12

CPAR
Quarter 1
Contemporary Art
CAR11/12CAP-0c -e-4

English – Grade 7
Contemporary Philippine Arts from the Regions – Grade 12
Alternative Delivery Mode
Quarter 1 – Contemporary Art
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Marc Raymond J. Celis

Language Reviewer : Christopher S. San Jose
Content Editor : Ferdinand S. Aldaba
Illustrator : Marc Raymond J. Celis
Layout Artist : Ma. Rossele F. Dela Cruz

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Marquez T. Cartel
EPS – MAPEH

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 12
Contemporary Philippine
Arts from the Regions
First Quarter
Contemporary Art
CAR11/12CAP-0c-e-4
 Introductory Message
For the Facilitator:

Welcome to the Contemporary Philippine Arts from the Regions 12 Project CAP-LRE
Alternative Delivery Mode (ADM) Module on Contemporary Art.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and the learners as they do the tasks included
in the module.

For the Learner:

Welcome to the Contemporary Philippine Arts from the Regions 12 Project CAP-LRE
Alternative Delivery Mode (ADM) Module on Contemporary Art.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 This module will help you understand one of the most essential learning
competencies of Grade 12 Contemprary Philippine Art from the Regions Quarter 1
(Contemporary Art):

Research and describe on various contemporary art forms, techniques and

practices in our country. (Code: CAR11/12CAP-0c -e-4)

At the end of this lesson, the learners are expected to:

1. define Philippine contemporary art;
2. identify different art forms and practices based from their historical, stylistic
and cultural overview;
3. demonstrate the major characteristics of contemporary art through an
artwork which will help on the prevention of COVID 19.

Pre - Assessment

Directions: Read the following statements carefully. Choose the correct answer and write it
on the space provided.

______1. In this period, Filipinos developed choreographies by mimicking movements of

animals.
a. Pre – colonial c. Spanish Colonial
b. American Colonial d. Contemporary

_____2. What period or tradition do the indigenous musical instruments like bamboo flutes
and gongs developed?
a. Pre – colonial c. Spanish Colonial
b. American Colonial d. Contemporary

_____3. Technological innovations affected art making resulting to non-conventional

artworks.
a. Pre – colonial c. Spanish Colonial
b. American Colonial d. Contemporary

______4. The following are the visual art forms during Ethnic or Pre-Colonial Period,
except______________.
a. Poetry c. Painting
b. Metal Crafting d. Wood Carving

_____5. What period of contemporary art does religious dance commonly performed to
venerate patrons and saints proliferated?
a. Pre – colonial c. Spanish Colonial
b. American Colonial d. Contemporary

3
_____6. Which of the following dances is not secular which was employed during the Spanish
regime?
a. Ballet c. Valse
b. Polka d. Minuet

______7. The geographical location and experiences of the Filipinos were the main factors in
art production.
a. Pre – colonial c. Spanish Colonial
b. American Colonial d. Contemporary

______8. Which of the following items is not classified as music during Spanish Period?
a. Ballet c. Operas
b. Band d. Orchestra

_____9. It refers to an art form that shows fragmented figures in larger planes, shapes and
color harmonies.
a. Cubism c. Realism
b. Surrealism d. Abstract

______10. The given items are the raw materials in developing architectural art designs during
pre-colonial period, except ____________.
a. Anahaw c. Rattan
b. Acacia d. Cogon
______11. The content of an artwork.
a. Art Form c. Medium
b. Subject d. Modern Art
______12. Materials/ equipment used in an artwork.
a. Art Form c. Medium
b. Subject d. Modern Art
______13. Considered as traditional art.
a. Contemporary Art c. Modern Art
b. Art Form d. Subject
______14. Painting, sculpture and architecture.
a. Contemporary Art c. Modern Art
b. Art Form d. Subject
______15. Art in the present time.
a. Contemporary Art c. Modern Art
b. Art Form d. Subject

Before we proceed to our lessons, let’s find out if you can

still recall the different elements of arts. Ready? Let’s go!

4
Directions: Identify the different elements of arts by arranging the following jumbled letters
after the question. Put your answer on each space provided.

_____________ 1. The focal point of an artwork. SHMEPAIS

_____________ 2. The differences found in an artwork. TIAVREY
_____________ 3. Repetition of lines, shapes and colors in an artwork. NRTAPTE
_____________ 4. Overall agreement between all the parts of an artwork. NMAHROY
_____________ 5. The whole or total effect of an artwork. TNUIY
You really
understand our
lesson! Keep it up!

Read the paragraph and the table below about

contemporary art. It will give you lot of information that
you need in answering the activities in the latter part.
Buckle up! We’ll go on a trip!

CONTEMPORARY ART

Art plays a significant part in the rich cultural identity of the Philippines. It mirrors the
Filipino people, it’s history, tradition and country. Art forms in the different parts of the
archipelago, when integrated, gives a clear picture of what kind of country the Philippines is
and what kind of people the Filipinos are. These art forms developed from the early times
continue to evolve from the ethnic tradition, it continues to progress to contemporary art
tradition.

Contemporary art is the art of today, produced by artists who are living in our time. It
provides opportunities to reflect on society and the issues that are important to us and the
world. As a Filipino, one should have the knowledge of the different forms of art in the
Philippines to fully grasp its identity as a nation and to completely embrace oneself as a citizen
of the country.

Lessons and activities in this section will help the students to have an understanding
and appreciation of the Philippine arts specifically of the contemporary Philippine arts. This
will provide the students an overview of the history of the Philippine arts from the ethnic up to
the contemporary period.

5
 HISTORICAL OVERVIEW – PHILIPPINE ART

Art Form Pre – Spanish American Japanese Postwar 70’s –

Conquest Period Period Period Republic Contempo-
rary

Painting Pottery; Religious (icon Landscape Wartime

body and portraiture, scene
adornment ecclesiastical), genre, (aggression,
; ornament secular interior still nationalism,
(portraiture) life atrocities, Modern,
symbolic conservative, Figurative,
Free protest, abstract, non –
Sculpture Pottery, Santos, standing aspiration for experimental figurative,
Carving furniture, relief, relief, public peace) , public art art for art
and altar pieces, Propaganda sake,
woodwork, jewelry, Indigenizing multimedia
metalwork metalwork, works, , mixed
and pieta, genre, idyllis media,
expression ornamentation (Amorsolo, transmedia
Francisco,
Ocampo)

Architecture Dwellings Church, plaza City Public works

and complex; town planning
houses, planning, parks,
shelters, fortification, waterfronts, Real estate, safe housing,
worship civic buildings civic/gov’t., accessories, tenements,
areas, and structures, squatters, convention arch,
official installations, public commercial/ business,
residences private works, condos, malls, subdivisions,
, mosque, residences, apartments, development, low cost
masjid, commercial residences, housing
state structures, offices,
edifices cemeteries, health and
bridges, public
lighthouse education,
business
chalet

6
Directions: Based from the historical overview, create an outline drawing on the box
that will best illustrate the timeline of Contemporary Arts in Philippines.

Pre - Conquest Spanish Period

American Period Japanese Period

Postwar Republic 70’s – Contemporary

Rubrics:

5 All 6 drawings are appropriate to the given period of art based from its historical overview.
4 5 drawings are appropriate to the given period of art based from its historical overview.
3 4 drawings are appropriate to the given period of art based from its historical overview.
2 3 drawings are appropriate to the given period of art based from its historical overview.
1 2 drawings are appropriate to the given period of art based from its historical overview.

You are doing great! Now, let’s

go on to our lessons.

7
 Notes to the Teacher
The activities in this module are arranged from simple to complex to help the
learner master the desired learning competency. This module will help you facilitate
learning in the different forms of contemporary arts in the Philippines. Please guide the
learners in exploring each activity. Answers are written at the back of this module. Constant
reminder of the word “honesty” will make the learners reliable.

Title: CONTEMPORARY ART

(A Brief History of Philippine Art)

I. Pre - Conquest
In art historical terms, we refer to art before the coming of the first colonizers as pre-
conquest. In stylistic terms, we refer to it as “indigenous” to emphasize the idea that our
ancestors have been making art even before colonization. It is also described in cultural terms
as “pre-colonial” as a term to use for the general way of life before colonization.
Art of the ancient Filipinos were woven into the fabric of everyday life. They did not
distinguish forms into different categories like music, theater, visual arts, etc. Everyday
expressions were all integrated within rituals that marks significant moments in a community’s
life, like planting and harvesting, rites of passage, funerary ceremonies, weddings, among
others. Aside from the communal functionality of indigenous art, creative forms such as
pottery, weaving, carving, metalwork and jewelry also embody aesthetic, technological and
ritual values that exist in the various forms with the present.

Figure A. Mannungul Jar

Photo credits: wikipedia.org
https://upload.wikimedia.org/wikipedia/commons/thumb/e/eb/Manunggul_Jar.jpg/800px-Manunggul_Jar.jpg

8
II. Islamic Colonial (13th century to present)
It was in the arrival of Sayyid Abbubakar of Arabia in the 15th century that led to a
significant turn of events. He married Princess Piramisuli, daughter of Rajah Baguinda. When
his father-in-law died, Abubakar succeeded the throne and established the Sultanate of Sulu.
Aside from introducing holy texts via the holy book of Quran and building a house of prayer,
Abubakar was recognized for building religious school, also known as the “madrasa” that
facilitated the teaching of Arabic writing in the 16th century. As the Islamization process in
Mindanao strengthened, Islam became the driving force that enabled the natives to resist
centuries of Spanish colonization. Islam was embraced as a religion and as a way of life by
the people of Mindanao, among them, the Tausug, Maranao, Maguindanao, Yakan, Samal,
Badjao, to name a few; as well as some areas in Palawan.

Figure B. Quran
Photo credits: shutterstock.com
https://image.shutterstock.com/image-photo/islam-holy-book-muslims-quran-600w-564757867.jpg

III. Spanish Colonial Period (1521 - 1898)

While the South remained resistant to Spanish colonization, the colonizers gained
inroads in the Central part of the islands whose inhabitants we now refer to as “Lowland
Christians”. Art that flourished during the Spanish colonial period conformed to the demands
of the church and the colonial state. Religious orders were dispatched to convert natives to
Catholicism as part of the larger project of colonization. The art forms from that period are
referred to stylistically and culturally as religious art, lowland Christian art of folk art.

Figure C. St. Augustine Church in Paoay

Photo credits: vigattintourism.com
https://www.vigattintourism.com/assets/tourist_spots_photos/optimize/1341299501WfMRCpgL.jpg

9
IV. American Colonial Period (1898 - 1940) to the Postwar Republic (1946 - 1969)

With the coming of the Americans, Filipino playwrights who had just undergone the
Philippine Revolution of 1898 against Spain now found themselves confronted by censorship
with the issuance of the Sediton Law which banned the writing, printing and publication of
materials advocating Philippine independence, and engaging in activities which championed
this cause. Plays such as Juan Abad’s Tanikalang Guinto or “Golden Chain”, 1902 Juan
Matapang Cruz’s Hindi ako Patay or “I Am Not Dead”, 1903 and Aurelio Tolentino’s Kahapon,
Ngayon, at Bukas or “Yesterday, Today and Tomorrow”, 1903 echoed not only the nationalists
sentiments of their playwrights but also served as medium for political protest, openly
attacking the Americans. Known as drama simbolico, these one-act plays came to represent
a deep and profound yearning for freedom.

Figure D. Figure E.
Photo credits: vigattintourism.com Photo credits: redbubble.com
https://ih1.redbubble.net/image.747645595.3074/flat,750x,075,f-pad,750x1000,f8f8f8.u2.jpg https://image.slidesharecdn.com/handoutsinphilhistoryfinals
-121003104518-phpapp01/95/american-occupation-33-728.jpg?cb=1349261415

V. 70’s to Contemporary
Under the helm of Ferdinand and Imelda Marcos beginning in 1965, many cultural
projects ensued amid the backdrop of poverty and volatile social conditions. Amidst claims of
national chaos of emergency proportions, Martial Law was declared on September 2, 1972.
Marcos envisioned a New Society or Bagong Lipunan, which worked toward the rebirth of a
long-lost civilization, on one hand, and aspiration to modernization and development, on the
other. This vision was propagated and implemented through an art and culture program that
combined the fine arts, architecture, interior design, tourism, convention city building,
engineering, urban planning, health, among many others. The discourse of rebirth can also
be discerned in the anthem or songs the regime sponsored and circulated through the media
and public education channels. The optimism toward a new beginning was articulated for
example, in Levi Celerio and Felipe Padilla de Leon’s composition for the New Society titled
Bagong Pagsilang.

Figure F. Taguig Tenement

Photo credits: philstar.com
https://media.philstar.com/photos/2020/01/28/h3_2020-01-28_22-55-05.jpg

10
 Contemporary Art is distinguishable from Modern Art in historical, stylistic, and cultural
terms. The most common Characteristics of Contemporary Art revolve around their being
site-specific, process-based, collaborative and interactive. However, there are also artists who
use a mixture of contemporary, indigenous, Islamic, popular and traditional art forms, media
and content. This mixing and combining of many elements make us understand our own
culture--- itself a mix of many different cultures and histories. Contemporary Art is never fixed,
but open to many possibilities. The different places in the Philippines are home to rich and
varied artforms, most of them unknown even to us who live next to them. Others like Bacani
live and work in other lands, which is also one of the realities of Contemporary Philippines. To
study and appreciate the contemporary is to experience and understand art as a window to
Philippine contemporary life.

STYLISTIC OVERVIEW

Art Form Precolonial Spanish/ American Modern Contemporary

Islamic Colonial
Colonial
Painting Incipient, Collaborative
triumvirate, , hyper –
13 moderns, realist, new
Religious/ abstract, painting
Religious devotional, neorealist,
(animist or secular, formal, Classical, surreal,
Islamic), naturalistic idyllic, expressionist
Community- (homegrown nostalgic
Sculpture based Inter- miniaturismo, Abstract, Junk/scrap,
Ethnic guild) Expressionism Duchampian,
relations, Academic arte covera,
collective neo –
history indigenous,
site -
specific,
performance
art, hybrid
Architecture Worship- Neoclassic, International Filipino
related and art deco industrializing architecture,
residential, (Juan , eclectic urban
Earthquake, Arellano, planning,
baroque Juan Nakpil, economic
Hispanic Pablo zone,
revivalist Antonio) Art neovernacular,
(neogothic, Nouveau, prefab,
neoromanesqu California regionalist,
e, Islamic) Mission cosmopolitan
Style

Aside from style, it is also very useful to know where the artists are coming from and
the circumstances of making and disseminating their art. With the table titled Cultural
Overview, we can see that Contemporary Artists Bacani and Cajipe-Endaya belong to different
contexts. The latter has been exhibited in galleries and museums, just like the Modern Artists,
or Moderns, for short. Bacani on the other hand, started exhibiting her works in internet
platforms like blogs and caught the attention of photographers. She soon became very popular
in social, print, and broadcast media. Now that she is exhibited in museum and gallery space,
her work has now crossed over to domain of the Fine Arts.

11
 Figure G. Imelda Cajipe-Endaya Figure H. Kidlat Tahimik
w/ her contemporary artwork a filmmaker in our country
Photo credits: brooksidebaby.blogspot.com Photo credits: ncca.gov.ph
https://66.media.tumblr.com/tumblr_mb29salAfz1rfhhb1o1_r2_1280.jpg https://ncca.gov.ph/wp-content/uploads/2019/01/NAAW-kidlat-tahimik-web.jpg

CULTURAL OVERVIEW
Indigenous Islamic or Folk or lowland Fine or world - Popular or
Art Form Southeast Philippine based urban and
Asian Muslim mass based
Painting Museum –
Sculpture Ritual and governance Colonial and circulated, artist Mass
Architecture post - colonial centered gallery produced,
- distributed market oriented

Iban Saudi Salipyasin Ahmad from Zamboanga, Mindanao comes from a hybrid
mixture of the local Subanen and traditional Maguindanao Muslim cultures. He is a
contemporary artist but his cultural context is indigenous Southeast Asian and Philippine
Muslim. His style can be considered traditional as it draws on the tradition and intricacy of
drafting technique, which he learned in a trade school in Zamboanga. His medium is
watercolor. His subject matter is the people of his locality. His depictions invite us to witness
his culture and its traditions in the context of today’s changing times.

General Characteristics of Contemporary Art

Although contemporary artists like Saudi Ahmad continue to use traditional media such
as watercolor and oil on canvas, others like Cajipe-Endaya used mixed media. Some works
are also site-specific, meaning they cannot be experienced in the same way if removed from
their original places of exhibit whether in the gallery, out on the streets, in the forest, on the
internet, etc. They are generally process-based and integrate various mediums and artforms.
For example, the band Sleepyheads integrates performance art, theatricality and indie music
on their gigs.
The filmmaker Kidlat Tahimik and his family perform their life as their art and vice
versa, as evident in art spaces in Baguio which have become associated with a mix of
performance, installation, architecture and culinary arts. It is hard to separate the artists from
his space of practice and his lifework. However, the output is not his alone. The process is
collaborative, and the experience is immersive and interactive, such that the art is never
complete without the audience’s active input.
A lot of contemporary art may be collaborative/participative, interactive, and process-
oriented, meaning that there is less emphasis on the finished product and a single “author” or
creator. There is a wide range of strategies, media and techniques under the term
Contemporary Art.

12
 Great job! I think you are pretty much ready now to
answer all the activities. Follow the directions
carefully. Heads-up! Go!

Independent Activity 1

Directions: Match column A with column B. Write only the letter of your answer on the space
before each number.

A. B.

_____ 1. Contemporary Art A. the content of an artwork

_____ 2. Art Forms B. materials/ equipment used in an artwork

_____ 3. Modern Art C. considered as traditional art

_____ 4. Medium D. Painting, sculpture and architecture

_____ 5. Subject E. art in the present time

Independent Assessment 1

Directions: Based on the historical overview, write PC on the space provided if the statement
deals with Precolonial/Pre-Conquest Period, SP if Spanish Period, AP if American Period and
C if Contemporary.

_______ 1. During this period of art in our country, their subject in painting are mostly about
pottery, body adornment and ornament.
_______ 2. Painting and sculptures are figurative and non-figurative in this period of art.
_______ 3. The Architecture in this period of art focuses on city planning parks, waterfronts,
apartments and residences.
_______ 4. The painting on this period concentrates on landscapes, portraitures and still life.
_______ 5. In this period of art, Saints, furniture, and altar pieces are visible on their
sculptures.

13
Independent Activity 2

Part I

Directions: Categorize the following based on their Stylistic Overview. Complete the table
by only writing the letter of your answers.

Choices:

A. Religious (animist or Islamic),

Community-based Inter-Ethnic B. Classical, idyllic, nostalgic
relations, collective history

C. Religious/ devotional, secular,

formal, naturalistic (homegrown
miniaturismo, guild) Academic

D. Collaborative, hyper – realist, E. Incipient, triumvirate, 13

new painting moderns, abstract, neorealist,
surreal, expressionist

STYLISTIC OVERVIEW
Art Form Pre-colonial Spanish/ American Modern Contemporary
Islamic Colonial Colonial
Painting

Part II

Directions: Categorize the following based on their Cultural Overview. Complete the table
by only writing the letter of your answers.

Choices:
A. Folk or lowland B. Popular or urban and mass
based
C. Islamic or Philippine Muslim

D. Indigenous Southeast Asian E. Fine or world - based

CULTURAL OVERVIEW
Art Form

14
Independent Assessment 2

Directions: Identify the following artworks based on their artform. Write P on the box if it is a
painting, S if sculpture and A if architecture.

2. ___ 3. ___
1. ___

Juan Luna’s Spoliarium San Agustin Church, Manila

Guillermo Tolentino’s Oblation

4. ___ 5. ___ 6. ___

Juan Luna’s The Parisian Life Bonifacio Monument Victorio Edades’ Barrio Scene

7. ___ 8. ___ 9. ___

Cultural Center of the Philippines Rizal Monument Paoay Church

10.
___

Tenement in Taguig

15
Independent Activity 3

Directions: Write CA if the given refers to the characteristics of contemporary art and AF if it
is an art form.
_______ 1. Dance _______ 6. Architecture _______ 11. Pottery
_______ 2. Collaborative _______ 7. Participative _______ 12. Process - oriented
_______ 3. Music _______ 8. Site Specific _______ 13. Theater
_______ 4. Painting _______ 9. Sculpture _______ 14. Photography
_______ 5. Interactive _______ 10. Immersive _______ 15. Filmmaking

Independent Assessment 3

Directions: Supply the different periods of art in our country and give a short description of it
to complete the flowchart of its historical overview. (1 point for the Period of Art and 1 point
for the explanation)

BRIEF HISTORY OF PHILIPPINE

CONTEMPORARY ART

16
 Great work! Let’s try to see now your understanding
about the topic. Do the following activities. Are you
ready? Let’s go!

Directions: Fill in the blanks based from your understanding about the topic.

I have learned that CONTEMPORARY ART is defined as _____________________

_________________ while Modern art is _______________________________________.
The different ART FORMS we have in our country are ___________, ___________,
___________, etc.

The general CHARACTERISTICS of the art in the Philippines are ______________,

______________, ______________, and ______________.

Directions:
• As if you are an artist in our country and the President requested you to create an outline
drawing on how to prevent COVID 19, what are the contents that you are going to include
so that your fellow countrymen can easily understand its message?
• Use the box given for your drawing and the lines on the next page for your brief
explanation.

17
Explanation:

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

10 Constructed a drawing with clear message about the theme and explained it with complete
ideas on how to prevent COVID 19.
8 Constructed a drawing with clear message about the theme and explained it with “somewhat
like incomplete” ideas on how to prevent COVID 19.
6 Constructed a drawing with “somewhat like” clear message about the theme and explained it
with incomplete ideas on how to prevent COVID 19.
4 Constructed a drawing with unclear message about the theme and explained it but, it lack’s
idea on how to prevent COVID 19.
2 Just constructed a drawing and explained it.

I. Modified True or False: Write the word WOW if the statement is correct and NO if not.

_________1. The Pre – colonial period of art refers to the art of the Filipinos before the
Spaniards conquered our country.
_________2. Contemporary Art is the same with Modern Art.
_________3. The different art forms are painting, sculpture, architecture, literature and
canvas.
_________4. During the Islamic period, Art Forms were being practiced on their rituals.
_________5. Contemporary Art is the art of the present time.

II. Identification: Write your answer on the space provided.

__________________________1. It is said to be the art of the present time.
__________________________2. Considered as traditional art.
__________________________3. Period of art before the Spanish colonization.
__________________________4. During this period of art, Catholic churches were made.
__________________________5. Filipino playwrights flourished during this period of art.

III. Enumeration: Give what is being asked of the following. Write your answer on the space
provided below.
1-5 Periods of Art in the Philippines
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

18
Directions: In at least 2 paragraphs, explain how can we use our idea about contemporary
art to help promote safety for everyone in this COVID 19 pandemic situation we are facing
today.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Rubrics: (What Can I Do)

10 Constructed 2 paragraphs with complete ideas about contemporary art and how it can be used
as a tool in preventing COVID 19.
8 Constructed 7 sentences with complete ideas about contemporary art and how it can be used
as a tool in preventing COVID 19.
6 Constructed 6 sentences with complete ideas about contemporary art and how it can be used
as a tool in preventing COVID 19.
4 Constructed 3 - 5 sentences with complete ideas about contemporary art and how it can be
used as a tool in preventing COVID 19.
2 Constructed 1 - 2 sentences with complete ideas about contemporary art and how it can be
used as a tool in preventing COVID 19.

Awesome!!! Congratulations!!!

19
 20
I have learned that CONTEMPORARY ART is defined as the art of the present time while Modern art is
considered as traditional art.
The different ART FORMS we have in our country are music, dance, visual art, architecture, sculpture,
literature, etc.
The general CHARACTERISTICS of the art in the Philippines are collaborative/participative, interactive,
process-oriented, site specific and immersive.
Rubrics:
10 Constructed a drawing with clear message about the theme and explained it with complete ideas on how
to prevent COVID 19.
8 Constructed a drawing with clear message about the theme and explained it with “somewhat like
incomplete” ideas on how to prevent COVID 19.
6 Constructed a drawing with “somewhat like” clear message about the theme and explained it with
incomplete ideas on how to prevent COVID 19.
4 Constructed a drawing with unclear message about the theme and explained it but, it lack’s idea on how
to prevent COVID 19.
2 Just constructed a drawing and explained it.
I. Modified true or false: II. Identification III. Enumeration:
1. WOW 1. Contemporary Art 1. Pre – colonial
2. NO 2. Modern Art 2. Islamic
3. NO 3. Pre – colonial Period 3.Spanish–colonial
4. WOW 4. Spanish – colonial Period 4. American –colonial
5. WOW 5. American - colonial Period 5. Contemporary
Rubrics:
10 Constructed 2 paragraphs with complete ideas about contemporary art and how it can be used as a
tool in preventing COVID 19.
8 Constructed 7 sentences with complete ideas about contemporary art and how it can be used as a tool
in preventing COVID 19.
6 Constructed 6 sentences with complete ideas about contemporary art and how it can be used as a tool
in preventing COVID 19.
4 Constructed 3 - 5 sentences with complete ideas about contemporary art and how it can be used as a
tool in preventing COVID 19.
2 Constructed 1 - 2 sentences with complete ideas about contemporary art and how it can be used as a
tool in preventing COVID 19.
 21
Independent Activity 3
1. AF 6. AF 11. AF
2. CA 7. CA 12. CA
3. AF 8. CA 13. AF
4. AF 9. AF 14. AF
5. CA 10. CA 15. AF
Independent Assessment 3
(1 point for the short description and 1 point for the period of art)
BRIEF HISTORY OF PHILIPPINE
CONTEMPORARY ART
Pre – colonial Period/
Pre – colonial PeriodPre -
Conquest
Islamic Colonial
Spanish Colonial Period
American- colonial Period
Contemporary Period
 22
Pre - assessment
1. a 6. A 11. b
2. a 7. A 12. c
3. d 8. A 13. c
4. a 9. A 14. b
5. c 10. B 15. a
1. EMPHASIS
2. VARIETY
3. PATTERN
4. HARMONY
5. UNITY
Rubrics:
5 All 6 drawings are appropriate to the given period of art based from its historical overview.
4 5 drawings are appropriate to the given period of art based from its historical overview.
3 4 drawings are appropriate to the given period of art based from its historical overview.
2 3 drawings are appropriate to the given period of art based from its historical overview.
1 2 drawings are appropriate to the given period of art based from its historical overview.
Independent Activity 1 Independent Assessment 1
1. E 1. PC
2. D 2. C
3. C 3. AP
4. B 4. AP
5. A 5. SP
Independent Activity 2:
Part I
STYLISTIC OVERVIEW
Art Form Pre-colonial Spanish/ Islamic American Modern Contemporary
Colonial Colonial
Painting A C B E D
Part I
CULTURAL OVERVIEW
Art Form D C A E B
Independent Assessment 2
1. P 6. P
2. S 7. A
3. A 8. S
4. P 9. A
5. S 10. A
 References
Dautin, Flaudette May, Roberto, Paulino, Ramirez, Eileen and Marcelino, Louise. Contemporary
Philippine Arts from the Regions: First Edition. REX Book Store, 856 Nicanor Reyes, Sr. St.,
Manila, Philiphines Quezon City: Philippine Copyright 2016.

https://upload.wikimedia.org/wikipedia/commons/thumb/e/eb/Manunggul_Jar.jpg/800px
-Manunggul_Jar.jpg, figure A.

https://image.shutterstock.com/image-photo/islam-holy-book-muslims-quran-600w-564757867.jpg,
figure B.

https://www.vigattintourism.com/assets/tourist_spots_photos/optimize/1341299501WfMRCpgL.jpg,
figure C.

https://ih1.redbubble.net/image.747645595.3074/flat,750x,075,f-pad,750x1000,f8f8f8.u2.jpg, figure D.

https://image.slidesharecdn.com/handoutsinphilhistoryfinals-121003104518-phpapp01/95/american-
occupation-33-728.jpg?cb=1349261415, figure E.

https://media.philstar.com/photos/2020/01/28/h3_2020-01-28_22-55-05.jpg, figure F.

https://66.media.tumblr.com/tumblr_mb29salAfz1rfhhb1o1_r2_1280.jpg, figure G.

https://ncca.gov.ph/wp-content/uploads/2019/01/NAAW-kidlat-tahimik-web.jpg, figure H.

https://upload.wikimedia.org/wikipedia/commons/d/d4/Juan_Luna_Spoliarium.jpg

https://i.prcdn.co/img?regionKey=35tmj1WbQOJDA8yZzRPf4w%3D%3D, UP Oblation

https://www.timetravelturtle.com/wp-content/uploads/2016/01/Philippines-2015-9_feat.jpg San Agustin

Church of Manila

https://www.artnet.com/WebServices/images/ll00121lldpJ5GFgFEjR3CfDrCWvaHBOcpV9D/victori
-edades-barrio-scene.jpg

23
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

24
8