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21st CENTURY LITERATURE MODULE 1
21st CENTURY LITERATURE MODULE 1
I. PRE-ASSESSMENT
Directions: Put a check on the description that best matches the given word.
1. Image
_ A representation of the external forms of a person
_ The general expression of a person
_ The state of being able to see
2. Allusion
_ An instance of a wrong or misinterpreted perception of a sensory experience
_ An expression on designed to call something to mind without mentioning explicitly.
_ A deceptive appearance or impression
3. Figurative Language
_ Relates to the financial performance of a company
_ A non-literal use of words
_ Literal use of words
4. Meter
_ A fundamental unit of length
_ Added to names of measuring instruments
_ A rhythm of a piece of poetry, determined by the number and length of feet in a line.
5. Rhyme
_ A low growing aromatic plant of the mint family
_ A person who opposes political norms
_ Similar ending of words, especially when used at the ends of lines of poetry
II. LECTURE
A. A Long History of Poetry
Filipinos are strangers to poetry, it has been part of Filipino culture ever since pre-Hispanic times,
the awit or song existed in many forms and were used for varied purposes. Aside from songs, the
two major pre-Hispanic forms were the bugtong or riddle and salawikain or proverb.
The bugtong was a riddle that used talinghaga or a metaphor that actually helped convey the
answer to the riddle. The sawikain or salawikain were proverbs used to express pieces of wisdom
or beliefs important to Filipino society. These forms were all done in verse or metrical writing.
The major pre-Hispanic poetic form, however, was the epiko or epic. Epics were long, episodic,
chanted poems telling stories, normally about legendary heroes and their adventures, often
contending with, and also being aided by, supernatural creatures and spirits. These were chantes
at feasts and rituals, often to inspire and entertain those who listened. Thus, these stories were
seen as important parts of the cultures and beliefs of these societies. While there are still many out
there that remain only in the memory of the storytellers and have yet to be written down.
A Brief History of Philippine Poetry The arrival of the Spanish dramatically altered what was an
already established Philippine literary tradition. The method of writing called baybayin for the
Tagalog was suppressed along with many of the epics and poems already existing. Friars called
them blasphemous for having supernatural creatures in them. Thus, the Spanish clergy set out to
replace the old oral heroes with Jesus Christ, and thus for most of the early years of Spanish rule,
poems tended to be religious in nature. The most notable poet of the Spanish era is Francisco
Baltazar, who became known as “Balagtas.” The Florante at Laura showcased his education in the
schools in Manila. While it was a poem about tyranny in far-away Albania, it was also seen as a
poem showcasing the abuses and tyranny happening in the Philippines at the time. Baltazar was
one of the frst new emerging Filipinos from the new rising middle class who were educated by the
Spanish. Later, Jose Rizal and his fellows would be among these new Filipinos; they would be called
ilustrados. Even revolutionary leader Andres Bonifacio would also contribute to Philippine poetry,
most importantly the poem “Pag-ibig sa Tinubuang Bayan.” Despite the efforts of the Spanish
clergy, traditional Philippine poetry never truly went away. Instead, these same traditions further
evolved. The awit, for example, was infuenced by the European romance of the time and became
romantic themselves.
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B. Regions and Regional Culture and Bikol Literature
The view of the majestic Mt. Mayon and the Cagsawa ruins in Albay, Bicol
The Philippines has a unique cultural landscape, one shaped by a myriad of languages and
traditions determined by their geographical and linguistic regions. Filipino culture is not just one
linear development, but is composed of many developments within specific ethnic traditions that
comprise the colorful tapestry we call the Filipino nation.
As discussed by National Artist Bienvenido Lumbera, the reason for a very Manila-centric view
of Philippine culture and cultural development has to do with the fact that Manila remains the
center of power in the Philippines. While Manila is definitely still the “ceneter” of the country, it
cannot be denied that the larger territory of the country lies outside this center, in the periphery’s
effect on the “center” is inevitable as these various regions do interact, therefore exerting some
form of influence over Manila as well.
Lumbera further stated that “as it turns out, literary, musical, visual, and theater arts away from
the primate city (Manila) form a considerable part of the culture of the Filipino. Now it has become
all too clear that the question of a national identity for the Filipino cannot be discussed, much less
resolved, only within the narrow confines of the Center. And so the need to “decenter”. Our
exploration into Philippine literature, therefore will be a de-centered one, exploring regional
writing to see in Manila, but also how it contributes to Philippine culture through its unique voice
and style.
To the advantage and detriment of Bikolanos, a good number of them are multilingual and are
normally proficient not only in Bikol, their regional language, but also in English and Filipino.
Prominent writers such as screenwriter Ricky Lee and poet Marne Kilates are both natives of Bikol,
yet are not known as Biukolano writers. It is also said that there are very few Pre-Hispanic Bikol
works that have been collected and published. What has been left behind, however, are some
forms which still exist today.
III. ACTIVITY
Directions: Answer the following questions in a 1 whole sheet of paper
1. Have you seen Mount Mayon up close? If yes, how did you react when you saw it for the first
time? If no, how would your reaction be?
2. Can other events have the same effect on us as a volcanic eruption? Can you name some?
3. What other volcanoes in the Philippines do you know? Research and take note of their histories.
IV. ASSESSMENT
Directions: Choose only the letter of the correct answer. Write your answer in the space provided.
_1. According to the poem, what led to the creation of the volcano?
A. The arrow used by Pagtuga
B. A war that led to Magayon’s death
C. The poison of the arrow of Pagtuga
D. The legend of Daragang Magayon
_2. In the second stanza, the area around Mayon’s foot is described as___.
A. A graveyard
B. A faith
C. A disaster zone
D. A myth
_3. What is the persona in the poem waiting for in the third stanza?
A. For the volcano to erupt
B. For the volcano to show its peak
C. For the volcano to blow more smoke
D. For the volcano to be covered in clouds.
_4. The fourth stanza is viewed differently by how many persons?
A. One
B. Two
C. Three
D. Four
_5. On which stanza showcases the death of Magayon and the birth of the volcano?
A. First
B. Second
C. Third
D. Fourth