Arts 10 OHSP LM Final

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Quarter I:
MODERN ART
CONTENT STANDARDS
The learner demonstrates understanding of…
1. art elements and processes by synthesizing and applying prior learnings and
skills.
2. the arts as integral to the development of organizations, spiritual belief, historical

events, scientific discoveries, natural disasters/occurrences, and other external
phenomena.
PERFORMANCE STANDARDS
The learner…
1. performs/participates competently in a presentation of a creative impression

(verbal/nonverbal) from the various art movements.
2. recognizes the difference and uniqueness of the art styles of the various art
movements (techniques, processes, elements, and principles of art).
LEARNING COMPETENCIES
The learner…
1. analyzes art elements and principles in the production of work following a
specific art style from the various art movements.
2. identifies distinct characteristics of arts from the various art movements.
3. identifies representative artists and Filipino counterparts from the various art
movements.
4. derives the mood, idea, or message from selected artworks.
5. determines the role or function of artwork by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of the various art movements.
7. compares the characteristics of artworks produced in the various art movements.
8. creates artworks guided by techniques and styles of the various art movements.
9. describes the influence of iconic artists belonging to the various art movements.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of the various art
movements.
11. evaluates works of art in terms of artistic concepts and ideas using criteria from
the various art movements.
12. shows the influences of modern art movements on Philippine art forms.
13. mounts an exhibit using completed artworks influenced by Modern Art
movements.
From the Department of Education

Curriculum for ARTS Grade 10 (2014)
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INTRODUCTION
In all of human history, art has mirrored life in the community, society, and
the world in all its colors, lines, shapes, and forms. The same has been true in the
last two centuries, with world events and global trends being reflected in the art
movements.
The decades from 1900 to the present have seen the human race
living in an ever- shrinking planet. The 20th century saw a boom in the interchange
of ideas, beliefs, values, and lifestyles that continues to bring the citizens of the
world closer together.
Effects on the world of art
The art movements of the late 19th century to the 20th century captured
and expressed all these and more. Specifically, these were the movements
known as impressionism and expressionism. While earlier periods of art
had a quite set convention as to the style, technique, and treatment of their
subjects, impressionists and expressionists conveyed their ideas and feelings
in bold, innovative ways. These were the exciting precursors of the modern
art of the 21st century.
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Impressionism was an art movement that emerged in the second
half of the 19th century among a group of Paris-based artists. The
duration of the impressionist movement itself was quite short, less than 20
years from 1872 to the mid-1880s. But it had a tremendous impact and
influence on the painting styles that followed, such as neo-impressionism,
post-impressionism, fauvism, and cubism—and even the artistic styles and
movements of today.
The name impressionism was coined from the title of a work by

French painter Claude Monet, Impression, soleil levant (in English,
Impression, Sunrise).
Impression, Sunrise Claude Monet, 1872 Oil on canvas
The term precisely captured what this group of artists sought to

represent in their works: the viewer’s momentary “impression” of an image.
It was not intended to be clear or precise, but more like a fleeting
fragment of reality caught on canvas, sometimes in mid-motion, at other
times awkwardly positioned—just as it would be in real life.
Impressionism:
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A Break from Past Painting Traditions
There were several areas in which impressionist artists moved away
from the established practices of art at that time.
*Color and Light
They used short “broken” strokes that were intentionally made visible
to the viewer. They also often placed pure unmixed colors side by side, rather
than blended smoothly or shaded. The result was a feeling of energy and
intensity, as the colors appeared to shift and move—again, just as they do in
reality.
*“Everyday” Subjects
Impressionists also began to break away from the creation of formally

posed portraits and grandiose depictions of mythical, literary, historical, or
religious subjects. They ventured into capturing scenes of life around them,
household objects, landscapes and seascapes, houses, cafes, and buildings.
*Painting Outdoors
The location in which the impressionists painted was also different. The
impressionists found that they could best capture the ever-changing effects of
light on color by painting outdoors in natural light.
*Open Composition
Impressionist painting also moved away from the formal, structured

approach to placing and positioning their subjects. They experimented with
unusual visual angles, sizes of objects that appeared out of proportion, off-
center placement, and empty spaces on the canvas.
The Influence of Photography
Photography was in its early stages at this time as well. As it gained

popularity, photography inspired impressionists to capture fleeting moments of
action, whether in landscapes or in the day-to-day lives of people. But whereas
camera snapshots provided objective, true-to-life images, the artists were able
to offer a subjective view of their subjects, expressing their personal
perceptions rather than creating exact representations. They also had the
advantage of manipulating color, which photography at that time still lacked.
WHAT TO PROCESS
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To help you understand the revolutionary technique for applying
color introduced by the impressionists, experiment with this simplified
process:
1. Take a set of watercolors (cake type or in tubes). Choose one

secondary color: orange, green, or violet.
2. Color a shape on a paper using this single secondary color.
3. Beside it, color a similar shape using strokes of the two primary
colors that are combined in that particular secondary color (ex:
red + yellow = orange; blue + yellow = green; red + blue = violet).
4. Hold the paper some distance away and ask your classmates to
comment on the “impression” of the secondary color you have
created and the actual color itself.
Paint Me!
Paint or draw a boy and a girl as your subject. Color your painting or
drawing with primary and secondary colors.
Impressionism:
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Works of Manet, Monet and Renoir
By the 1870s, the stage was set for the emergence of the next major
art movement in Europe, impressionism. It started with a group of French
painters— that included Edouard Manet, Claude Monet, Auguste
Renoir—and eventually spread to other countries, such as Italy, Germany,
and The Netherlands.
EDOUARD MANET
Edouard Manet (1832-1883) was one of the first 19th century artists
to depict modern-life subjects. He was a key figure in the transition
from realism to impressionism, with a number of his works considered
as marking the birth of modern art.
EDOUARD MANET
Agenteuil
Edouard Manet,1874
Oil on canvas
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Café Concert The Bar at the Folies-Bergere
Edouard Manet, 1878 Edouard Manet, 1882
Oil on canvas Oil on canvas
CLAUDE MONET
La Promenade
Claude Monet, 1875
Oil on canvas
Claude Monet (840-1926) was one of the founders of the impressionist

movement along with his friends Auguste Renoir, Alfred Sisley, and Frederic
Bazille. He was the most prominent of the group, and is considered the most
influential figure in the movement. Monet is the best known for landscape
paintings, particularly those depicting his beloved flower gardens and water lily
ponds at his home on Giverny
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Bridge Over a Pond of Water Lilies Irises in Monet’s Garden
Claude Monet, 1899 Claude Monet, 1900
AUGUSTE RENOIR
Auguste Renoir (1841-1919), along with Claude Monet, was one of
the central figures of the impressionist movement. His early works
were snapshots of real life, full of sparkling color and light. By the mid-
1880s, however, Renoir broke away from the impressionist movement
to apply a more disciplined, formal technique to portraits of actual people
and figure paintings.
Auguste Renoir A Girl with a Watering Can

Auguste Renoir, 1876
Oil on canvas
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Mlle Irene Cahen d’Anvers Luncheon of the Boating Party
Auguste Renoir, 1880 Auguste Renoir, 1881
Post-Impressionism:
Work of Cezanne and Van Gogh
After the brief yet highly influential period of impressionism, an
outgrowth movement known as post-impressionism emerged. The
European artists who were at the forefront of this movement continued
using the basic qualities of the impressionists before them—the vivid
colors, heavy brush strokes, and true-to-life subjects.
Two of the foremost post-impressionists were:
 PAUL CEZANNE
Paul Cézanne (1839–1906) was a French
artist and post-impressionist painter. His work
exemplified the transition from late 19th-century
impressionism to a new and radically different
world of art in the 20th century—paving the
way for the next revolutionary art movement
known as expressionism.
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Still Life with Compotier
Paul Cezanne, 1879-1882
Oil on canvass
Harlequin Boy in a Red Vest

Paul Cezanne, 1888-1890 Paul Cezanne, 1890
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 VINCENT VAN GOGH
Vincent van Gogh (1853-1890) was a post-impressionist painter from The

Netherlands. His works were remarkable for their strong, heavy brush
strokes, intense emotions, and colors that appeared to almost pulsate
with energy.
VINCENT VAN GOGH

Vincent van Gogh, 1888
Oil on canvas
Still Life: Vase with Fifteen Sunflowers Bedroom at Arles

Vincent van Gogh, 1888 Vincent van Gogh, 1888
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Starry Night Wheat Field with Cypresses
Vincent van Gogh, 1889 Vincent van Gogh, 1889
TAKE HOME TEST.

Read and give what is asked. Write the questions with your answer in a
one whole sheet of paper.
1. Name three of the most prominent artists of the impressionist

movement?
2. Cite one outstanding characteristic of each of these artists?
3. Who are two famous post –impressionists?
4. What techniques or styles distinguished post-impressionism from
the earlier impressionism?
5. Identify two to three specific artworks where these
E techniques
P C seen? O PY
are prominently
WHAT TO UNDERSTAND
A. Elements of Art in Impressionism

a. Line e. Color
b. Shape f. value
c. Form g. Texture
d. Space
B. Principles of Art i n I mp r e ss i o n i s m
a. Rhythm / Movement
b. Balance
c. Emphasis
d. Harmony / Unity / Variety
e. Proportion
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1. For each Element of art above, cite one sample work by
an impressionist or post-impressionist painter and briefly
describe how this element was applied in a new way. You
may use the following sample format:
Example
Element : Line
Name o f artist : __________________________________________
Title of work: : __________________________________________
How the element was applied:
____________________________________________________________
____________________________________________________________
1. For each Principles of Art above, cite one sample

work by an impressionist or post-impressionist
painter and briefly describe how this principle was
applied in a new way. You may use the following
Sample Format
Ex.:
Principle : Rhythm/Movement
Name of artist : __________________________________________
Title of work : ______________________________________________
How the principle was applied:
____________ ___________________________________________
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Expressionism:
A Bold New Movement
In the early 1900s, there arose in the Western art world a movement that
came to be known as expressionism. Expressionist artists created works with
more emotional force, rather than with realistic or natural images. To achieve this,
they distorted outlines, applied strong colors, and exaggerated forms.
Among the various styles that arose within the expressionist art
movements were:
 Neoprimitivism
 Fauvism
 Dadaism
 Surrealism
 Social realism
Neoprimitivism
It was an art style that incorporated elements from the native arts of
the South Sea Islanders and the wood carvings of African tribes which
suddenly became popular at that time. Among the Western artists who adapted
these elements was Amedeo Modigliani, who used the oval faces and elongated
shapes of African art in both his sculptures and paintings.
Head Yellow Sweater

Amedeo Modigliani, c. 1913 Amedeo Modigliani, 1919
Stone Oil on canvas
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Fauvism
Fauvism was a style that used bold, vibrant colors and visual
distortions. Its name was derived from les fauves (“wild beasts”).
Perhaps the most known among them was Henri Matisse.
Blue Window Woman with Hat

Henri Matisse, 1911 Oil on canvas Henri Matisse, 1905 Oil on canvas
Dadaism
It was a style characterized by dream fantasies, memory images,
and visual tricks and surprises. Although the works appeared playful, the
movement arose from the pain that a group of European artists felt after the
suffering brought by World War I. They chose the child’s term for
hobbyhorse, dada, to refer to their new “non-style.”
Melancholy and Mystery of a Street I and the Village

Giorgio de Chirico, 1914 Marc Chagall, 1911
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Surrealism
It was a style that depicted an illogical, subconscious dream world
beyond the logical, conscious, physical one. Its name came from the term
“super realism,” with its artworks clearly expressing a departure from reality—
as though the artists were dreaming, seeing illusions, or experiencing an
altered mental state.
Persistence of Me m o r y
Salvador Dali, 1931 Oil on canvas
Many surrealist works depicted morbid or gloomy subjects, as in

those by Salvador Dali. Others were quite playful and even humorous, such
as those by Paul Klee and Joan Miro.
EP
Diana Personages with Star

Paul Klee, 1932 Joan Miro, 1933
Oil on wood Oil on canvas
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Social Realism
The movement known as social realism expressed the artist’s role
in social reform. Here, a r t i s t s u s e d their works to protest against
the injustices, inequalities, immorality, and ugliness of the human
condition. In different periods of history, social
realists have addressed different issues:
war, poverty, corruption, industrial and
environmental hazards, and more—in the
hope of raising people’s awareness and
pushing society to seek reforms.
Ben Shahn’s Miners’ Wives, for

example, spoke out against the hazardous
conditions faced by coal miners, after a
tragic accident killed 111 workers in Illinois
in 1947, leaving their wives and children in
mourning.
Miners’ Wives
Ben Shahn, 1948
Egg tempera on board
Guer nica
Pablo Picasso, 1937 Oil on canvas (Size: 11’ 5 1/2” x 25’ 5 3/4”)
Pablo Picasso’s Guernica has been recognized as the most

monumental and comprehensive statement of social realism against the brutality
of war. Filling one wall of the Spanish Pavilion at the 1937 World’s Fair in Paris,
it was Picasso’s outcry against the German air raid of the town of Guernica in
his native Spain.
It made use of the exaggeration, distortion, and shock technique of
expressionism. At the same time, it had elements of the emerging style that
would later be known as cubism.
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Abstractionism
Another group of artistic styles emerged at the same time as the
expressionist movement. It had the same spirit of freedom of expression
and openness that characterized life in the 20th century, but it differed
from expressionism in certain ways. This group of styles was known as
abstractionism.
The abstractionist movement arose from the intellectual points of

view in the 20th century. In the world of science, physicists were
formulating a new view of the universe, which resulted in the concepts
of space-time and relativity.
In 20th century abstractionism,

natural appearances became unimportant.
Artists reduced a scene into geometrical
shapes, patterns, lines, angles, textures
and swirls of color.
representational abstractionism- The

resulting works ranged from, depicting
still- recognizable subjects (as in the
artwork on the left)
pure abstractionism-where no
recognizable subject could be discerned.
Oval Still Life (Le Violon)

Georges Braque, 1914
Oil on canvas
 Cubism
The cubist style derived its name from the cube, a three- dimensional
geometric figure composed of strictly measured lines, planes, and angles.
Cubist artworks were, therefore, a play of planes and angles on a flat surface.
Foremost among the cubists was Spanish painter/sculptor Pablo Picasso.
Three Musicians
Pablo Picasso, 1921 PABLO PICASSO
Oil on canvas
Girl Before a Mirror (detail)

Pablo Picasso, 1932
Oil on canvas
Human figures as well were often represented with facial features and
body parts shown both frontally and from a side angle at once. This gave a
sense of imbalance and misplacement that created immediate visual impact.
 Futurism
The movement known as futurism

began in Italy in the early 1900s. As the
name implies, the futurists created art for a
fast-paced, machine-propelled age. They
admired the motion, force, speed, and
strength of mechanical forms--as can be
seen in the works of Italian painter Gino
Severini.
Armored Train Gino

Severini, 1915
Oil on canvas
 mechanical style
As a result of the futurist movement, what became known as

the mechanical style emerged. In this style, basic forms such as
planes, cones, spheres, and cylinders all fit together precisely and
neatly in their appointed places.
This can be seen in the

works of Fernand Léger.
Mechanical parts such
as crankshafts, cylinder
blocks, and pistons are
brightened only by the
use of primary colors.
Otherwise, they are
lifeless. Even human
figures are mere
outlines, rendered
purposely without
expression.
The City
Fernand Léger, 1919
Oil on canvas
 Non-objectivism
The logical geometrical conclusion of abstractionism came in the

style known as nonobjectivism. From the very term “non-object,” works
in this style did not make use of figures or even representations of figures.
Lines, shapes, and colors

were used in a cool, impersonal
approach that aimed for balance,
unity, and stability. Colors were
mainly black, white, and the
primaries (red, yellow, and blue).
Foremost among the
nonobjectivists was Dutch painter
Piet Mondrian.
New York City

Piet Mondrian, 1942 Oil on canvas
Answer in a one whole sheet of paper.
A. Expressionism
1. Describe how the different elements and principles were used by

expressionist artists to convey their individual style. Discuss the
three examples from works in these Learner’s Materials.
2. What qualities make an artwork expressionistic?
3. Where did neoprimitivism get its influences?
4. Who is the French artist famous for his fauvist style?
5. What are the characteristics of fauvism?
B. Abstractionism: Cubism, Futurism, Mechanical Style
1. Explain the difference between expressionism and abstractionism.

2. How did the cubists give a sense of dynamism and energy to
their works?
3. Who is considered the most famous abstractionist and cubist artist?
4. Describe how each of the following styles reflected modern life:
a. futurism
b. mechanical style
c. nonobjectivism
WHAT TO PROCESS
A. For Expressionism
Create a Work of “Social Realism”
1. Choose a current issue in society that you feel needs to be

addressed.
2. Select art materials that are readily available, such as one
whole sheet of cartolina; acrylic paints, poster paints, or
any available paints; markers, crayons, pastels, or colored
pencils; #8 brush; scissors; glue or paste; and pictures
from magazines, newspapers, or calendars.
3. Plan how to use these materials to express your message
about your chosen social issue.
4. Decide on a title for your artwork.
5. Present your finished artwork to your teacher during your meeting.
B. For Abstractionism
Groups A, B, C (optional): Create a “ Picasso”
1. Review the description of Picasso’s cubist style.
2. Based on this, plan and create a cubist artwork .
3. Prepare a magazine, assorted photographs, 1 sheet of oslo
paper, scissors, and glue or paste.
4. Select a large photograph from the magazine and/or the other
photos, and cut these up into segments of different shapes and sizes.
5. Glue or paste the segments on the oslo paper in a creative way, but
with the image still recognizable.
6. Give your cubist artwork a title.
7. Display for exhibition.
WHAT TO UNDERSTAND
A. Expressionism
1. How was expressionist art an outgrowth of life in modern society?
2. Were all surrealist artworks gloomy? Support your answer.
3. Which among the forms of expressionism (fauvism, dadaism,
surrealism, social realism) appeals to you the most? And which
does not appeal to you at all? Explain why.
4. Expressionism in Philippine art – Research online for works by
Filipino artists who used variations of this style (e.g., Cesar
Legaspi). Give your personal reaction to these.
B. Abstractionism
1. Which form of abstractionism do you find most striking? Explain why.
2. Do you consider action painting, color field painting, and
pictographic painting true art? Why or why not?
3. Abstractionism in Philippine art – Research online for works by
Filipino artists who used variations of this style (e.g., Arturo Luz,
Jose Joya, and others). Give your personal reaction to these.
C. Cubism
1. Recall the message expressed in the painting Guernica by
Picasso. Study the details that he incorporated to convey that
message.
2. Do you think his technique was effective? Why or why not?
3. How does the painting make you feel?
4. Cubism in Philippine art – Research online for works by Filipino
artists who used variations of this style (ex. Vicente Manansala
and others). Give your personal reaction to these.
WHAT TO PERFORM
Preparing for the Culminating “Exhibit of Modern Art”
Having learned about and understood the concept and

techniques of expressionism and abstractionism, you can now
prepare your artworks for the culminating exhibit at the end of the
quarter.
1. Properly label all the finished artworks with original titles, your
group members’ names, the date, and the technique used.
2. Your Arts teacher will store the finished artworks for
inclusion in the exhibit at the end of the quarter.
Abstract Expressionism, Pop Art, Op Art
World events in the mid-20th century immensely influenced the course

of human life and, with it, the course of art history. World War I (1913-1914)
and World War II (1941-1945), in particular, shifted the political, economic, and
cultural world stage away from Europe and on to the “New World” continent,
America.
The New York School
In the 1920s and 1930s, aspiring young American painters,

sculptors, and writers
sailed to Europe to expand their horizons. But during the dark days of
World War II, a reverse migration brought European scientists, architects, and
artists to American shores.
The result was the establishment of what came to be known as

“The New York School”—as opposed to “The School of Paris” that had
been very influential in Europe. The daring young artists in this movement
succeeded in creating their own synthesis of Europe’s cubist and surrealist
styles. Their style came to be known as abstract expressionism.
Action Painting
One form of abstract expressionism was seen in the works of

Jackson Pollock. These were created through what came to be known as
“action painting.”
Pollock worked on huge canvases spread on the floor, splattering,
squirting, and dribbling paint with (seemingly) no pre-planned pattern or design
in mind.
Autumn Rhythm Jackson Pollock, 1950 Oil on canvas
Color Field Painting
In contrast to the vigorous gestures of the action painters, another

group of artists who came to be known as “color field painters” used
different color saturations (purity, vividness, intensity) to create their
desired effects. Some of their works were huge fields of vibrant color—as in
the paintings of Mark Rothko and Barnett Newman.
Magenta, Black, Green Vir Heroicus Sublimis
on Orange Barnett Newman, 1950-1951
Mark Rothko, 1949 Oil on canvas Oil on canvas
Others took the more intimate “pictograph” approach, filling the canvas
with repeating picture fragments or symbols—as in the works of Adolph Gottlieb
and Lee Krasner.
Forgotten Dream Abstract No. 2

Adolph Gottlieb, 1946 Lee Krasner, 1948
After “The New York School”
By the early 1960s, the momentum of The New York School

slowed down. In its place, a new crop of artists came on the scene using
lighter treatment and flashes of humor, even irreverence, in their artworks.
The movements they brought about have come to be called:
 neodadaism and pop art
 conceptual art
 op art
 the new realism
Neodadaism and Pop Art

Like the dadaist movement that arose after World War I, the
neodadaism of the 1960s wanted to make reforms in traditional values.
It also made use of commonplace, trivial, even nonsensical objects. But
unlike the angry, serious tone of the original dadaists, the neodadaists
seemed to enjoy nonsense for its own sake and simply wanted to laugh at
the world.
Their works ranged from paintings, to posters, to collages, to

three-dimensional “assemblages” and installations. These made use of
easily recognizable objects and images from the emerging consumer
society—as in the prints of Andy Warhol. Their inspirations were the
celebrities, advertisements, billboards, and comic strips that were
becoming commonplace at that time. \hence the term pop ( from popular)
art emerged.
Twelve Cars
Andy Warhol, 1962
Art print
Roy Lichtenstein (1923-1997) was an American pop artist. During the

1960s, along with Andy Warhol, Jasper Johns, and James Rosenquist among
others, he became a leading figure in this new art movement.
Whaam!
Roy Lichtenstein, 1963
Acrylic and oil on canvas
In the Car
Roy Lichtenstein, 1963
Conceptual Art
As the term implies, conceptual art was that which arose in the
mind of the artist, took concrete form for a time, and then disappeared
(unless it was captured in photo or film documentation). Conceptualists
brought their artistic ideas to life temporarily, using such unusual materials
as grease, blocks of ice, food, even just plain dirt.
A key difference between a

conceptual artwork and a traditional
painting or sculpture is that the
conceptualist’s work often requires little
or no physical craftsmanship. Much of
the artist’s time and effort goes into the
concept or idea behind the work, with the
actual execution then being relatively
quick and simple. An example is this
conceptual art piece by Kosuth.
One and Three Chairs
Joseph Kosuth, 1965
An actual chair (center), with a photograph of the
same chair and an enlarged copy of a dictionary
definition of a chair
Op Art
Another movement that emerged in
the 1960s was optical art or “op art.” This
was yet another experiment in visual
experience—a form of “action painting,” with
the action taking place in the viewer’s eye. In
op art, lines, spaces, and colors were precisely
planned and positioned to give the illusion of
movement.
As the eye moved over different segments of the image, perfectly stable
components appeared to shift back and forth, sometimes faster, sometimes
slower as the brain responded to the optical data.
WHAT TO KNOW
A. Abstract Expressionism: Action Painting, Color Field Painting
1. What were two of the art movements that emerged

from The New York School?
2. Why were action painting and color field painting given these
names?
3. Who was the artist who became famous for his action painting style?
4. Describe how the elements and principles of art were
used in the unique techniques and approaches of these
movements.
B. Neodadaism, Pop Art, Op Art
1. What is conceptual art? How is it unlike any other art

movement before it?
2. How was neodadaism different from the earlier dadaism movement?
3. From where did pop art draw its subjects?
4. Name the foremost artists of the pop art movement.
5. Explain how the elements of art were used to create
the special technical effect in op art.
WHAT TO PROCESS
“My Own Modern Art”

Your teacher will give you a weekly output, and will assign the modernist
art styles as follows:
Week 1 - Action painting
Week 2 - Color field painting
Week 3 - Pop art

Procedure for Action Painting
1. Prepare your materials – 1 whole cartolina, box board, or other
recycled board; acrylic paints; 1-inch paintbrushes, sponges, or
popsicle sticks; recycled mixing plates; small rags for cleaning up;
newspaper for covering work surface.
2. Discuss the overall composition and technique that you will

use.
3. Select desired colors of paint and apply these to the board using
actions such as brushing, sprinkling, dripping, and flicking. Let the
paint dry.
4. Decide on a title for your painting and display it in the classroom.
5. Be ready to explain the “action painting” techniques that you used

and to exchange comments with the other works. In what ways
are they the same? In what ways are they different?
Procedure for Color Field Painting: Pictograph Approach

1. Prepare your materials – 1 whole cartolina or 1 whole box board;
acrylic, poster, or any available paints in primary colors, black, and
white; #8 paintbrushes; small rags for cleaning up.
2. Plan the overall composition and technique that you will use. Select
colors of paint similar to those used by color field artists, and plan how
these will be arranged in your artwork.
3. For pictograph approach - Use the #8 brush to paint small picture

fragments or symbols in a repeating pattern on the entire cartolina or
board. Let the paint dry.
4. Decide on a title for your painting and display it in the classroom.
5. Be ready to explain the pictograph approach that you used and to

exchange comments about their works.
Procedure for Pop Art
1. Prepare your materials – 1 whole cartolina or 1 whole box board; old
colored magazines, newspapers, or calendars; scissors; glue or paste;
watercolors, acrylic paints, poster colors, crayons, or pastels; #8
paintbrushes and/or sponges.
2. Select a “popular” subject for your artwork( e x . a product, a celebrity,

a movie or television character, a sport, a place, a brand name, etc.).
Plan how this will be depicted using your available materials.
3. Cut out images, letters, etc. from the magazines, newspapers, or

calendars, and glue or paste them on the cartolina or board. Color the
surrounding background with watercolors, poster colors, or any
available paints. You may add details with crayons or pastels.
4. Decide on a title for your artwork and display it in the classroom.
5. Be ready to explain the pop art style and techniques that you used
(ex. inspired by Andy Warhol, Roy Lichtenstein, etc.) and to exchange
comments with the other about their works.
WHAT TO PERFORM
My Own Optical Art!
1. Copy the illustration below to make your own Opt art.

Contemporary Art Forms:
Installation Art and Performance Art
The 20th century also saw the rise of new art forms aside from the
traditional ones of painting and sculpture. Among these were installation
art and performance art. Installation art makes use of space and materials in
truly innovative ways, while performance art makes use of the human body,
facial expressions, gestures, and sounds.
Installation Art
Installation art is a contemporary art form that uses sculptural materials

and other media to modify the way the viewer experiences a particular
space. Usually lifesize or sometimes even larger, installation art is not
necessarily confined to gallery spaces. It can be constructed or positioned in
everyday public or private spaces, both indoor and outdoor.
Cordillera
Labyrinth Roberto
Villanueva, 1989
Bamboo and runo
grass
Outdoor installation
at the Cultural
Center of the
Philippines
Examples of Installation Art
Materials used in today’s installation art range from everyday items
and natural materials to new media such as video, sound, performance, and
computers.
It may be said that primitive forms of this art have existed since
prehistoric times. However, this genre was not regarded as a distinct
category until the mid-20th century and only came to prominence in the
1970s. The installation artist’s manipulation of space and materials has also
been called “environmental art,” “project art,” and “temporary art.”
Activity in ARTS 10
Mambulo Nuevo High
School
July 10, 2015
Essentially, installation art creates an entire sensory experience for the

viewer. Many installations are of a size and structure that the viewer can
actually walk through them, and experience varying facets of the work in
stages. Some works allow the viewer to touch or feel, hear, and smell elements
that the artist has incorporated in the installation. Thus, there is a strong
parallel between installation art and theater. Both play to an “audience” that is
expected to interact with and be affected by the sensory experience that
surrounds them.
Performance Art
Performance art is a form of modern art in which the actions of an individual
or a group at a particular place and in a particular time constitute the
work. It can happen anywhere, at any time, or for any length of time. It can be
any situation that involves four basic elements:
 time
 space
 the performer’s body
 a relationship between performer and audience.
In performance art, the performer himself or herself is the artist.
Performance art does include such activities as theater, dance, music,

mime, juggling, and gymnastics. However, the term is usually reserved for
more unexpected, avant-garde, and unorthodox activities intended to capture
the audience’s attention. The performer himself or herself is the artist, rather
than an actor playing a character as in a stage play.
The performance venue may range from an art gallery or museum to a

theater, café, bar, or street corner. The performance itself rarely follows a
traditional story line or plot. It might be a series of intimate gestures, a grand
theatrical act, or the performer remaining totally still. It may last for just a few
minutes or extend for several hours. It may be based on a written script or
spontaneously improvised as the performance unfolds.
WHAT TO PROCESS
Your teacher will give an activity. You will create an installation

artwork. You will present performance art.
Installation Art
1. Gather creative and innovative materials for the planned

installation and bring these to your chosen work area.
2. Together, assemble the materials to construct your installation.
3. Give the work a thought-provoking title and label it accordingly.
4. Take a picture on your work and present it to your teacher.
Examples:
Performance Art (Group Performance)
1. Search for paintings. Do the same position of the images in

the picture.
2. Think of the place, equipment, costumes, and props (if any)
for your presentation.
3. Assign roles/tasks to each group member, as performers,
production crew, etc.
4. Look at the picture below.
Original “Spolarium” ARTS 10 Activity

(mimic of Spolarium)
Mambulo Nuevo High School
Libmanan, Camarines Sur
Original picture mimic

Curating the Exhibit
Each artwork will be accompanied by a card briefly describing the work
as follows:
For student-made artworks:
Title : ____________________________
Artist/s : __________________________
Artistic style and medium used:
__________________________________________________
Date of Creation :__________________________
Artist : ____________________________________

__________________________________________________
Prevailing historical events at that time:
_________________________________________________
Year or period of creation:
_________________________________________________
Critiquing the Exhibit

As a form of self-evaluation, rate the culminating exhibit using the format
below:
“AN EXHIBIT ON MODERN ART”

Evaluation Form
Very
Criteria Good Fair Poor
Good
Selection of artworks
(theme and message)
Completeness of exhibit
Presentation (display, mounting,
and labelling of works)
Assignment of tasks
Cooperation among students
Response of exhibit visitors
Quarter II:
TECHNOLOGY-BASED ART
CONTENT STANDARDS
1. New technologies that allow new expressions in the arts
using art elements and processes.
1. Creates a tech-based artwork (video clips and printed media such
as posters, menus, brochures, etc.) relating to a selected topic
from the different learning areas using available technologies,
e.g., food and fashion.
1. identifies art elements in the technology-based production arts.
2. identifies distinct characteristics of arts during the 21st century in terms
of: - production
- functionality/range of audience reach
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a
person to express his/her ideas, goals, and advocacies, which elicits
immediate action.
5. determines the role or function of artworks by evaluating their utilization
and combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g.,
landscapes, images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials,
guided by 21st century techniques.
9. describes the influence of technology in the 21st century on the evolution
of various forms of art.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st century art
(e.g., the use of graphic software like Photoshop, In Design, etc.).
11. evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.
From the Department of Education curriculum for ARTS Grade 10 (2014)

Quarter II:
TECHNOLOGY-BASED ART
INTRODUCTION
Technology has literally taken over every aspect of life in the 21st
century, and the creative and visual arts have not been spared. In fact, for
the younger generations, art as you know it is defined by technology—from
its creation, to its manipulation, to its reproduction, and even to its
distribution.
Technology-based art is essentially computer-generated and/or

manipulated. Through the centuries, visual artists used actual brushes
and palettes, and a whole array of paints, inks, and natural pigments
applied to paper, canvas, fabric, stucco walls and ceilings. Today’s
computer artists employ the ever-expanding powers of image
manipulation programs and applications to create their works which can
appear in an entire range of media—whether as a physical output or a virtual
experience.
Computer/Digital Arts
Origin and Early Stages
Computer art or digital art first came on the scene in

the early 1960s.
The early experimenters were not necessarily artists, but engineers
and scientists who had access to and experience with the hardware
needed. It was they who began to recognize the potential of artistic
expression through the application of scientific and mathematical principles.
Geometric forms and repeating patterns appear frequently. More

traditional subjects like human beings, landscapes, animals, and still life
elements are simply incorporated as part of those forms and patterns—
rather than as the main focus.
Also understandable was the initial reaction of the public to

computer-generated art. There were questions as to whether it was, in
fact, “true art” since it made use of electronic and mechanical devices,
rather than the artist’s own hand, to produce the images and effects.
Within a few years, however, there was a general acceptance of digital
art as an exciting and thought-provoking form of modern art.
A sampling of their works can be seen here.
Polygon Drawings, 1965 Schrotter (“Gravel”), c.

1965
Frieder Nake, 1965 Georg Nees, c. 1965
Vera Molnar Ronald Davis

(Des) Ordres, 1974 Mountain and Staurolyte, 1997
Plotter drawing Computer-generated 3D art
Manfred Mohr, 1999 Olga Kisseleva, 2012
EPED C
Jean-Pierre Hebert, 2007
Some digital artists have even used their works to express their views
on political, social, and cultural issues; as well as to advocate causes that
are critical to modern life, such as the environment and climate change.
Others even explore the philosophical relationship between science and
technology and the arts.
The Philippine Scene
In our country, Filipino artists were likewise influenced by the
technology trend in art. However, this was more in the commercial
sphere. From the 1960s to the 1990s, their computer-generated works
were primarily geared towards illustrating for international comic books. In
fact, Filipino illustrators earned quite a reputation for their talents and were
highly in demand in this field.
Eventually, however, the concept of computer-generated works as a

means of serious artistic expression gained ground among the younger
generation of local artists. Today, even the more established names in
the field—artists and critics alike—have come to accept and recognize
digital works as fine art.
Cityscape
Antonio Gorordo, c 2010-2012
Digital art
There are also institutions offering training courses on the digital arts:
 First Academy of Computer Arts
 Philippine Center for Creative Imaging (PCCI
 Technical Education and Skills Development Authority (TESDA)
 Animation Council of the Philippines (ACPI).
Courses such as these open up an array of career opportunities for

young Filipinos in the fields of advertising, animation design, multimedia
communication, and web development. (More on these topics in Quarter III.)
Digital Art in the Hands of Everyone
Anyone with a computer
device— from a desktop PC to a
laptop, to a tablet or android
phone—can now capture and edit
images and videos; create,
manipulate, and share works of art;
and even compose music. You can
be—and probably already are—a
digital artist in your own right.
Take/bring a picture using cell phone, tablet or digital

camera. Compare your picture with the paintings in
Quarter I.
Summary
Computer/digital arts make use of electronic and
mechanical devices, rather than the artist’s own hand, to
produce the desired images and effects. In recent decades,
personal gadgets such as laptops, tablets, and android phones
have incorporated the artistic capabilities of the large-scale
computers.
WHAT TO KNOW
1. Briefly describe how technology made—and continues to make—
digital art possible.
2. Was digital art readily accepted and recognized as “true art” when it
emerged in the 1960s? What was the reason for this?
3. What devices can now be used to create digital art? Do you own
one such device?
4. Name one or two computer programs that can enable you to create an
original illustration from scratch.
WHAT TO PROCESS
Digital Image Creation [Session 2]
Note: Pre-requisite for this activity is exposure to/experience with Computer

Illustration under Technology Livelihood Education (TLE).
1. If you have access to a computer drawing program, such as

Adobe Creative Suite or its less complex counterparts, create
an original artwork.
2. If a drawing program is not available, capture an image instead

using a digital camera, a DSLR camera, a tablet, or an android/
mobile phone.
3. Store the finished illustration or image in a device that

contains an image editing program, similar to these:
 Gimp (GNU Image ● Pencil

Manipulation Program)
 Paint.net ● Picasa
 Inkscape ● Paint Star
 Xara Extreme ● Smooth Draw
 Artweaver ● Spray
 Draw Plus ● Karbon
 Adobe Photoshop ● Corel PaintShop Pro X5
The stored illustration or image will be manipulated using

any of these editing programs, during a later session of
Quarter II on Computer Generated Images (see page 240).
WHAT TO UNDERSTAND
A. Research Activity
1. Research online for the works of any two of these digital

artists: James Faure Walker Geroge Grie
Manfred Mohr Olga Kisseleva
Ronald Davis John Landsdown
Joseph Nechvatal Perry Welman
Matthias Broegel Jean-Pierre Hebert
2. Select one artwork each by the artists that you have chosen.
Give the basic details of each (title of work, name of artist,
technique used, year created).
Briefly explain how the following principles of art are
incorporated or expressed in these particular works:
a. Rhythm, Movement
b. Balance
c. Emphasis
d. Harmony, Unity, and Variety
e. Proportion
B. Questions
1. Write a brief personal reaction to the works you chose—whether

positive or negative. Explain your opinion.
2. Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
3. Research online for three Filipino artists using digital techniques for
their works. Compare and contrast their works with the examples
of digital art by the foreign artists presented above.
4. As a young citizen of the Philippines and of the world, how do you

feel about the pervasiveness of digital technology in
a. art (digital illustration, digital photography, digital videos)?
b. media?
c. entertainment / gaming?
d. education?
e. communication?
5. How do you personally make use of digital technology in each of

the above areas?
6. Specifically, in the area of art (digital illustration, photography,

videos), what artworks are you able to create with the help of
the available technology? Cite at least 5 examples.
7. Do you find yourself exposed to or involved in using digital devices

and applications in most aspects of your life? What are the
benefits? What are the risks or disadvantages?
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Art”
Having learned the concept and techniques of computer/digital art,

you can now prepare your artworks for the culminating exhibit at the end of
the quarter.
All the finished artworks should be labeled with original titles, your
name or your group members’ names, the date, and the technique used.
Mobile Phone Art/

Computer-generated Images
Mobile Phone Art

The mobile phone that you
constantly hold has evolved from
a mere communication tool, into a
creative device that allows you to
generate original works of art for an
entire range of purposes.
And the wonder of it all is that you

can do all these right on your own
mobile devices, particularly the new-
generation models known as android
tablets, phones, and combination of
both called “Phablets.” The tasks that
traditional photo editors used to perform
manually—cropping, retouching,
airbrushing— are now just a few of
the many editing effects done for you
with split-second ease at the click of a
mouse, a keyboard command, or a few
taps and drags of your finger on a touch
screen.
You are probably already familiar with the following image
manipulation programs and applications that run on today’s android devices:
 Pixlr – a powerful, free online image editor
 Pic Collage – allows you to make collages incorporating photos,

stickers, text, and frames
 Photo Grid – a downloadable application for android phones that

allows you to make collages out of images from your photo gallery
 Pic Monkey – a free online photo editing tool that provides filters,
frames, text, and effects to manipulate your images
 Flipagram – a downloadable application that allows you to ‘bring

your photos to life’ in short videos set to music of your choice
 Picsart – a free photo editor and drawing application, as well as a

social network for you to share your art with others
 Instagram – a fast and fun way to share images with others; snap a
photo, choose from among the available filters, and share via
Facebook, Twitter, Tumblr, and more.
Examples of Photo Grid:
Different shapes, automatic collage or color change, stickers, text bubbles; effects such as
warp, skew, tunnel, fish eye, and negative; adding “spot color” to only certain elements
of an image; creating a photo montage with music.
Original image Modified with cropping,
superimposed text, and a
‘silk’ texture
EPE
Original image Modified to ‘pencil sketch’ effect

in gray scale, plus rounded
corners
Photos and image manipulation by Tawid Publications

Mirror Photo – multiple mirror images
Original image Modified with color retained on

selected portions

Original image Modified to a completely different color
EPE
Original image Modified to a multi-image collage in

different tints

Using your cell phone, tablet or digital camera, take a picture
and edit the images using Photo Grid. Look at the pictures below
as your samples.
WHAT TO KNOW
1. What is mobile phone art?
2. What technology has made this possible?
3. What is the raw material or starting point for creating an artwork
on a cell phone?
4. How is this initial material then transformed into an original piece of art?
5. Name some programs and/or applications that can be used to create
art on a mobile phone?
WHAT TO PROCESS
Creating Mobile Phone Art / Computer-generated Art [Session 4]
1. Depending on the devices available to you, you may either:

a. Capture an image using your cell phone camera
b. Create an image from scratch using a drawing/illustration

program on a computer, laptop, or tablet
2. Save your captured image or finished illustration in preparation

for transforming it into an example of cellular phone art or
computer-generated art.
[Note: Refer to any applicable modules of Technology

Livelihood Education (TLE) for detailed instructions on
what programs to use, and how to us them.]
3. Using any of the applications installed in your available device (s),

experiment with different effects and features to modify your
saved image or illustration. You may try some of the following
effects, as well as others offered by the application(s) you are
using:
 re-size
 crop
 skew / warp
 rotate
 flip
 adjust brightness
 adjust sharpness
 change colors
 gray scale
 sepia tone
 apply a texture
 superimpose text, trying different fonts
 apply frames, borders, or banners
 edit out an element that you do not want to appear
 add an element that is not in the original image
WHAT TO UNDERSTAND
1. Mobile phone art is a technology-based art form. Support this
statement with your own brief explanation.
2. Do you consider the products of such mobile phone applications as
true art? Why or why not?
3. Did you feel like an artist while capturing and modifying your mobile
phone image? Describe the experience.
4. In the case of rendering and modifying an original computer
illustration, do you consider this as true art? Why or why not?
5. Describe your experience, if you used this technique to create a
computer- generated artwork.
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Art”
Having learned the concept and techniques of mobile phone art and
computer-generated images, you can now prepare your artworks for
the culminating exhibit at the end of the quarter.
All the finished artworks need to be labeled with original titles, your name or
your group members’ names, the date, and the technique used.
Digital Photography
Another means of generating an

original image is to capture it first as
a digital file. In the case of today’s
electronic technology, that would
mean recording the image using a
digital camera or a device with a
built-in camera, like your mobile
phone, android device, or tablet.
The photographer (or a

commercial developing service)
would then have to process the
exposed film in a special enclosed
space known as a “dark room”—
and only then would the recorded
images be seen.
Dark Room
WHAT TO KNOW
1. What is digital photography?

2. In place of the previous light-sensitive film, how are today’s digital
images captured and stored?
3. What are the two main types of digital photography in use today?
4. Why is one of them called point-and-shoot photography?
5. What does the acronym DSLR stand for?
6. Cite two or three differences between these forms of digital photography.
WHAT TO PROCESS
Creating a “Pinhole Camera” [Session 5]
Materials:
shoebox or similar lidded box
black paint (if box is colored or printed)
Note: To save time, the boxes may be painted completely black
beforehand.
small piece of sheet metal (approximately 3” x 3”)
large needle X-acto knife
sandpaper
light-sensitive photo paper
tape
scissors
Procedure:
1. Your teacher will divide the class into groups of 5-6 students each.
2. Each group will do the following procedure:

a. Use the needle to punch a tiny hole in the piece of sheet metal.
Smoothen the edges of the hole with sandpaper.
b. Cut a small square opening in one side of the box, using the X-acto
knife.
c. Tape the piece of sheet metal over this opening on the inside of the
box. Completely seal all edges of the sheet metal with tape.
d. On the outer side of the opening, make a ‘flap’ out of scrap cardboard
to cover the pinhole in the sheet metal. Secure it in place with more
tape.
e. Bring the box, its lid, the light-sensitive photo paper, and the tape into
a totally dark closet or small room.
f. Carefully unwrap the light-sensitive photo paper. Tape the paper on the
inner side of the box opposite the pinhole.
g. Put the lid on the box and seal its edges securely with tape on all
sides to ensure that no light can seep in. Once the pinhole cameras are
ready, each group will go outdoors and look for a subject for their
respective photos. Note: Be sure to choose a totally still or static subject.
3. Follow the procedure below for taking a photograph with your camera:
a. Position the camera on a stable surface, with the covered pinhole
facing in the direction of your chosen subject.
b. Without moving or shaking the box, carefully loosen the tape holding the
cardboard flap over the pinhole.
c. Tape the flap in the ‘open’ position for approximately 15 minutes, and
leave the box totally still for the entire duration.
d. When the time is up, carefully close the flap and tape it shut once
more.
4. Keeping your pinhole cameras fully sealed, bring them to a shop in your
area where the exposed paper will be developed into photographs.
WHAT TO UNDERSTAND
1. What was the experience like creating your own pinhole camera, and
being able to capture images using it?
2. What do you see as the advantages of digital photography as
compared to the earlier film-type photography
3. What do you think of the view that film photography is more artistic
than digital photography? Support your opinion.
4. If you have experienced both regular digital photography and DSLR
photography, which one did you find more useful to you? More
doable? More interesting? Explain your answers.
5. What do you think of the way digital technology has made quality
photography accessible to everyone, including young people like you?
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Arts”
Having learned the concept and techniques of digital photography, you

can now prepare your artworks for the culminating exhibit at the end
of the quarter.
1. Label the photos taken with the pinhole cameras with original
titles, your group members’ names, the date, and the technique used.
[Note: In the final exhibit for Arts Grade 10, these will be an
interesting contrast to the digital photos to be taken in Quarter III.]
2. Your Arts teacher will store the photos for inclusion in the exhibit at
the end of the quarter.
Video Game/Digital Painting/ Imaging Videos
Video Games
For today’s younger generation that grew
up in a digital world, even entertainment now
comes courtesy of computer devices. A major
component of such entertainment is in the form
of video games of every conceivable genre,
subject matter, and skill level.
These range from educational games and mind twisters, to

building and construction games, to ones that entail physical interaction
by the users (sports, fitness, dance). Then there are the tremendously
popular games of strategy, war, science fiction, and mythical worlds that
employ amazingly complex and realistic graphics, motion, sound, and
other special effects.
Similar to image creation and manipulation, it is now possible for

video game fans to become video game creators themselves. Online
tutorials and guides are available on sites like e-how, Instructables, and
You Tube. Plus there are available programs that can be downloaded and
used immediately, with no need for prior knowledge on coding or web
development.
Examples of such programs are:
 Twine - http://twinery.org/
 Stencyl - https://www.udemy.com/create-your-first-
computer-game-with- stencyl/
 GameMaker - https://www.yoyogames.com/learn
Digital Painting
Digital painting is a method of creating an artwork using a
computer. This is, however, different from the image generating devices
and programs discussed above, which create, modify, store, and share
images entirely on a laptop, tablet, or android phone. Digital painting still
makes use of traditional painting mediums such as acrylic paint, oils, ink,
and watercolor and also applies the pigment to traditional surfaces, such
as canvas, paper, polyester etc. But it does so by employing computer
software that drives a type of robot device (such as a plotter) or an office
machine (such as a printer) that takes the place of the artist’s hand.
Example:
Digital painting also refers to a technique using a graphics software

program to create an artwork that is totally virtual. The canvas, brushes,
paints, and other tools are all virtual, existing only within the computer.
And the finished work is also stored in virtual format, to be shared through
cyber space.
Ctrl+Paint is an example of an online resource for teaching yourself

digital painting for free, via simple videos and mini tutorials.
Video Technology / Imaging Videos

Social media purposes
- Another tremendously
powerful and innovative field
that digital technology has
revolutionized is that of
creating and presenting
videos. The explosion of
social media in recent
decades has provided a new
platform for video materials
targeting the “netizens” of
today. Not only are there
online advertisements that
continuously bombard the users’ computer screens and mobile phone
displays. But there are also millions of personally produced videos that
are constantly uploaded to online platforms like You Tube—from music,
dance, and stage performances to tutorials of all kinds to recipes to
documentaries to news clips to marriage proposals.
Again, the digital technology to capture and edit such videos is

contained right in your tablets and android phones. And just as with the
still images discussed above, the raw video clips can be enhanced and
modified with a myriad of effects depending on the particular video
application you have installed in your device.
Medical/scientific purposes – Another extremely valuable use of

today’s video technology is that of imaging videos in the fields of medicine
and science. You may be familiar with Magnetic Resonance Imaging
(MRI), Computerized Tomography (CT scans), and the like which are
used to create and record visual images of a patient’s internal anatomy
in order to diagnose and treat diseases and injuries. There are also
ultrasound tests or sonograms, which translate sound waves bouncing
off physical objects into images that can be studied—whether a baby
developing in the womb (in 2D, 3D, and 4D options), growths or
malformations inside the body, structural flaws in buildings, as well as
objects in outer space, underground, and deep in the ocean.
WHAT TO KNOW
1. How has computer technology contributed to the
development of video games?
2. Name some of the most popular types of video games today.
3. On what kinds of devices can such games be played?
4. Can a young person like you create your own video game?
If yes, how?
5. What is digital painting?
6. Briefly describe the two different types of digital painting presented.
7. Briefly explain today’s video technology.
8. How do you use video technology personally? For school purposes?
9. How is it used in modern life?
10. What valuable purposes do “imaging videos” serve in the fields
of medicine and science?
WHAT TO PROCESS
Group Projects: Video Games / Digital Painting
1. Your Arts teacher will divide the class into groups of five to six
students each.
2. Half of the groups will be assigned to create their own video

games (using any simple software that they have available or
can download from the internet for free); and the other half of
the groups will be assigned to create works of digital painting.
[Note: Refer to any applicable modules of Technology
Livelihood Education (TLE) for detailed instructions on
what programs to use, and how to use them.]
3. Due to time constraints, you will need to work on these group

projects outside of class hours.
4. Save your finished video games or digital paintings in a storage

device that your Arts teacher will hold for safekeeping until the
culminating exhibit on Technology-based Arts.
WHAT TO UNDERSTAND
1. Compare your experience in creating your own simple video game

with that of your classmates creating a digital painting; or vice-versa.
2. Do you think that video games can be considered a form of

modern art? Why or why not?
3. Is digital painting as “artistic” as the traditional modes of painting?
Support your opinion.

1. Is there a value to imaging videos apart from the entertainment
or even documentation purposes of regular videos? Give some
examples.
2. Discuss how this shows that technology can serve aesthetic and
practical— even vital—purposes in today’s world.
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Arts”
Prepare your artworks for the culminating exhibit at the end of the
quarter.
1. All the finished artworks should be labeled with original titles, your
name or your group members’ names, the date, and the technique
used.
2. Your Arts teacher will store the finished artworks for inclusion in the
exhibit at the end of the quarter.
[Note: For the video games and digital paintings created in Session 7, some
form of device with a display capability will need to be prepared prior to
the culminating exhibit. This could be a desktop computer or a
laptop/tablet connected to a large monitor, if available within the school or
loaned from astudent’s family.]
FOR SESSION 6
Culminating Activity for Quarter II:

“AN EXHIBIT OF TECHNOLOGY-BASED ARTS”
The last session for Quarter II will be devoted to staging “An Exhibit
of Technology-based Arts” presenting the following categories:
1. Mobile Phone Art

2. Computer-generated Images
3. Video Games
4. Digital Painting
You will be assigned to select from among your own works, as

well as source photos, magazine or calendar cutouts, Internet images,
etc. of at least two to three representative artworks each for the above
categories.
Each artwork will be accompanied by a card briefly describing the
work as follows:
Title : __________________________________
Artist/s : __________________________________
______________________________________________
Date of creation :
______________________________________________
For reproductions or images of known artworks:
Title : __________________________________
Artist : __________________________________
Artistic style and medium used

_______________________________________________
Year or period of creation
_______________________________________________
Prevailing historical events at that time

_______________________________________________
Invite the school Administration, other faculty members, and your

schoolmates to visit the exhibit. Be prepared to explain the works and
how these present the characteristics of different forms of technology-
based art.
As a form of self-evaluation, rate the culminating exhibit using the
format below:
“An Exhibit of Technology-based Arts”

Evaluation Form
Very
Good
(theme and message)
Assignment of tasks
Quarter III:
Media-Based Arts and Design
In the Philippines
CONTENT STANDARDS
1. art elements and processes by synthesizing and applying
prior knowledge and skills.
2. new technologies that allow new expressions in the arts.
The learner…
1. creates artworks using available media and natural resources on
local topics, issues, and concerns such as environmental
advocacies, ecotourism, and economic and livelihood projects.
The learner…
1. identifies art elements in the various media-based arts in the
Philippines.
2. identifies representative artists as well as distinct characteristics of
media-based arts and design in the Philippines.
3. realizes that Filipino ingenuity is distinct, exceptional, and on a par
with global standards.
4. determines the role or function of artworks by evaluating their
utilization and combination of art elements and principles.
5. uses artworks to derive the traditions/history of a community.
6. creates artworks that can be assembled with local materials.
7. describes the characteristics of media-based arts and deign in the
Philippines.
8. applies different media techniques and processes to communicate
ideas, experiences, and stories (through the use of software to
enhance/animate images like Flash, Movie Maker, Dreamweaver,
etc.).
9. evaluates works of art in terms of artistic concepts and ideas using
criteria appropriate for the style or form of media-based arts and
design.
10. mounts a media-based exhibit of completed artworks.
From the Department of Education curriculum for ARTS

Grade 10 (2014)
68
Quarter III:
Media-Based Arts and Design
In the Philippines
INTRODUCTION
The previous quarter provided an overview of the phenomenal

capabilities and possibilities of the electronic or digital media available
in today’s technology-driven world. These have enabled amazingly
innovative art forms to evolve far beyond traditional painting, sculpture,
and architecture. As quickly as technology is able to develop new devices,
gadgets, and techniques, modern artists and designers adapt them to
enhance their creative expression.
In this quarter, the modern techniques and trends in photography,

film, print media, digital media, and product and industrial design will
be explored. Most notably the talent, creativity, and quality workmanship
of Filipino artists and designers in all these fields will be recognized and
celebrated. Not only have these brought Philippine artistry to the world’s
attention, but they have opened up an entire range of opportunities for
young Filipinos to develop and apply these talents—and earn a living
while doing so.
69
Photography
In its early stages during the late 19th century, photography was
viewed as a purely technical process, that of recording visible images by
light action on light-sensitive materials. In fact, its very name—from the
Greek “photos” (meaning light) and “graphos” (meaning writing)—states
this process literally.
In comparison to the highly-regarded arts of painting and sculpture,

then, photography was not immediately considered art. But it was not
long before the artistry of 20th century photographers elevated this “light
writing” to an aesthetic form in its own right.
The Photographer as Artist

Focusing a camera at a subject and clicking the shutter is
photography as process. Discerning a significant moment or a unique
expression, framing it in the camera viewfinder with an eye for
composition, and then clicking the shutter is photography as art.
In a pictorial shoot, the

photographer may position
lighting, modify the lens
setting, or use filters to
create an effect he or she
has conceptualized
beforehand. The tools and
techniques may not be
those of the traditional
artist, but the aesthetic
principles are the same.
70
Photography as Communication
Being a modern
art form means
that photography is
now viewed as
being more than
just beautiful. It is
also considered
one of the most
powerful means of
communication.
This power comes from two distinctive characteristics of

photography: immediacy and detail. Because the lens captures the
image objectively, the resulting photograph is regarded as ‘true to life’ and
‘of the moment.’ At the same time, the camera takes in every detail of an
image. Thus the photograph has a sense of completeness.
For these reasons, photographs are vital tools in communication

fields such as journalism, advertising, education, and even in courts of
law.
Noteworthy Philippine Photographers

The Philippines has joined the rest of the world in applying the
wonders of modern photography to every aspect of life—from personal
to professional to national to global. And with our country’s natural beauty,
a number of local photographers have taken on the Philippines and our
people as a major focus of their lenses.
Among these are George Tapan, John K. Chua, Manny Librodo

and many other talented members of the Federation of Philippine
Photographers Foundation (FPPF)
71
George Tapan i s k n o w n a s M a s t e r T r a v e l P h o t o g r a p h e r .
H e is an award-winning travel photographer who has won two Pacific
Asia Tourism Association (PATA) Gold awards, an ASEAN Tourism
Association award, and first place in the 2011 National Geographic Photo
Contest. His highly- acclaimed work has been published in five travel
photography books.
George Tapan
Into the Green Zone

-was named 1st place winner in the Places category of the National
Geographic photo contest, besting about 20,000 entries from 130 countries.
72
Other photos by George Tapan
EPED
73
John K. Chua is best
known as an advertising and
commercial photographer,
with over 40 years of
experience in this field and
numerous local and
international awards for his
work. At the same time, he
has applied his photo
artistry to showcasing the
beauty of the Philippines.
Examples of his works:
American War Memorial (Taguig City) Gulf of Davao
Snake Island, Palawan Hingyon Terraces, Ifugao
Hot Air Balloon Feast Dos Palmas
74
WHAT TO KNOW
1. What two Greek words are the origins of the term “photography”?
What makes them fitting for this media-based art form?
2. How does technology contribute to the development of an art like
photography?
3. Why is photography truly a “modern” art form?
4. What special talents and skills does a photographer have that make
him or her an artist?
5. What qualities make photography such a powerful communication
tool?
6. Name some noteworthy Filipino photographers presented above,
plus others you may have researched on. Cite a distinctive
achievement of each.
7. What type of subjects seems to be among their favorites to
photograph?
8. Looking at the sample photographs shown, explain how the
principles of art (rhythm/movement, balance, emphasis, proportion,
harmony, unity, variety) are made use of by the photographer as an
artist.
“Images with a Message”
1. For this activity, your teacher would have asked you to bring to class
any available device for taking photographs (point-and-shoot camera,
DSLR camera, mobile phone, android phone, tablet). Those who do
not have their own device may share with other classmates.
2. Think of any subject that is available to your place:

a) People/Personalities d) Insights
b) Our School e) Humor, etc.
c) Nature
(Note: You may also think of your own themes, if you wish.)
3. Move around the classroom and school grounds on your own time,
taking photographs according to your assigned/chosen theme. Store
the best ones in your devices for group evaluation.
4. Select one photograph taken that best captures the theme.
5. Plan with your classmate how and where to have these selected photos
printed on letter-size paper (8½” x 11”). Then, turn these over to your
Arts teacher for safekeeping until they will be presented in the
culminating exhibit.
75
“What’s in a Photo?”
1. Cut out three photographs from a magazine, calendar, poster, or

brochure— each expressing one of the following:
a) a commercial or business message
b) a social or political statement
c) artistic expression.
2. Label each of your photographs with a creative title, expressing the

particular purpose you think it has.
3. Bring them to class and be ready to explain the purpose of each.
WHAT TO PERFORM
Preparing for the Quarter III “Exhibit on Media-Based Arts and
Design”
Prepare your photographs for the culminating exhibit at the end of the
quarter by labeling them with original titles, your group members’ names,
the date, and the camera type used.
FILM
Another art form which has

risen to tremendous heights
within the last century is film
or cinema. As its early name
“motion pictures declared, film
brought yet another dimension
into play—that of moving
images. The possibilities of this
medium created a new art form
that was to become a powerful
social and economic force, and a
legacy of the 20th century to the
world.
76
A Technology-driven Art
Cinema, just as all modern arts, has been greatly influenced by
technology. In the case of cinema, however, it is an art form that came
into being because of technological advances. The transition from still
photography came in the late 1800s with “series photography” and the
invention of celluloid strip film. This allowed successive still photos of a
moving subject to be captured on a strip of film advancing through a single
camera. This was the seed of the highly-advanced film medium we enjoy
today.
The need to view these moving images led to the rise of the Kinetoscope,
forerunner of the motion-picture film projector , invented by Thomas A. Edison
and William Dickson of the United States in 1891. In it, a strip of film was passed
rapidly between a lens and an electric bulb while the viewer peered through a
peephole.
In the meantime, European and American inventors were providing one

technological advancement after another. The French developed the
“cinematographe,” a hand- cranked camera, printer, and projector all in one
that was lightweight enough to bring outside the studio. By 1901, the earliest
motion pictures were rapidly progressing from one-scene, studio films to
multiple-scene narratives filmed outdoors. Driven by these and many more
advances, the art aspect of filmmaking was born.
The Collaborative Art of Filmmaking

Filmmaking, because of its technical complexity, involves entire
teams of artists, writers, and production experts, supported by technicians
taking charge of the cameras, lighting equipment, sets, props, costumes,
and the like—all under the supervision of a film director.
77
Film directing - It is the director, like the painter and sculptor in traditional art, who
envisions the final effect of the film on its viewers, visually, mentally, and
emotionally. While the painter and sculptor work with physical materials, the film
director works with ideas, images, sounds, and other effects to create this unique
piece of art. He or she conceptualizes the scenes, directs the acting, supervises the
cinematography and finally the editing and sound dubbing in much the same way as a
visual artist composes an artwork. Clearly, however, the director does not do all these
alone.
Acting - First and foremost, there was the art of acting for film. With live
theater as the only form of acting at that time, film actors had to
learn to express themselves without the exaggerated facial
expressions and gestures used on stage. With the addition of
sound in the 1930s, they then had to learn to deliver their lines
naturally and believably.
Cinematography - Behind the scenes, there was cinematography or the
art of film camera work. This captured the director’s vision of
each scene through camera placement and movement, lighting,
and other special techniques.
Editing - This was joined by film editing, the art of selecting the precise
sections of film, then sequencing and joining them to achieve the
director’s desired visual and emotional effect. Sound editing was
also developed, as films began to include more ambitious effects
beyond the dialogue and background music.
Production/Set design - This recreated in physical terms—through
location, scenery, sets, lighting, costumes, and props—the mental
image that the director had of how each scene should look, what
period it should depict, and what atmosphere it should convey.
.
Again, all these allied arts were made possible through the
advances of modern technology. From cumbersome machines that could
barely be moved, today’s highly- sophisticated cameras and accessories
can handle even the most demanding camera work. From the era of silent
films, today’s films incorporate a vast range of voice, music, and sound
effects to suit an ever-widening array of film genres. From manual
rendering, today’s animated films use the awesome capabilities of
computers to amaze moviegoers of all ages.
Film Genres
The public response to motion pictures was immediate and
enthusiastic. From makeshift nickelodeons (movie theaters charging a
nickel for entrance) in 1904 to luxurious “dream palaces” for middle class
moviegoers by 1914, public showings of movies were a big hit. With World
War I over and the establishment of Hollywood as the center of American
filmmaking in 1915, the movie industry was on its way to becoming one of
the biggest and most influential of the century.
78
First there were the silent films
starring Sir Charles Spencer
“Charlie” Chaplin, and the
“slapstick comedy” films of
Buster Keaton and later Laurel and
Hardy. With sound still unavailable,
these films relied on purely visual
comedy that audiences found
hilarious. Then, there emerged the
gangster movie genre as well as
horror and fantasy films that took
advantage of the sound technology
that was newly available at that time
Fantasmagorie is an 1908 French
animated film by Emile Cohl. It is
one of the earliest examples of
traditional (hand-drawn) animation,
and considered by film historians to
Sir Charles Spencer “ Charlie” Chaplin be the first animated cartoon.
Fantasmagorie (1908) Torrents
Further developments in cinematic and sound technology led to

even more genres: war and disaster films, westerns or “cowboy
movies,” thrillers or suspense films, historical or biographical films,
film epics, and film adaptations of literary classics. In a similar way, the
tremendous advances in computer technology in recent decades have
fueled the rise of futuristic or science fiction films, as well as special
effects movies featuring live actors, animated characters, or live actors
and animated characters together.
Documentary films, a non-fiction genre, were made using real-life

footage as well as file materials, in many cases to present an issue. Finally,
a special genre known as art films (“indie” or independent films) caters to
a small group of viewers and critics, consciously concerned with the artistic
merits of a motion picture.
79
Philippine Filmmakers
In the Philippine film scene, the American influence was evident in
the pre-World War II and Liberation years with song-and-dance musicals,
romantic dramas, and comedy films. Beginning with the turbulent 1970s,
however, progressive Filipino directors emerged to make movies dealing
with current social issues and examining the Filipino character.
Among them were Lino Brocka (Tinimbang Ka Ngunit Kulang, 1974;

Maynila, Sa Mga Kuko ng Liwanag, 1975), Mike de Leon (Itim, 1976;
Sister Stella L, 1984; Bayaning 3rd World, 1999), Ishmael Bernal
(Himala, 1982), and Peque Gallaga (Oro, Plata, Mata, 1983).
Lino Brocka Ishmael Bernal
Peque Gallaga
80
A Peque Gallaga Film
Lino Brocka Film An Ishmael Bernal
Film
Laurice Guillen’s Salome (1981) earned international acclaim at

the Toronto International Film Festival. Her more recent films, such as
Tanging Yaman, (2001) which won Best Picture in the Metro Manila Film
Festival, American Adobo (2002), Santa Santita (2004), and Sa ‘Yo
Lamang (2010), all gained her recognition among the current generation
of Filipino moviegoers.
Salome, 1981
Laurice Guillen
Tanging Yaman
(2001)
81
Marilou Diaz Abaya captured the attention and respect of the viewing
public with powerful films such as Jose Rizal (1998), perfectly timed for the
centennial celebration of Philippine independence; Muro-ami (1999), which
bravely exposed the deadly practice of using child-divers to pound for fish in
the Philippines’ coral reefs; and Bagong Buwan (2001), which dealt with the
human cost of the Muslim-Christian conflict in Mindanao.
Marilou Diaz-Abaya
Jose Rizal, 1998 Muro-ami, 1999
Crossing over easily between projects for television and for the big
screen is veteran film director Maryo J. delos Reyes. The heartwarming
drama film Magnifico won for him the Best Director distinction at the 2003
FAMAS Awards and garnered other local and international film awards as
well. Delos Reyes continues to be active in both film and television
media, having become known for well-loved teleseryes (television drama
series).
Maryo J. Delos Reyes
MAGNIFICO, 2003
82
Another Filipino film director who has brought the country to the
cinema world’s attention is Brillante Mendoza. Mendoza was originally a
production designer for films, commercials, and music videos, and started
directing films in 2005. But in just four years, his film Kinatay (The
Execution of P) won for him the Best Director award at the highly
prestigious Cannes Film Festival of 2009.
Brillante Mendoza Kinatay (The Execution of P), 2009
WHAT TO KNOW
1. Why is film making considered a true modern art form?
2. Explain how the following technological advances contributed to
the evolution of filmmaking:
a. celluloid strip film
b. lighter cameras
c. sound
d. color
e. computer animation and special effects
3. Explain why the film director is considered an artist.

4. Describe the allied arts that have emerged as part of the film industry.
5. Explain the film technique called “montage.”
6. What are some of the popular film genres? Name recent movies
that are examples of these different genres.
7. Explain how film has served as a powerful communication medium
from the 20th century until today.
8. In the Philippine film industry, name at least three outstanding
film directors.
9. What do you notice about the topics or subjects of their films?
10. Cite some distinctive achievements by the Filipino film directors
presented.
83
MOVIE MARATHON
1. The teacher will conduct a movie marathon.

2. The learners will have to understand the movie and analyze what
the story of the movie was.
3. After both film viewings have been completed, participate in a class
discussion on the following about each excerpt:
a) title
b) director
c) year
d) lead characters and the actors who played them
e) film genre
WHAT TO PERFORM
Preparing for the Quarter III “Exhibit on Media-Based Arts and Design”
Prepare your short videos for the culminating exhibit at the end of the
quarter by labeling them with original titles, your group members’
names, the date, and the film editing software used.
ANIMATION
In recent decades, a whole new career opportunity has emerged

for creative Filipinos via the field of animation. In fact, Filipino animators
have been involved in the creation of some of the best-loved—and
technically challenging—animated feature films produced in the last few
years. Among these are Toy Story, Up, The Incredibles, Monsters
University, Cars, Finding Nemo, Planes, Brave, Shrek, Kung Fu Panda,
and more. Such recognition of Philippine talent abroad has, in fact,
spurred the development of the local animation industry as well.
84
Animation Council of the Philippines
The Animation Council of the Philippines, Inc. (ACPI) is a non-
profit and non-stock organization in the Philippines that specializes in 2D
and 3D animation.
Philippine Animation Studio, Inc.

The Philippine Animation Studio, Inc. (PASI) was established in
1991 and has since collaborated on numerous animation projects and
series with foreign partners. Among these have been Captain Flamingo,
Producing Parker, Groove High, and Space Heroes Universe
First Filipino Animation
The first Filipino-made cartoon for television was Panday, created by

Gerry Garcia in the 1980s based on the comic book character of the same
name produced by Carlo J. Caparas.
From 1995 to 1997, Garcia also

brought into life Adarna, the first Filipino
full length animation movie, based on
the story of the Adarna Bird.
Among the other exciting

milestones in the fast-emerging
Philippine animation industry was the
creation in 2008 of Urduja, an
animated film adaptation of the legend
of the warrior princess of
Pangasinan. Produced by APT
Entertainment, Seventoon, and
Imaginary Friends, Urduja is
recognized as the first fully-
animated Filipino film, created
by an all-Filipino group of
animators using the traditional
(hand-drawn) animation process
with some 3D effects. The
characters were voiced by an
all-star cast of actors from
Philippine cinema and
television, with the screenplay
written in Filipino.
85
Also released in 2008 was Dayo: Sa Mundo ng Elementalia, said to
be the country’s first all-digital full-length animated feature film. Produced
by Cutting Edge Productions, the film presents Philippine mythical
creatures as heartwarming characters in a young boy's adventure. The
production involved over 500 local animators and featured a “tra-digital
animation” technique. Its characters were rendered in 2D animation, while
the backdrops were created using 3D animation. Dayo was also the first-
ever animated movie to be screened during the Metro Manila Film Festival,
as it was entered in the 34th MMFF in December 2008.
Dayo: Sa Mundo ng Elementalia
Another breakthrough was the first

Filipino full 3D- animated film, RPG
Metanoia, co-produced by Ambient
Media, Thaumatrope Animation,
and Star Cinema in 2010.
RPG Metanoia
86
WHAT TO KNOW
1. Research on the meaning of the word “animate” or “animation
2. What is the contribution of animation to the art of film making?
3. Briefly discuss some significant achievements of the animation

industry in the Philippines—both for foreign animated films and
cartoon series.
4. What role does the Animation Council of the Philippines (ACPI) play
in equipping young Filipinos for a career in animation?
5. How has the Philippine Animation Studio, Inc. (PASI) helped gain
recognition for Filipino animators in the field of international
children’s cartoons?
6. Based on the examples presented, for what audience are our local
animators creating their works?
7. In general, what themes and subject matter have our

local animators been focusing on in recent years?
8. Do you think animation is an effective medium for

promoting awareness among young Filipinos about
Philippine history, literature, and folk lore? Why or why
not?
9. Would you consider animation as a possible career option

in the future?
Print Media
Alongside the digital media forms discussed above, there

remains the more conventional form known as print media.
Included here are large-scale publications such as newspapers,
magazines, journals, books of all kinds, as well as smaller-scale
posters, brochures, flyers, menus, and the like. Of course, all of
these now have their digital counterparts that may be accessed
and read on the internet. However, there continues to be a demand
and a purpose for the actual printed forms of these materials. And
whether printed on paper or viewed on the web, these
materials once again involve and showcase Filipino artistry.
87
Advertising
Tne major field that still relies

heavily on print media is
advertising. Despite the soaring
popularity and seemingly limitless
possibilities of online advertising and
social media, Philippine artists are
still called upon to create
advertisements that will be physically
printed. These appear in
newspapers, magazines, posters,
brochures, and flyers—each with their
specific target readerships and
markets, and highly-specialized
approaches for reaching these target
groups.
Along with the advertising copywriters who provide the text for titles,
taglines, and body copy, an entire team of modern-day art professionals
creates the look of each ad. These range from art directors to photographers
to graphic designers to illustrators. If the ad subject requires it, the team
may further include food and product stylists, fashion stylists, hair and
makeup artists, set and lighting designers. All for the purpose of creating
an advertisement that will appear on a printed page or in a format that will
be handed out to potential customers.
WHAT TO KNOW
a) What forms does print media take in the field of advertising?
Name five examples.
b) What does the advertising copywriter do?
c) Name the other art professionals who work together to create a

print advertisement.
88
WHAT TO PROCESS
Advertising Group Project: “Presenting Products/Services with a
Cause”
1. The group members will decide on original products or services,

as well as special causes that these products or services can be
presented as supporting or advocating.
2. Using image capture and manipulation programs discussed in

Quarter II, the group members will create their choice of posters,
banners/streamers, brochures, or print advertisements to present
these products/services with a cause. (Note: The Arts teacher will
guide the group members in selecting the final format for these
projects, as the cost and the accessibility of printing or output
services must be considered.)
3. The finished print advertisements will be turned over to the Arts

teacher for safekeeping until they will be presented as part of the
culminating exhibit.
Single Digital Scrapbook
1. Cut pictures of any

advertisement in old
magazines, newspaper and
brochures.
2. Paste in a one whole bond

paper to make a digital
scrapbook.
Example:
89
Comic Books
Another field of print media that highlights the artistic gifts of Filipinos
is that of comic books, or komiks as they are referred to locally. The
popularity of Philippine comics began in the 1920s when Liwayway
magazine started featuring comic strips, such as Mga Kabalbalan ni
Kenkoy (The Misadventures of Kenkoy) created by Tony Velasquez.
Velasquez went on to be recognized as the “Father of Filipino Comics.”
Mga Kabalbalan ni Kenkoy
With the coming of the Americans to the country, local comics were
clearly influenced by popular U.S. comics with superheroes as the main
characters— resulting in local counterparts such as Darna and Captain
Barbell.
Darna
Darna Captain Barbell
90
Even decades before, however, komiks creators had already
introduced characters, themes, and story lines from Philippine folklore,
mythology, and history. With books and libraries not yet readily accessible
to a majority of the Filipino public, comics became a major form of reading
material around the country, avidly read and shared by young and old alike.
Pilipino Komiks, Lapu-lapu cover Tagalog Klasiks

By Francisco V. Coching (1954)
Filipino comics artists also became recognized for their talents,

both locally and overseas. Thus, from the 1960s to the 1980s, Filipino
artists were recruited to work for foreign comics publishers—among them
the highly popular DC Comics.
A more recent development in

the Philippine comics scene has
been the rise of comics series
reflecting or commenting on current
political and social issues or on the
Filipino character in a humorous
way. One such series is the long-
running Pugad Baboy, created by Pol
Medina, Jr.
91
Pugad Baboy
Media-based Arts and

Design in the Philippines
92
Kuting Magiting, created by Robert Magnuson
93
Mythspace, created by Paolo Chikiamco and Borg Sinaban
WHAT TO KNOW
1. The popularity of comics began in the Philippines through what

magazine?
2. What was one of the first comic strips that appeared there?
3. Who became known as the “Father of Filipino Comics”?
4. What popular U.S. comics publisher hired many Filipino illustrators in
the 1960s to the 1980s?
5. How were early Filipino comics creators influenced by American
comics? Yet how did local comics remain distinctly Philippine?
6. With the limited access to books and libraries in the 1960s, what
role did comics play?
7. What trends in style and subject matter do you see in today’s local
comics?
WHAT TO UNDERSTAND
1. Do you consider comics illustration a modern form of art? Why or

why not?
2. How are today’s Philippine comics different from those of the 1960s
to the 1980s?
3. Are you a comics reader—whether of American or Filipino comic
books or series? If not, what is the reason? If yes, what attracts you
to them?
4. Among the current generation of local comics writers and artists
presented here, whose style appeals to you most? Briefly explain
why.
94
Book Design and Illustration
Yet another extremely rich and promising area for young Filipino
artists is the field of book design and illustration. Thanks to the
visionary mindsets of progressive Philippine book publishers such as
Bookmark, Anvil Publishing, Adarna Books, and Tahanan Books for Young
Readers (now Ilaw ng Tahanan Publishing), local book designers and
illustrators have been given the professional stature they deserve and the
creative freedom they need to truly showcase their talents.
EPED C
Ang Tuta ni Noe, by Virgilio S. Almario, illustrated by Sergio Bumatay III
How Long Till September, by Tanya Sevilla-Simon, illustrated by Jill Arwen Posadas
Whuush! by Glenda Oris, illustrated by Aldy Aguirre
Mahabang-Mahabang-Mahaba, by Genaro Gojo Cruz, illustrated by Ghani Madueño
But That Won’t Wake Me Up!, by Annie Dennise Lumbao and Anelka Lumbao,
illustrated by Liza Flores
Published by Adarna Books
95
Sea of Stories
By Carla M. Pacis
Illustrated by Ruben de Jesus Published by Bookmark
Gotita de Dragon and Other Stories By Nick Joaquin

Illustrated by Beth Parrocha Published by Anvil Publishing
Why the Piña Has a Hundred Eyes

By Neni Sta. Romana-Cruz Illustrated by Felix
Mago Miguel Published by Bookmark
Ningning
By Gilda Cordero-Fernando Published by Bookmark
Alpabetong Filipino The Mats

P
By Nicanor G. Tiongson By
Francisco Arcellana Illustrated by Crispin Dayao, Jr.
Illustrated
by Hermes Alegre
Published by Tahanan Books Published by Tahanan Books
for Young Readers
for Young Readers
96
Digital Media
All the artistic skills and techniques that go into producing books like
those just presented, of course have their counterpart in the ever-growing
world of digital media. This means that books that were originally available
only in print are being gradually converted to digital format, while new
books are now conceptualized, written, designed, and illustrated precisely
for these online media.
This also means that the manner by which today’s readers can find,
access, and enjoy these electronic books (or ‘ebooks’) is via digital media
tablets, ebook readers, and other handheld reading devices. One such
device that is available locally is the ebook reader called Kobo, which
features international as well as Philippine titles.
Ebook
WHAT TO KNOW
1. In the book publishing industry in the Philippines, how has the
profession of book design evolved?
2. What trends or styles do you notice in the examples of book

design presented?
3. What is the digital counterpart of print media now available to authors

and publishers? Briefly explain this.
4. Describe how this affects the publishing and printing industry.
97
WHAT TO UNDERSTAND
1. Looking at the sample book covers shown, would you consider book
design and illustration an art form? Why or why not?
2. Are book design and illustration possible options as a profession for
artistic young Filipinos? Explain your opinion.
3. With books now being available online, explain how this new
development affects the buying and reading public.
4. Do you view this as a positive development? Why do you say so?
5. Do you yourself access books online? What do you find to be the pros
and cons of this new form of reading experience?
Innovation in Product and Industrial Design

Yet another break through arena for Filipino imagination, ingenuity and
innovativeness in recent decades has been that of design. Specifically,
this encompasses product and industrial design as applied to furniture,
lighting, and interior accessories, as well as fashion from haute couture to
bridal ensembles to casual wear. As a result, a number of Filipino designers
have risen to superstardom both locally and internationally.
Kenneth Cobonpue
Cebu-based Kenneth Cobonpue is a

multi- awarded designer and the creative
director of Hive, a design and
manufacturing facility for designers of
interior accessories and lighting.
Cobonpue’s fresh and exciting concepts
and excellent craftsmanship have earned
him the acclaim and the patronage of
discerning clientele the world over—
including prominent Hollywood celebrities.
98
Yoda Chair
99
Monique Lhuillier
Also hailing from Cebu City, Filipina
fashion designer Monique Lhuillier first rose
to prominence for her exquisite wedding
gowns. But she has since become one of
the darlings of the Hollywood celebrity set,
with several A-list stars having worn her
couture creations to gala events and award
shows, as well as to their own weddings.
Lhuillier studied at the Fashion Institute

of Design & Merchandising in Los Angeles,
and now has her own retail boutiques in that
city and in New York.
Her collections include bridal and

bridesmaids dresses, ready-to-wear,
evening gowns, linens, tableware,
stationery, and home fragrances.
100
Josie Natori
Another name that has a prestigious
place in the New York fashion industry is that
of Josie Natori.
Born Josephina Almeda Cruz in Manila,

this Filipino- American fashion designer
began her career as an investment banker,
before she made the dramatic shift to
creating her own lines of lingerie, resort and
lounge wear, as well as semi-formal and
casual attire.
She went on to establish The Natori Company that has built up a

lifestyle brand that today includes four lingerie lines, the Josie Natori
ready-to-wear collection, home accessories, fragrance, and eyewear.
101
Rajo Laurel
Probably best known to the general public as a judge on the television
series Project Runway Philippines, Rajo Laurel is a much-admired Filipino
fashion designer with a number of national and international awards to his
name. He trained at New York’s Fashion Institute of Technology and at
Central Saint Martin’s in London.
Laurel is also a savvy entrepreneur, establishing House of Laurel

and Rajo Laurel Enterprise. His creations maintain a Filipino sensibility,
incorporating embroidery, beadwork, and hand-painted prints, while also
offering the prestige of limited edition pieces. Thus, he has gained a loyal
local following and the attention of the international market.
Laurel also co-pioneered the social enterprise known as

Rags2Riches. This organization enables women from poor communities
across the country to earn through creating fashion and home accessories
out of up-cycled scrap cloth, organic materials, and indigenous fabrics.
Today, Rags2Riches has evolved into an eco- ethical lifestyle brand.
102
Lulu Tan Gan
Known for her fashionable
OP
knitwear lines since 1985, Lulu
Tan-Gan had been dubbed “The
Queen of Knitwear” in the country.
That specialty has since evolved
into a new hand-woven line, called
Indigenous Couture, that blends
Philippine artisan crafts, fabrics,
fibers, and other local materials
with Tan- Gan’s signature
contemporary lifestyle dressing.
Photo by Vito Studios
The designer’s vision is to

encourage the use of stylized
indigenous and traditional wear, as she
draws inspiration from the rich textile
and embroidery traditions of the
Philippines and interprets these in
modern styles and silhouettes. Further,
each Tan-Gan creation is 95% hand-
made—hand-loomed (knitted and
woven) by Philippine artisans.
Dita Sandico-Ong
Known as the “Wrap Artiste” of the
Philippines for her famous bold-colored
wraps, Sandico-Ong first experimented
with the local weave of Ilocos Sur, known
as inabel, as well as with pineapple fibers
blended with Irish linen, dubbed piñalino.
Photo: Philippine Embassy, Rome
103
From there, she tried other local
fibers, particularly abaca which
she was introduced to by weaver
and entrepreneur Virgilio Apanti.
Sandico-Ong has since been
EPED
working with a multipurpose
cooperative in Catanduanes,
training them in natural dye
extraction and advanced
weaving techniques for abaca.
Today, her collection includes

wraps or panuelos, as well as
boleros, jackets, and long tunics
of banana fiber and abaca. Her
designs are presented in fashion
shows around the world and are
sold in high-end shops in major
international cities.
Photo: Philippine International Aid
WHAT TO KNOW
1. How does technology drive the applied arts such as product design,
fashion design, and industrial design?
2. Who is an acclaimed Filipino designer who has become known

globally for his innovative furniture pieces, lighting accessories, and
interior accents?
3. Who is hailed as the “Wrap Artiste” of the Philippines? Why is this

so?
4. What unique materials does she use in her creations?
5. Who is the Filipino investment banker turned fashion designer,

world- renowned for luxury lingerie and lounge wear?
6. Which Filipino fashion designer is popularly recognized for being a

judge on the TV series Project Runway Philippines and a major
name in the local and international fashion scene? What other
commendable efforts is he involved in?
7. What is the new fashion line of designer Lulu Tan-Gan, known as

“The Queen of Knitwear”? What makes her creations interesting and
unique?
104
8. Who is the Cebu-born Filipina designer who has become the darling
of the international celebrity set from her beginnings as a wedding
dress designer?
9. Do you note a common vision among these Filipino artists? What do

you think it is? Explain briefly.
WHAT TO UNDERSTAND
1. Seeing the Filipino achievers in this field, both locally and
internationally, how do you view the potential of our people in terms
of the ‘applied arts’? Explain your opinion.
2. What realizations do you have about Philippine raw materials and

how they can be incorporated into creations for interior design,
furniture, decorative accent pieces, clothing, and fashion
accessories.
I CAN CREATE!
1. Create your own design of a wardrobe assuming that you are a fashion
designer.
2. Sketch in a one whole bond paper and submit to your teacher.
105
CULMINATING ACTIVITY FOR QUARTER III:
“An Exhibit of Media-Based

Arts and Design”
The last session for Quarter III will be devoted to staging “An
Exhibit of Media- based Arts and Design” presenting the following
categories:
1. Photography
2. Film
3. Animation
4. Advertising
5. Comics Illustration
6. Book Design and Illustration
7. Interior Design / Fashion / Industrial Design
You will be assigned to select from among your own works, as well as
source photos, magazine or calendar cutouts, Internet images, etc. of at
least two to three representative artworks each for the above categories.

Each artwork will be accompanied by a card briefly describing the
work as follows:
Title : __________________________________
Artist/s : __________________________________
______________________________________________
Date of creation :
______________________________________________
Invite the school Administration, other faculty members, and your

schoolmates to visit the exhibit. Be prepared to explain the works and
how these present the characteristics, techniques, and trends of media-
based arts and design.
As a form of self-evaluation, rate the culminating exhibit using the format
below:
“AN EXHIBIT ON MEDIA-BASED ARTS and DESIGN”

Evaluation Form
Very
Good
(theme and message)
Assignment of tasks
Quarter IV:
Original Performance
With the Use of Media
CONTENT STANDARDS

1. how theatrical elements (sound, music, gesture, movement, and
costume) affect the creation and communication of meaning in a
theater play/performance incorporated with media.
2. theater and performance as a synthesis of arts.
1. creates appropriate costumes, props, set accessories, improvised

lighting, and other décor for Philippine plays.
2. creates/improvises appropriate sound, music, gesture, and movements
for a chosen theatrical composition.
3. participates in an original performance inspired by local Philippine stories,
myths, and events relevant to current issues.
1. explains how an idea or theme is communicated in a selected performance

through the
integration of musical sounds, songs, dialogue, and dance.
2. analyzes examples of plays based on theatrical forms, and elements of art
as applied to performance.
3. illustrates how the different elements are used to communicate the
meaning.
4. defines the uniqueness of each original performance.
5. designs with a group the visual components of a school play (stage design,
costumes, props, etc.).
6. assumes the role of a character as an actor/performer, or production staff
(director, choreographer, lighting designer, stage manager).
7. analyzes the uniqueness of the group that was given recognition for its
performance and explains what components contributed to its selection.
8. contributes to the conceptualization of an original performance
9. choreographs the movements and gestures needed in the effective delivery
of an original performance with the use of media.
10. improvises accompanying sound and rhythm needed in the effective
delivery of an original performance with the use of different media.
From the Department of Education curriculum for ARTS

Grade 10 (2014)
Quarter IV:
Original Performance
With the Use of Media
INTRODUCTION
Theater is the one major art form that brings together all the other art
forms—from painting and sculpture, to installation art, to music, to dance,
to literature, even to computer arts—in a single production. A story is acted
out on stage (or other performance area) by actors portraying the
characters, bringing them to life and developing the plot through dialogue
and actions, and sometimes through song and/or dance.
Contributing to the vivid theater experience are the stage sets and
props, the lighting, the background music and sound effects, the costumes
and accessories. In recent decades, computer- generated visual effects and
mechanized sets have been incorporated as well.
Philippine Theater and Performing Groups
The Philippines has a rich and thriving theater industry that you may
be interested to venture into in the future. Productions range from original
plays with Philippine themes and settings, to renowned theater classics from
past centuries, to contemporary musicals from Broadway or London’s
West End. Below is an overview of some of the more prominent theater
and performing groups in the country and their major productions.
PETA and Tanghalang Pilipino

With the American presence in the Philippines for the first half of
the 20th century, it was inevitable that many U.S. and European theater
forms and scripts found their way here. Among them were the classics,
such as the plays of William Shakespeare, as well as the works of great
American playwrights. At the same time, local theater groups staged
original Philippine zarzuelas which were plays performed in song, similar to
the European opera.
In the past few decades, modern theater groups have continued to

express the distinctly Philippine interpretation of both originally-written
plays as well as adaptations of foreign works translated into Filipino.
110
At the forefront of these are the
Philippine Educational Theater
Association (PETA), founded in 1967 by
Cecile Guidote-Alvarez, and
Tanghalang Pilipino, the resident
theater company of the Cultural Center of
the Philippines, founded in 1987.
Himala
Tanghalang Pilipino, 2004
Caredivas
PETA, 2011
111
The productions of these groups span the range from daring new
presentations of classical works, to the spectacle of Philippine myths and
legends, to commentaries on current social and political issues.
Pamana
PETA, 2013
Artists in Tanghalang
Pilipino
112
Meanwhile, other Philippine theater groups are also staging original
and adapted plays and musical productions, primarily in English. Best
known among these are Repertory Philippines, Trumpets, and New Voice
Company.
Repertory Philippines
Together with actress Baby Barredo, Amador
established Repertory Philippines, a company that
not only staged English-language plays and musicals
year-round but trained actors and actresses as well.
The company continues with this vision to this day.
Multi-awarded theater actress and singer, Lea

Salonga, in fact, began her career as a child lead in
productions of Repertory Philippines. From there, she
went on to become an international stage superstar
in the lead role of Kim in Miss Saigon—putting the
Philippines on the world map in terms of theater talent.
113
Lea Salonga in the lead roles of
Repertory’s production of Annie, and
London’s Miss Saigon
Also among Repertory’s many notable achievements was the 1993

staging of the international hit musical Les Miserables in Manila with an all-
Filipino cast and production team.
Repertory Philippines’ founder, Zenaida

Amador,
with Les Miserables composer Claude Michel
Schonberg
In its 2009 season, Repertory added a Filipino classic in English to its

productions—A Portrait of the Artist as Filipino, by National Artist Nick
Joaquin. To date, it continues to offer a mix of productions ranging from
literary classics to contemporary satires, comedies, and musicals.
A Portrait of the Artist as Filipino

Little Women
114
Alice in Wonderland The Producers
Repertory Philippines, 2013 Repertory Philippines, 2013
Trumpets
In the 1990s, the Philippine theater group
Trumpets also began mounting grand
productions of originally-written musicals with
a slant towards good values for children and
the whole family. Among their plays have
been Joseph the Dreamer; First Name; The
Lion, the Witch, and the Wardrobe; Little
Mermaid; Honk; N.O.A.H.; and The Bluebird of
Happiness. The intention of Trumpets is to
provide wholesome theater experiences for
Filipino youth while also building up the
Philippine theater-going public.
OP
The Lion, The Witch, and The Wardrobe N.O.A.H.
Trumpets, 1997 Trumpets, 2009
115
The Bluebird of Happiness
Trumpets, 2013
New Voice Company

Also making its own distinct contribution to the Philippine theater
scene is New Voice Company, established in 1994 by Monique Wilson—
also a Repertory Philippines’ protégée who went on to star on the
international stage. New Voice has earned a reputation for staging thought-
provoking productions on daring and deep topics.
Aspects of Love
New Voice Company, 2006
116
The Male Voice My Name is Rachel Corrie
New Voice Company, 2009 New Voice Company, 2010
Philippine Opera Company

The Philippine Opera Company (POC) was founded
in 1999 by a group of dedicated classically-trained
singers, led by soprano Karla Gutierrez as artistic
directress. The POC seeks to develop performers as
well as audiences for classical music performances,
both foreign and Filipino.
Harana
117
Theater Down South
In 2007, Theater Down South was founded, with Philippine theater
mainstay Michael Williams as artistic director. The vision of the company is
to widen the reach of stage productions beyond the traditional centers within
Metro Manila, and therefore develop a broader audience base.
A Funny Thing Happened on the Way to the Forum

Theater Down South, 2010
118
Roles in a Stage Production
Most visible on stage in a
theater production are the actors
and actresses playing their roles.
However, behind the scenes is an
entire team whose work begins
months in advance of the actual
performance. It is they who
support the actors and enable
them to truly bring the play to
life. While the members of this
team may vary depending on
how complex or simple the
production is, below are the basic
roles that most plays require:
Producer – In a professional stage production, this is the person who takes

the play from a mere concept to an actual finished presentation. He
or she chooses all the team members and assigns them their functions,
and oversees the casting of the actors and actresses for the different
roles. He or she also decides on major logistical matters like when
and where the play will be staged, the production schedule, and in
most cases either finances all the production costs or else sources the
funds needed.
Director – The director is the

overall artistic
coordinator of the entire
production. Like a
conductor of an
orchestra, he or she has
a vision of the desired
total effect and impact of
the performance. With
the play’s script serving
as a “musical score,” the
director ensures that
each one in the
production “hits all the
right notes” to create a
cohesive, seamless
performance that will
engage the audience.
119
Throughout the play’s rehearsals,
the director instructs and guides the actors
as to the delivery of their lines of dialogue;
their positions and movements on stage
(called “blocking”); the thoughts or
feelings they are to convey through tone
of voice, facial expression, and gestures.
By the time of the actual performance, all
these should be second nature to the
actors as they portray their characters on
stage. The director also coordinates
closely with the set, lighting, sound,
costume/makeup designers, and the
choreographer (if the play involves
dance) to create the envisioned total
effect.
Playwright – For a script intended for stage performance, the writer of

the script is more specifically called a playwright. The initial concept
or plot may be original, and then developed into a play script. Or it
may be based on an existing story or another play which the playwright
will then adapt to present in a new way.
Set designer – The concept and

creation of the physical stage setup
is the task of the set designer. He or
she builds the set (or sets) that will
simulate the world that the play’s
characters are supposed to live in.
120
The set may be realistic and filled with authentic details; or it may be
minimalist, merely suggesting the setting with a few pieces of furniture or
props and a simple backdrop. In either case, the set designer ensures that
the set will enable the actors to move about
easily and naturally to make their roles
believable, and will truly provide the
ambiance on stage that the director and
the playwright intend.
Lighting designer – Coordinating

closely with the set designer is the
lighting designer. Lighting is critical in
creating the mood of each scene in
the play, highlighting a dramatic
moment, signalling the entrance of a character, focusing attention on a
specific spot on stage, or even providing the blanket of darkness for set
and prop changes. Colored lights or filters may be used, as well as special
effects such as gradual dimming or brightening, a speckled effect like
sunlight through leaves, or flickering lights. The lighting designer plans all
these and adds detailed notes on the script for the lighting crew to follow
during rehearsals and the actual performance.
121
Costume designer – The actors and actresses must
look believable in their roles, and much of this is
owed to the costume designer. The costumes may
need to be designed and sewn to meet these
requirements. Or they may simply be assembled
from available clothes and accessories, with some
additional touches created as needed. For a modern
or avant-garde play, the actors sometimes wear
regular street clothes with a simple prop, a mask, or
headgear to denote the characters they are playing.
Sound designer – Similar to the lighting designer,

the sound designer serves a vital role in creating
and enhancing the atmosphere of the performance.
Sound, in this case, includes music both on stage
and as background, which the sound designer may
need to source to suit the general time and place of
the play, as well as particular scenes. Also involved
are special sound effects like thunder, birds chirping,
rushing water, gunfire, passing cars, approaching
footsteps, and the like. He or she adds detailed notes
to the script to serve as a guide for the sound crew
during rehearsals and the actual performance.
122
Production manager –He or she is
tasked with overseeing the crews for the
sets and props, the sound and music,
the lighting, and the costumes. This
includes ensuring that all the needed
elements, facilities, and equipment are
not only available, but are in good
working order, properly catalogued and
labelled, and safely stored from one
rehearsal to the next, up until the time
of the performance.
Technical director –From the time the director presents his or her
vision for the play and issues instructions at every rehearsal, the technical
director carefully notes how each actor and every member of the stage,
sound, lighting, and costume crews need to be coordinated to bring the
director’s vision to life—ensuring that every instruction is properly executed.
By the time of the final technical rehearsal (sometimes called the

dress rehearsal, since it is performed in full costume and makeup), the
director focuses on assessing the total effect of the performance and how
it might still be improved. It is then the technical director who takes over to
closely monitor the individual details, and again ensure that these work
together seamlessly in the actual performance.
123
Choreographer – In cases where a
play involves dance in certain scenes,
a choreographer is included in the
production team. He or she not only
plans out all the dance steps to suit
the music, but also rehearses the
actors until they are able to perform
the dance skillfully—while remaining
“in character” on stage. Should the
play happen to involve fight scenes,
the choreographer will likewise
program the moves of the opposing
sides so these can be executed not
only believably, but safely as well.
Makeup designer – As the costume designer deliberates on the

characters’ main attire, the makeup designer is brought in to plan the
hairstyles and makeup to complement the costumes. The work of the
makeup designer may be as simple as making the actors look natural for
their respective roles—based on
their characters’ age and personality,
and the time and place of the story.
But it may also be far more
challenging, such as transforming
the actors into mythical creatures,
animals, a different nationality, or
futuristic beings.
Thus, the makeup designer

works his or her magic through the
wonders of makeup, face and body
painting, and hair coloring. Other
accessories may be employed, like
masks, wigs and hair extensions,
headdresses, and even prosthetics to
alter certain facial features or body
parts.
124
WHAT TO KNOW
A. Philippine Theater Groups
1. What are the active theater groups in the Philippines specializing

in original plays written in Filipino?
2. Name two performing groups that present adaptations of foreign
plays, primarily in English.
3. Which theater company has produced a number of actors and
actresses who have gone on to become stars on the international
stage?
4. Which theater company tends to present productions with thought-
provoking content?
5. Name the production group that focuses on family-oriented and
values-rich performances.
6. Which performance company aims to develop both performers
and audiences for classical music theater?
7. What do you note as two of the main objectives that Philippine
theater groups have in common? Explain these briefly.
B. Roles in a Stage Production
1. How is the director of a play similar to an orchestra conductor?

Explain briefly.
2. Which member of the production team shadows the director?
Briefly describe his or her role.
3. What is the creator of the script for stage performance called?
4. Out of the many roles required in a stage production, name three
that are involved with the physical setup and mood of the
performance area.
5. Name two other roles that are responsible for the physical
appearance of the different characters on stage.
6. What is another name for the technical rehearsal? Why was it given
this name?
125
WHAT TO PROCESS
HOW TO MAKE A
SCRAPBOOK
1. Make a scrapbook of different theatre performances.
2. Cut pictures and paste in a one whole cartolina.
3. Submit your work to your teacher and report it in front of the class.
WHAT TO UNDERSTAND
1. What is your impression of the theater industry in the Philippines?
2. Would you like to attend a stage production of the various theater
groups? What type of play most interests you, and why?
3. How do you feel about the Philippine theater performers who have
become stars on both the local and international stage.
4. In you envision yourself being involved in the theater arts in some
way?
5. Would you consider a full-time (or part-time) career in this field?
126
WHAT TO PERFORM
CULMINATING ACTIVITY FOR QUARTER IV:
“Staging an Original Performance”

Assigned Theme: TV Commercial
At the start of Quarter IV, your teacher would already have oriented
the class on this culminating activity of staging an original theater
performance. Every class member would already have been assigned his
or her specific role in the production process, which each one should
have been carrying out in the course of the quarter.
TV COMMERCIAL
1. Find a group mate for the next activity.
2. Choose a tv commercial or advertisement that will be simple to

imitate.
3. Present it in the class as a simplified theatre performance.
127
Elements of Art as Applied to an Original Performance
1. Sound and Music – incorporating sound recording and editing
techniques available using applications for desktop or laptop computers,
tablets, and android phones
2. Gesture, Movement, and Dance – incorporating appropriate dance

styles and techniques learned in Physical Education classes
3. Costume, Mask, Makeup, and Accessories – incorporating art

techniques such as painting, papier mache, assemblage, simple
sculpture and industrial design
4. Spectacle – creating a striking, even awe-inspiring effect on stage

through the use of lighting, sound, music, costumes, dance, and special
effects
Principles of Art as Applied to an Original

Performance
1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion
128
Best Actor/Actress
1. Imitate a character in a movie, theatre arts, fairy tale or cartoon movie

with a costume and present it in the class as your activity.
Critiquing the Performance

As a form of self-evaluation, rate the class performance using the format
below:
“STAGING AN ORIGINAL PERFORMANCE”

Evaluation Form
Very
Good
Choice of play subject (theme and
message)
Casting of characters
Assignment of tasks
Rehearsal process
Production Process
Carrying out of roles:
Scriptwriting Direction
Stage management Acting
Stage design Lighting Music
Choreography Sound effects
Costumes Makeup
Audience response

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1

2. the arts as integral to the development of organizations, spiritual belief, historical

1. performs/participates competently in a presentation of a creative impression

From the Department of Education

Effects on the world of art

The name impressionism was coined from the title of a work by

Impression, Sunrise Claude Monet, 1872 Oil on canvas

The term precisely captured what this group of artists sought to

*Color and Light

Impressionists also began to break away from the creation of formally

Impressionist painting also moved away from the formal, structured

The Influence of Photography

Photography was in its early stages at this time as well. As it gained

1. Take a set of watercolors (cake type or in tubes). Choose one

2. Color a shape on a paper using this single secondary color.

Claude Monet (840-1926) was one of the founders of the impressionist

Auguste Renoir A Girl with a Watering Can

Two of the foremost post-impressionists were:

Harlequin Boy in a Red Vest

Vincent van Gogh (1853-1890) was a post-impressionist painter from The

VINCENT VAN GOGH

Still Life: Vase with Fifteen Sunflowers Bedroom at Arles

TAKE HOME TEST.

1. Name three of the most prominent artists of the impressionist

A. Elements of Art in Impressionism

1. For each Principles of Art above, cite one sample

Head Yellow Sweater

Blue Window Woman with Hat

Melancholy and Mystery of a Street I and the Village

Many surrealist works depicted morbid or gloomy subjects, as in

Diana Personages with Star

Ben Shahn’s Miners’ Wives, for

Pablo Picasso’s Guernica has been recognized as the most

The abstractionist movement arose from the intellectual points of

In 20th century abstractionism,

representational abstractionism- The

Oval Still Life (Le Violon)

Girl Before a Mirror (detail)

The movement known as futurism

Armored Train Gino

As a result of the futurist movement, what became known as

This can be seen in the

The logical geometrical conclusion of abstractionism came in the

Lines, shapes, and colors

New York City

1. Describe how the different elements and principles were used by

B. Abstractionism: Cubism, Futurism, Mechanical Style

1. Explain the difference between expressionism and abstractionism.

1. Choose a current issue in society that you feel needs to be

Having learned about and understood the concept and

Abstract Expressionism, Pop Art, Op Art

World events in the mid-20th century immensely influenced the course

The New York School

In the 1920s and 1930s, aspiring young American painters,

The result was the establishment of what came to be known as

One form of abstract expressionism was seen in the works of

Autumn Rhythm Jackson Pollock, 1950 Oil on canvas

Color Field Painting

In contrast to the vigorous gestures of the action painters, another

Forgotten Dream Abstract No. 2

After “The New York School”

By the early 1960s, the momentum of The New York School

Neodadaism and Pop Art