AR 316 - SIM - SDL - History of Architecture 4

UNIVERSITY OF MINDANAO
College of Architecture and Fine Arts Education

BS Architecture Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: AR 316 / ARH 4 – History of Architecture IV
Name of Teacher: Ar. Sheena Marie R. Franco

Table of Contents
Content Page
Title Page
Table of Contents
Course Outline 1
Course Policy 2
Week 1-3 ULO A Metalanguage 5
Week 1-3 Essential Knowledge 6
Week 1-3 ULO A Let’s Check 7
Week 1-3 ULO A Let’s Analyze 8
Week 1-3 ULO A In a Nutshell 9
Week 1-3 Questions and Answers List 11
Course Schedule 27
Signatories 28
Course Outline: ARH 4 – History of Architecture IV
Course Coordinator: Ar. Sheena Marie R. Franco

Email: smfranco@umindanao.edu.ph
Student Consultation: By appointment
Mobile: 09469760319
Effectivity Date: May 25, 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: ARH 3
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is designed for
Hours blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including virtual the face to face
or sessions. The face to face sessions shall include the
summative assessment tasks (exams) because this course
is crucial in the Architects Licensure Examination (ALE).
Assessment Task Submission of assessment tasks shall be on 3 rd, 5th, 7th and
Submission 9th week of the term. The assessment paper shall be attached
with a cover page indicating the following: (a) title of the
assessment task (if the task is performance-based), (b) the
name of the course coordinator, (c) date of submission, and
(d) name of the student. The document should be emailed to
the course coordinator. It is also expected that you already
paid your tuition and other fees before the submission of the
assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management System
(LMS), the schedule shall be arranged ahead of time by the
course coordinator.
Since this course is included in ALE, you will be required to take
the Multiple-Choice Question exam inside the University. This
should be scheduled ahead of time by your course coordinator.
This is non-negotiable for all licensure-based programs. *This
provision is contingent to the relevant community quarantine
guidelines that are imposed during the period of exam.
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Plagiarism To ensure honesty and authenticity, all assessment tasks are
Check required to be submitted through Turnitin or SafeAssign.
This means that if the paper goes beyond 30%, the students
will either opt to redo the paper or explain in writing
addressed to the course coordinator the reasons for such
similarity rating. In addition, the student may be called for a
disciplinary action in accordance with the University’s
Operation and Procedures Manual (OPM) on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the task
for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assess designated time on the due date, without an approved
ments extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or part
day that the assessment item is late.
However, if the late submission of assessment paper has a

valid reason, a letter of explanation should be submitted
and approved by the course coordinator. If necessary, you
will also be required to present/attach
documentary evidence.
Return of Assessment tasks will be returned to you two weeks after the
Assignments/ submission. This will be returned by email or via Blackboard
Assessments portal.
For group assessment tasks, the course coordinator will

require some of the students for online or virtual sessions to
ask clarificatory questions to validate the originality of the
assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accidents financial
constraints.
Re-marking of You should request in writing addressed to the course
Assessment Papers coordinator your intention to appeal or contest the score
and Appeal given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The course
coordinator shall communicate with the students on the
approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate

your case to the program head or the dean with the original
letter of request. The final decision will
come from the dean of the college.
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Grading System All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises : 30% 1st
formative assessment : 10%
2nd formative assessment : 10%
3rd formative assessment : 10%
All culled from on-campus/onsite sessions (TBA)*:
Final exam : 40%
Submission of the final grades shall follow the usual
university system and procedures.
*contingent on the community quarantine guidelines at

the period
Preferred Referencing Style Harvard. You may visit the site below.
https://libguides.mq.edu.au/referencing/Harvard
Student Communication You are required to have a umindanao email account. This
is required to access the BlackBoard portal. If you have
concerns regarding this accounts, Copy-paste the URL to
your internet browser https://bit.ly/35V3X0A and fill in the
form.
Then, the course coordinator shall enroll their respective

students to their Blackboard courses. With this the student
will be able to access the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests, etc. shall be made through this
portal and other university recognized platforms.
*You can also meet the course coordinator in person

through the scheduled face to face sessions to raise your
issues and concerns.
For students who have forgotten their email addresses or

passwords, or never have had a umindanao email, copy-
paste the URL to your internet browser https://bit.ly/35V3X0A
and fill in the form. If all else fail, promptly take this up with
your course coordinator.
Contact Details of the Dean Ar. Iluminado D. Quinto Jr.
Email: iluminadoquinto@umindanao.edu.ph
Phone: (+63) 9432477579
Contact Details of the Ar. Camilo P. Quibod
Program Head Email: camiloquibod@umindanao.edu.ph
Phone: (+63) 9236240588
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Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the
alternative assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via consultation with the course coordinator. Send
your coordinator an email about this concern. Please note
that there is a deadline for enrollment to the tutorial.
Dr. Ronadora E. Deala
Contact details of the Head Email: ronadora_deala@umindanao.edu.ph
of Guidance Services and Phone: (+63) 9212122846
Testing Center (GSTC)
Ms. Patricia Karyl N. Ambrosio
Contact details of the Email: gstcmain@umindanao.edu.ph
GSTC CAFAE Facilitator - Phone: (+63) 9663317365
Help Desk
Ms. Brigida E. Bacani
Contact details of Library Email: library@umindanao.edu.ph
Phone: (+63) 9513766681
Course Information – see/download course syllabus in the Blackboard LMS
CF’s Voice: Hello future architect! Welcome to this course ARH 4: History of
Architecture IV. By now, I am certain that you really wanted to become
an architect and that you have visualized yourself already being in your
private firm, or a design or construction firm, or any office quite related
to the practice of the architectural profession.
CO Before the actual architectural practice, you have to deal with one of the
major jobs of the architect: comprehending with the mutual
reinforcement of culture and architecture and applying it in the
development of high-tech utilities and construction systems, which
are the ultimate course outcome (CO) of this subject. Thus, in this course
you are expected to recall your knowledge or read in advance the
recorded chronology of the Philippine History of Architecture
Let us begin!
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Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to
a. Demonstrate deep knowledge about early Philippine Shelters, Vernacular

Architecture and its Austronesian Ancestry.
Big Picture in Focus: ULO. Demonstrate deep

a.
knowledge about early Philippine Shelters,
Vernacular Architecture and its Austronesian
Ancestry.
Metalanguage
In this section, the most essential terms relevant to the study of curriculum and
to demonstrate ULO will be operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter
these terms as we go through the study of curriculum. Please refer to these definitions
in case you will encounter difficulty in the in understanding educational concepts.
Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to exclusively refer to these resources. Thus, you are expected to utilize
other books, research articles and other resources that are available in the university’s
library e.g. ebrary, search.proquest.com etc.
Introduction: The arrival of the first humans in the Philippine island was believed
to be 700,000 years ago based on the stone tools discovered during the
Pleistocene period. The earliest known human recorded was from Tabon cave in
Palawan 47,000 years ago. Archeological evidences also suggest that there was
a presence of humans prior to the Negritos and Austronesian groups in Palawan.
About 67,000 years ago, petroglyphs in Angono Rizal were believed to be carved
rocks that suggest human settlement.
1. Early Philippine Shelters. These are the typologies and recorded early shelters
in the history of the country at the start of the civilization.
1.1 Tabon Cave Complex. These are prehistoric cave shelters, earliest form of
human habitation. It established the first presence of humans in the Philippines
during the Pleistocene period. The main purpose of humans looking for
shelters before was for protection from weather and wild animals, and
proximity to source of livelihood.
1.2 Tau’t Batu. Indigenous Filipinos who still continue the primeval practice of
living in caves to his date.
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1.3 Idjang. These are rock hewn fortress in Batanes. It was constructed as form
of defense from wild animals and enemies. It also served as a look out citadel
in case of attacks.
1.4 Pinanahang. These are considered as lean-to shelters of Palanan.
Constructed along the principle of tripod. When people look for food, they
invented a more convenient temporary shelter in situations of nomadic lifestyle
for hunting and gathering. It became their temporary shelter because it is
lighter and transportable.
1.5 Hawong. Used by Pinatubo Aeta; has no living platform, forms of two sloping
sides with one or both ends left open.
1.6 Kalinga Tree House. Upland dwellings, raised on stilts from the ground as
protection from wild animals and enemies. These are arboreal shelters during
the pre-historic period. They were used primarily by Gaddang, Tingguian,
Kalinga, Manobo, and Mandaya. These are usually found in areas where there
are inter-tribal conflicts. Tree houses were perched on forked branches of
trees 20-60ft above the ground.
1.7 Rice Terraces. It was considered as a pre-modern engineering and megalithic
structure and a world heritage site. Its main purpose was to accommodate a
pond-field agriculture. It was also an act of encountering the attempt of
Spanish colonizers against the Ifugao people. The amount of stones used to
construct the terraces is said to exceed in bulk those used in building pyramids
and the great wall of China. The terraces are found in high altitudes of
anywhere from 500 to 1,600 meters. The walls reached up to the height of 6
meters.
2. Pre-Colonial Vernacular Architecture. These are earliest form of vernacular
traditional dwellings used before the recorded colonization in the Philippines.
2.1 Vernacular Architecture. Exemplifies the commonest building techniques
based on the forms and materials of a particular historical period, region, or
group of people.
2.2 Domestic Structures. Archetypal tropical characteristics of Southeast Asian
domestic architecture;
a. Elevated platform
b. Buoyant rectangular volume
c. Raised pile foundation
d. Voluminous thatched roof
2.3 Binuron. Traditional Isneg house with an inverted hull roof, exposed floor
joists and slightly raised platform on three sides.
2.4 Binayon. Traditional Kalinga house; octagonal in plan, has a central section
called Dataggon, and slightly elevated side sections.
2.5 Fay-u. Traditional Bontoc house, for the affluent.
2.5.1 Katyufong. Dwelling for the poor
2.5.2 Kol-ob. Residence of the widows or unmarried old women.
2.6 Inagamang. Traditional Bontoc house in Sagada; Agamang is an upper level
granary
2.7 Bale. Fale. Traditional Ifugao house, for the affluent. Abong is a dwelling for
the poor. It uses a support system having four posts, two girders, three joists
or beams. Halipan is a rat guard. “The house is a womb”
2.8 Binangiyan. Traditional Kankanai house, for the wealthy. Apa/Inapa are for
the poor families. Allao, more temporary.
2.9 Rakuh. Traditional Ivatan house. It has thick thatch walls mortared with stone
or plastered with lime. A wooden post and lintel framework is implanted on
walls.
2.10 Bahay Kubo. It is known as a traditional lowland dwelling in northern and
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central regions. It is also known as the “passively-cooled house”. Its dimension
states that the height is equal to the width.
a. Porous surfaces
b. Horizontality of windows
c. Roof and window overhangs
d. Surrounding gardens
Defining Features:
a. Silong. Used as a space and storage for stocks and domesticated
animals. It is also used as a work area and meeting area. It is designed to
allow ventilation in the interior space.
b. Batalan. Used for storage of water and also served as a dirty kitchen (a
secondary kitchen). It is also used for bathing.
c. Bangguera. A space for washing and drying dishes
d. Balcon. Space for socialization in front of the house
2.11 Lepa. Traditional Badjao boat-house. It is characterized as a detachable
structure, no outriggers, loose, and roofed.
a. Djenging. Has outriggers, roofed, walled in all sides by wooden boards.
b. Dapang or Vinta. Not roofed, only used for fishing and short trips.
2.12. Luma. Traditional Badjao landhouse. It has features such as strairs called
Harun where women wash clothes and kitchen utensils.
2.12 Bay Sinug. Traditional Tausug house. House building can be constructed
as corresponding to the birth of a human. It has a Tadjuk pasung finials.
2.13 Torogan. Traditional Maranao house. It is the ancestral residence of the
datu and his extended family.
a. Mala-a-walai. Traditional large house.
b. Lawig. Small house
c. Panolong. Decorative beam ends are often with pako rabong or naga
carvings.
d. Lamin. Lady’s dormitory tower.
2.14 Features of Vernacular Architecture. Vernacular architecture is built by
non-professional architects or engineers. There is no constant adaptation as
it uses local and natural materials based on geographical environment. The
actual process of construction involves intuitive thinking and is open to later
modifications. There is balance between social/economic functionality and
aesthetic features. The styles are subject to the evolution of traditional
patterns specific to an ethnic domain.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Lico, G (2010), Arkitekturang Filipino: A history of Architecture and Urbanism in the

Philippines
Let’s Check
Activity 1. Now that you know the most essential terms in the study of the prehistoric and
Spanish colonial period in Philippine Architecture, let us try to check your understanding of
these terms. In the space provided, write the term/s being asked in the following statements:
1. It is a traditional Maranao house of the datu.
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2. These are earliest evidences of human habitations described as
carved figures in rock caves in Angono Rizal.
3. What is known as the traditional Badjao land house?
. 4. It is a dormitory tower for the ladies in a Maranao house.
_________________5. A decorative beam end in a Maranao house designed with intricate
wood carvings.
6. What is the term referred to the finials of a Tausug house?
7. It is known as a traditional Kankanai house.
8. It is the traditional Isneg house.
9. What is known as the rat guard used in a traditional Ifugao house?
10. Traditional boat-house of the Badjao group.
Activity 2. In the Philippine early shelters and vernacular architecture, differentiate the
architectural attributes of lowland dwellings, upland dwellings and dwellings near the bodies of
water. Please have it handwritten and cite your references.
Spanish colonial period in Philippine Architecture, sketch a pre-colonial vernacular structure
and describe its attributes; cultural community where it belongs, location and structural
configurations. Handwritten.
Spanish colonial period in Philippine Architecture, research and sketch the Four UNESCO
World Heritage Churches in the Philippines and put a 150-word discussion. Handwritten.
Let’s Analyze
Activity 1. In this activity, you are required to provide an explanation and analysis of the
discussions in class.
1. What is the implication of the planning and design of most of the vernacular dwellings to
their attributed social, cultural, belief, and political system?
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2. In studying history of architecture, argue why pre-historic architecture in the Philippines is

considered purely Filipino.
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3. As a future architect, what do you think are the reasons why Indigenous dwellings today are
gradually disappearing? Is it still important to uplift their culture? Why or why not?
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In a Nutshell
Activity 1. The study of pre-history colonial architecture is indeed pre-requisite to

becoming a quality architect. It is a rooted in history and recorded chronological facts.
Based on the given historical timeline in the architecture of the Philippines, please feel free to
write your arguments or lessons learned below. I have indicated my arguments or lessons
learned.
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1. Vernacular domestic dwellings are now getting obsolete, there are only a few archives
recorded. Might as well that we have to preserve and conserve those information as
they also define our identity as Filipinos.
Your Turn
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Do you have questions and clarifications?
Questions/Issues Answers
1.
2.
3.
4.
5.
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Big Picture
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Demonstrate deep knowledge about the social, historical and religious influences
during Hispanic structuring of the Colonial Urbanism.
Big Picture in Focus: ULO. Demonstrate deep knowledge about

the social, historical and religious influences
during Hispanic structuring of the Colonial
Urbanism
Metalanguage
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth to
(4th-5th)
fifth weeks of the course, you need to fully understand the following essential
Introduction: In August 10, 1519, Magellan leaves Spain with 235 men and 5 ships. In March
16, 1521, he arrived in Samar with 3 ships. He went to Limasawa Island, ruled by Rajah
Klambu and Rajah Siagu. He made blood pact with Kolambu. It was the start of the
conversion from Islam to Catholicism. In March 31, 1521, a Catholic Mass was celebrated
on an Easter Sunday and the island was claimed for the King of Spain. In April 7, 1521,
Magellan went to Cebu and made a blood pact with Rajah Humabon. Zula, a chief from
Mactan arrived seeking help from Magellan against Lapu-Lapu. Magellan then went to
Mactan with soldiers and native allies to fight against Lapu-Lapu and was killed. Rajah
Humabon then attacked the Spaniards and forced them to leave the island. In September 8,
1522, 19 members of the expedition returned to Spain on one ship. There were three
expeditions in 1525, 1528, and 1543 in Mindanao but did not settle. On the third expedition,
Ruy Lopez de Villalobos, named the islands “Felipinas” for Prince Philip, later King of Spain.
In February 13, 1565, Miguel Lopez de Legazpi took possession of the Philippine islands and
founded settlement in Cebu and Panay. On May 19, 1571, Legazpi moved north and attacked
another Brunei Sultanate Maynilad and defeated Rajah Sulayman. On June 3, 1571,
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Maynilad was changed to Manila. On November 9, 1595, Manila became the capital of
Philippine Islands and Spanish took over and built fortresses for territory.
1. Spanish Colonial Architecture. The trend and similarity of style, design, and
layout in architecture during the Spanish colonial period in the Philippines.
1.1 Change in Architecture caused by Fire. The 1583 fire caused the change
in architecture from vernacular to the use of stone as building material.
1.2 Decal Y Canto or de silleria. The use of stone masonry in construction.
a. Ladrillos. Bricks
b. Tejas. Roofing tiles
c. Baldosas. Floor tiles
1.3 Change in architecture caused by Earthquake. The 1645 earthquake
destroyed almost all of the stone buildings in Manila except for the San Agustin
Church. It led to a hybrid type of construction.
1.4 Arquitectura Mestiza. Combination of both lightweight and heavy building
materials, stone on the ground floor and wood on the second floor.
1.5 Reduccion. It is the forced urbanization and settlement during the period.
Scattered barangays were brought together and reduced in number and made
into compact larger communities to facilitate religious conversion and cultural
change.
1.6 Encomienda. The colony was divided into parcels assigned to a Spanish
colonist called Encomendero who was mandated to “allocate, allot, or
distribute” the resources of the domain.
1.7 System of Cities and Towns. The institution of a hierarchical settlement
systems.
a. Cabecera. City
b. Poblacion. Town, core of the municipality
c. Barrios. Adjacent barangays
1.8 Intramuros. Patterned after the walled fortress of Europe. It was reserved for
the nobility and the clergy.
change.
1.10 Extramuros. Living beyond the walls.
a. Pueblos. Villages outside the walls.
b. Parian. A separate urban quarter designated to the Chinese community.
c. Dilao. Japanese community
change.
1.12 Cuadricula. A system of streets and blocks laid out in a grid pattern, with
uniform precision.
1.13 The Laws of the Indies. It was made in 1573 characterized by elevated
location, an orderly grid of streets, a central plaza, defense wall, zones for
churches, shops, government buildings, hospitals, and slaughter houses. It
encapsulates the classicist theories of urban design proposed by Vitruvius and
Alberti.
a. Establish a plaza mayor
b. Principal street traversing the Plaza Mayor
c. Grid-iron pattern or Cuadricula in streets
1.14 Plaza Complex. Grid pattern of streets with the main plaza at the center
surrounded by the church, the tribunal and other government buildings, and
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the marketplace.
a. Church
b. Convent
c. Casa Real (Town hall)
d. Tribunal
e. Official Residence
f. Other important gov’t buildings
The plaza mayor served as the center of political power. Houses and
marketplace were arranged hierarchically with respect to the plaza mayor
1.15 Spanish Building Program. Aesthetics of Monumentality: Sturdier
materials using imported methods of construction. Public works are done by
engineers and institutional structures are done by architects.
a. Fortress Architecture. Building of garrisons, naval constructions and
fortresses for military strategy to safeguard colonial territories
b. Religious Architecture
c. Civic Architecture
d. Civil Works
1.16 Fortress Architecture. Based on the principles of bastion system in
medieval citadels in Europe.
Characteristics:
a. Polygonal configuration
b. Protruding precincts/bastions
c. 3-10m thck perimeter wall called cortinas
d. Stone landings called casamatas
e. Little turrets called garitas
f. Moat called foso
g. Inside the fortress are: living quarters for the soldiers, jail, foundry,
warehouse for amunitions, well, and chapel
1.17 Maestro de obras. Architects who build institutional structures, usually
priests
1.18 Colonial Infrastructures. It refers to new building typologies and
construction technology introduced during the Spanish colonial period.
1.19 Church. It was an edifice for religious conversion. It is known that
Spaniards influenced the Filipinos to convert to Christianity.
Parts of a Church
a. Altar Mayor. Main altar of the church where Eucharist is celebrated
b. Sagrario. Tabernacle where the consecrated host is kept
c. Pulpito. Pulpit, an elevated structure usually of wood where homily is said
d. Altar menores. Side altars formed by the arms of the transept to
accommodate other priests who can celebrate mass
e. Retablo. Elaborately ornamented altar screen
f. Sacristia. Where the priest and his assistants put on their robes before
the mass
g. Coro. Choir loft
h. Tribunas. Screened gallery with entry from the second floor of the
convento
1.20 Characteristics of Filipino Church during Spanish Era.
a. Single nave
b. Rectangular plan
c. Cruciform plan
d. Has one or two bell towers (campanario)
e. Ornamented facade
1.21 Church Complex. It is composed of a church, convent or parish house or
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rectory, and campanarios or bell towers. It became the venue for ideological
transformation and conditioning. It also became the symbol of power and
religious governance.
a. Churches
b. Belfry
c. Monastery
d. Convents
e. Funeral chapel
1.22 Architectural Character of Religious Structures.
a. Philippine Tropical Motifs. It includes flora, fruits, and fauna
b. Chinese Decorative Elements. Fu Dogs, Lions, Stylized clouds, dragon-
like scroll work, geometric lattice work
c. European Architectural Styles. Classical, Romanesque, Gothic, Baroque,
Rococo, Mudejar.
1.23 Horror Vacui. It is believed to be the fear of empty space. It is characterized
by monopoly of ornaments, repetition of ornaments, articulated parts such as
doors, windows, entrances, etc.
1.24 San Agustin Church. Located in Intramuros, Manila. It is also known as The
Church of the Immaculate Conception of San Agustin. It was recorded as the
first church to be built in Luzon. It was the only structure in Intramuros to
survive WWII, built with a High Baroque style retablo. One of its features is the
trompe l’oeil style in ceiling paintings. It also has Chinese fu dogs at the
entrance of the church. It is the only stone church that still stands as originally
built. It also used a true barrel vaulting in the ceiling.
1.25 Paoay Church. Located in Paoay, Ilocos Norte. It is also known as Saint
Augustine Church. It is considered as the most outstanding example of
Earthquake Baroque Style in the Philippines. Its features include volutes of
contrafuertes (buttresses) and in the pyramidal finials of wall facades, and a
massive coral stone bell tower. It also depicts a Hindu-Buddhist temple
architecture
1.26 Miag-ao Church. Located in Miag-ao, Ilo-ilo City. It is also called as The Sto.
Tomas de Villanueva Church. It stands on the highest point of Miag-ao, its
towers serving as lookouts against Muslim raids. It is the finest surviving
example of “Fortress Baroque”. The façade depicts the Filipino transfiguration
of western decorative elements. It has two massive belfries and a bas-relief
façade depicting a coconut tree and St. Christopher carrying a child Jesus.
1.27 Santa Maria Church. Located in Sta Maria, Ilocos Sur. It is also known as
Church of Nuesra Señora de la Asuncion. It is situated on a hill surrounded by
a defensive wall. The pagoda-like bell tower is located at the midpoint of the
nave wall. The brick walls are devoid of ornament but have delicately carved
side entrances and strong buttresses.
1.28 Tuguegarao and Tumauini Churches. Dominican-built churches. It is
characterized by bricks molded with ornaments on them and were numbered
to guide the bricklayers in assembling them.
1.29 Majayjay Church. Fanciscan-built church in a Renaissance style using
forced labor.
1.30 Daraga Church. Franciscan-built church in Mudejar style with views of the
sea and Mayon volcano. It was built after the eruption of Mayon volcano which
covered the original church of the town at Casagwa. The façade contains a
statuary, carvings, alcoves and niches at different levels. It is carved from
volcanic stones which features 4 spiral columns bearing images of the four
evangelists. It was declared as the National Cultural Treasure by the National
Historical Institute in 2007.
15
1.31 San Joaquin Church. It features a pediment depicting the 1859 Battle of
Tetuan in Morocco in low relief.
1.32 Manila Cathedral. It is built in a Romanesque style with deeply recessed
round portals framing a tympanum with low relief articulation and rose
windows.
1.33 Domestic Architecture. The house merged from the features of Indigenous
and Hispanic building traditions.
1.34 Bahay na Bato. Known as the domestic prototype housing. Stone on the
lower floor and wood on the second floor.
Parts of Bahay na Bato
a. Pasamano. Window sill
b. Ventanillas. Auxiliary windows beneath the pasamano
c. Barandillas. Balusters which protect the ventanillas
d. Zaguan. Dark ground floor vestibule. It also served as the storage of kalesa
and the location of stairs to the second floor.
e. Escalera. Wooden staircase
f. Caida/Antesala. Foyer where visitors wait to be received by the host.
g. Sala. Living room
h. Comedor. Dining room
i. Cocina. Kitchen
j. Banyo/paliguan. Bathroom
k. Latrina. Toilet
l. Azotea. An outdoor terrace derived from the batalan
m. Balon. Well
n. Aljibe. Cistern
o. Cuarto. Bedrooms.
p. Calados. Fretwork, the termination point between walls and ceilings
1.35 Accesoria. Apartment dwellings as consequence of migrant workers need
for cheap housing.
1.36 Casa del Ayuntamiento. Government complex.

Philippines
Let’s Check
Spanish colonial period in Philippine Architecture, let us try to check your understanding of
these terms. In the space provided, write the term/s being asked in the following statements:
1. Fortress architecture was based on what system?

__ ____2. It is believed to be the fear of empty space. It is characterized by
monopoly of ornaments, repetition of ornaments, articulated parts such as doors, windows,
entrances, etc.
____3. Apartment dwellings as consequence of migrant workers need for
cheap housing.
____4. The use of stone masonry in construction.
16
_________________5. What is referred to the little turrets in fortress architecture?
____6. Screened gallery with entry from the second floor of the convento
7. Foyer where visitors wait to be received by the host.
8. It features a pediment depicting the 1859 Battle of Tetuan in Morocco
in low relief.
____9. A system of streets and blocks laid out in a grid pattern, with uniform
precision.
____10. Patterned after the walled fortress of Europe. It was reserved for the
nobility and the clergy.
Activity 2-5. Now that you know the most essential terms in the study of the prehistoric and
Spanish colonial period in Philippine Architecture, research and sketch the Four UNESCO
World Heritage Churches in the Philippines and put a 150-word discussion. Handwritten.
Let’s Analyze
1.What are the significant changes that can be comprehended from prehistoric times to the
Spanish colonial period in Philippine architecture? How is it being depicted from their culture
and tradition to the planning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How can the influence of Spanish colonization be depicted in architecture? Relate it

through political ideologies, religion and social implications and how it is depicted in
planning and design.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
17
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Would you recommended the use of the Prehistoric and Spanish Colonial architecture style
to the current Philippine architecture setting? Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In a Nutshell
Activity 1. The study of Spanish colonial architecture is indeed pre-requisite to

learned.
1. Spanish colony brought with them their culture and tradition. As a manifestation, it also
brought changes in the Philippine architecture. Up until today, we still practice some of the
building traditions. It became the culture of Filipinos. However it will remain as an open
argument on the authenticity of these attributes whether it is uniquely Filipino or not.
Your Turn
2. ___________________________________________________________________
___________________________________________________________________
18
___________________________________________________________________
3.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
19
Big Picture
Week 6-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Demonstrate deep knowledge about the Architecture and Urban Design in the
New Tropical Colony of the United States and the Post-Colonial Modernity.
Big Picture in Focus: ULO. Demonstrate deep knowledge about

the Architecture and Urban Design in the New
Tropical Colony of the United States and the
Post-Colonial Modernity.
Metalanguage
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the sixth to
ninth (6th-9th) weeks of the course, you need to fully understand the following essential
Introduction: In 19th century, Americans won over the Spaniards during the Spanish-American
War and took over the possession of the Philippine islands. During the American colonial rule, a
transformation of the archipelago took place into a well-ordered, healthful, beautiful, and tropical
city.
1. Manifest Destiny. A rhetoric which guided the American military forces to rebuild
the war-torn Manila
2. Civil Rule. A leadership which allowed the participation of the many.
3. Tropical Hybrid Design. Familiar local architecture icons from the Hispanized
colonial structures overlaid with Neoclassical massing
4. Pail and Cubeta System. The Americans introduced the toilet to the Bahay Kubo
in 1902 because of disease and unhygienic practices
5. Sanitary Barrios. As part of the introduction of public toilets in congested nipa
districts, this is a new type of communal architecture that functions as a bath, toilet
and laundry. These are nipa houses built on regulated blocks of subdivided lots.
6. Tsalet. Modernization of the Bahay Kubo, a new kind of domestic architecture
Characteristics:
a. Tropical features of vernacular buildings
20
b. Modern materials; wood and ferroconcrete
c. Hygienic features
d. Single Storey
e. Elevated by 1 meter above ground
f. Verandah – front porch
g. L-shaped or T-shaped staircase
h. Interior space was defined by wall
7. The Sanitary Urban House. It is described as a single detached, semi-detached,
Row house or one-storey Tsalet.
8. The Great Fire in 1903. It became an external factor to affect the building
activities.
9. Ideal Sanitary House. It is the refinement of the Tsalet.
Characteristics:
a. Modular prototype house
b. Fire resistive roofing material (diamond shaped shingles molded from concrete
mixture and rice husk reinforced by wire mesh)
c. Modular components (floor and wall slabs were implanted with wire mesh)
10. Government and Public Buildings. A continuity of form between two colonial
rules
11. Spanish Mission Revival. A style closely reminiscent of the Spanish style to
usher the transition of governments.
12. Ar. Edgar K. Bourne. He was the Chief of the Bureau of Architecture and
designed the transition pseudo-Spanish imagery.
a. Insular Ice Plant and Cold Storage
b. Manila’s First City Hall
c. Government Laboratory
13. Urban Master Planning. Installed a sense of cosmopolitan arrangement in Manila
and an upland health resort in Baguio
14. City Beautiful Movement. With Daniel Burnham as the proponent, he developed
the urban plan of Manila and Baguio
15. William Parsons. He was in charge of designing the public buildings and parks
for the entire colony.
16. Beaux Arts (Neo-Classicism). It was the official style of the colony for the next
three decades.
17. Mass production. A strategy for an efficient use of infrastructure funds
a. Model schoolhouses e.g Gabaldon school
b. Municipal buildings
c. Sanitary Markets or Tiendas
18. The Social Clubs. Due to the influx of American culture, new lifestyle demanded
new types of buildings including the 30-meter tall buildings.
19. Pensionado System. It pertains to the scholarships given to aspiring Filipino
architects to study abroad.
20. “The First Generation Architects” under Neo-Classicism.
a. Arcadio Arellano. His works include Gota de leche and Mausoleum
b. Antonio Toledo. Examples of his works are the Dept. of Tourism and
Cebu City Capitol
c. Tomas Mapua. He was the first registered and licensed architect in the
country. His works include the Mapua Institute of Technology and Centro
Escolar University
d. Juan Arellano. His works are the Jones Bridge, National Post Office
Building and National Museum.
21. The Second Generation Architects under the Art Deco.
a. Goyena and Muñoz. Elpo Building
21
b. Juan Arellano. Metropolitan Theater
c. Tomas Mapua. Mapua House
d. Juan Marcos Arellano. Bulacan Capitol
e. Andres Luna de San Pedro. The Sariaya Municipal Building
22. The Second Generation Architects under Streamlined and Maritime Imagery
a. Juan Arellano. Rizal Memorial Stadium
b. Jai Alai Building
c. Marsman Building
d. Lopez House
e. Andres Pardo de Tavera Luna. Crystal Arcade
f. Pablo Antonio. Far Eastern University, Manila Polo Club, Ideal Theater
g. Juan Nakpil. Manila Jockey Club, Geronimo Reyes Building
23. American Japanese War. Transition government and advancing of Japanese
army. Commonwealth under Manuel L. Quezon.
24. Quonset Hut. Lightweight prefabricated structure of corrugated galvanized steel
having semi-circular cross section used as post-war housing.
25. Independence. July 1946 Independent Republic of the Philippines, a
reconstruction euphoria.
26. Third Generation Architects. No sense of architectural style. Modernism in a
“form follows function”.
27. Modernism. It became a decolonizing procedure to stimulate nationalistic spirit,
patriotism, ang evoke technological progress. International Style
Examples.
a. GSIS Building in Aroceros
b. Veterans Building
c. People’s Homesite and Housing Corporation
d. Quezon Memorial Monument
e. Rizal Provincial Capitol
f. Quezon City Assembly Hall
g. Philippine Atomic Research Center
28. Thin-Shell Construction. Folded plate of thin concrete. “Space Age Aesthetics”
Examples:
a. Church of the Risen Lord by Cesar Concio
b. Church of the Holy Sacrifice by Leandro Locsin
c. Union Church
d. St Andrews Church
e. Residence of Artemio Reyes
29. Brise Soleil. The use of pierced screens as sun-shading devices.
a. Insular Life Building
b. Meralco Building
c. US Embassy Building
30. High Rise. Lifting the 30-meter building height restriction.
a. Picache Building
31. Tropical Regionalism. Because of oil crisis in 1973, architects also realized the
failures of modern buildings in tropical climates. This is a philosophy of energy
efficient buildings by pleading for designs that are both responsive to local climate
and culture.
a. US Embassy Building
b. Benguet Corporation Building
c Development Academy of the Philippines
d. Sulo Hotel
32. Marcos Regime. “Isang Bansa, Isang Diwa”, a National architecture style.
a. CCP Main Theater
22
b. Folk Arts Theater
c. National Arts Center
d. Coconut Palace
33. Post-Modernism. “Less is a bore”, potential illusion and perpetuates the escapist
fantasy environments.
a. Fort Bonifacio City
b. Rockwell Center
c. SM Megamall

Philippines
Let’s Check
Activity 1. Now that you know the most essential terms in the study of the Philippine
architecture during the American colonial era, let us try to check your understanding of these
terms. In the space provided, write the term/s being asked in the following statements:
1. These are mass-produced houses during the American colonial

period.
__ __________2. These are known as sun-breakers, an architectural baffle device placed
outside windows or projected over the entire surface of the building's facade.
____3. What is referred to as the scholarship program launched by the
government that allowed Filipino students to pursue university education in the US?
____4. Americans proposed the idea of organized urban planning from the
City Beautiful Movement. Who is the proponent of this principle?
_________________5. Who is the first registered and licensed architect in the Philippines?
____6. It is a term referred to the continuity between the forms of two colonial
rules, closely reminiscent of the Spanish style to usher the transition of the government.
_________ ___ 7.It is an architectural style that emerged in 1930s and inspired by the design
of luxury ocean liner.
8. Who is the most recent recipient of the National Artist for Architecture
awardee?
____9. Who is the architect of the Metropolitan Theater?
____10. It is a landmark catholica chapel in UP Diliman designed by Leandro
Locsin under the thin shell construction
Spanish colonial period in Philippine Architecture, research and sketch the works of the
National Artists of the Philippines for Architecture.
23
Let’s Analyze
1. Why was Modernism considered a decolonizing procedure?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Architects realized the failures of modern buildings in tropical climate. Why was tropical
regionalism an effective approach to this epiphany?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. How was “Isang Bansa, Isang Diwa” during the Marcos regime depicted on the structures?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
24
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
In a Nutshell
Activity 1. The study of American colonial architecture is indeed pre-requisite to

learned.
1. Up until now, it makes me think if we indeed have sovereignty over our colonizers when
some of their culture are still being practiced by most of us particularly in architecture.
Your Turn
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. ___________________________________________________________________
25
___________________________________________________________________
___________________________________________________________________
7.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
26
COURSE SCHEDULES
Activity Date Where to submit

Big Picture ULO A: Introduction on Week 1-3 CF’s BB Forum and Lesson
Lecture Vernacular Architecture and
Philippine Early Shelters
Big Picture ULO A: Let’s Check Week 1-3 CF’s email
Activities
Big Picture ULO A: Let’s Analyze Week 1-3 BB’s Quiz Feature
Activities
Big Picture ULO A: In a Nutshell Week 1-3 BB’s discussion feature
Activities
Big Picture ULO A: QA List Week 1-3 CF’s email
First Exam Week 3 BB’s Exam Feature
Lecture Philippine Architecture during
Spanish Colonial Period
Activities
Activities
Activities
Second Exam Week 5 BB’s Exam Feature
Lecture Philippine Architecture during
American Colonial Period and
Succession
Activities
Activities
Activities
Third Exam Week 7 BB’s Exam Feature
Review, Activities, Submission of Final Week 8-9 BB’s Forum and Assignment
Requirements, Wrap up of the Features
Coverage
FINAL Week 9 BB’s Exam Features
27
Course prepared by:
AR. SHEENA MARIE R. FRANCO

Course Facilitator/Faculty
Course reviewed by:
AR. CAMILO P. QUIBOD

Program Head
Approved by:
AR. ILUMINADO D. QUINTO

Dean
28

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UNIVERSITY OF MINDANAO

College of Architecture and Fine Arts Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: AR 316 / ARH 4 – History of Architecture IV

Name of Teacher: Ar. Sheena Marie R. Franco

Course Coordinator: Ar. Sheena Marie R. Franco

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Please note that academic dishonesty such as cheating and

However, if the late submission of assessment paper has a

For group assessment tasks, the course coordinator will

If disapproved by the course coordinator, you can elevate

*contingent on the community quarantine guidelines at

Then, the course coordinator shall enroll their respective

*You can also meet the course coordinator in person

For students who have forgotten their email addresses or

Course Information – see/download course syllabus in the Blackboard LMS

a. Demonstrate deep knowledge about early Philippine Shelters, Vernacular

Big Picture in Focus: ULO. Demonstrate deep

Lico, G (2010), Arkitekturang Filipino: A history of Architecture and Urbanism in the

1. It is a traditional Maranao house of the datu.

2. In studying history of architecture, argue why pre-historic architecture in the Philippines is

Activity 1. The study of pre-history colonial architecture is indeed pre-requisite to

Do you have questions and clarifications?

Big Picture in Focus: ULO. Demonstrate deep knowledge about

Lico, G (2010), Arkitekturang Filipino: A history of Architecture and Urbanism in the

1. Fortress architecture was based on what system?

2. How can the influence of Spanish colonization be depicted in architecture? Relate it

Activity 1. The study of Spanish colonial architecture is indeed pre-requisite to

Big Picture in Focus: ULO. Demonstrate deep knowledge about

Lico, G (2010), Arkitekturang Filipino: A history of Architecture and Urbanism in the

1. These are mass-produced houses during the American colonial

1. Why was Modernism considered a decolonizing procedure?

Activity 1. The study of American colonial architecture is indeed pre-requisite to

Activity Date Where to submit

AR. SHEENA MARIE R. FRANCO

Course reviewed by:

AR. CAMILO P. QUIBOD

AR. ILUMINADO D. QUINTO

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