On the Article

Submitted by:
_________________________________
________________________
Year/Section

Submitted to:
________________________________
Reading and Writing Skill Teacher

_________________
Date

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 PERFORMANCE TASK GUIDELINES

Performance Task Q3: Critique Analysis of a Selected Text

Task Description:
• Select one of the two articles provided for critique analysis.
• Thoroughly read and critically analyze the article, paying close attention to its organization
and the development of ideas. Evaluate the patterns, properties, and claims made by the
authors, while also identifying the context in which the text was developed.
• After conducting your analysis, compose a critique of the article spanning 300 to 500 words. Format
the critique on an A4 bond paper, double-spaced, with a font size of 12 and Arial font style. Store
the critique inside a long expandable folder, opting for blue for boys or red for girls.
• Strictly adhere to the following page format:

1st page: A Critique Paper

On
What Is Philippine Modern
Art?

Submitted by:

Year/Section
Submitted to:

Date

2nd page: attached copy of the PT Guidelines

3rd page: printed chosen article
4rd-5th pages: critical analysis with images
6tth page: references
• The critique should include a detailed evaluation and identification of the patterns, properties,
claims of the authors within the text and of the context in which each text was developed.
• Provide evidence from the text to support your analysis and you may also incorporate outside
sources if relevant to strengthen your critique.
• The critique should have a clear thesis statement, well-structured paragraphs, and a conclusion
that summarizes the main points of the analysis.
• Including artistic designs, such as art and graphic design, earns extra points. Be creative!

Assessment Criteria:

1. Depth of analysis in evaluating the author's claims

2. Coherence and effectiveness of the critique's organization
3. Development of ideas and arguments supported by evidence
4. Identification of the context in which each text was developed
5. Clarity of writing, grammar, and adherence to word count

Learning Outcomes:
• Develop critical thinking skills by analyzing and evaluating the claims made in a text
• Enhance writing skills by crafting a coherent and well-supported critique
• Improve research skills by incorporating evidence from the text and additional sources
• Strengthen communication skills through effective written analysis and argumentation

2

Your work will be evaluated based on the criteria set below:
Criteria Excellent (90-100)
- Provides a comprehensive
and insightful analysis of
Depth of
the author's claims,
Analysis
demonstrating a deep
understanding of the text
- Critique is exceptionally
well-organized, with clear
Organization
and logical structure that
enhances the argument
- Develops ideas in a
sophisticated and coherent
Development
manner, with strong
of Ideas
connections between
arguments and evidence
- Skillfully incorporates
Use of evidence from the text and
Evidence additional sources to
support analysis
- Demonstrates exceptional
artistic skill, creativity, and
Artistic
originality in conveying
Expression
ideas and emotions through
visual elements.
- Demonstrates exemplary
Grammar
grammar, punctuation, and
and
spelling throughout the
Mechanics
critique
RUBRIC
Below Basic (Below
Proficient (80-89) Basic (70-79)
70)
- Offers a thorough
- Presents a basic
analysis of the - Analysis of the
analysis of the
author's claims, author's claims is
author's claims, with
showing a good superficial or
some gaps in
understanding of the inaccurate
understanding
text
- Critique is well- - Critique has a
- Organization of the
organized, with a clear somewhat organized
critique is unclear or
structure that structure, but may
hinders
effectively presents lack coherence in
understanding
the analysis some sections
- Presents ideas with
- Develops ideas
some coherence, but - Ideas are
effectively, with clear
lacks consistency in underdeveloped or
connections between
connecting disconnected from
arguments and
arguments and supporting evidence
supporting evidence
evidence
- Effectively uses - Includes some
- Evidence is
evidence from the text evidence from the
minimal, irrelevant,
and may include some text, but lacks
or not effectively
relevant outside integration of
utilized
sources additional sources
- Shows proficient
- Displays basic - Shows limited
artistic techniques and
artistic competence artistic proficiency
expressive qualities
but lacks complexity with minimal
that effectively
or innovation in creativity or artistic
communicate artistic
artistic expression. impact.
intentions.
- Contains noticeable - Numerous errors in
- Shows proficiency in
errors in grammar, grammar,
grammar, punctuation,
punctuation, or punctuation, or
and spelling with only
spelling that distract spelling that impede
minor errors
from the critique understanding
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 ARTICLE 1

This is Your Teen's Brain, Growing Up

March 05, 2013|By Geoffrey Mohan

Wondering where your teen's mind is?

A study in the Proceedings of the National Academy of Sciences suggests adolescents may be quite
busy adding brain cells during puberty, and it might just have to do with sex. "In school we were always taught
the cells you're born with are pretty much all you get," said Margaret Mohr, a doctoral candidate in
neuroscience at Michigan State University and one of the study's authors.

"We're finding that's not true at all." Adults can add neurons in the hippocampus, an area associated
with learning and memory. But enough about your hippocampus. Let's talk about your teen's amygdala, which
processes memory and emotional reaction, and "kind of helps teens redirect their social communication,"
Mohr said. Your amygdala might pick up on someone's sexual interest, perhaps. Or read that someone is
spoiling for a chance to prove his dominance. All of that is useful around the time children are about to
transition into the tricky social interactions of adulthood. Researchers don't use real teens or 'tweens, even if
parents would volunteer them. They used the next best thing: a pubescent male hamster. They injected the
rodents with a commonly used substance that helps mark the birth date of cells, then put them in different
environments— an "enriched" one with a wheel to run on, another without much to stimulate them. Then
researchers gave all the male hamsters, now a few weeks older, a shot at a sexually available female. Then
they killed the male hamsters and took a close look at their brain cells. Sure enough, those cells born during
puberty showed clear signs of activity. The fact that cells known to have been born in puberty were active
during these interactions suggest, that cells had been incorporated into the circuits that drive male sexual
behavior. Having a wheel to run around on made a difference too. Those hamsters in such an "enriched"
environment were more likely to retain these teen cells into adulthood, the study found. The study and Mohr
were silent on the specific parenting issues the study might raise. "In humans, exercise and social interactions
are important for your well- being," Mohr said. "We know exercise helps these new cells survive."

Source: http://articles.latimes.com/2013/mar/05/news/la-sn-teen-brains-20130304

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 ARTICLE 2
Exit Essay: Save the Filipino Language
The Filipino language plays a huge part in the lives of the countrymen. It is the heart and soul of the country as it
symbolizes oneness in words, speech, and thought. Language is something one continuously learns as he/she grows up.
Truly, a country’s language paves way for bigger and better opportunities that will benefit everyone. But what will happen
to this optimistic view of the future if the means of learning one’s language is taken away from him? This has been one
of the hottest issues present in Philippine society today – the exclusion of the Filipino subject in the tertiary level.

Commission on Higher Education (CHED) has already released a revised general education (GE) curriculum that
implements the dropping of the mandatory Filipino subjects on the tertiary level. The CHED memorandum order on the
new curriculum notes that the integration of GE courses in senior high school – Grades 11 and 12 – has created a window
for the revision of the current curriculum in colleges. According to CHED, the revision of the curriculum aims to promote
the development of a student’s intellectual competency, personal and civic competency, and practical skills. CHED also
claims that the Filipino subjects taken under the K to 12 program are sufficient given that students already have 108 hours
under the said subject in Grade 11 alone. “The proposed GEC strips away remedial courses, those that duplicate subjects
in Grades 11 and 12, and introductory courses to the disciplines,” CHED explained in CMO 20-2013.

The new curriculum includes the following core courses: Understanding the Self; Readings in Philippine History;
The Contemporary World; and Mathematics in the Modern World. Also included are Purposive Communication; Art
Appreciation; Science, Technology and Society; and Ethics. It requires three courses on the Arts & Humanities; Social
Sciences & Philosophy; and Mathematics Science and Technology clusters. It also mandates the three-unit Life and
Works of Rizal course. As a whole, the number of GEC units has been reduced from the current 63-51 units down to 36
units for all college students.

The revision of the curriculum has met various violent reactions and oppositions from stakeholders, linguists,
academics, and even students themselves. Movements from different universities concerned are currently in motion in
order to fight for the life of the Filipino subjects in the tertiary level. David San Juan (2014), a professor in De La Salle
University-Manila, pointed out that while the memorandum stated that the optional provision for the teaching of the
courses in Filipino dilutes its purpose as most universities in the country uses English as its default language. In addition
to the statements of oppositions, the Kagawaran ng Filipino of the Ateneo de Manila University avers that “Hindi lamang
midyum ng pagtuturo and Filipino. Isa itong disiplina. Lumilikha ito ng sariling larang ng karunungan na nagtatampok sa
pagka-Filipino sa anumang usapin sa loob at labas ng akademya.” UP DFPP also reacted on the revision of the curriculum
expressing, “Ang pagtatanggal ng siyam na yunit ng

Filipino sa kolehiyo ay isang anyo ng karahasang pangkamalayan. Nilulusaw nito ang pagpapahalaga sa
kasaysayan at kabihasnang tanging Filipino ang makakapagpaliwanag.”

On a personal account, being a student myself makes me think twice about the revision of the GE curriculum
in college. Through the years of my schooling, the Filipino language has been one of the most important factors that
shaped me as a person. It is the language I use at home, in school, and nearly in everywhere I go every day. I couldn’t
stress even more the fact that I am a Filipino living in the Philippines. I grew up in a family that treasures the native
language of the Philippine culture. Hearing about the mandatory exclusion of the Filipino subjects in college irks me mostly
because I cannot see the point if it is really necessary to remove the Filipino language when in fact; it plays a big role in
the development of the country. Resorting to dropping these subjects in favor of others, let alone its mere deletion, is
senseless. There are far more ways to address the issue of the student’s incompetence and the revised curriculum is not
one of them. It is a shameful act to kill the nurturing of the native language. We are Filipinos and our language is something
we should be proud of – something that we must treasure. Save the country from senseless actions by fighting for the life
of the Filipino subjects. It is not impossible to oppose such acts if all countrymen are united towards achieving one goal.
The time to act is now – before it is all too late.

(Perez, R.E. (2014). Exit essay: Save the Filipino language. Retrieved from
http://rjaperez.tumblr.com/post/95149266012/exit-essay-save-the-filipino-language)

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 A Critique Paper: What Is Philippine Modern Art?
(With Focus on its Organization, and Development)

In the article "What Is Philippine Modern Art," the claim posits a value-based
argument, suggesting that Philippine modern art symbolizes a harmonious blend of
traditional Filipino artistry and Western influences, accentuating the cultural importance and
artistic merit of these expressions within the Philippines. This viewpoint is further solidified
by the thesis statement, which asserts that Philippine modern art reflects the nation's
diverse cultural heritage and artistic evolution. Through an exploration of the blending of
traditional Filipino techniques with contemporary Western influences, the article aims to
illustrate the unique and varied artistic landscape of the Philippines. Additionally, the thesis
emphasizes the importance of recognizing and valuing the contributions of Filipino artists
on a global scale, advocating for a deeper understanding and appreciation of Philippine
modern art both domestically and internationally.

Moreover, the article maintains coherence by logically connecting the historical

context of Philippine modern art to its contemporary expressions, thereby establishing a
cohesive narrative of artistic styles and movements. Within sentences, cohesion is
maintained through the orderly arrangement of ideas and the establishment of connections
between different artistic epochs and styles. Mechanically, the composition adheres to
linguistic conventions, ensuring clarity and consistency in conveying information.

Furthermore, the organization of paragraphs in the article contributes to a unified

discussion of Philippine modern art, with each section enhancing the overall comprehension
of the artistic movement in the country. Through this structured approach, readers are
guided through an exploration of the complexities and nuances of Philippine modern art.

Examining intertextual influences within the article enriches the discourse on

Philippine modern art, drawing on references to renowned Filipino artists such as Juan Luna
and Fernando Amorsolo, as well as engagement with global art movements like Social
Realism and Cubism. These connections provide further context, illuminating how socio-
political circumstances and cultural influences have shaped modern art in the Philippines.
Moreover, the incorporation of art criticism and scholarly analyses fosters a nuanced and
critical examination of Philippine modern art, encouraging readers to engage thoughtfully
with the subject matter.

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 The development of ideas within the article follows a structured trajectory,
commencing with the historical backdrop of Philippine modern art as a response to
colonialism. Subsequently, the narrative explores the impact of American abstract
expressionism and surrealism on Filipino artists, elucidating the evolution of artistic styles
over time. This logical progression aids readers in understanding the cultural significance
of Philippine modern art and its enduring relevance within contemporary art discourse.

In conclusion, the comprehensive analysis of "What Is Philippine Modern Art"

offers a profound exploration of the intersection between tradition and modernity in
Filipino artistry. Through a meticulous examination of historical contexts, artistic
influences, and intertextual connections, the article sheds light on the rich tapestry of
Philippine modern art and its significance on both local and global scales. By fostering an
appreciation for the diverse artistic expressions within the Philippines, the article
encourages readers to engage thoughtfully with the complexities and nuances of this
vibrant cultural landscape. Ultimately, "What Is Philippine Modern Art" serves as a
testament to the enduring relevance and artistic ingenuity of Filipino artists, emphasizing
the importance of recognizing and celebrating their contributions to the global art
community.

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REFERENCES:
André Breton, "Nonnational Boundaries of Surrealism,” in Free Rein, trans.
Michel Parameter and Jacqueline d’Amboise (Lincoln: University of
Nebraska Press, 1979), pp. 7-18.

Philippine Moder Art.

https://www.bing.com/images/search?q=philippine+modern+art&form=HDRSC
3&first=1

Quindoza-Santiago, Lilia. Philippine Literature during the American Period.

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-
sca/literary-arts/philippine-literature-during-the-american-period/