21st Century Literature

from the Philippines &

the world

A Module for the

Senior High School Department of
St. Clare College of Caloocan

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INSTITUTIONAL VISION:

To become the leading institution for professional development and the first and foremost provider of
quality, affordable and sustainable development education.

INSTITUTIONAL MISSION:

To provide quality and excellent global education for the total development of a responsible,
innovative, skillful and professional global workforce whose values and dignity are beyond par.

CORE VALUES:

St. Clare College of Caloocan aims to foster distinction and excellence in all the endeavors of the
school community members. All stakeholders are envisioned to be imbued with enduring core
values which define and shape the central beliefs and character of every genuine Clarean student,
employee and administrator within and beyond the premises of the academic institution.

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Hereafter are the core values of St. Clare College:

1. Star that Shines

All members of the school community are encouraged to exemplify remarkable standards
in attaining excellence in every aspect of life, making them role models who possess the
values and character that are worth emulating.

2. Truthfulness
Truthfulness is characterized by embracing honesty in thoughts, words and deeds of all
concerned individuals who are part of the school community.

3. Compassion
Selflessness and genuine concern for others are instilled in Clareans through constant
exposure to various academic, extracurricular and co-curricular activities that will bring out
their compassionate attribute.

4. Love
Love for oneself, for others and for noble causes are pivotal in cultivating a well-rounded
individual who embodies unwavering desire and sustained commitment in undertaking

5. Amiable
Displaying a friendly disposition and pleasant attitude towards other people inspires
positive rapport and desirable outcomes.

6. Righteousness
All concerned members are expected to uphold the ideals and moral principles of the
institution as a reflection of their integrity and dignity.

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7. Ever Loyal
Remaining steadfast to the ideals and good name of the institution is a desirable
impression ingrained in the minds and hearts of all the members of the school community.

INSTITUTIONAL OUTCOMES

1. Intellectual Creativity, Critical Thinking and Innovativeness

Graduates can use their imagination as well as their rational thinking abilities and
innovation, in order to adopt and adjust to the changing needs of the times both nationally and
globally.

2. Effective Communication
Graduates are proficient and skillful in the four areas of communication: reading,
writing, listening and speaking. They can use their skills in solving problems and
articulating their thoughts when engaging with people in various situations.

3. Leadership Effectiveness and Managerial Skills

Graduates are developed to become the best professionals in their respective
specializations by imploring leadership competencies, managerial skills and technical
knowhow.

4. Sense of Nationalism and Global Responsiveness

Graduates are nationalists and respect the values of global citizenship.
5. Personal and Professional Ethical Standard of Excellence
Graduates demonstrate desirable strength of character and attitudes in their personal
and professional endeavors.

6. Quality Service and Collaboration

Graduates exemplify the potentialities of an efficient, responsible and well-rounded
professional committed to quality service, honest toil and collaboration.

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7. Adeptness in the Use of Information Communication Technology (ICT) Modern
Facilities
Graduates are skilful and knowledgeable in the use of digital learning devices/facilities,
including technical and numerical skills.

8. Community Engagement
Graduates assume an active role in organizing projects, programs and activities to help
and advance the interest and welfare of the people in their respective communities.

9. Passionate to Perpetual Learning

Graduates are committed to continually advance their knowledge and technical skills in
order to keep themselves abreast to the needs and challenges of their profession, both
nationally and globally.

10. Strong Sense of Spiritual and Moral Values

Graduates are morally and spiritually upright in their day to day undertakings.

OVERVIEW

21st Century Literature from the Philippines and the World Module aims to engage students in
appreciation and critical study of 21st Century Literature from the Philippines and the World,
encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

This module allows the students to embark on a journey from Philippine regions to the different parts
of the world through various literary encounters.

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COURSE DESCRIPTION COURSE EXPECTED OUTCOMES

The students must be able to:

1. Understand and appreciate the elements and contexts of 21 st century Philippine

literature from the regions
2. Write a close analysis and critical interpretation of a literary text in terms of form and
theme, with a description of its context derived from research

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3. Adapt the different texts into other creative forms using multimedia
4. Do self- and peer assessment of the creative adaptation of a literary text, based on
rationalized criteria.

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COURSE PLAN

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Learning Content:Various Dimensions of Philippine literary history from precolonial to contemporary

At the end of the lesson, students are expected to:

 Identify various dimensions of Philippine literary history from

precolonial to contemporary;
 Enumerate differences between and among periods of
Philippine literature as pretended by geographic, linguistic,
and ethnic dimensions; and
 Show appreciation of the early and contemporary forms of
Philippine literature.
PRE-TEST

DIRECTIONS: Read each item carefully, encircle the letter of

the correct answer.

1. The Philippines had literature such as legends, folktales, folksongs, and the like.

A. Spanish Period
B. Japanese Period
C. Pre-Spanish Period
D. Period of Enlightenment
2. Jose Rizal’s works such as Noli Me Tangere and El Fiibusterismo were written to awake the mind
of our countrymen.
A. Spanish Period
B. Japanese Period
C. Pre-Spanish Period
D. Period of Enlightenment

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3. Filipino writers went into all forms of literature like news, reporting, poetry, stories, plays, essays,
and novels which clearly depicted their love of country and their longings for independence.
A. Edsa I Period
B. American Period
C. Pre-Spanish Period
D. The 3rd Republic Period
4. Filipino literature was given a break during this period for the Filipino literature was prohibited to
use. Many wrote plays, poems, short stories, etc. Topics and themes were often about life in the
provinces.
A. Edsa I Period
B. American Period
C. Pre-Spanish Period
D. The 3rd Republic Period
5. In this period, religious books were written such as Doctrina Cristiana and Urbana and Felisa to
support or contradict the Catholic Church.
A. Spanish Period
B. American Period
C. 21st Century Period
D. Period of Enlightenment

ACTIVITY PROPER
DIRECTIONS: Complete the literary TIMELINE below. Choose your answers from the given choices
written in the capsules.

1565 1566- 1872 - 1898 - 1941 - 1946 - 1970 - 1981 - 1986 - 2001 –
1898 1898 1941 1945 1970 1980 1985 1999 present

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Japanese Period American Period Spanish Period

Rebirth of Freedom Pre-Spanish Period Period of Activism & New Society

Post EDSA I Period 21st Century Period of Enlightenment

ABSTRACTION

Our ancestors already had their own literature, they had their own alphabet even before they
were colonized. Their alphabet was burned by the Spanish friars in the belief that they were
works of the devil or were written on materials that easily perished, like the barks of trees,
dried leaves and bamboo cylinders which could not have remained undestroyed even if efforts
were made to preserve them. Other records that remained showed folk songs that proved
existence of a native culture truly our own. Some of these were passed on by word of mouth
till they reached the hands of some publishers or printers who took interest in printing the
manuscripts of the ancient Filipinos. Our unique geographic location is the reason for having
rich and varied.

Pre-Spanish Literature is characterized by

 LEGENDS. Legends are a form of prose the common theme of which is about the
origin of a thing, place location or name. The events are imaginary, devoid of truth and
unbelievable. Old Filipino customs are reflected in these legends.
 EPICS. Epics are long narrative poems in which a series of heroic achievements or
events, usually of a hero, are dealt with at length. Nobody can determine which epics
are the oldest because in their translations from other languages, even in English and
Spanish.
 FOLK TALES. Folk tales are made up of stories about life, adventure, love horror and
humor where one can derive lessons about life. These are useful to us because they
help us appreciate our environment, evaluate our personalities and improve our
perspectives in life. An example of this is THE MOON AND THE SUN.

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 FOLK SONGS. Folk songs are one of the oldest forms of Philippine literature that
emerged in the pre-Spanish period. These songs mirrored the early forms of culture.
Many of these have 12 syllables. Examples of which are Kundiman, kumintang o
Tagumpay, Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and Talindaw
 Other forms of Pre-Spanish Poetry
 Epigrams (Salawikain) is oldest form of Philippine literature that emerged in the
pre-Spanish period. The songs mirrored the early forms of culture.
 Riddles (Bugotng) or Palaisipan are made up of one or more measured lines
with rhyme and may consist of four to 12 syllables. It is known as tigmo in
Cebuano, paktaton in Ilongo and patototdon in Bicol.
 Chant (Bulong) is used in witchcraft or enchantment.
 Maxims are rhyming couplets with verses of 5, 6 or 8 syllables, each line having
the same number of syllables.
 Sayings (Kasabihan) are often used in teasing or to comment on a person’s
actuations.
 Sawikain (Sayinga) are used to state lines with no hidden meaning.

Spanish Period (1565-1898)

During these times, many changes occurred in

the lives of Filipinos:

o Embraced the Catholic religion

o Changed their names
o Were baptized

Literature in this period may be classified as

religious prose and poetry and secular prose
and poetry.

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o SPANISH INFLUENCES ON THE PHILIPPINE LIERATURE
 The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet
 The teaching of the Christian Doctrine became the basis of religious practices.
 The Spanish language which became the literary language during this time lent
many of its words to our language.
 European legends and traditions brought here became assimilated in our songs,
corridos, and moro-moros.
 Ancient literature was collected and translated to Tagalog and other dialects.
 Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan.
 Our periodicals during these times gained a religious tone.
o THE FIRST BOOKS
 ANG DOCTRINA CRISTIAN (THE CHRISTIAN DOCTRINE). This was the first
book printed in the Philippines in 1593 in xylography.
 Nuestra Señora del Rosario. It contains the biographies of saints, novenas, and
questions and answers on religion.
 Libro de los Cuatro Postprimeras de Hombre (in Spanish and Tagalog). This is the
first book printed in typography.
 Ang Barlaan at Josephat. This is a Biblical story printed in the Philippines and
translated to Tagalog from Greek by Fr. Antonio de Borja.
 The Pasion. This is the book about the life and sufferings of Jesus Christ. It is read
only during Lent. Urbana at Felisa.
o FOLK SONGS. Folk songs became widespread in the Philippines. Each region had its
national song from the lowlands to the mountains of Luzon, Visayas and Mindanao. They
truly manifest the artistic feelings of the Filipinos. They show the Filipinos’ innate
appreciation for and love of beauty. The examples Leron-Leron Sinta, Pamulinawen,
Dandansoy,Sarong Banggi and Atin Cu Pung Sing-sing.
o RECREATIONAL PLAYS. There are many educational; plays performed by Filipinos
during Spanish times. Almost all of them were in poetic form.

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 Tibag – The word tibag means to excavate. This ritual was brought here by the
Spaniard to remind the people about the search of St. Helena for the Cross on
which Jesus died.
 Lagaylay – This is a special occasion for the Pilareños of Sorsogon during Maytime
to get together.
 The Cenaculo - This is dramatic performance to commemorate the passion and
death of Jesus Christ.
 Panunuluyan – This is presented before 12:00 on Christmas Eve. This is a
presentation of the search of the Virgin Mary and St. Joseph for an inn wherein to
deliver the baby Jesus.
 The Salubong (or Panubong) – The Salubong is an Easter play that dramatizes the
meeting of the Risen Christ and his Mother. It is still presented in many Philippine
towns.
 Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a
moonless night during a town fiesta or on dark nights after a harvest.
 Zarzuela – considered the father of the drama; it is a musical comedy or melodrama
three acts which dealt with man’s passions and emotions like love, hate revenge,
cruelty, avarice or some social or political problem.
 Sainete – this was short musical comedy popular during the 18 th century. They were
exaggerated comedies shown between acts of long plays and were mostly
performed by characters from the lower classes. Themes were taken from everyday
life scenarios.
 MORO-MORO. Like the Cenaculo, the Moro-moro is presented also on a special
stage. This is performed during down fiestas to entertain the people and to remind
them of their Chirstian religion.
 KARAGATAN. This is a poetic vehicle of a socio-religious nature celebrated during
the death of a person.

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 DUPLO – The Duplo replaced the Karagatan. This is a poetic joust in speaking and
reasoning. The roles are taken from the Bible and from proverbs and saying. It is
usually played during wakes for the dead.
 BALAGTASAN – This is a poetic joust or a contest of skills in debate on a particular
topic or issue. This is replaced the DUPLO and is held to honor Francisco
“Balagtas” Baltazar.
 THE DUNG-AW – This is a chant in free verse by a bereaved person or his
representative beside the corpse of the dead. No definite meter or rhyming scheme
is used.
 AWIT and the CORRIDO. Some use these two interchangeably because distinction
is not velar.

Period of Enlightenment (1972 – 1898)

In the 19th Century, Filipino intellectuals educated in Europe called ilustrados began
to write about the hitch of colonization.
The 300 years with Spaniards marked the longest colonial period in the Philippine
history. Due to the need to see new hope in the midst of multitude, the Filipino spirit
reawakened when the 3 priests Gomez, Burgos and Zamora were guillotined without sufficient
evidence of guilt.
 The Propaganda Movement (1872-1896)
This movement was spearheaded mostly by the intellectual middle-class like Jose
Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose
Ma. Panganiban, and Pedro Paterno.

Some of Rizal’s writings:

1. NOLI ME TANGERE – This was the novel that gave spirit

to the propaganda movement and paved the way to the
revolution against Spain.

2. EL FILIBUSTERISMO – This is a sequel which exposed

those in the government and in the church.
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3. MI UTIMO ADIOS – This was a poem by Rizal while he
was incarcerated at Fort Santiago.
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Some of Del Pilar’s writings

1. PAGIBIG SA TINUBUANG LUPA (Love of Country). Translated from

the Spanish AMOR PATRA of Rizal, published on August 20, 1882, in
Diariong Tagalog.

2. KAIINGAT KAYO (Be Careful). A humorous and sarcastic dig in

answer to Fr. Jose Rodriquez in the novel NOLI of Rizal, published in
Barcelona in1883/

3. DASALAN AT TOCSOHAN (Prayers and Jokes). Similar to a

cathecism but sarcastically done against the parish priests, published in
Barcelona in1888

Some of Jaena’s writings

1. ANG FRAY BOTOD (Friar Botod). One of his works written in Jaro,
Iloilo in1876, six years after the Cavite Revolt attacking friars in the
Philippines. He exposed how some of the friars were greedy,
ambitious and immoral.

2. LA HIJA DEL FRAILE (The Child of the Friar) and EVERYTHING IS

HAMBUG (Everything is mere show). Here Jaena explains the tragedy
of marrying a Spaniard.

3. SA MGA PILIPINO…1891. A speech which aimed to improve the

condition of the Filipinos to become free and progressive.

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The American Regime (1898-1944)
After having been colonized by the Spaniards, a new set of colonizers brought about new
changes in Philippine literature. Linguistically, Americans influenced Filipino writers to write using
English language. English as medium of instruction was introduced in the schools as intellectual
language of education.
Jose Garcia Villa became famous for his free verse. Angela Manalang Gloria used free verse
in writing her poetry about illicit love.
Alongside this development, writers in the provinces continued to use vernacular language.
Some of them are Lope K. Santos, Valeriano Hernandez Pena and Patricio Maariano. American’s
influence was evident in the fusion of American pop cultures and romantic tradition such as Edgar
Rice Burroughs’ Tarzan by F.P. BOQUECOSA who also penned Ang Palad ni Pepe after Charles
Dicken’s David Copperfield.
The active arousal in the field of literature started to be felt in the following newspapers.
 EL NUEVO DIA (The New Day). Established by Sergio Osmeña in 1900. The American
censors twice banned this and threatened Osmeña with banishment because of his
nationalistic writings.
 EL GRITO DEL PUEBLO (The Call of the Nation). Established by Pascual Poblete in
1900.
 EL RENACIMIENTO (The Rebirth). Founded by Rafael Palama in 1901.
o Plays written during the period
 KAHAPON, NGAYON AT BUKAS (Yesterday, Today and Tomorrow). Written by
Aurelio Tolentino depicting the suppression done by the Americans and their plan to
colonize the Philippines.
 TANIKALANG GINTO of Juan Abad.
 MALAYA by Tomas Remigio.
 WALANG SUGAT by Severino Reyes.
o Characteristics of Literature during this period
 During the first year of the American Period, the languages used in writing were
Spanish and Tagalog and the dialects of the different regions, but Spanish and
Tagalog predominated.

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 The writers in Tagalog continued in their lamentations on the conditions of the country
and their attempts to arouse love for one’s native tongue.
 The writers in English imitated the themes and methods of the Americans.

The Japanese Period (1941-1945)

Between 1941 –1945, Philippine literature was interrupted in its development when the
Philippines was again conquered by another country, Japan. Philippine literature in English came to
a halt. Except for the TRIBUNE and the PHILIPPINE REVIEW, almost all newspapers in English
were stopped by the Japanese.
o FILIPINO POETRY DURING THIS PERIOD
The common theme of the most poems during the Japanese Occupation was nationalism,
country, love, and life in the barrios, faith religion, and the arts.
Three types of poems emerged during this period. They were:
 Haiku – a poem of free verse during the Japanese like. It was made up of 17 syllables
divided into three lines. The first five line had 5 syllables, the second, 7 syllables, and
the third, five. The Haiku is allegorical in meaning, is short and covers a wide scope in
meaning.
The moon in the water;
Broken and broken again,
Still it is there
Chōshū
(Trans. R. H. Blyth)
 Tanaga – like the Haiku, is short but it had mesure and rhyme. Each line had 17
syllables and it’s allegorical in meaning.
SANGGOL
(Emelita Perez Baes)
Pa gang sanggol ay ngumiti
Nawawala ang pighati,
Pag kalong mo’y sumisidha
Ang pangarap na punyagi.

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o THE FILIPINO SHORT STORY DURING THE JAPANESE PERIOD
 The field of the short story widened during the Japanese Occupation. Many wrote short
stories, among them were: Brigido Batungbakal, Macario Pineda, Serafin Guinigindo,
Liwayway Arceo, Narciso

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https://salirickandres.altervista.org/spanish-
period/http://heroesinthephilippine.blogspot.com/2012/10/marcelo-h-del-pilar.html
https://kahimyang.com/kauswagan/articles/831/today-in-philippine-history-december-18-1856-
graciano-lopez-jaena-was-born-in-jaro-iloilo

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