Art Education in The Philippines BEED 3 PB Ayala

Art Educatio n
in th e Ph il ipp in e s
Teaching Arts in the Elementary Grades
A Short History of Art Education in the Philippines
• According to Santiago (2013), art education in the Philippines is a by-

product of the American philosophy of education which they brought
with them as they supplanted the Spanish as colonizers of the country
at the start of the 20th century.
3 Distinct Periods
(Santiago, 2013)
1 The Experimental Period (1915-19350
2
The New Movement (1915-19350)
3 The Newer Movement (1915-19350)

1 The Experimental Period (1915-1935)
Art education was primarily drawin g (called "Drawin g" in the

curriculum), where the students learned via imitation, and the
instructional methods were "dull and authoritarian." Early attempts
were made to correlate drawing with other subjects, such as English,
industrial works and language.
2 The New Movement (1935-1950)
Vicente Dizon is credited by Santiago with starting the New

M ove m e nt in Art Ed u catio n, ch aracte rized by a g ro w in g
understanding of the desired philosophy for teaching art not only in
the elementary grades, but also in high school and college, and an
increasing practically in the teaching of art.
3 The Newer Movement (1950-present)
It was in 1950 that "Drawing" became Art Education and when Pablo
Victoria, an art professor at the Philippine Normal College,
pioneered integrating art with other subjects in the curriculum. His
1959 book, Art in the Elementary School, clarifies and elaborates
on the role of both teachers and learners in art education.
• Today, the National Commission for Culture and the Arts (NCCA) is the primary policy-
making body for Philippine culture and the arts. Its programs and policies are what guide
government efforts in conserving historical artworks, giving public exposure to the works of
Filipino Artists and encouraging a new generation to explore and invest in Filipino .
• Today, art education has been integrated into the Basic Education Curriculum under the
MAPEH subject which receives 4 hrs of instruction weekly from G1-10.
• In 2016, the DepEd introduced a specialized Arts Track for senior high students under the
K to 12 program with approximately 4,400 students nationwide as of 2017
Benefits of Art Education
1. Working in the arts helps learners develop creative problem-

solving skills.
2. Teaching through the arts can present difficult concepts
visually, making them more easy to understand.
3. Art instruction helps children with the development of motor
skills, language, social skills, decision-making, risk-taking and
inventiveness.
4. Visual arts teach learners about color, layout, perspective, and
balance: all techniques that are necessary for presentations
(visual, digital) of academic work.
5. Integrating art with other disciplines reaches students who
might not otherwise be engaged in classwork.
6. Arts experiences boost critical thinking, teaching students to
take the time to be more careful and thorough in how they
observe the world.
6. Arts experiences boost critical thinking, teaching students to
take the time to be more careful and thorough in how they
observe the world.
7. The arts provide challenges for learners at all levels.
8. Art education connects students with their own culture as
well as with the wider world.
9. Young people who participate regularly in the arts are four
times more likely to be recognized for academic achievement, to
participate in a Math and Science fair, or to win an award for
writing an essay or poem than children who do not participate.
10. Greater arts education leads to fewer disciplinary infractions
and higher attendance, graduate rates, and test score.
Problems in Artistic Values
Teacher Issues • Teaching is not the career of choice for a majority of Filipinos;
“magteacher ka nalang!” mentality in the culture.
• Art educators face a number of self-esteem issues, expressed through
statements like “I’m not talented enough to be real artist” or “there’s no
money in the arts, so I teach in order to make a living.”
Art as a Subject • Art in the curriculum is still often viewed as a ”subject” rather than an
avenue for self-expression. This results in a teaching of art that is
overly academic, focusing on facts rather than on the practice and
creation of art.
• When coupled with a lack of adequate teacher training, this encourages
a sterile, static view of art that is only considered legitimate if it is
comparable to the work of the “masters” which cannot be achieved by
children in the early grades.
Student Discipline • Many students struggle with motivation issues due to an unnecessarily
vicious cycle of criticism from family, peers and ill-equipped teachers,
thereby limiting their willingness to invest the hours needed to master
the skills needed to create art.
• Lack of student respect toward art materials. Wastefulness, neglecting
to store materials properly, and the lack of general sense of order and
cleanliness both while and after working are all sources of great
frustration for art educators nationwide.
Art as a Luxury • “Pangmayaman lang yan” – nice to have, but nonessential to the
average working Filipino. Art is considered the privilege of the elite–
those who do not have to actually work for a living and can therefore
devote the time, energy, and money needed to participate in artistic
endeavors.
• Art is the lowest subjects in terms of priority when it comes to issues
like budget, time, resource allocation, etc.
Materials, Resources, and Workspaces
Limited Materials • Due to lack of adequate support, art materials are scarce in the average
classroom, with art educators relying on the students themselves to provide the
necessary art supplies the class requires.
• There is also lack of recognition of the alternative art materials that are
available in the immediate environment. That unless it is created with the so-called
“mainstream” art materials, then its not really art.
Workspace • Many schools have no dedicated space for art classes, let alone extracurricular
artistic pursuits. Students must make do with regular classrooms ill-suited for the
purpose.
Management Issues • There is also a severe lack of awareness as to how to manage and organize an
art class in order to maximize learning and ensure student’s safety. This is
especially important during art activities that involve sharp objectives, like
carving and sculpture.
• There is a need for such management skills to be intentionally taught, as many
students will be experiencing handling and storing potentially dangerous tools for
the very first time in their lives.
Activity: Interview an older art teacher about the challenges he or she faced
in teaching art. Ask him why he thought of teaching art as a viable career
choice. What made him want to teach? What things does he wish he could
have done better?
Short video (if possible) or email /messenger (screenshot).

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Art Educatio n

• According to Santiago (2013), art education in the Philippines is a by-

1 The Experimental Period (1915-19350

3 The Newer Movement (1915-19350)

Art education was primarily drawin g (called "Drawin g" in the

Vicente Dizon is credited by Santiago with starting the New

1. Working in the arts helps learners develop creative problem-

Short video (if possible) or email /messenger (screenshot).

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