SUBJECT SYLLABUS

Senior High School Division

Term __, AY___

Subject Title: Contemporary Philippine Arts from the Regions (CPAR) Grade and Section/s:
Teacher: DLSU Email Address:

SUBJECT DESCRIPTION:

The subject covers various contemporary arts practices in the Philippines (preferably samples from the different regions). 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 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.

This course specifically develops the students' ability to use their communication skills and technology for civic participation in support of the UN’s Sustainable Development Goals (SDG) in the Philippines. The
course adopts the challenge-based, transdisciplinary, outcomes-based education (OBE), and service-learning approaches.

CBL REFERENCE:

CBL Implementation Level Introduction Level

Interdisciplinary and Transdisciplinary Partners Subject – Faculty
Partner - Faculty
Target SDG Themes Identify target SDG Themes (students may go beyond the target)
Big Idea (Enduring Understanding) Contemporary arts are powerful medium to discuss, raise social issues, and promote meaningful solutions to social problems.
Essential Question/s How do contemporary arts serve as a tool to address social issues and concerns?

STUDENT LEARNING OUTCOMES:

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On completion of the subject, the student is expected to be able to do the following:

ELGA LEARNING OUTCOME

Culturally Grounded Critical and Creative Thinker LO1. Design and create a contemporary art that critically analyzes localized challenged under an SDG.

Effective Communicator LO2. Raise awareness about the localized challenge to a target audience by integrating contemporary designs/art and using appropriate medium and
technology.
Virtue-guided decision-maker
LO3. Plan and give an oral presentation to the community/partner organization to regarding the designed solution
Engaged and Service-Driven Citizen

Reflective Lifelong Learner and Competent self-nurturer LO4. Reflect on one’s progress as an artist, designer, communicator, and as a Lasallian in achieving the ELGAs using the Lasallian Reflection
Framework.
Technically-competent professional

GRADING SYSTEM:
The student will be graded according to the following:
 Written Works – 30 %
- Long Test – 15% (2 Long Tests)
- Concept Paper – 15%
 Performance Tasks – 40 %
- Reporting – 15%
- Group Milestone – 15 %
- Individual Participation - 10%
 Trimester Examination – 30 %
- CBL Project

LEARNING PLAN:
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 LEARNING TOPIC OBJECTIVES CBL WEEK LEARNING ACTIVITIES
OUTCOMES (Learning Competency) AND RESOURCES

LO4 ORIENTATION OF THE SUBJECT Engage - Lecture/ Discussion

1
A. THE MEANING AND VALUE Orientation on the conduct of CBL - Process Reflection
OF ART BASED ON NORMATIVE
AESTHETICS Introduction of the Big Idea and Essential
Question
1. Meaning of art A.1. Define the meaning of art through the
use of the Normative Theories
2. Value of art
A.2. Demonstrate how these theories
discuss art’s value

LO1 Presenting the challenge using the SDGs 2-3 - Lecture/ Discussion
LO4 B. HISTORY AND
DEVELOPMENT OF - Art Critiquing
CONTEMPORARY ART
B.1. Identify contributing factors that led - Process Reflection
1. Introduction to Art History to a period/movements development.

2. Characteristics of Artistic Periods B.2. Distinguish the different

and Movements characteristics of each period/movement

LO1 C. PHILIPPINE ART Investigate 4-5 - Lecture/ Discussion

LO2
LO4 1. Development of Philippine Art C.1. Identify contributing factors that led Plan for action using learned content and - Gallery Walk
to the development of Philippine Art technical skills
2. Philippine Art in Context – - Documentary Viewing
National Artists and the GAMABA C.2. Explains Filipino artists’ roles and
identify their contribution to the promotion - Process Reflection
of regional art and influence to
contemporary arts

LO1 A. INTEGRATIVE ART APPLIED D.1 Identifies various contemporary art 6-9 - Lecture/ Discussion
LO2 TO CONTEMPORARY ARTS forms and their practices from the various
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 LO4 regions - Reporting
1. Different Contemporary Art Genres
D.2 Classifies various art forms found in - Art Critiquing
Genres to be assigned to students: the Philippines.
- Contemporary Painting (Group 1) - Process Reflection
- Contemporary Sculpture (Group 2) D.3 Evaluates contemporary art forms
- Contemporary Architecture (Group 3)
- Installation Art and Public Art (Group 4)
based on the elements and principles
- Mixed Media Art (Group 5)
- Photography and Digital Art (Group 6) D.4 Compares forms of arts from the
- Theater and Performance Art (Group 7) different regions
- Contemporary Dance (Group 8)
- Contemporary Music (Group 9) D.5 Interprets and relates the significance
of arts forms from the regions
Genre to be discussed by Teacher if there
are extra time (Not required to be
discussed): D.6 Promotes arts from the regions
- Folk art to contemporary art expressions
(woven products, fashion and accessories, D.7 Researches on techniques and
home-use products, decors, masks) performance practices applied to
- Furniture Products contemporary arts
- Ceramics, Pottery, and Terracotta Art
- Decorative Art in Paper, Tatoo, Coffee, D.8 Identifies local materials used in
and Tuba
creating art
2. Describing different contemporary
art genre in terms of: D.9 Critiques available materials and
- Art production materials and appropriate techniques
techniques
D.10 Justifies the use of materials and the
3. Analyzing sample contemporary art application of techniques
in terms of:
- Subject and style
- Elements and principles of design

4. Appreciating contemporary art

through:
- simulated art production and/or
performance
- art critiquing

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 LO3 Practical application of learning Act 10 -11 - Process Reflection

Presentation and exhibition of work to the target

audience

*process reflection

LO4 Synthesis of the learning experience Reflect 12 - Holistic Reflection

Reflect on personal progress with regard to

one’s response to the challenge using the
Lasallian Reflection Framework

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 Submission of requirements 13
Final Assessment Week

GUIDELINES AND ASSESSMENT TOOLS:

Guidelines:
1. XXXXX
2. Below is the timetable for the challenge:

Assessment Tool A: Rubric for the CBL Challenge (Contemporary Art/Design)

CRITERIA Outstanding Satisfactory Developing Beginning
4 3 2 1

1. Conceptualization (Novelty) The concept of the artwork is novel. The idea that the student focused The concept of the artwork is generally novel. The artwork The concept of the artwork is common. The artwork was inspired The artwork was not original. The exact theme, idea, subject has
on came from a fresh perspective. The artwork is wholly original. was inspired from different styles and ideas but the student from different styles and ideas. The student did not wholly been done before
was able to fit in his/her unique style express his/her individuality in the piece.
Ability to conceptualize novel idea for an
artwork.

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2. Conceptualization (Meaningfulness) The artwork has depth, sense, and/or purpose that is clearly expressed The artwork has sense, and/or purpose. The idea behind the The artwork has sense and purpose but is vaguely shown. The The artwork is shallow. There was no thought put in how the idea
by the artist. The idea behind the artwork is masterfully crafted within artwork is presented in the artworks figures student failed to utilize symbolism to capture the idea/concept behind the work may be captured in symbols and figures.
symbolism behind the artwork
Ability to conceptualize an artwork that is
meaningful.

3. Use of Materials The materials used in the art work contribute to the realization of the The materials used in the art work contribute to the The materials were not utilized efficiently to realize the artwork. The materials used in the art work do not contribute to establish the
artist’s concept. The chosen materials add to the uniqueness of the realization of the artist’s concept. artist’s concept.
piece.
Ability to use materials that would contribute to
the artist’s concept.

4. Craftsmanship The artwork displayed masterful skill in creation. The elements/style The artwork displayed adequate skill in creation. The The artwork exhibited inefficient skill in creation. The The artworks show poor skill in creation. The elements/style was not
that was utilized fit in perfectly with the subject/theme. elements/style was utilized appropriately according to the elements/style was not utilized efficiently in the artwork utilized in the artwork according to the subject/theme
theme/subject
Ability to skillfully create the art work.

5. Completeness All requirements needed to exhibit the art work had been accomplished Most requirements needed to exhibit the art work had been Some requirements needed to exhibit the art work had been Few requirements needed to exhibit the art work had been
by the artist. The artwork was presented several days in advance without accomplished by the artist. The art work was presented accomplished by the artist. The artwork was presented with a few accomplished by the artist. The artwork was presented with only a
any lacking components without lacking any components components missing few components in tact
Ability to accomplish all necessary requirements
in order to exhibit the artwork.

Assessment Tool B: Rubric for Concept Paper

CRITERIA Outstanding Satisfactory Developing Beginning

4 3 2 1

1. Understanding of the Theme The student exhibited deep understanding about the basic The student exhibited good understanding about The student did not exhibit adequate understanding The student failed to exhibit understanding about the
premises of the theme of the artwork. Mastery was evident in the theme of the artwork. Adequate amount of about the theory. Only a handful of ideas were given theme. Few ideas were given and the discussion was not
his/her writing via the exhaustive discussion of the student’s ideas were presented about the artwork and was and were not discussed exhaustively. efficient.
Mastery of the Theme to be realized in the
ideas discussed efficiently
artwork

2. Meaningfulness The student has discussed extensively on how he/she will be The student has discussed how he/she will be able The student has discussed inefficiently how he/she The student did not discuss how he/she will capture the
Mastery over the idea and/or meaning able to capture the idea in the artwork. The student has to capture the idea in the artwork. Though he/she will be able to capture the idea in the artwork. His/her idea in the artwork.
pointed out how the figures relate to each other to talk about has talked about the figures, he/she failed to discussion of how the figures will work together to
behind the artwork the idea of the piece describe in detail how these work together to talk talk about the idea was incomplete and lacked
about the idea behind the work justification

3. Understanding of Elements The student has discussed in great detail how the specific The student has adequately discussed how the The student poorly discussed how the elements and The student did not discuss how the elements and
elements and techniques that he/she will utilize are specific elements and techniques are appropriate techniques are appropriate to the artwork. The student techniques are appropriate to the artwork. The student
appropriate to his/her art work. The student has elaborated on for his/her artwork. The student has briefly did not justify why this style must be utilized in failed to discuss why the specific styles will be utilized in
why this is the best style for his/her subject and theme, and discussed why this is the best style for the artwork, the artwork, and how it is relevant to the idea behind the

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Ability to identify and describe the elements how it is relevant to the idea behind the artwork and how it is relevant to the idea behind the his/her work, and how it is relevant to the idea. artwork.
artwork.
of the artwork

4. Understanding of the Art Making The student describes in great detail the exact steps he/she The student has a detailed plan on how to The student has a rough sketch on how he/she will The student did not discuss how he/she will make the
Process will make in order to accomplish the artwork. The student accomplish the piece. The student has a list of accomplish the project. The student only discusses the artwork
has a complete list of materials needed and the time it will materials and the time needed to accomplish the steps but does not describe in detail. The student has
take to accomplish the piece piece. an incomplete list of materials and has a timeframe
Ability to plan the creation of the artwork that is vague.

5. Organization All the ideas were discussed coherently. The paper could be Most of the ideas were discussed coherently. The Some of the ideas were discussed coherently. The Most of the ideas were not discussed coherently. The paper
Ability to discuss ideas coherently understood easily paper could be understood paper could not be understood easily was difficult understand

APPENDICES:

Appendix A: DLSU’s Expected Lasallian Graduate Attributes (ELGA)

● interculturally fluent and have a global mindset, open to deep dialogue with others from cultural backgrounds, whether in physical or digital spaces.
● understand and respect traditional ways and indigenous values, appreciating them as part of the diversity that enriches one’s life.
●acknowledge, practice, and promote cultural elements that contribute to one’s identity
● critically examine information to bring to light assumptions and pieces of evidence behind them before accepting and/or acting on them.
● are able to look at things from different perspectives and can appreciate points of view different from theirs.
Culturally Sensitive Critical and
● generate ideas, designs, systems or information with resourcefulness, imagination, insight, originality, aesthetic judgment, enterprise, and a risk-taking approach to meet the
Creative Thinkers
current and emerging needs of society.
● reflect on and derive new insights from existing information and express them in different ways, including creative and artful forms.
● Use creative methods and technologies to solve problems and make decisions toward hopeful futures.

Effective Communicator ● communicate effectively and confidently in a range of contexts and for many different audiences and communication platforms such as social media, using inclusive or non-
discriminatory language at all times.
● respond to multiple experiences and ideas about the world and communicate personal, spiritual, and religious meaning through various modes and media.
● engage in constructive dialogue by listening actively to understand the intent, spirit, meaning and context of others’ words, and respond compassionately and with empathy in
both verbal and non-verbal ways.
● compose and express a wide range of written, spoken, and visual texts to convey information for a variety of purposes that are meaningful to society.

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 ● who are linguistically sensitive when communicating with others, taking difference and diversity in positive and productive ways

● plan, organize, manage, and evaluate their own thinking, performance, behavior, and physical, mental, and spiritual well being, and adjust them when necessary, for the sake of
self-betterment.
● reflect on the significance of God/the Numinous/the Divine/ the Cosmos2 and religious and spiritual experiences, for themselves and others.
● develop awareness of the spiritual or religious significance of life and its implications on their place in the world.
● are open to the excitement of new knowledge and new ways of doing and being.
Reflective Lifelong Learner and ● are able to recreate themselves into new capacities, careers, and service-callings.
Competent Self-Nurturer ● carefully and critically adapt to the digitization of their environment, having the ability to humanize technology, understanding that technology is a means, not an end.
● understand the nature, potential benefits and risks involved in advancing technologies, especially in the areas of information and computing, biotechnology, nanotechnology,
among others.
● are able to practice self-care, always open to positive experiences in life, but appreciating difficulties as necessary for self-strengthening and soul-making

● develop and incorporate Lasallian leadership4 skills, serving as companions to all in a shared journey of positive social transformation, achieving goals together and by
association.
● are able to widen their sphere of experience, immerse themselves in situations that allow opportunities to develop genuine compassion by cultivating a way of being-with
(kapwa) others.
Engaged and Service-Driven ● actively participate in deliberative public forums in order to elevate their understanding of the issues involved.
Citizen ● analyze community, social, and national realities and take an active role in advancing social progress and the common good.
● develop and practice effective and inclusive interpersonal skills in order to relate to others in peaceful, tolerant, compassionate and non-discriminatory ways.
● nourish relationships with God/the Divine/the Numinous/the Higher Being, one’s self, others, especially the poor and the marginalized, the environment, and their non-human
codwellers, with compassion, sensitivity, respect, integrity, and empathy

● aspire to be virtuous in thought, speech, and action.

● choose values and principles that are aligned with virtues, and decide and act in order to reflect trustworthy character, especially kagandahang-loob and pakikipagkapwa-tao. ●
consider the welfare of all, especially the poor and marginalized, including the environment, when making impactful decisions.
Virtue-Guided Decision-Maker ● regularly reflect and critically examine their subscription to certain values and can transform them when needed, for the sake of the common good and harmony.
● are able to discern well and transform reflection into appropriate action.
● take their freedom to choose seriously and responsibly, and have the integrity to acknowledge their accountability

● demonstrate mastery of specialized knowledge and apply it to real-world situations. ● creatively use specialized knowledge to address new problems and novel situations.
● achieve the convergence of humaneness, applications, systems, and processes in creating a work-life balance while optimizing organizational productivity
● open to collaborating with others in different areas of expertise in order to solve problems while staying grounded in one’s identity and able to take a stand based on one's
Technically Competent Professional principles when necessary.
● apply the Lasallian Reflection Framework of Masid-Danas (Observe-Experience), Suri-Nilay (Analysis-Reflection) and Taya-Kilos (Commitment-Action), accompanied by
Ramdam-Pakiramdam (Feeling-Empathy) when solving problems or addressing issues

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Appendix B: DLSU’s Core Values

Faith DLSU is committed to nurturing a community of distinguished and morally upright scholars that harmonizes faith and life with contemporary knowledge in order to generate
and propagate new knowledge for human development and social transformation.

Service DLSU is committed to being a resource for Church and nation and to being socially responsible in building a just, peaceful, stable, and progressive Filipino nation.

Communion DLSU is committed to building a community of leaders, competent professionals, scholars, researchers, and entrepreneurs, who will participate actively in improving the
quality of life in Philippine society within the perspective of Christian ideals and values

CLASS POLICIES:

Content
1. There is no final examination in this class.
2. No output/progress/draft = no grade for the output/progress/draft AND the final
essay. This is called the process-based approach.
3. Turn in outputs on time.
4. All users may not post and share in Canvas content that may:
a. Create a risk of harm, loss, or mental/emotional injury to any other person
b. Defamatory, libelous or threatening or that constitutes hate speech
c. Contain any information that you do not have a right to make available and
violates anyone’s right of privacy
5. Feedback is important. If you have any concerns with how the course is run, please
let me know. This will not affect your grade.
6. Grades are final. No “extra credit” or “special projects” will be given. Make sure you attend the grade consultation as scheduled. After this time, your grade is final.

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Data Privacy
8. Per University policy, all synchronous sessions will be recorded. Feel free to watch
them to stay updated if you miss a session or to review them for clarification.
However, you are prohibited from sharing them with others outside our class on any platform or form. Doing so is considered a major offense and a
violation of your classmates' and teacher’s right to privacy.
9. During synchronous sessions, taking screenshots and screen recording without
permission is prohibited. Again, this is considered a violation of people’s right to
privacy and would merit a corresponding penalty.
10. When creating personal profiles, they should be free from demeaning or derogatory
language nor images deemed as vulgar or otherwise offensive. Users may report
offensive profiles to the appropriate university body. Please upload a decent and
recent photo for easier recognition.

Communication
11. Regularly communicate with your groupmates. Let me know if there are problems getting in touch with a groupmate.
12. Please observe email etiquette. Treat our online sessions or correspondences as
extensions of our classroom sessions. Please do not email me after 6 PM (Monday-
Friday) and on weekends.

Netiquette
13. Treat other users with respect. Remember that you are talking with human beings behind the screen.
14. Read all messages in a discussion thread before replying so as not to repeat someone else’s post without adding something of your own to it.
15. Use clear and concise language with correct spelling and grammar.
16. Keep discussion posts brief but thorough, on topic and within the scope of the course material
17. Review your posts before sending to ensure you are avoiding slang terms, texting abbreviations, and caps lock.
18. Be open-minded of other’s opinions even when they differ from your own.
19. Mute your microphone in a conference if it is not your time to talk in order to minimize background sound.
20. Come to class presentably.
21. Avoid using other electronic gadgets and eating during online synchronous learning activities

(Note: Thanks to Dr. Raymund Vittorio and Gene Flores for this list)

- Refer to student handbook for other policies.

OTHER REFERENCES:
Ramirez, Veronica E. (2016). Contemporary Philippine Arts from the Regions. Quezon City: Vibal Group Inc.
Cultural Center of the Philippines. (2004). CCP encyclopedia of Philippine art. Volumes 1-10. Manila: Cultural Center of the Philippines.
Cultural Center of the Philippines. (2006). Orden ng mga pambansang alagad ng sining, 2006. Manila: National Commission for Culture and Arts.

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Defeo, Ruben David F. (2008). Forming lineage: the National Artists for visual arts of the University of the Philippines. Quezon City: Office of the President, University of the Philippines.

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