music and arts grade 7 Matatag quarter 3 lesson 1.pptx

Editor's Notes

• #2 The first video clip features a cinematic translation of some parts of the Suguidanon epic of the Panay Bukidnons, highlighted in the award winning film by Ilonggo film director, producer and multidisciplinary artist, Elvert Bañares:
• #3 The second video clip shows the ancient art of wayang kulit with Star Wars motif by Tintoy Chou and Pak Dain, a 13th generation master puppeteer:
• #4 The teacher will arrange the class into several groups and give them time to discuss their thoughts on the three questions given below. Their responses may be shared within their group mates, and if time allows, may be presented to the plenary (the whole class) afterwards. Answer no. 1-Note: Both videos showcase pride and belongingness to one’s country. The cinematic portrayal of the Panay Bukidnon’s suguidanon, the first of its kind which was strongly supported by the Panay Bukidnons of Calinog, Iloilo, opens up the sophisticated Indigenous practice of suguidanon or epic chanting through the contemporary medium of film. In that way, more visual images, movements, and film interpretation, contribute to the understanding of the Indigenous community’s expressive culture. By being proud of who they are through their culture, arts, and traditions, the Panay Bukidnons develop a collective sense of belonging and taking part in nation-building through nurturing their expressive culture. By using contemporary characters in putting up wayang kulit, the traditional form of puppet-shadow play practiced in Indonesia and Malaysia, the performers take part in innovating and enriching an already highly developed cultural practice. In effect, the stories portrayed in the play about good and evil, heroism, and love for country, are enhanced, which strengthens the way it would impact audience of all ages. ●Serve as events that unite people and connect them to their roots. ●Foster a sense of cultural awareness and identity. ●Pushes for a collective action to safeguard and enrich one’s culture. Love for one’s expressive culture (suguidanon & wayang kulit) Showcase of culture shared between members of the group and with their ancestors but also their respective audience Both suguidanon & wayang kulit may also be prone to and used as romanticized nationalist concepts Shared expressive culture can be seen to contribute to a sense of national unity Both forms of art may stand as living legacies of resistance to colonial domination and imperial intrusion the teacher may then ask the students’ collective experiences putting up a group creative presentation based on the relevant concepts, processes, techniques, and/or practices of conventional traditional or local folk music and arts (Pre-war) common to the Philippines & selected Southeast Asian countries (Thailand or Indonesia) last quarter. Sample questions may include: C1.1 What were your inspirations in coming up with such presentations? C1.2 What were your best takeaways from those experiences that you think will be helpful as we move forward with our class lessons? D1. The teacher may thank the students for their sharing, thoughts, and insights. The teacher will then ask the students to go back to their respective seat assignments for the continuation of the lesson.
• #5 One’s understanding and appreciation of pre-war music and arts in the country and in selected Southeast Asian countries will position students to: Gain a better understanding of how nationalism after the war influenced the development of performing and visual arts in the Philippines and selected Southeast Asian countries. Use their experiences in learning pre-war music, theater, dance, and visual arts in the Philippines and nearby Thailand, Laos, and Indonesia in delving into the characteristics of nationalistic creative works common to the Philippines and Indonesia. Harmonize nationalistic music and the arts from the Philippines and its selected Southeast Asian neighboring countries.
• #6 To get a better grasp of post-war Philippines, the teacher will share a video clip showcasing post-war rehabilitation of the Philippines in cooperation with The teacher may run the next two weeks with flexibility in terms of implementing student engagement activities and breaking down the music and the arts aspect of the quarter to efficiently use the lesson exemplar and maximize opportunities for collaborative learning. The teacher may also interchange, merge, or bracket the topics as necessary. 7 United States of America and the Filipino public:
• #9 Learning Objective: Discuss post-war nationalism in the Philippines and Indonesia in relation to the figuration of each country’s respective performing arts.