BACHELOR OF ELEMENTARY EDUCATION

COURSE SYLLABUS
1st Semester, A.Y. 2025-2026

COURSE INFORMATION
COURSE CODE GEE 3
COURSE TITLE Philippine Popular Culture
COURSE TYPE  Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS 54 hours
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE

UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES
UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030.
The Pangasinan State University, shall provide a human-centric, resilient, and sustainable academic environment to
UNIVERSITY MISSION produce dynamic, responsive, and future-ready individuals capable of meeting the requirements of the local and global
communities and industries.
The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education
and satisfactory service delivery through instruction, research, extension and production.
QUALITY POLICY We commit our expertise and resources to produce professionals who meet the expectations of the industry and other
interested parties in the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s
strategic direction.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess.
These outcomes are anchored on the following core values: Accountability and Transparency, Credibility and Integrity,
Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and
Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency,
equity, participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in
INSTITUTIONAL decisions and actions that build personal and professional credibility and integrity.
OUTCOMES 3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and
producing quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills,
entrepreneurial skills, innovative mindset, research and production initiatives and capability in meeting the industry
requirements of local, ASEAN and international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the
university constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible
public image.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts (PO.L.) Identify various types of learners and provide
◼ Demonstrate mastery of subject matter/discipline. (PO.M.) them with appropriate, culturally-relevant
◼ Demonstrate in-depth understanding of the diversity of learners in various learning activities and experiences
learning areas. (PO.T.)
◼ Exhibit life-long learning and global competence proficiency in
communication skills, intra/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in
meeting industry requirements of local, ASEAN and international human
Keep abreast with educational issues, trends,
capital market through relevant and comprehensive programs. (PO.D.)
and practices vis-à-vis local and global
◼ Articulate the rootedness of education in philosophical, socio-cultural,
context to provide relevant learning
historical, psychological, and political contexts. (PO.L.)
experiences.
1. People’s Champion ◼ Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities. (PO.S.)
◼ Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas. (PO.U.)
◼ Practice spiritual values and morally upright behavior which promote and
inspire greater harmony to project a credible public image. (PO.F.) Manifest positive personal and professional
◼ Demonstrate positive attributes of a model teacher, both as individual and qualities of a teacher.
as a professional. (PO.X.)
◼ Act in recognition of professional, social, and ethical responsibility. (PO.J.) Pursue personal growth and professional
◼ Manifest meaningful and comprehensive pedagogical content knowledge development through attendance in seminar-
(PCK) of the different subject areas. (PO.U.) workshops, participation in demo-fests,
◼ Manifest a desire to continuously pursue personal and professional conducting action research, and other
development. (PO.Y.) education-related activities.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Demonstrate mastery of subject matter/discipline. (PO.M.)
◼ Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments. Develop and utilize relevant materials that
(PO.N.) match the learners’ learning styles, goals and
◼ Develop innovative curricula, instructional plans, teaching approaches, culture.
and resources for diverse learners. (PO.O.)
◼ Manifest skills in communication, higher order thinking and use of tools
and technology to accelerate learning and teaching. (PO.W.)
◼ Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
(PO.N.)
◼ Develop innovative curricula, instructional plans, teaching approaches, Select instructional strategies for the
and resources for diverse learners. (PO.O.) development of learners’ critical and creative
◼ Demonstrate in-depth understanding of the diversity of learners in various thinking skills.
2. Continuous Innovative learning areas. (PO.T.)
Learner ◼ Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas. (PO.U.)
◼ Set challenging goals and tasks with determination and sense of urgency
which provide continuous improvement and producing quality outputs
leading to inclusive growth. (PO.C.)
◼ Demonstrate mastery of subject matter/discipline. (PO.M.) Utilize developmentally appropriate activities
◼ Pursue lifelong learning for personal and professional growth through in teaching the different learning areas.
varied experiential and field-based opportunities. (PO.S.)
◼ Demonstrate in-depth understanding of the diversity of learners in various
learning areas. (PO.T.)
◼ Demonstrate mastery of subject matter/discipline. (PO.M.)
◼ Apply skills in the development and utilization of ICT to promote quality, Utilize appropriate technologies to achieve
relevant, and sustainable educational practices. (PO.P.) the learning outcomes.
◼ Demonstrate in-depth understanding of the diversity of learners in various
learning areas. (PO.T.)

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Articulate and discuss the latest development in the specific field of
practice. (PO.G.)
◼ Work effectively and independently in multi-disciplinary and multi-cultural
teams (PO.I.)
◼ Articulate the rootedness of education in philosophical, socio-cultural,
Apply theories of learning in designing
historical, psychological, and political contexts. (PO.L.)
learning-teaching experiences.
◼ Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
(PO.N.)
◼ Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners. (PO.O.)
◼ Articulate and discuss the latest development in the specific field of
practice. (PO.G.)
◼ Demonstrate mastery of subject matter/discipline. (PO.M.) Explain subject matter content, accurately
2. Continuous Innovative ◼ Manifest meaningful and comprehensive pedagogical content knowledge and comprehensively.
Learner (PCK) of the different subject areas. (PO.U.)
◼ Articulate and discuss the latest development in the specific field of
practice. (PO.G.)
◼ Develop innovative curricula, instructional plans, teaching approaches, Relate current content with past and future
and resources for diverse learners. (PO.O.) lessons.
◼ Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas. (PO.U.)
◼ Work effectively and independently in multi-disciplinary and multi-cultural Integrate recent developments in education
teams (PO.I.) and in the specific field to enrich learning.
◼ Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners. (PO.O.)
◼ Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes. (PO.Q.)
◼ Contribute to the generation of new knowledge by participating in various
research and development projects. (PO.Z.)

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Demonstrate through institutional mechanisms, system, policies, and
processes which are reflective of transparency, equity, participatory
decision making, and accountability. (PO.A.)
◼ Engage in relevant, comprehensive, and sustainable development
initiatives through multiple perspectives in decisions and actions that build
personal and professional credibility and integrity. (PO.B.)
◼ Set challenging goals and tasks with determination and sense of urgency
which provide continuous improvement and producing quality outputs
leading to inclusive growth. (PO.C.)
Provide examples from real life to make
◼ Exhibit life-long learning and global competence proficiency in
learning meaningful.
communication skills, intra/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in
meeting industry requirements of local, ASEAN and international human
capital market through. (PO.D.)
◼ Demonstrate mastery of subject matter/discipline. (PO.M.)
◼ Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
2. Continuous Innovative (PO.N.)
Learner ◼ Develop innovative curricula, instructional plans, teaching approaches, Utilize appropriate teaching-learning methods
and resources for diverse learners. (PO.O.) and technology for specific subject matter
◼ Apply skills in the development and utilization of ICT to promote quality, content.
relevant, and sustainable educational practices. (PO.P.)
◼ Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities. (PO.S.)
◼ Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices. (PO.P.)
◼ Demonstrate a variety of thinking skills in planning, monitoring, assessing, Design authentic assessment, evaluation
and reporting learning processes and outcomes. (PO.Q.) instruments and alternative assessment tools.
◼ Utilize appropriate assessment and evaluation tools to measure learning
outcomes. (PO.V.)
◼ Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices. (PO.P.)
◼ Demonstrate a variety of thinking skills in planning, monitoring, assessing, Interpret assessment results and use these to
and reporting learning processes and outcomes. (PO.Q.) improve learning and teaching.
◼ Utilize appropriate assessment and evaluation tools to measure learning
outcomes. (PO.V.)

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Apply skills in the development and utilization of ICT to promote quality,
Keep accurate and updated records of the
relevant, and sustainable educational practices. (PO.P.)
learners’ performance using technology tools
◼ Utilize appropriate assessment and evaluation tools to measure learning
where feasible and appropriate.
outcomes. (PO.V.)
◼ Demonstrate through institutional mechanisms, system, policies, and
processes which are reflective of transparency, equity, participatory
decision making, and accountability. (PO.A.)
◼ Set challenging goals and tasks with determination and sense of urgency
which provide continuous improvement and producing quality outputs
leading to inclusive growth. (PO.C.)
◼ Exhibit life-long learning and global competence proficiency in
2. Continuous Innovative Create learning experiences that develop the
communication skills, intra/interpersonal skills, entrepreneurial skills,
Learner learners’ higher order thinking skills.
innovative mindset, research and production initiatives and capability in
meeting industry requirements of local, ASEAN and international human
capital market through relevant and comprehensive programs. (PO.D.)
◼ Practice professional and ethical teaching standards sensitive to the
changing local, national, and global realities. (PO.R.)
◼ Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities. (PO.S.)
◼ Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices. (PO.P.) Use tolls and technology to enhance learning
◼ Manifest skills in communication, higher order thinking and use of tools and teaching.
and technology to accelerate learning and teaching. (PO.W.)

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Utilize appropriate assessment and evaluation tools to measure learning Provide timely feedback of assessment
outcomes. (PO.V.) results to parents and other stakeholders.
◼ Display, socially and environmentally responsive organizational culture,
which ensures higher productivity among the university constituents and
Observe integrity and professionalism in
elevates the welfare of the multi-sectoral communities. (PO.E.)
handling issues, conflicts and controversies
◼ Practice spiritual values and morally upright behavior which promote and
related to student’s welfare as well as
inspire greater harmony to project a credible public image. (PO.F.)
parents’, and community concerns.
◼ Demonstrate positive attributes of a model teacher, both as individual and
as a professional. (PO.X.)
◼ Engage in relevant, comprehensive, and sustainable development
initiatives through multiple perspectives in decisions and actions that build
personal and professional credibility and integrity. (PO.B.)
◼ Set challenging goals and tasks with determination and sense of urgency
which provide continuous improvement and producing quality outputs
leading to inclusive growth. (PO.C.)
3. Community Developer ◼ Exhibit life-long learning and global competence proficiency in
Provide opportunities that develop the
communication skills, intra/interpersonal skills, entrepreneurial skills,
learners’ communication skills.
innovative mindset, research and production initiatives and capability in
meeting industry requirements of local, ASEAN and international human
capital market through relevant and comprehensive programs. (PO.D.)
◼ Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities. (PO.S.)
◼ Manifest skills in communication, higher order thinking and use of tools
and technology to accelerate learning and teaching. (PO.W.)
◼ Display, socially and environmentally responsive organizational culture,
which ensures higher productivity among the university constituents and
elevates the welfare of the multi-sectoral communities. (PO.E.)
Act according to the norms of the teaching
◼ Practice spiritual values and morally upright behavior which promote and
profession in dealing with students, parents,
inspire greater harmony to project a credible public image. (PO.F.)
colleagues and other stakeholders.
◼ Act in recognition of professional, social, and ethical responsibility. (PO.J.)
◼ Demonstrate positive attributes of a model teacher, both as individual and
as a professional. (PO.X.)

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 GRADUATE PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
◼ Display, socially and environmentally responsive organizational culture,
which ensures higher productivity among the university constituents and
elevates the welfare of the multi-sectoral communities. (PO.E.) Participate actively in the school’s community
3. Community Developer ◼ Work effectively and independently in multi-disciplinary and multi-cultural outreach activities.
teams (PO.I.)
◼ Manifest a desire to continuously pursue personal and professional
development. (PO.Y.)

COURSE DESCRIPTION

This course offers a comprehensive exploration of popular culture in the Philippines, from its historical roots to its most current and dynamic forms. We will
examine the key debates surrounding the definition of "popular culture," its relationship to "high culture," and the processes through which it is created,
consumed, and disseminated.

Through a thematic and chronological approach, we will journey through the diverse landscape of Pinoy pop culture. Topics will include the historical influences
of Spanish and American traditions; the evolution of Filipino music from Kundiman to the global P-Pop phenomenon; the enduring power of cinema and
teleseryes; and the transformative impact of the digital age on media consumption, social interaction, and the rise of the "creator economy."

Beyond simply identifying trends, this course encourages critical analysis of how pop culture shapes our understanding of identity, beauty, gender, and politics.
We will investigate topics such as stan culture, the streaming wars, the significance of Filipino komiks and fashion, and the role of social media in our daily
lives.

The course culminates in a final project where students will apply their knowledge to a piece of popular culture of their choosing, demonstrating a sophisticated
understanding of its context, meaning, and societal impact. This subject is designed for students who are curious about the cultural forces that shape the
Philippines and their place within it.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE OUTCOMES
PROGRAM OUTCOMES CODE (PO)
COURSE OUTCOMES (C0)
PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
At the end of the course, the student should be able to:
1 4 5 8 9 10 11 14 16 17 19 20 21 23 24

1. Conceptual Understanding:
• Define and differentiate the concepts of "popular culture,"
"high culture," and "low culture," and analyze the debates
surrounding their value and significance in contemporary
society.
• Trace the historical development of Philippine popular
culture, identifying key influences from pre-colonial
traditions, Spanish and American colonization, and the rise
of local media.
• Identify and analyze the key forms and mediums of
contemporary Philippine popular culture, including music,
film, television, digital media, komiks, fashion, and food.
• Explain the processes through which popular culture is
created, disseminated, and consumed in the Philippines,
with a focus on the roles of technology, media industries, and
consumer participation.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE OUTCOMES
PROGRAM OUTCOMES CODE (PO)
COURSE OUTCOMES (C0)
PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
At the end of the course, the student should be able to:
1 4 5 8 9 10 11 14 16 17 19 20 21 23 24

2. Critical Thinking and Analysis:

• Critically examine the social, political, and economic forces
that shape and are shaped by popular culture in the
Philippines.
• Analyze the social significance of specific pop culture
phenomena, such as the P-Pop explosion, stan culture, the
streaming wars, and the rise of the creator economy.
• Deconstruct the messages embedded in popular media and
cultural products, and evaluate their impact on Filipino
identities, values, and perceptions of beauty, gender, and
family.
• Synthesize diverse perspectives on popular culture topics,
including the interplay between global trends and local
adaptations, and the tensions between commercialization
and artistic expression.

3. Communication and Application:

• Construct well-reasoned arguments about the role and
influence of pop culture in the Philippines, supported by
evidence from course materials and independent research.
• Apply theoretical frameworks and concepts from the course
to analyze a specific piece of popular culture (e.g., a film, a
song, a social media trend) in a structured and coherent
manner.
• Communicate their analysis effectively through written work
and oral presentations, demonstrating a deep understanding
of the course content.
• Develop a final project that showcases their ability to
independently research, analyze, and present a critical
perspective on a chosen aspect of Philippine popular culture.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE LEARNING PLAN

Course Learning Materials

Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

At the end of the lessons, I. Orientation

students should be able to:
• VMGO • Modified
• PSU Core • Class
Explain the relevance of the Class Orientation Handouts
Competencies Recitation
course to the attainment of Lecture
the University’s VMGO. • Course Overview 1
• Social Media
State relevant information • Course • Class
Expectations/Require Reflection
about the course to manifest
an understanding of its ments
overall objectives. /Grading System

Define "popular" and

"culture" and articulate how
their combination forms the
basis of "popular culture."
Differentiate between "high
culture" and "low culture" and
critically discuss the value
judgments associated with II. What is Pop Culture Anyway?
each.
• Defining "popular" • Handouts
• Quiz
Analyze the processes of and "culture." a) Lecture • Social Media
• Oral
popular culture's creation, • High culture vs. Low 5 b) Multimedia Platforms
Recitation
dissemination, and culture viewing • Multimedia
•
consumption, identifying the • How pop culture is Platforms
key players and technologies made, spread, and
involved. consumed.
Formulate an initial argument
on the perceived value
hierarchy between different
cultural forms, using
examples from both high and
popular culture in the
Philippine context.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 Course Learning Materials
Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

Identify key pre-colonial

traditions, such as epics and
folk songs, and explain their
role as foundational
elements of Filipino culture.

Analyze the significant

cultural influences from
Spain and America, citing
III. The Roots of Pinoy Pop
specific examples like
zarzuelas and Hollywood Culture
movies, and evaluate their
impact on the development • Our own traditions • Modified
of Philippine popular culture. (epics, folk songs). • Class
Class Orientation Handouts
Recitation
• Influences from Spain and Lecture
6
Trace the emergence of America • Social Media
Filipino-made media, • Class
(zarzuelas, Hollywood Reflection
including early radio and movies).
cinema, and discuss how
they contributed to a distinct • The rise of Filipino-made
national popular identity. media
(radio, early cinema).
Synthesize how these
diverse historical layers:
indigenous, Spanish, and
American; interacted to
shape the unique trajectory
of Pinoy pop culture.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 Course Learning Materials
Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

Trace the evolution of Filipino

music, identifying key genres
and eras from Kundiman and
the Golden Age of OPM to IV. The Sound of the
modern Pinoy Rock. Philippines: Music

Analyze the rise of the P-Pop ● From Kundiman to Pinoy

explosion, evaluating the • Class
Rock and the Golden Age Class Orientation Recitation
factors that contributed to its
of OPM. • Modified
growth and global Lecture
Handouts • Class
recognition.
● The P-Pop Explosion: 6 Documentary Crafting Reflection
• Social Media
Examine the concept of stan The rise and global push and
culture, assessing the power of groups like SB19, BINI, Presentation
and influence of modern
etc. • Scoring
fanbases on artists, music rubrics
production, and the music
industry. ● Stan Culture: The power
and influence of modern
Connect specific musical fanbases.
genres and movements to
broader cultural and historical
contexts in the Philippines.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

Course Learning Materials

Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

Understand the history of

Philippine cinema and V. The Filipino on Screen:
explain the cultural
Film and TV
importance of teleseryes.

Discuss how streaming ● The history of Philippine

services like Netflix and cinema and the power of • Class
Class Orientation
Vivamax have changed the teleseryes. Recitation
Lecture
way Filipinos watch movies • Modified
and TV shows. ● The Streaming Wars: Handouts • Class
Documentary Crafting
The impact of Netflix, 7 and Reflection
Recognize new trends in • Social Media
Vivamax, and the rise of Presentation
Filipino media, such as the
popularity of Boys' Love (BL) online series.
series and films from different • Scoring
regions. ● New Waves: The rubrics
popularity of Boys' Love
Explain how film and TV (BL) series and the
shape what Filipinos think
growth of regional
about identity, values, and
society. cinema.

MIDTERM EXAMINATION 1 MIDTERM EXAMINATION

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

Course Learning Materials

Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

Analyze the transformative

impact of social media
platforms on communication,
information dissemination, VI. The Digital Life
and social interaction in the
Philippines. ● How social media
(Facebook, TikTok, X)
Explain the concept of the changed everything. • Class
Class Orientation Recitation
Creator Economy,
Lecture • Modified
differentiating between ● The Creator Economy:
Handouts • Class
traditional "influencers" and Beyond "influencers" to
Documentary Crafting Reflection
new forms of digital content Pinoy VTubers, 7
and • Social Media
creators like Pinoy VTubers, podcasters, and
Presentation
podcasters, and streamers. streamers.
• Scoring
Assess the cultural ● Gaming Culture: The rubrics
significance of gaming and world of Esports (DotA2,
esports, including major titles Mobile Legends, Valorant,
like DotA2, Mobile Legends etc.) and its community.
and Valorant, and discuss
the role of their online
communities in modern
Filipino society.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

Course Learning Materials

Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform

Trace the evolution of

Filipino graphic storytelling
from classic komiks to
modern webtoons and
explain its role in reflecting VII. More Than Just for Fun
and shaping Filipino
narratives. ● Filipino Komiks: From
classic heroes to modern Class Orientation • Class
Analyze the cultural webtoons. Lecture Recitation
• Modified
significance of Filipino
Handouts • Class
fashion, from traditional ● Pinoy Fashion: From the Documentary Crafting
garments like the baro't saya baro't saya to ukay-ukay 7 and Reflection
• Social Media
to the impact of ukay-ukay and local brands. Presentation
and the rise of local brands.
● Food Culture: What our • Scoring
Deconstruct Filipino food food says about us rubrics
culture, identifying what (Jollibee, milk tea, street
specific foods and food, etc.).
establishments (e.g.,
Jollibee, street food) reveal
about Filipino identity, social
class, and shared
experiences.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 Course Learning Materials
Learning Outcomes Topics Hours Learning Activities Assessment
Outcome/s and Platform
Analyze how popular culture
influences societal ideas
about beauty, gender, and
family structures in the VIII. Pop Culture and Society
Philippines.
● How pop culture shapes
our ideas about beauty, Class Orientation ● Class Recitation
Evaluate the role of popular
gender, and family. Lecture • Modified
culture in politics, examining
Handouts ● Class Reflection
the impact of celebrity
● Pop culture in politics Documentary Crafting
endorsements, election 6
(celebrities in government, and • Social Media
jingles, and political
election jingles). Presentation
messaging in media. ● Scoring
● The Future is Here: rubricsa
Discuss the implications of Artificial Intelligence (AI) in
Artificial Intelligence (AI) in art, music, and media.
art, music, and media,
considering both its creative
potential and its societal
challenges.
Apply course concepts to a ● Class
chosen piece of popular Presentation
culture.
Class Presentation of ● Scoring rubrics
Outputs related to class
Analyze their chosen pop
• Social Media presentations
culture item's historical
IX. Your Turn! Final Project Documentary Crafting • In-person
context, social impact, and 7
Presentations and multimedia
cultural significance.
Presentation outputs
● Video Essay
Present their findings clearly (Short
and persuasively, using documentary)
evidence to support their ● Scoring
analysis. rubrics

FINAL EXAMINATION 1 FINAL EXAMINATION

54 hours

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books b. Electronic Sources

Cordero-Fernando, G., & Chaves, M. G. (1999). Popular culture: A Philippine perspective. Anvil Publishing. Angelica Ignacio TV. (2021, May 14). Cultures of Filipinos -
PHILIPPINE POPULAR CULTURE DEFINED [Video]. YouTube.
Chu, R. (2010). The Chinese and Chinese Mestizos of Manila: A Tsinoy's guide to Manila's Chinatown. http://www.youtube.com/watch?v=nvdKlJQ6gvU
Anvil Publishing.
FACTSYLUM. (2023, April 22). Discovering the Rich Culture of the
Garcia, J. N. C. (1996). Philippine gay culture: Binabae to Bakla, Bakla to Gay. University of the Philippines Filipinos. [Video]. YouTube.
Press. http://www.youtube.com/watch?v=8JTQjABNfgM

Garcia, J. N. C. (2011). Reading pop culture in the Philippines. Ateneo de Manila University Press. JAPITANA, R. (2022, August 19). INTRODUCTION TO
PHILIPPINE POP CULTURE [Video]. YouTube.
http://www.youtube.com/watch?v=WinnWUXnp_E
Joaquin, N. (2004). Culture and history: Occasional notes on the process of Philippine becoming. Anvil
Publishing.
Videos about the History of Philippine Media:
Tolentino, R. B. (2004). Pinoy pop culture: Essays on Filipino pop culture. Ateneo de Manila University
Press. Cobreta Jr., R. (2020, February 1). History of Philippine Media
[Video]. YouTube. http://www.youtube.com/watch?v=ZO3k2w60XNs
Bustamante, K. M. Y. (2011). Reading pop culture in the Philippines: A postmodern reading of select short
stories by Rolando Tolentino [Unpublished master's thesis]. University of the Philippines Diliman. Explain Like I’m Five. (2020, August 11). Evolution Of Media In
Philippines 1500 - 2020 | history of Philippine media [Video].
YouTube. http://www.youtube.com/watch?v=z9wKb0C6WIk
Mojares, R. B. (1983). The Filipino novel in English and the problem of the Filipino novel. In R. B. Mojares,
Origins and rise of the Filipino novel. University of the Philippines Press.

Tolentino, R. B. (2004). The colonial subject and the mass media: Pinoy pop culture. In R. B. Tolentino,
Pinoy pop culture: Essays on Filipino pop culture. Ateneo de Manila University Press.

Herbert J. Gans' book Popular Culture and High Culture: An Analysis and Evaluation of Taste

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE REQUIREMENTS and GRADING SYSTEM

A. Written Outputs B. Performance Outputs

1. Reaction Paper 1. Class Participation
2. Workplace documents 2. Reporting
3. Written Report 3. Class Presentation
4. Passing marker Quizzes 4. Passing Marked Recitation
5. Final output: Video Documentary

Grading and Assessment

SUBJECT GRADE=
(MIDTERM GRADE+ FINAL GRADE)/2
Level of Success/ Passing Score: 50%

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 SCORING RUBRICS

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE POLICIES AND EXPECTATIONS
Academic Honesty and Class Conduct
1. Plagiarism and other forms of intellectual dishonesty will not be tolerated. An automatic grade of 5.00 will be given to plagiarized homework, report and research.
2. The following are the penalties for cheating in examinations and quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense: automatic grade of 5.00 in the particular examination where cheating occurred; referral to the guidance and counselling office.
2nd offense: automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester
3rd offense: automatic grade of 5.0 in the subject and suspension of one semester to dismissal from the institution.

Lecture Class Policies (Face-to-face Class)

1. Attendance in the class signifies readiness to participate in class discussions and activities.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. Guidelines on class attendance are based on Article 2, Section 14 of PSU Student Handbook.
a. A student who has a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any valid
reason is automatically dropped from the subject.
b. Approved absences are limited to illness as certified by a physician, death of a family member, official and authorized representation of Campus/ University in official function/
activities and other reasons as may be deemed justified by the faculty concerned.
c. For excused absences, it is the student’s responsibility to request the teacher for a special quiz/ assignments. Students should check the class FB page or group messenger and
other students for notes, handouts, etc.
4. Requirements must be submitted within the designated date of submission.
5. Missed quizzes, activities and exams are given consideration, provided that the student concerned presents a valid reason for absence in black and white. If no
valid reason is presented, the missed work will be equivalent to 5.0.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 COURSE POLICIES AND EXPECTATIONS
Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic devices is
prohibited inside the class. Please make sure they are fully charged before bringing them to class.

2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.
2nd offense : Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
3rd offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.

Additional Information:

1. A Messenger Group Chat will be created for the subject specifically which will be used for immediately answering queries.

2. A Closed Facebook Group will be created for posting of announcements, syllabus, assignments, rubrics, directions, videos or links of instructional materials.

3. All assignments encoded in MS Word shall be submitted to the teacher’s email: ______________________ or unless otherwise indicated by the instructor.

4. Please indicate in the subject of the email your name and the activity (e.g. DELA CRUZ_JUAN_Activity_1)

5. All documents and/or photos shall be renamed bearing your name and the activity (e.g. DELA CRUZ_JUAN_Activity_1) for purposes of monitoring of submission and

on-time passing.

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE

 FACULTY CONTACT INFORMATION

NAME AARON JOHN S. VALERIO

DESIGNATION Instructor I
MOBILE PHONE
09175080045
NUMBER
E-MAIL ADDRESS [email protected]
CONSULTATION
SCHEDULE
OFFICE LOCATION General Education Department

Prepared by: Checked by: Recommended by: Approved:

AARON JOHN S. VALERIO, MST REA R. TIANGSON, PhD ARCELI ADORACION G. RAMOS, PhD LIZA L. QUIMSON, EdD

Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y.2025-2026

WEENALEI T. FAJARDO, PhD WEENALEI T. FAJARDO, PhD

Director for Curriculum and Instruction Vice President for Academics and Student Affairs

COURSE SYLLABUS IN GEE 3: PHILIPPINE POPULAR CULTURE