COURSE SYLLABUS

INDIGENOUS CREATIVE ART

2ND Semester, A.Y. 2021 – 2022

COLLEGE: Hagonoy Campus

DEPARTMENT: Teaching Education Program

COURSE CODE: AAH 101c

COURSE TITLE: Indigenous Creative Art

CREDIT UNITS: 3 units

PRE-REQUISITE: None

FACULTY: Mr. Geloe M. Galang

CONSULTATION HOURS:

COURSE DESCRIPTION:
This course is on the study of indigenous materials in the country and the processes in converting it into various
kinds of creative crafts. It includes the classification of the woods, kinds of rattan, fibers, origin and size of leather,
bamboo craft, seashell, coconut shells and metal crafts. This course emphasizes the common hand tools and
procedure in making the creative crafts. It also provides the information’s of the different products and projects that
can be made from these raw materials.

University Vision
Bulacan State University is a progressive knowledge-generating institution, globally-recognized for
excellent instruction, pioneering research, and responsive community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and service-oriented professionals
that contribute to the sustainable socio-economic growth and development of the nation

Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
 c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

CMO No. 20, Series of 2013, Sec. 1 AIG-a AIG-b AIG-c AIG-d

PEO1 Develop an identity as an individual person,

conscious of the talents, inherent rights, and ✓ ✓ ✓
responsibilities towards the self and others;

PEO2 Demonstrate a sense of awareness and pride

of the collective identity rooted in the Filipino ✓ ✓ ✓
society and nation;

PEO3 Formulate and evaluate critical, creative, and

caring concepts and beliefs aimed for the
✓ ✓ ✓
development of Filipino society at local and
national levels;

PEO4 Recognize and demonstrate respect for the

fundamental humanity of all that embraces and
✓ ✓ ✓ ✓
appreciates diversity as member of the global
community;

PEO5 Develop thinking with care towards perennial

✓ ✓ ✓ ✓
problems that affect the world

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

PROGRAM OUTCOMES Program Educational Objectives

CMO No. 20, Series of 2013, Sec. 2 PEO1 PEO2 PEO3 PEO4 PEO5

a Higher levels of comprehension (textual,

✓ ✓ ✓ ✓
visual, etc.)

b Proficient and effective communication

(writing speaking, and use of new ✓ ✓ ✓
technologies)

c Understanding of basic concepts across the

✓ ✓ ✓ ✓ ✓
domains of knowledge

d Critical, analytical, and creative thinking ✓

e Application of different analytical modes ✓

(quantitative and qualitative, artistic and
 scientific, textual and visual, experimental,
observations, etc.) in tackling problems
methodically

f Appreciation of the human condition ✓ ✓ ✓ ✓

g Capacity to personally interpret the human

✓ ✓ ✓ ✓
experience

h Ability to view the contemporary world from

✓ ✓ ✓
both Philippine and global perspectives

i Self-assuredness in knowing and being

✓ ✓
Filipino

j Capacity to reflect critically on shared

concerns and think of innovative, creative ✓ ✓ ✓
solutions guided by ethical standards

k Ability to reflect on moral norms/imperatives

✓ ✓ ✓
as they affect individuals and society

l Ability to appreciate and contribute to artistic

✓ ✓ ✓
beauty

m Understanding and respect for human rights ✓ ✓ ✓

n Ability to contribute personally and

✓ ✓ ✓
meaningfully to the country’s development

o Working effectively in a group ✓ ✓ ✓ ✓ ✓

p Application of computing and information

✓ ✓
technology to assist and facilitate research

q Ability to negotiate the world of technology

responsibly

r Problem-solving (including real-world

✓ ✓
problems)

s Basic work-related skills and knowledge ✓ ✓ ✓ ✓ ✓

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing
this course, the
a b c d e f g h i j k l m n o p q r s
student must be
able to:

CO1.

view works of
Philippine
indigenous
creative art
"dynamically,"
that is, to
appreciate and
communicate the E
uniqueness of a I E E E I D D E E E I D E E E E
D
work, its origins
and precedent, its
potential as an
inspiration and
influence on later
art, and its
relationship to a
particular cultural
moment

CO2. I E E E E D D E E E E E D E E E E
D D
decipher D D
Philippine
indigenous
creative art
through
understanding of
historical, social,
cultural,
economic, and
 political contexts

CO3.

Develop a sense
of appreciation
and nationhood
among students E E E
I E E E D D D E E D D E E E
as agents in D D D
promoting and
preserving
Philippine arts
and culture.
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative Course to an Outcome

LEARNING EPISODES:

Intended Learning Learning Suggested

TOPIC Week
Outcomes (ILO) Activities Assessment

ILO1 Identify and discuss

art in context as Facilitated
universal, cultural, SOL/AOL Pre-Test
experiential and an Post Test
expression.
Introduction in Indigenous
1 Online Assignment
Creative Art
Discussion
Recitation
Lecture
Quiz
Forum

ILO2 Support and value

various art forms as
they function to Facilitated
communicate truth, SOL/AOL
beauty and
goodness in Pre-Test
Philippine arts and Online
culture The purpose of Indigenous Post Test
2 Discussion
Creative Art
Lecture Assignment

Forum Recitation

Quiz

ILO3 Distinguish the The benefits of 3 Facilitated

Indigenous visual Indigenous art SOL/AOL
arts and craft sector Pre-Test
provides very
 significant Online Post Test
economic, social Discussion
and cultural Assignment
benefits. Lecture Recitation
Forum Quiz

ILO4 Support and

appreciate the Facilitated
artistic cultural SOL/AOL
heritage of different Pre-Test
native inhabitants of The Arts in the
the Philippines Philippines: Online Post Test
4 Discussion
Traditional and Non Assignment
Traditional Lecture
Recitation
Forum
Quiz

ILO5 Distinguish the

importance of Online
notable art pieces to Pre test
discussion
our today’s life and Post test
correlate the /lecture
Philippine art from The Timeline of assignment
Philippine Arts: A 5 short film
primal to
Historical Survey reflection paper
contemporary. painting
quiz
drawing
projects

examination

ILO6 Support and Facilitated

distinguish the SOL/AOL
importance of Pre-Test
artworks that made
Post Test
the Philippine known History and Origin of
6 Online
to other country. Piña Assignment
Discussion

Lecture Recitation

Forum Quiz

ILO7 Distinguish and T’nalak: T’boli 7 Facilitated

differentiate the art Dreamweavers: Lake Sebu SOL/AOL
forms that shaped
our culture, arts, and
our way of life as a Online
 nation. Pre-Test

Discussion Post Test

Lecture Assignment

Forum Recitation

Quiz

ILO8 Relate the idea that

concerted in a more
Facilitated
stable system of art
SOL/AOL
in the Philippines
through exploration
of weaving Pre-Test
Weaving: Arts of the Online
techniques and
Loom and Other 8 Discussion Post Test
artworks
Techniques
Lecture Assignment

Forum Recitation

Quiz

Middle Term
9
Examination

ILO9 Develop and

formulate means
and ways to resolve Facilitated
the challenges of SOL/AOL
the Paete wood Online
carving industry. Discussion Pre-Test
Paete – Woodcarving Capital
10
of the Philippines Post Test
Lecture

Forum Assignment

Recitation

Quiz

ILO1 Distinguish Filipino The Bamboo Crafts 11 Online

0 artworks made from Technology discussion
Bamboo that gave Pre test
significant amount of /lecture
Post test
contribution in short film
Philippine history assignment
and economy. painting
reflection paper
drawing
 quiz

projects

examination

ILO1 Learn that bamboos Pre test

1 have a low Online
resistance to discussion Post test
biological degrading assignment
/lecture
organisms and need
specialized bamboo short film reflection paper
Bamboo Preservation 12
preservation
painting quiz
techniques. A wide
range of treatment projects
drawing
methods are known
to improve its examination
durability.

ILO1 Show appreciation

2 on How the Ancient
Art of Paper Folding
Evolved Over Time Facilitated
and Continues to SOL/AOL
Inspire

Pre-Test
Origami 13 Online
Discussion Post Test

Lecture Assignment

Forum Recitation

Quiz

ILO1 Discover our Facilitated Pre-Test

3 different kins or SOL/AOL
types of paper Post Test
Crafts and learn it’s Assignment
ranging from
14 Types of Paper Crafts 14 Online Recitation
decoupage to the
Discussion
ancient art of
Quiz
origami. Lecture

Forum

ILO1 Distinguish the Local and Indigenous 15 Online Pre test

5 beauty of our local Philippine folk dance discussion
dance that made our Post test
culture colorful, /lecture
assignment
beautiful, and
 vibrant. short film reflection paper

painting quiz

drawing projects

examination

1LO Discover the types

16 of music created by Facilitated
ancient Philippine SOL/AOL Pre-Test
singers and Post Test
composers
Indigenous Philippine Music 16 Online Assignment
Discussion
Recitation
Lecture
Quiz
Forum

iLO1 Value the Facilitated Pre-Test

7 indigenous literature SOL/AOL
of the Philippines Post Test
developed primarily Assignment
in the oral tradition Indigenous Literature In The
17 Online
in poetic and Philippines Recitation
Discussion
narrative forms
Lecture Quiz

Forum

Final Term
Examination

18

Submission of
Final Output

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the students is required
to organize/submit the following during the indicated dates of the term:
1. Class Journal
2. Movie Review Paper/Critique Paper
3. Book Review
4. Term Paper
5. Group or Individual Oral Presentation
6. Written Midterm and Final Examination
 7. Community Immersion/ Community- Based Project (Group Activity)

RUBRIC FOR ASSESSING INDIVIDUAL ART PROJECT

Points Originality/ Perseverance/ Craftsmanship/ Cooperation/

Creativity Effort Skill Attitude

(x 8 pts.) (x 7 pts.) (x 5 pts.) (x 5 pts.)

The student explored The project was The artwork was The student
several choices continued until it was beautiful and willingly
before selecting one, complete as the patiently done; it participated in
generated many student could make was as good as necessary
ideas, tried unusual it; hard work could preparation or
4 combinations or make it. work for the
changes, and used He/she gave it effort classroom, was
problem-solving far beyond that sensitive to the
skills. required. feelings and
knowledge of
others, and
exhibited a positive
attitude toward
assignment.

The student tried a The student worked With a little more The student
few ideas before hard and completed effort, the work participated
selecting one or the project, but with could have been enthusiastically,
based his/her work a bit more effort it outstanding; lacks performed more
on someone else’s might have been the finishing than adequately,
3 idea, made a outstanding. touches. assisted in
decision after preparation and
referring to one cleanup.
source.

The student tried an The student finished The student showed The student was
idea but it lacked the project, but it average apathetic toward
originality, might could have been craftsmanship; the assignment,
have copied work, improved with more adequate, but not as complained, and
and substituted effort, chose an easy good as it could assisted in
2 “symbols” for project and did it have been, a bit preparation and
personal expression. indifferently. careless. cleanup when
asked.

The student fulfilled The project was The student showed The student
the requirements of completed with average allowed others to
the assignment, but minimum effort. craftsmanship, lack do most of his/her
1 gave no evidence of of pride in finished work, participated
trying anything work. minimally, and
unusual. exhibited no
 interest in the
project.

The student showed The student did not The student showed The student did
no evidence of finish the work poor craftsmanship; almost nothing
original thought. adequately. evidence of laziness toward completing
0 or lack of the assignment,
understanding. did minimum or no
amount of
preparation or
cleanup, and
distracted others.

Total Possible Points = 100

Raw Score x Base Score (50%) + (100 - base score) = Percentage

Total no. of Points

Grade: ________

RUBRIC FOR ASSESSING ESSAY

Content: Content: Content: Writing Format

Topic Opinions & Points New Info Learned (15 pts.) (5 pts.)
Background of View (10 pts.)
(10 pts.)
(10 pts.)

How does the What key points At least three (3) The composition The paper is
topic of the were made by the new pieces of is original, not typed in Arial 12
lesson fit into the lesson? information plagiarized; point font, 1.5
context of the learned from the inches for left
course material lesson were margin, and 1
that we are described; Acknowledged inch for right, top
learning? source/s; and bottom
margins.

Topic background Grammar,

information and Personal opinions
punctuation, and
connection to At least three (3) about lesson spelling are Paper is at least 2
course content specific key were discussed, correct; pages with 200-
(lecture notes, points read in the 250 words
text) are covered lesson were along with the (excluding title,
thoroughly, addressed reason/s for the name, etc.).
opinion. Paid attention to
clearly, and thoroughly, the overall
accurately. clearly, and organization and
accurately. paragraph
structure.

Total Possible Points = 100

Raw Score x Base Score (50%) + (100 - base score) = Percentage

Total no. of Points

Grade: ________

Term Paper / Reflection Paper / Ethnographic Paper

CRITERIA EXPERT PROFICIENT APPRENTICE NOVICE

 The paper The paper The paper The paper does not
demonstrat es demonstrates demonstrates that demonstrate that the
that the that the author, the author, to a author has fully
author fully for the most part, certain extent, understood and
understand s understands and understands and applied concepts
and has has applied has applied learned in the
applied concepts learned concepts learned course.
concepts in the course. in the course.
learned in the Some of the
course. conclusions,
Concepts are however, are not
integrated into supported in the
the writer’s body of the
own insights. paper.
The writer
provides
INTEGRATION concluding
OF remarks that
KNOWLEDG show analysis
E and synthesis
of ideas.
The topic is The topic is The topic is too The topic is not
focused focused but lacks broad for the clearly defined.
narrowly direction. The scope of this
enough for the paper is about a assignment.
scope of this specific topic but
assignment. A the writer has not
thesis established a
statement position.
provides
direction for
TOPI the paper,
C either by
FOCU statement of a
S position
or hypothesis.
In-depth In-depth The writer has Cursory discussion
discussion & discussion & omitted pertinent in all the sections of
elaboration in elaboration in content or content the paper or brief
all sections of most sections of runs-on discussion in only a
the paper. the paper. excessively. few sections.
Quotations
DEPTH from others
OF outweigh the
DISCUSSI writer’s own
ON
 ideas
excessively.
Ties together For the most Sometimes ties Does not tie together
information part, ties together information. Paper
from all together information from does not flow and
sources. information all sources. Paper appears to be
Paper flows from all does not flow - created from
from one issue sources. disjointedness is disparate issues.
to the next Paper flows with apparent. Headings are
without the only some Author's writing necessary to link
need for disjointedness does not concepts.
headings. . Author's writing demonstrate an Writing does not
Author's demonstrates an understanding of demonstrate
writing understanding of the relationship understanding any
demonstrat es the relationship among material relationships
an among material obtained from all
understandi obtained from all sources.
COHESIVENE ng of the sources.
SS relationship
among
material
obtained from
all
sources.

No spelling Minimal Noticeable Unacceptable

&/or grammar spelling &/or spelling & number of
SPELLIN mistakes. grammar grammar spelling and/or
G& mistakes. mistakes. grammar
GRAMMA mistakes.
R
More than 5 5 current Fewer than 5 Fewer than 5 current
current sources, of current sources, sources, or fewer
sources, of which at least 2 or fewer than 2 of than 2 of 5 are peer-
which at least are peer- review 5 are peer- reviewed journal
3 are peer- journal articles or reviewed journal articles or scholarly
review journal scholarly books. articles or books. Not all web
articles or All web sites scholarly books. sites utilized are
scholarly utilized are All web sites credible, and/or
books. authoritative utilized are sources are not
Sources credible. current.
include both
general
background
sources and
specialized
sources.
SOURCES Special-
interest
sources and
popular
literature are
acknowledg
ed as such
 if they are
cited. All web
sites utilized
are
authoritative
.
Cites all data Cites most data Cites some data Does not cite
obtained from obtained from obtained from sources.
other sources. other sources. other sources.
APA citation APA citation style Citation style is
style is used is used in both either inconsistent
in both text text and or incorrect.
and bibliography.
CITATIONS bibliography
.

Accessed from:
http://academics.adelphi.edu/edu/hpe/healthstudies/whalen/HED601_r2.shtml

Debate

Superior - 4 Proficient - 3 Poor - 2 Unsatisfac SCORE

tory - 1
Used many Used some Used few facts to Did not
facts facts support present facts
to support all to support all arguments. to support
arguments. arguments. arguments.

Demonstra Demonstrat Demonstrated Demonstra

ted thorough ed accurate minimal ted
understand understandi understanding of misunderst
Comprehe ing of ng of information. anding of the
nsion information important information
. information.

All Most Some Few

arguments arguments arguments arguments
Persuasive were logical were logical were logical were logical
ness and and and and
convincing convincing convincing convincing

Communic Communic Seldom Failed to

ated clearly ated clearly; communicated communica te
Delivery and frequent clearly; poor eye clearly; no
confidently; eye contact; eye contact;
maintained
 eye contact; poor voice and monotone
contact; good voice delivery rate. delivery.
excellent and delivery
voice rate.
inflection
and
delivery
rate.
Addressed Addressed Addressed Did not
all opponent most of some of address
arguments opponent’s opponent’s opponent’s
Rebuttal with counter- arguments arguments with arguments.
evidence. with counter- counter-
evidence. evidence.

Extra
Credit
(specify)
Total Score
Accessed from:
http://www.educationworld.com/tools_templates/Final_templates_set2_debate.doc
 Movie Review

5 4 3 2 1
Demonstrates Demonstrates Demonstrate Demonstrates Demonstrate
an excellent a thorough s a good an s a less than
understanding understanding understandin understanding competent
of the movie. It of the movie. It g of the of the movie. It understandin
has an has a good movie. It has has an g of the
engaging introductory a good introductory movie. It has
introductory sentence, introductory sentence, little or no
INTRODU sentence, some context, sentence, context, raises introductory
CTION context, raises raises some limited some questions sentence,
excellent excellent context, and has a context, or
questions and questions and raises some thesis. questions.
has a strong has a good questions The paper
thesis. thesis. and has a may lack a
competent thesis
thesis. statement.
Demonstrates Demonstrates Demonstrate Demonstrates Demonstrate
an excellent a thorough s an good an s a less than
understanding understanding understandin understanding competent
of the movie. of the movie. g of the of the movie. understandin
All questions All questions movie. Most Most questions g of the
are answered are answered questions are are answered movie. It has
fully with in fully with answered fully withsome little or no
depth analysis analysis and with in analysis and analysis. The
BODY and interpretation. analysis and interpretation. paper may
interpretation. The answers interpretation The answers lack answers
The answers are accurate . The are somewhat and the
are accurate and the writing answers are accurate and writing is
and the writing is articulate fairly the writing is poor. Limited
is articulate and accurate and standard. There facts and
and sophisticated. the writing is are few facts. multiple
sophisticated. The facts are articulate. There are many grammatical
The facts are vivid, explicit, There are a grammatical error.
 vivid, explicit, effective. few facts. mistakes and Organization
effective and There are There overall the is poor and
multiple. There some grammatical paper is poorly over quality
are few grammatical mistakes and organized and is not
grammatical mistakes and overall the written. present.
mistakes and overall the paper is
overall the paper is well acceptable.
paper is well written.
written.
Demonstrates Demonstrates Demonstrate Demonstrates Demonstrate
an excellent an thorough s an good an s a less than
understanding understanding understandin understanding competent
of the movie. It of the movie. It g of the of the movie. It understandin
has an has a good movie. It has has a standard g of the
engaging conclusion that a conclusion conclusion that movie. It has
CONCLUSI conclusion that summarizes which summarizes little or no
ON summarizes the evidence restates the somewhat and conclusion.
the evidence and connects introduction is poorly written.
and connects to the thesis and
to the thesis and body summarizes
and body. the evidence
somewhat.
Accessed from:
www.nscsd.org/webpages/jleach/files/movie_analysis_assignment_and_rubric[1].doc

Comic book project

CATEGORY 4 3 2 1
Creativity The story contains The story contains The story There is little
many creative details a few creative contains a few evidence of
and/or descriptions details and/or creative details creativity in the
that contribute to the descriptions that and/or story. Story is
reader's contribute to the descriptions, but difficult to
comprehension and reader's they distract from understand.
enjoyment of the story comprehension and the story making
and the project. enjoyment of the it somewhat
project. difficult to
understand.
Dialogue / There is an appropriate There is too much There is not It is not clear
Text amount of dialogue and dialogue and text quite enough which character
text to bring the in this story, but it dialogue or text is speaking.
characters to life and it is always clear in this story, but
is always clear which which character is it is always clear
character is speaking. speaking. which character
is speaking.
Illustrations Original illustrations are Original Original Illustrations are
detailed, attractive, illustrations are illustrations not present OR
creative somewhat relate to the they are not
detailed, original.
attractive, and
 and relate to the text relate to the text on text on the
on the page. the page. page.

Title Page Title page has a graphic Title page has the Title page has Title page has
or fancy lettering, has title, author's name, the 3 of the 4 fewer than 3 of
the title, author's name, illustrator's name, required the required
illustrator's name, and and the year. elements. elements.
the year.
Grammar Grammar and usage Grammar and Grammar and Repeated errors
and Syntax were correct and usage were typically usage were in grammar and
contributed to clarity, correct and errors typically correct usage detracted
style and character did not detract from but errors greatly from the
development. the presentation. detracted from presentation.
presentation.
Originality Comic shows Comic shows some Comic shows an Comic is a rehash
considerable originality originality and attempt at of other people's
and inventiveness. inventiveness. The originality and ideas and/or
The content and ideas content and ideas inventiveness in images and
are presented in a are presented in an part of the shows very little
unique and interesting interesting way. presentation. attempt at original
way. thought.
Content - All content throughout Most of the content The content is Content is
Accuracy the presentation is is accurate but generally typically
accurate. There are no there is one piece accurate, but one confusing or
factual errors. of information that piece of contains more
might be information is than one factual
inaccurate. clearly flawed or error.
inaccurate.
Content- The Project Focus The Project The Project The Project
Completenes s Question is fully and Question is fully Question is Question is not
clearly answered. and clearly answered but answered or the
Numerous examples answered. not fully. answer is
and specifics were Some examples and Some confusing and
given to show the specifics are given significant piece incomplete.
answer. Direct and to show the answer. or step is No useful
indirect connections Direct, but not missing or examples or
are made between the indirect unclear. Few if specifics are
Constitution and connections are any examples used. No
made between or specifics are connections
the Constitution used. Only are made
between the
 the historical and the historical general Constitution
traditions. traditions. connections and the
are made historical
between the traditions.
Constitution
and the
historical
traditions.
Accessed from:
sjachs.enschool.org/ourpages/auto/2013/2/4/55824059/comic_book_rubric.doc

OTHER REQUIREMENTS AND ASSESSMENTS:

Online Recitation
Discussion Forum
Quiz
Activity
Major Exam
Major Paper

GRADING SYSTEM:
Term Examinations 30%
Quizzes/Activities 20%
Project 30%
Participation/Recitation 15%
Attendance/ Promptness 5%
TOTAL 100%
Final Grade = Midterm Grade + Tentative Final Grade Period

Range Grade

97-100 1.00

94 – 96 1.25

91 – 93 1.50

88 – 90 1.75

85 – 87 2.00

82 – 84 2.25

79 – 81 2.50

76 – 78 2.75

75 3.00
Page 1 of 25
74 and below 5.00

Page 2 of 25
References:
History and Origin of Piña – Philippine Folklife Museum Foundation: San Francisco, Ca. (2019,
August 01). Retrieved June 19, 2020, from
https://philippinefolklifemuseum.org/portfolio-items/history-and-origin-of-pina/

Lush, E. (2017, July 15). Making of: Piña (Pineapple) Cloth, Philippines. Retrieved June 19, 2020,
from https://www.thetextileatlas.com/craft-stories/pina-cloth-philippines

Delacruz, M. (2015, October 07). Piña: An Enduring Philippine Fabric – Positively Filipino: Online
Magazine for Filipinos in the Diaspora. Retrieved June 18, 2020, from
http://www.positivelyfilipino.com/magazine/pia-an-enduring-philippine-fabric

Vito, J. (n.d.). T’nalak: T’boli Dreamweavers: Lake Sebu. Retrieved June 18, 2020, from
https://thehappytrip.com/2016/12/tnalak-tboli-dreamweavers-lake-sebu/

Ethnic Groups Philippines. (2017, May 30). Palawano Tribe – Palawan’s Original Dwellers. Retrieved
June 17, 2020, from http://www.ethnicgroupsphilippines.com/2017/05/30/palawano-tribe-palawans-
original-dwellers/

Villanueva, P. (n.d.). The Art of Hinabol Weaving. Retrieved June 18, 2020, from
https://www.pauvillanueva.com/art-of-hinabol-weaving

Ragandang, P. C., III. (2017, July 11). Weavers of Peace: The Higaonon Tribe in the Philippines.
Retrieved June 19, 2020, from https://www.oxfordresearchgroup.org.uk/Blog/weavers-of-peace-the-
higaonon-tribe-in-the-philippines

Haute Culture Fashion. (2016, March 2). Textile Tribes of the Philippines: Yakan Weaving, Weddings
and Wears. Retrieved June 19, 2020, from https://hauteculturefashion.com/yakan-tribe-textiles-
mindinao-philippines//

Delos Reyes, R. (2013, August 12). Yakan Weaving in Lamitan, the Yakan Homeland. Retrieved
June 19, 2020, from https://www.pinasmuna.com/2013/08/yakan-weaving-in-lamitan-yakan-
homeland.html

(2018, August 16). Paete – Woodcarving Capital of the Philippines [Video]. Retrieved June 19, 2020
from https://www.youtube.com/watch?v=aDpLgZUb1uA

The Sculpture Studio. (n.d.). Wood Carving Tutorial. Retrieved June 19, 2020, from
https://www.thesculpturestudio.com/woodCarvingTools.html

Entrepinoys Atbp. Business Ideas Philippines. (2015, December 08). The Bamboo Crafts
Technology. Retrieved June 19, 2020, from https://ep.franphil.com/the-bamboo-crafts-technology/

Aggangan, R. T. (n.d.). The Philippine Bamboo Industry: Issues, Potentials, Strategies and Action
Programs. Retrieved June 19, 2020, from https://worldbamboo.net/wbcx/Powerpoints/Post-
harvesting and Processing/PhilippineBambooIndustry_RTAggangan.pdf

Abdou, K. R. (2017, November 20). Origami: How the Ancient Art of Paper Folding Evolved Over
Time and Continues to Inspire. Retrieved June 19, 2020, from https://mymodernmet.com/history-of-

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 origami-definition/ https://www.origamiway.com/what-is-origami.shtml

Shehan, R. (2019, May 15). 10 Types of Paper Crafts Defined. Retrieved June 19, 2020, from
https://www.thesprucecrafts.com/common-paper-craft-definitions-3577825

Crafts Glossary. (n.d.). 14 Types of Paper Crafts. Retrieved June 19, 2020, from
https://www.craftsglossary.com/paper-crafts/

Guadua Bamboo. (n.d.). Bamboo Preservation. Retrieved June 19, 2020, from
https://www.guaduabamboo.com/bamboo-preservation

Online Resources:

Required Readings:
Provided and specified on the Learning Modules

Class Policies:
Provided and specified on the Course Guide

Prepared by:

MR. GELOE M. GALANG

BulSU Hagonoy Campus
College of Education

Evaluated by:

NEMENCIO V. TRETASCO, MTE

Department Chair (Education Program)
Approved:

FELICIDAD A. ELEOGO, Ph.D.

Dean (Hagonoy Campus)

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my
teacher with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time Page 4 of 25

______________________________________ ____________________ _______________

Student’s Printed name Signature Date
Page 5 of 25