporates those images with the new ones Performance – refers to art work created by or presented to an audience Hybridity – blending of new or unusual materials with traditional mediums Space – artists use space for creating space or illusion of depth Technology – use of technology for creating and disseminating art Line - defined as a mark that spans a distance between two points (or the path of a moving point), taking any form along the way. pertains to the use of various marks, outlines and implied lines in artwork and design, most often used to define shape in two-dimensional work. Form - forming of two or more shapes or as three-dimensional shape (cube, pyramid, sphere, etc.). tone, texture and colour. Form is considered three-dimensional showing height, width and depth. Texture - surface or the way any work of art is represented. Shape - of areas in two-dimensional space that can be defined by edges, setting one flat specific space apart from another. (e.g.: square, circle, triangle, hexagon, etc.) or organic (such as the shape of a puddle, blob, leaf, boomerang, etc.) in nature. Color - of hue in artwork and design. colors (red, yellow, blue) which cannot be mixed in pigment from other hues, secondary colors (green, orange, purple) which are directly mixed from combinations of primary colors. primary and secondary colors create tertiary (and more) hues. references that add variations in value. Chunk 4: Principles of Design Arrangements of elements (building blocks). The way an artist can organized the elements of art to create a wide range of effects. Colegio de Los Baños – CPAR Contrast - refers to the arrangement of opposite elements and effects. For example: light and dark color, smooth and rough textures, large and small shapes. Emphasis - refers to the area of an artwork that dominates attention or draws interest. It is often the area a viewer looks first. Artists can create emphasis by contrasting the elements of art such as: color, shape, size and dominance, detail, contrast and isolation Movement - can be thought of in two ways –the first refers to how an artist depicts movement using the elements and principles of art. Rhythm - is a principle of art that refers to the movement or action of a composition, usually achieved through repetition of lines, shapes, colors, and more. It creates a visual tempo in artworks and provides a path for the viewer’s eye to follow. Proportion - is the size relationship between the various parts of an artwork. Artists can use scale and proportion to create sensations such as depth, realism, disorientation, and drama. The human figure is scaled to appear larger than the city skyline. Balance - refers to the distribution of visual weight in a composition. Each part of the composition works with other parts of the composition to appear equal and harmonious in balance Unity, also known as harmony, refers to the cohesiveness of an artwork—how whole, Unity is achieved through: repetition simplicity harmony contrast theme Variety - refers to the elements of a composition that differ from one another. Variety creates visual interest and energy Art form refers to anything that is created with the intention of conveying meaning. For example, in conveying the idea of sadness, you may use different art forms. You may convey it through a dance, a poem, a painting or sketch or even through a song. Techniques are the manner and ability with which an artist, writer, dancer, or the like employs the technical skills of a particular art or field of endeavour. When it comes to art techniques in painting, you may use different materials such as watercolour, oil paint or simply with the use of a pencil. Techniques may also refer to the way how the art form is done through. Performance practices refer to the techniques that are implied, not written in the performance arts. An example of a performance practice is using vibrato in jazz or using modern dance to portray a concept or idea. Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No. 1-2 ART FORMS ENGAGEMENT Based from our discussion and information from the module, as well as from your knowledge, research various contemporary art forms, techniques and performance practices in different regions (provide at least 2). Complete the table below with information you found. Please do not forget to cite your sources. You may do this in printed or handwritten format. **DO NOT USE THE EXAMPLE FROM THIS MODULE. Region Image Description REGION IV-A Source Woodcarving is one of the most popular art practice Ferdz (2016, May 24). Caloy Cagayat and form in Region IV-A in Laguna. Paete is home in his workshop in Paete to many woodcarvers and they carve religious [Photograph]. Ironwulf En Route. statues, characters, name plates and home https://ironwulf.net/2016/05/24/laguna furniture. Woodcarving has been a tradition since -paete-woodcarving-capital-masters/ the Spanish period in Paete that’s why it is known as the “Woodcarving Capital of the Philippines”. Source The Beat Asia (2023, January 26). These Shops in Paete, Laguna are Keeping the Art of Woodcarving Alive. The Beat Manila. https://thebeat.asia/manila/urbanite/residential/these -shops-in-paete-laguna-are-keeping-the-art-of- woodcarving-alive RUBRIC Descriptions are well explained and no grammatical error. Not plagiarized – 10 points Provided image – 5 points Citation – 5 points Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ASSIMILATION Performance Task Activity No.1-2 TECHNIQUE AND PERFORMANCE PRACTICES Think and Talk: Look at the art work below. Analyze and answer the questions thoroughly. Write your answer in 2 to 3 sentences. Fernando Amorsolo’s artwork Afternoon meal of the rice workers, 1951, oil on canvas. Won first prize at the New York World's Fair. 1.How did this artist show movement? _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________. 2. Name two or more elements of art the artist utilized to create movement. _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________. 3. How does movement create mood or emotion in the artwork? _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________. Colegio de Los Baños – CPAR PRE-REQUISITE ASSESSMENT A. In your own words, what is contemporary arts? Is there are particular contemporary arts form you are interested in? Describe. LESSON 3: VARIOUS ART FORMS IN THE PHILIPPINES Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: Contemporary art forms, techniques and performance practices Prerequisite Skill: Describing different contemporary arts forms, techniques and performance practices. INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Describe various art forms found in the Philippines. D. INSTITUTIONAL VALUES: Creativity and Curiosity Learners will be able to apply creativity and curiosity in: Describing different arts forms in the Philippines. E. OVERVIEW OF THE LESSON This lesson is on a brief overview of the various art forms found in the Philippines. STUDENT’S EXPERIENTIAL LEARNING Chunk 1: Contemporary Philippine Art Contemporary Philippine Art is art produced by Filipino artists coming from the different regions in the Philippines in the 21st century. Artists’ work reflects cultural diversity, technological advancement and makes use of a wide range of mediums. (L-R) Jayson Cortez's Home Under the Same Sky; Elmer Borlongan's Hilot; Rodel Tapaya's Mr. Wolf Chunk 2: Characteristics of Philippine Contemporary Arts Dominant/Mainstream – foreign-influenced, industry-driven, technology assisted, oriented for mass consumption Alternative - usually socially realist and/or advocacy driven Artist Groups/ Collectives – practices are collaborative and interdisciplinary Traditional/Indigenous – preserves local traditions There are many diverse Philippine Contemporary art forms, techniques and performance practices. These may meld with traditional Philippine art forms. Remember however, that contemporary art differs with traditional art as it does not conform to any rule or principle. Sometimes it may prove difficult to categorize or “label” contemporary art. But for all intents and purposes, here are some categories of art forms: Colegio de Los Baños – CPAR I.FINE/AESTHETIC ARTS – arts for aesthetic pleasure enjoyed through the senses, mainly visual or auditory. Examples of these are: a. Visual Arts – painting, sculpture, new media art, mixed art b. Performance Art – dance, theater, monologues, films, songs c. Literature – novels, short stories, poems II.PRACTICAL.UTILITARIAN ARTS – arts for practical use. It is mainly the changing of raw materials for utilitarian purposes. They may possess ornaments or artistic qualities to make them aesthetically pleasing. Examples are: a. Industrial art b. Applied or Household art c. Commercial Art d. Agricultural Art e. Graphic Art f. Business Art g. Fishery Art h. Medical or Clinical Art Chunk 3: Brief Philippine Art History Brief Philippine Art History may be divided into four periods: Pre-Colonial Period – What was considered as “art” during the ancient times were mostly tools used by Filipinos which could date back to 9 million years ago. Most of them were found in Tabon Cave in Palawan, Bolobok Cave in Tawi-Tawi and some in the province of Cagayan. Aside from tools, shell ornaments were found as accessories to the dead. Ancient Filipinos also used different situalistic dances to celebrate events such as harvests, hunts and weddings. Colonial Period (Spanish) – Most art forms, especially paintings, sculptures, songs and literature introduced to Filipinos by the Spaniards were religious in nature and were used to spread Catholicism. Prevalent art style during this period were miniaturismo and letras y figuras. Aside from having religious themes, visual arts also depicted landscapes, portraits and fashion. Colonial Period (American) – During this period, art illustration, advertising, and commercial design were popular. Portraits were made for high-ranking officials and art noveau became popular. Filipino artists flourished in the painting scene such as Fernando Amorsolo and Guillermo Tolentino. Post-Colonial Period – Philippine modern art was mostly patterned on Western art. From the 70s, government supported Philippine art with the creation of the Cultural Center of the Philippines which became the venue for different artist where they can explore art. Philippine Contemporary Art – Aside from different traditional art forms, the rise of technology provided a new art medium. Mixed arts were introduced and traditional art forms were revived and combined with contemporary art forms. Andres Barrioquinto, Pleasures of Flowers, 2017, oil on canvas Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No. 3 ART FORMS IN THE PHILIPPINES (BROCHURE) ENGAGEMENT Identify one contemporary art form that is usually found in your region or in regions close to yours. Create a brochure containing information, photos and other trivia of the contemporary art form or practice you have chosen. Your brochure may be handmade or may be printed out. Please do not forget to cite your source (included in the brochure). RUBRIC Content is organized, not plagiarized – 15 points Images are attractive and interesting, arranged creatively – 5 points Citations – 5 points Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Performance Task Activity No.3 ART FORMS IN THE PHILIPPINES (JOURNAL) ASSIMILATION Directions: Reflect on any art form you have been exposed to. What makes it interesting? In a separate sheet of paper, make a narrative writing of 150 words about one contemporary artform of your choice that is found in CALABARZON. Example: Anilag Festival held in Laguna RUBRIC Content is organized, not plagiarized – 20 points Citations – 5 points Colegio de Los Baños – CPAR PRE-REQUISITE ASSESSMENT A. Describe the characteristics of Philippine Contemporary Arts. B. Are you familiar with any art work mentioned in the brief history of arts in the Philippines? What can you say about it? LESSON 4: FILIPINO ARTISTS’ ROLES AND CONTRIBUTIONS TO CONTEMPORARY ARTS Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: Various Art Forms in the Philippines Prerequisite Skill: Describing different art forms in the Philippines. INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Explain Filipino artists’ roles and identify their contribution to contemporary arts. D. INSTITUTIONAL VALUES: Critical Thinking Learners will be able to apply critical thinking in: Explaining and evaluating the roles of Filipino artists on Philippine Contemporary Arts Scene. E. OVERVIEW OF THE LESSON This lesson is on the discussion of the different roles that Filipino artists play in contemporary arts of the country. STUDENT’S EXPERIENTIAL LEARNING Chunk 1: GAMABA In one form or another art has always been around. It helps mankind in the improvement of various activities and their products. It has a varied and multiple complexes. It is as wide as an ocean, covers a wide range of activities such as photography, painting, sculpting, and architecture, etc. But as time rolls by newer forms of art arose, such as music, theatre, and photography, etc., in which are now a days considered the most beautiful types of performing arts. From the preceding lesson we have learned that traditional arts, like the pre – colonial indigenous arts are also contemporary. They are living traditions and are produced up to the present, in modified ways. In this lesson, you will learn about our National living treasures, more formally known as the awardees of Gawad sa Manlilikha ng Bayan (GAMABA). Their incomparable dedication to craftsmanship and excellence show how these Filipinos lives and work. Many cultural practices of indigenous communities were preserved because of their passion, abilities, and tenacity in passing down their tradition to the youngsters. It’s one thing to be recognized as a living legend of the arts in the Philippines, and it’s a whole other thing completely to be acknowledged as an artist who has kept a rare sort of traditional Filipino creativity and ingenuity alive. In 1992, the National Commission on Culture and therefore the Arts (NCCA) began selecting and honoring recipients of the National Living Treasures Award, Colegio de Los Baños – CPAR also referred to as Gawad sa Manlilikha ng Bayan (GAMABA), through Republic Act No. 7355. It continues to be awarded today and is handed out in the form of a medal. Art is a field that a lot of many Filipinos excel at. The Philippines never had a scarcity if artist in the different categories and art forms. With the legacy of Fernando Amorsolo, Ang Kiukok, Benedicto Cabrera (or more popularly known as BenCab, Nick Joaquin, Lisa Macuja, Lino Brocka and our national hero Jose Rizal, a long line of artists have followed through as well. See https://theculturetrip.com/asia/philippines/articles/the-10-most-famous-filipino-artists-and- their-masterworks/ on an article to know more about famous Filipino artists. Many Filipino Contemporary artists have sprouted not only in the Philippine art scene but all over the world. Here are some of the artists: Chunk 2: Filipino Artists Ronald Ventura (visual arts) Alfredo and Isabel Aquilizan (sculpture) Mark Salvatus (multimedia arts) Gary-Ross Pastrana (painting) Jose Santos III (painting) Pio Abad (visual arts) Happy Andrada (fashion design) Martha Atienza (film) Rocky Cajigan (multimedia arts) Nathalie Dagmang (inter-media arts) Jaime Ponce de Leon (interior design) Rodney Fuentebella (film) Gino Gonzales (stage design) John Herrera (fashion design) Lani Maestro and Manuel Ocampo (installation, sound and video art) Gene Paul Martin (installation art) Macky Pamintuan and Isabel Roxas (book illustration) Ryan Rubi (film visual effects) Bea Zobel Jr. and Paloma Zobel (local crafts) Raymond and Mikhail Red (film) Colegio de Los Baños – CPAR Chunk 3: Role of Culture Read “Role of Culture” by Karlo Quirino (Posted November 2018) INTELLECTUAL VITALITY The combined words “arts and culture” have been around us for a long time. In some ways what’s on display in our art galleries and museums should reflect our society. But from what has been observed so far it doesn’t seem to reflect the average person on the street and we now have a rainbow of cultures melting in the pot of our Aotearoa. We are still a very young country. The visual arts, film, music, dance, theatre and combined arts make an essential involvement to our evolving national culture. It triggers economic and intellectual vitality to our urban centres and towns throughout the country. Yet, there remains an inadequate public understanding of who our artists are, what they do, and how their works con-tribute to a global discourse regarding greater social, societal and philosophical issues. Art is created largely because there is something inside an artist that needs to emerge. The visual artist, actor, writers, performers, musicians and poets all have a desire to express what they feel and to create something of measurable value. Many create art for the pure joy of it and from that expression culture becomes for us more defined as it is enriched. It also causes people to look a little closer at the social issues, at other people, their emotions, their surroundings and the mundane objects and life forms swirling around them. It helps them recognise what’s there even if it’s not perceived at a moment’s glance. An artist expresses that which cannot be seen or felt so easily. Their works are the lenses that describe our world. In this, we raise the example of one artist from the Philippines who has exhibited his works in a number of major capitals in the world – Benedicto Cabrera, who signs his paintings as ‘Bencab’. He started his career in London in the late 1960s as a lyrical expressionist up-holding the primacy of drawing over decorative colour. His solitary figures of scavengers emerging from a dark landscape were piercing stabs at the social conscience of a people long inured to poverty and dereliction. His later exploration of form in his emblematic ‘Sabel’ series portrayed melancholic symbols of dislocation, despair and isolation – a personification of human dignity threatened by life’s vicissitudes and vast inequities. ITS OWN STATEMENT When a society finds its way to see and feel clearly on these things, it provides wide opportunities for change in thought or appreciation of the message behind the art. It can cause people to re-examine their thinking on the subject that’s put before them. It becomes its own statement. It may be only a simple statement, the beauty of a hand movement in a dance for example, but it is a statement nevertheless. Somehow the artist is trying to communicate an idea, an emotion, or purpose in their work because the artist feels strongly enough about what they are doing to try and put it into a form that they, and others, can come to terms with. This product of self-expression helps others because there will always be people who feel the same way but somehow cannot express it themselves. These people identify with the artist and draw encouragement, purpose, and excitement about the thing expressed. If the arts build up the human spirit, then it can enrich New Zealand’s culture. Its principal work is to help enrich New Zealand’s culture and uplift the human spirit for all its people and that would be good too if it can also find a place to call home in a multi-purpose centre in Wellington that supports its activities. https://filipinoartistsnewzealand.wordpress.com/2010/11/03/the-role-of-art-and-culture/ Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No. 4 DIGITAL POSTER After learning about the different traditional and contemporary Filipino artists, create a digital poster on a Filipino Contemporary artist included in our discussion. Remember, they must be a CONTEMPORARY ARTIST. Include in your poster their most famous work as well as 1 paragraph explanation on their contribution to Philippine Arts. RUBRICS Image/ photo with citation – 5 points Layout is creative and appealing – 10 points Text provided is concise and not plagiarized – 10 points Citation – 5 points ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Performance Task Activity No.4 FILIPINO ARTISTS ASSIMILATION Group Work: Think about how you can represent an ideal artist. You are a contemporary artist that will showcase his/her talent; In a ½ illustration board or canvas size 3x3 or any textile and create an art using a drawing/ painting/poster. Your artwork will be displayed at the exhibit on the 30th Foundation Day of Colegio de Los Baños, so make sure to make it beautiful and pleasing. Group 1: "Three Decades of Achievement: Celebrating Our Heritage" Group 2: "A Legacy of 30 Years: Building Tomorrow Together" Group 3: "Celebrating 30 Years: A Tradition of Excellence" Group 4: "Three Decades of Dedication: Inspiring Generations" Group 5: "30 Years of Innovation: Shaping Minds, Transforming Lives" Group 6: "Honoring 30 Years of Growth and Learning" Group 7: "30 Years of Unity and Progress: Moving Forward Together" Rubric Creativity 30% Visual Impact 30% Relevance to the theme 20% Use of color and other art materials 10% Neatness 10% Total 100% Colegio de Los Baños – CPAR PRE-REQUISITE ASSESSMENT A. Do you admire any of the Filipino artists mentioned in the previous discussion? B. In your opinion, what is the role of these artists in Philippine Contemporary Arts? LESSON 5: ELEMENTS AND PRINCIPLES OF DESIGN Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: Filipino Artists’ Role and Contribution to Contemporary Arts Prerequisite Skill: Explaining the roles and contributions of Filipino artists to the country’s contemporary arts’ scene. INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Evaluate contemporary art forms based on the elements and principles, D. INSTITUTIONAL VALUES: Critical Thinking and Creativity Learners will be able to apply critical thinking in: Evaluating art forms using the elements and principles of design. E. OVERVIEW OF THE LESSON This lesson is on the different elements and principles of design that can be used to evaluate different contemporary art forms. STUDENT’S EXPERIENTIAL LEARNING Even though contemporary art does not have uniform principle or standard, it still covers the different elements and principles of design as traditional art. Contemporary artists get inspiration or use elements from traditional arts and merge them with modern or contemporary art. Chunk 1: Subject By definition, a subject or topic is any person, animal, thing, or issue that is described or represented in a work. A subject is different from theme or content. The theme is the recurring idea or element in a work of art. It refers to the ideas, thoughts, and feelings of the artist. Anything can be considered a subject in the arts, from the simpler idea, or an object to the most complex thing. In painting, artworks with subjects that are recognizable are called realistic, representational, or objective art. Therefore, those that are not difficult to recognize are termed non-representational or non-objective art. Contemporary artists have their own styles. Authorities in art are one in their view that different methods/styles used by the artist in presenting the art subjects are the following: any single style or combination, such as realism, distortion, abstractions, symbolism and non-objectivism. Realism – the attempt to portray the subject as it is. The realist tries to be very objective. The artist’s main objective is to describe as accurately and as honestly as possible what is observed through his senses. Colegio de Los Baños – CPAR Sugarcane Farmer, Jun Martinez Distortion – The artist uses his or her imagination and alters the subject according to his or her own desire. The Fishermen, Ang Kiukok Abstraction – The artist breaks apart a subject and rearranges it in a different manner. Pablo Picasso innovated this style in 1900s. Electric Prisms, Sonia Delaunay Non-objectivism – This is described as an art form which has totally no subject at all. Simply, it is an interplay of pure elements like line, shape, color, and so on. Artists of this style is conscious that he is no longer subject to Western ideas, concepts and forms. Wildflower Series, Constancio Bernardo Chunk 2: Elements of Arts These elements are the basic tools of expression in any art form. They can be found in nature and in a man-made environment. Filipino artists use, arrange, and manipulate them to express feelings or mood and to convey their message to the viewers, listeners or readers. Space – it can be defined as a void, an emptiness which can either be positive or negative. The positive space refers to a space enclosed in a shape, while the negative space denotes the opposite. It can also be referred to as an interval or pause. In literature, it is the pause between words, whereas in music, it is the interval between notes. Line – It is the extension of a point, a short or long mark drawn or curved on a surface. It suggests: a. direction: vertical, horizontal, diagonal; b. character: curved, jagged, series of dots or broken lines In performing arts and literary arts, a line is described differently. In theater, a line may refer to the script of the actor and in a dance, it is the series of steps that a dancer makes. Colegio de Los Baños – CPAR Shape and form – When the ends of a line meet, they form a shape. It can also mean geometric (angular) or organic (curvy). Form is related to shape yet, is still different. It is an enclosed line; a figure separates from its background. However, the shape is two-dimensional, while form is three- dimensional. For example, the square is an example of shape; the cube is a form. The circle is a shape, and the sphere is a form. Color – The most interesting and striking art element is the color. Color creates a mood or tone, such as red for passion, anger or love, blue for peace, nobility or sadness and yellow for gaiety, innocence or jealousy. Color also varies from dull to bright, depending on its intensity. In music, the intensity can also mean loudness or softness of a sound. Value – It is the degree of lightness or darkness of a color. In music, it is called pitch. It is the highness or lowness of a tone. The tone color or timbre refers to the quality of the sound. Value also suggests an atmosphere or mood, and it is also found in other art forms just like a strong contrast suggests strong emotional responses especially in writing. Texture – It is the surface of an art work, It can be actual or tactile. It can be touched or it can be simulated or illusory or it can be seen and not felt. In the field of music, texture is the quality or style of composition. The sounds from different musical instruments allow one to hear texture in sound. Chunk 3: Principles of Design It is important to know the principles of designs to be able to evaluate the art value. Sometimes, it is also called the organization of elements. These principles are tools for organizing the elements of art to produce a unified and harmonious design, composition, and/or performance. Harmony – it is the wholeness of the design, the pleasing arrangement of parts and the agreement between parts of a composition, resulting in a unified whole. Variety – refers to the variety/kinds/differences in all of our surroundings. This is necessary to prevent monotony and add to uniformity. Rhythm – or beat is the regular, repeated pattern in the elements of art Proportion – means the relationship between and among the work of art Balance – it is the principle that deals with equality. To be specific, it can either be formal or informal Colegio de Los Baños – CPAR Movement – in dance, it is the important principle in choreography and in theater arts. It also conveys feelings and emotions through bodily movement of a dancer or stage performer Emphasis or subordination – it is a way to give importance or dominance to a unit or an area These elements and principles are sued by many artists to create their art works. With the same elements and principles, we can analyze or critique an art work. Of course, we are not experts nor professionals. But being able to analyze an art work, it gives us at least a slight understanding of what the work is about, what the artist was feeling when he created it and the differences each of us have on our interpretation of the artwork. Access https://ualr.edu/art/files/2013/05/Sample_Paper_1.pdf for an example of a simple art analysis. To further guide you in analyzing art, you may use this guide: I.Description a. What do you see? b. Describe the art work’s history, when it was made, who the artist is c. Background of the artist d. Description of elements and principles of design II.Analysis a. What do you think is the subject and what do you think it means? b. Go back to the elements and principles you describe. Do they give any symbolisms and meanings? c. How do the different elements and principles work together to convey the meaning of art work? III.Interpretation Why do you think the artist created the art work and what does it mean? IV.Judgement a. Is it a good artwork? b. What can be learned with analyzing the art work? Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No. 5 and Assimilation Performance Task Activity No.5 Elements and Principles of Design Do this activity with partner: Look at the art work below analyze and answer the questions thoroughly. Same rubric for lesson 4. Süleiman the Magnificent ca. 1555-60 1. What elements and principles did this artist use to create rhythm? 2. If this painting were a song, what would it sounds like? How do the lines, color, and rhythm create the song? 3. How does rhythm create mood or emotion in the artwork? Katsushika Hokusai Ejiri in Suruga Province 1830 4. How did this artist show movement? 5. Name two or more elements of art the artist utilized to create movement. 6. How does movement create mood or emotion in the artwork? Colegio de Los Baños – CPAR PRE-REQUISITE ASSESSMENT A. What are the different elements and principles of design? B. Can all the elements and principles of design be used in evaluating art? LESSON 6-7: THE SIGNIFICANCE OF ART FORMS FROM THE REGIONS Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: Elements and Principles of Design Prerequisite Skill: Evaluating visual art forms using elements and principles of design. INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Relate the significance of arts forms from the regions. Compare forms of arts from different regions. D. INSTITUTIONAL VALUES: Critical Thinking Learners will be able to apply critical thinking in: Comparing art forms from different regions and relating their significance with one another. E. OVERVIEW OF THE LESSON This lesson is on significance of arts forms from different regions and their significance with one another. STUDENT’S EXPERIENTIAL LEARNING Chunk 1: Culture and Arts of the Philippines Spoliarium (Juan Luna) The painting features a glimpse of Roman history centered on the bloody carnage brought by gladiatorial matches. Spoliarium is a Latin word referring to the basement of the Roman Colosseum where the fallen and dying gladiators are dumped and devoid of their worldly possessions. At the center of Luna’s painting are fallen gladiators being dragged by Roman soldiers. On the left, spectators ardently await their chance to strip off the combatants of their metal helmets and other armoury. In contrast with the charged emotions featured on the left the right side meanwhile presents a somber mood. An old man carries a torch perhaps searching for his son while a woman weeps the death of her loved one. Colegio de Los Baños – CPAR Planting Rice (Fernando Amorsolo) Truest Philippine culture, this is the theme that composes most of Fernando Amorsolo’s artworks. Rice planting is among those that depicts the real Filipino tradition that is still applicable until the present time. The painting is set on the rice field wherein farmers, regardless of their gender, are on with their usual work under a bright sunny day. Its visual weight is light because the colors used were mostly pastel in nature. No dark colors were used to produce a feeling of calm and peace. Tinikling it is a traditional folk dance which originates from the Spanish colonial era. The dance imitates the movement of the tikling birds as they dodge bamboo traps set by rice farmers. Dancers mimic the tikling bird’s grace and agility by dancing between large bamboo poles. The tinikling is one of the oldest dances from the Philippines, and originated in the islands of Leyte in Visayas. According to the legend, the Tinikling was started by people who worked in the paddies and farms of the Philippines. It is an indigenous dance from the Philippines in which coconut shell halves that are secured onto the dancers’ hands and on vests upon which are hung four or six more coconut shell halves. The dancers –all male –perform the dance by hitting one coconut shell with the other –sometimes the ones on the hands, sometimes, the ones on the body, and sometimes the shell worn by another performer, all in time to a fast drumbeat. Originally performed in Binan, Laguna as a mock-war dance that demonstrates a fight between the Moros and the Christians over the prized latik or coconut meat during the Spanish rule, the dance is also shown to pay tribute to the town’s patron saint, San Isidro Labrador. The Oblation is a concrete statue by Filipino artist Guillermo E. Tolentino which serves as the iconic symbol of the University of the Philippines. It depicts a man facing upward with arms outstretched, symbolizing selfless offering of oneself to his country. The statue’s height of 3.5 meters symbolizers three and a half centuries of Spanish colonial rule, while its pose of self- offering represents Tolentino’s interpretation of Rizal’s second stanza above –in particular the “unknown heroes who fell during the night”. Furthermore, its base is a stylized representation of the Philippine archipelago, with rocks from Montalban Gorge to highlight its cultural and historical significance. Colegio de Los Baños – CPAR ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Enabling Assessment Activity No. 6 GRAPHIC ORGANIZER Visit the UPLB campus and study the newly-renovated Oblation in front of the Humanities Building. You are also encouraged to read about the history and background of the sculpture through research of printed and online sources. Afterwards, create a graphic organizer on what is its importance as a work of art in your community. You may create your graphic organizer in the Answer Sheet. You may also be creative by adding design to your graphic organizer. Submit the activity at the end of the week. A sample is given below (do not copy). SIGNIFICANCE TO SIGNIFICANCE TO REGION REGION ART FORM SIGNIFICANCE TO SIGNIFICANCE TO REGION REGION RUBRIC Graphics used appropriately with proper link to text – 10 points Concept is easy to understand – 5 points Design is pleasing and creativity is applied – 3 points Citation – 2 points ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ Colegio de Los Baños – CPAR LAST NAME, FIRST NAME MIDDLE INITIAL Assimilation Performance Task Activity No.7 ART FORMS FROM THE REGIONS Art Promotion: Assuming you are a tour guide, write a speech promoting arts from your parents’ province or region. Take note of the following criteria. CRITERIA: Content 60% Organization of thoughts 20% Neatness 20% TOTAL 100% A. Can you give an example of a popular art from your own region? B. What do you think is the significance of that art form? LESSON 8: AVAILABLE LOCAL MATERIALS AND APPROPRIATE TECHNIQUES USED IN CREATING ART Learning Materials: Module, pen, paper, internet (if applicable) Colegio de Los Baños – CPAR Prerequisite Content-knowledge: Significance of Art Forms from the Regions Prerequisite Skill: Identifying the importance of art forms in different regions. INTRODUCTION A. TIME ALLOTMENT: 4 hours B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject teacher on any lessons or activities you may be confused about. Your teacher will get back to you as soon as possible. C. RUA: At the end of the lesson, you should be able to: Promote arts from the regions. Research on techniques and performance practices applied to contemporary arts. D. INSTITUTIONAL VALUES: Creativity Learners will be able to apply creativity in: Promoting arts from their region through a poster. E. OVERVIEW OF THE LESSON This lesson is on the examples of art forms where local materials are used. STUDENT’S EXPERIENTIAL LEARNING Chunk 1: Pangkat Kawayan Filipino artists are very creative when it comes to the use of materials in their chosen art form. The contemporary (and even traditional arts) found in the different regions use unusual or uncommon materials not only to show creativity but also to make use of what is available around us. Since the Philippines is also rich in natural resources, a lot of our artists maximize the use of these materials in their art master pieces. Some of local materials found in the Philippines which are mainly used in crafts are abaca, bakbak, bamboo, buntak, buri, coir, nito and pandan. Aside from these indigenous materials, recyclable materials are also utilized by artists to help in saving the environment. Take note that these are not only used in the visual arts but in music as well. The “Pangkat Kawayan” otherwise known as the “Singing Bamboos”of the Philippines ” is a unique orchestra that draws music from unconventional bamboo instruments. This orchestra is composed of musically – talented students from the elementary schools of Quezon City and Manila whose ages range from 8 to 19 years. Its direction and management is under Maestro Victor O. Toledo, conductor and Musical Director; Miss Elena C. Carlos, Managing Director and Miss Laura Gorospe, Executive Director. This dynamic troika has led the group through the years since September 6, 1966 when it was founded. The group's musical instruments, numbering more than a hundred are made of six genera of the versatile bamboo in various sizes, shapes and designs. Include the bamboo tube or “bumbong,” the bamboo marimba or” “talungating,” the bamboo piano or “tipangklung,” the Colegio de Los Baños – CPAR bamboo flute or “tulali,” the bamboo knockers or “kalatok,” and the bamboo musiscal rattles, the Philippine “angklung”. Completing the bamboo assortments are the drums, cymbals gong and triangle. The forte of this bamboo band is native Philippine airs, mostly folksongs from different regions of the country. However, the group's repertoire also includes folk melodies from other countries, modern and popular music and some light classics. This bamboo orchestra has fascinated and thrilled big audiences abroad in Japan , Hawaii , continental U.S.A. , Canada , Australia , Spain , the Peoples Republic of China and Hong Kong as component of the official cultural missions under the auspices of the Ministry of Tourism. It was a big hit in three World's Fairs and Expositions namely, the 1070 Expo in Osaka , Japan ; the 1974 World's Fair in Spokane , Washington U.S.A. and the 1982 World's Fair in Knoxville , Tennessee , U.S.A. It performed for Filipino and American communities in Maryland , Virginia , New York , Washington D.C. during the State Visit of the late President Marcos to the U.S.A. in 1983. On the local and national scene, the Pangkat Kawayan performs at command performances for the President and the First Lady, at special concerts and cultural shows, at national and international conferences, and on T.V., radio and cultural outreach programs. Today, as in the past, the “Pangkat Kawayan” continues in its mission to enhance and preserve Filipino musical culture and goodwill through the lifting sounds of the “Singing Bamboos.” ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper or any kind of colored paper use yellow paper only for your activity.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL Assimilation Performance Task Activity No. 8 LOCAL MATERIALS Make a plan? Colegio de Los Baños will celebrate its 30th Foundation Day, and your class is assigned to present one Filipino Contemporary Dance (Festival Dance). You are assigned as the leader for the said activity. Using the template below, create a plan about your chosen dance. Write a 500-word narrating your chosen Festival Dance. Criteria for this activity will be the same on lesson 7. Colegio de Los Baños – CPAR Art Form Place of Origin Significance to the Personal perception to place/region the art form Title of the Dance Background/History/Purpose Materials /Costume No. of Participants (Festival) Essay: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ _________________________________________.
