SHS Teacher-Training

(Arts and Design Track)

Philippine Contemporary Arts
from the Regions
Bureau of Curriculum Development
2017
 Defining PEDAGOGY and CONTEMPORARY ARTS
(the SHS Teacher’s Perspective)
Activity No. 1:
1. The class will be grouped into four groups. Each group should come up with a name bearing the surname of any of the
national artists in the country (Ex. Abueva group). Each group will now present the chosen name of the group. There will
be a presenter for each group.

2. Each group will be given a task differentiated by way of the content/materials, which will be provided by the
facilitator/trainer. The materials are cut-out of letters from the four jargons that will be crucial and significant in the
discussion. Here are the following words: a) Philippine/s; b) Contemporary; c) Art; and, d) Pedagogy. Each group will be
asked to think of words that it can closely associate with the word that was assigned to them, but all the words should
start only with the letters that compose the assigned word. Each group can think of as many words as they can, for as
long as the words begin only with the letter of the word assigned to them.

3. After they have exhausted all the possible words related to the assigned word each group, they will now formulate a
definition of the word assigned to them using all the words that came up from all the members of the group. They have
to arrive at a one certain definition that will be agreed upon by all the members of the group. They will then write the
agreed definition on a given bond paper/manila paper, which they will post after in an assigned area of the session
hall/room.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

PRESENTATION OF GROUP OUTPUT
(only 5 minutes per group)

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 CONTINUATION OF THE ACTIVITY

5. After all the definitions of the assigned words for each

group have been posted, the whole class will now form a
definition of the term, “Pedagogy and the Philippine
Contemporary Arts” using all the definitions of each group
for the group’s assigned word. They will write the class’s
agreed definition of the term on a Manila paper and will
post it on an assigned area of the session hall. This will now
be a class work. One presenter from the whole class should
present the class output.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

PRESENTATION OF CLASS OUTPUT
(5 minutes only)

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 Defining CONTEMPORARY ARTS
(and in the Philippine Context)
Contemporary Arts cover the various
art forms as exemplified in the
contemporary times, which means
the artworks are inspired by the
present contexts or conditions in
which the artist found inspiration for
the creation of his/her artwork in
his/her locality/community (Dayang,
Y., 2014)
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
• The different contemporary arts in the
Philippines, like any other art in any given
era/period, are a product and a reflection of a
certain existing condition, whether social,
political, cultural, economic, spiritual, etc. of the
country, which were created and produced by
significant personalities/artist of the
contemporary times. These contemporary arts
in the Philippines served as a historical
landmark of the country that somehow provides
a glimpse of the historical condition of our
nation, which came from all over the different
regions, in the contemporary times.
 CONTEMPORARY ARTS FROM THE REGION

• Each region may be identified by a certain form of art or by an

artist that gained national or even international acclaim and popularity
due to the ingenuity of his art. The artist’s place of origin may
somehow be influential or may have had a direct or an indirect
influence on the art of a certain creative artist. Nevertheless, learners
should never be ignorant of the local art and artists from their
respective localities (regions, provinces, towns, and even barangays.
They have to be familiar of the various art forms and the artists
responsible for the creation and production of their artworks because
these contemporary artworks and their artists are sources of cultural
pride of their places origin (Abulon, Edna., 2014).

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 What then is PEDAGOGY?
(in the Philippine Context)
• Pedagogy, in its simplest definition, is the art
and science of effective teaching, that is
localized, indigenized, contextualized based on
the place of origin of the learners, taking into
consideration cultural background so as not to
alienate them in terms of content and context
of the teaching and learning process. The Model
of Effective Teaching is shown on Figure 1.

Who can now explain the model vis-à-vis

Figure 1. Conceptual Framework of Effective the Philippine SHS Teacher of the Arts and
Teaching (adapted from Bustos-Orosa’s [2008] Model Design Track, specifically the subject at
of Critical Factors in Good Teaching, p. 170)
hand?
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
 GENERALIZATION

• What does the activity prove about pedagogy?

Yes, the activity is a proof that two or three
pedagogical methods may be used in doing an
activity. In the case of Activity No. 1, two
specific pedagogical approaches were used,
which are Constructivism and Collaboration,
and with a slight differentiation as well.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 MORE THAN JUST
A WALKTHROUGH ON THE CG
Who can explain the elements found
in the CG?
Given the various K-12 Pedagogical
Approaches, how do we translate
the CG in the teaching and learning
process?
What are your thoughts on the CG of
the Philippine Contemporary Arts
from the Regions?
What are your concerns, worries, and
issues with regard the CG of the
Philippine Contemporary Arts from
the Regions?
What are your suggestions or
recommendations in addressing
these concerns and issues?

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

HOW THEN SHOULD A SHS TEACHER
OF ARTS AND DESIGN TRACK TEACH
PHILIPPINE CONTEMPORARY ARTS?

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 ACTIVITY NO. 2

8. Since we’re talking about Contemporary Arts, I would like you to watch any of these TEDTalks Video. Please take
down notes while you are watching. It will be important for your task in this activity.
(Here are the video links:
a) Creativity takes courage – art in the classroom
https://www.youtube.com/watch?v=omE7qaLzA70&spfreload=10

b) Creative and active teaching and learning

DAY 1
https://www.youtube.com/watch?v=V3QfhMX5ESU

c) What makes a good teacher great?

https://www.youtube.com/watch?v=vrU6YJle6Q4&spfreload=10

d) Teaching art of teaching to think like an artist? (highly recommended)

https://www.youtube.com/watch?v=ZcFRfJb2ONk&t=4s

e) Teaching Methods for Inspiring the Students of the Future (highly recommended)
https://www.youtube.com/watch?v=UCFg9bcW7Bk

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 CONTINUATION OF ACTIVITY NO. 2

• 10. After watching the video, each group will work on

formulating five higher order thinking skills questions about
the video they have just watched. These questions should be
consensual, which means all members of the group should
agree with all the questions formulated.

• Presentation of each group output will follow, so the group

may assign a new reporter for this activity.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

PRESENTATION OF GROUP OUTPUT (2)

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 PROCESSING OF ACTIVITY NO. 2

• What did you learn from the activity? What new insights in
this activity will you choose to remember for a long time?
What made you choose what you chose?
• What pedagogical approach/es did we use in this activity?
Do you think it was/they were (an) effective approach/es for
the activity? What made you say so?
• Correct! Inquiry-based approach, collaborative approach,
and reflective approaches.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 ACTIVITY NO. 3
(A CASE OF APPROPRIATENESS
IN STUDENT ASSESSMENT)
• The learners will still remain in their respective groupings. Each group
will be asked to go the website, https://www.academia.edu/11627255/
• _a_History_of_and_some_Trends_in_Contemporary_Art_in_the_Philip
pines. Each group will choose a topic from the paper entitled, “History
and Some Trends in Contemporary Arts in the Philippines” by a Filipino
curator, Yraola Dayang. After reading the paper, the members of each
group will now design a formative assessment activity based on the
article. The output should be presented via ppt. There should be a new
presenter for each group.

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

PRESENTATION OF GROUP OUTPUT (3)

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 PROCESSING ACTIVITY NO. 3

• What are your realizations from the activity?

Or what did the activity teach you on
assessment? What aspect do you think you
need to improve in designing student
assessment activities? How do you think you
will be able to improve this aspect?

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 GENERALIZATION

• Learner’s Assessment should always be

appropriate with the age of the learners,
locale of the learners (if it is not yet a given),
the learning styles and competencies of the
learners because assessments are also
teaching tools, thus should not alienate the
learners.)
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
 DAY 2

• 1. The learners will be given a copy of the Daily Lesson Log and
an Learner’s Assessment Activity (LAA) and will be asked to do
a DLL out of the given topic, which is found at
https://www.scribd.com/document/333518670/3Different-
Contemporary-Art-Techniques-Performance-Practices.

• 2. After the participants are done doing their DLL and Learner’s
Assessment Activity from the given topic, two selected learners
will do a practice/mock demo to be critiqued by the class and
the facilitator.
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
 REFERENCES
• Basic education teachers’ concept of effective teaching: Inputs to teacher education curriculum in the Philippines. Abulon, Edna Luz R.,
2014
• Different Contemporary Art Techniques & Performance Practices. https://www.scribd.com/document/333518670/3Different-
Contemporary-Art-Techniques-Performance-Practices
• Duffy, et al. 2014. A Reflective Approach to Teaching & Learning. http://fid.medicine.arizona.edu/ed-framework/metacognition
• Gabler, Ina and Michael Schoeder. (2003). Constructivist Methods for the Secondary Classroom: Engaged Minds. Boston: Pearson
Education, Inc.
• Gray, Jayson. (2013). Applying Constructivism to Art Classroom. https://hoursofidleness.wordpress.com/2013/03/29/applying-
constructivism-to-the-art-classroom/
• How Children Learn by Stella Vosniadou, International Academy of Education. Retrieved on May 3, 2016 from
http://www.curtin.edu.au/curtin/dept/smec/iae
• Goldonowicz, J. (2005). Art and other subjects. Art Education, 38(6), 17.
• Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education.
New York, NY: Teachers College Press.
• Instructional design Framework, Bureau of Learning Resources
• Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Jensen, Erik. (2016). What is Brain-Based Education? https://feaweb.org/brain-based-learning-strategies
• National Art Education Association. (n. d.). Art Teachers nurture 6 senses in developing visual literacy... Retrieved from
www.arteducators.org/advocacy

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 REFERENCES
• National Art Education Association. (2009). Learning in a visual age: The critical importance of a visual arts education. Reston, VA:
National Art Education Association.

• Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York, NY: Riverhead Books

• R.A. 10533

• Sandell, R. (2006). Form+Theme+Context: Balancing considerations for meaningful art learning. Art Education, 59(1), 33-37.

• Sandell, R. (2009). Using Form+Theme+Context (FTC) for rebalancing 21st century art education. Studies in Art Education, 50(3), 287-
299.

• The Art of Teaching Arts. https://www.learner.org/workshops/hsarts/program4/

• Visual Literacy. (2005). 21st Century Learning blog. Retrieved from

http://21stcenturylearning.typepad.com/blog/2005/10/visual_literacy.html

• Walker, S. (2011). Teaching meaning in artmaking. Worcester, MA: Davis.

• www.geocities.ws/ernie_balbuena/philart.ppt

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

 TAKE-AWAYS

• In the context of education, we have to remember these

truisms:

– “If you don’t know where you’re going,

any road will get you there!” – Lewis Caroll

– “If our students do not learn the way we teach, maybe we should
teach them the way they learn.” – Dr. Rita Dunn

– “It is not HOW SMART our learners are that is most important, but
HOW THEY ARE SMART.” – Dr. Howard Gardner
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
MARAMING SALAMAT PO
SA INYONG LAHAT!

Bureau of Curriculum Development