PHILIPPINE

NATIONAL
ARTISTS
IN LITERATURE
 Order of National Artist Guidelines

Living artists who are Artists who through the

Filipino citizens at the content and form of
time of nomination and their works have
at the awarding contributed in building a
Filipino sense of
nationhood

Artists who have pioneered

in a mode of creative
expression or style
 Order of National Artist Guidelines

Artists who have created a Artists who enjoy broad

substantial and significant
body of works and/or
consistently displayed
excellence in the practice of
their art form
acceptance through
prestigious national and/or
international recognition,
critical acclaim and/or
reviews of their works, and
respect and esteem from
peers
 57 awardees Literature (13)

• Visual Arts • Amado V. Hernandez (1973)

• Jose Garcia Villa (1973)
• Dance • Nick Joaquin (1976)
• Literature • Carlos P. Romulo (1982)
• Music • Francisco Arcellana (1990)
• Architecture • N. V. M. Gonzales (1997)
• Edith L. Tiempo (1999)
• Theater • F. Sionil Jose (2001)
• Film • Virgilio S. Almario (2003)
• Broadcast Arts • Alejandro R. Roces (2003)
• Design • Bienvenido Lumbera (2006)
• Lazaro Fransisco (2009)
• Cirilo Bautista (2014)
Amado V. Hernandez (1973)

• “function of a writer is to act as the

conscience of society and to affirm the
greatness of the human spirit in the face of
equity and oppression”

• One of his well-recognized works is

“Isang Dipang Langit” which was
published on April 22, 1952 when he was
imprisoned.
Jose Garcia Villa (1973)

• given the Order of National Award despite

living most of his life in the United States

• his works gained recognition in America

and was celebrated for his contributions in
poetry

• comma poems
Nick Joaquin (1976)

• Nicomedes Marquez Joaquin

• acclaimed for his works during the

American occupation

• encouraged his fellow countrymen to

recognize our history, especially its
cultural affiliation with the Spanish
colonial period
Nick Joaquin (1976)

• “The Summer Solstice” which discusses a

celebrated ritual of fertility, and is
considered controversial at the time of its
publication

• “Quijano de Manila”

• reportedly very shy

• almost turned down the award

Cirilo Bautista (2014)

• most recent recipient of the Order of

National Award

• multi-awarded Filipino poet, fictionist,

critic and nonfiction writer

• contributed to the development of

Philippine literature as a writer, a teacher,
and as a critic
 FORMALIST APPROACH
• Structuralism
• Setting
• New Criticism • Character
• Plot
• allows critics to explore the
formal elements and • Conflict
structures in literature
• Theme
• Imagery
 FORMALIST APPROACH
• suggests that everything that the reader needs to know is already in
the text

• allows extremely close textual analysis

• repeated reading

• main purpose: to provide meaning to the text by carefully

analyzing, interpreting, and understanding it
 FORMALIST APPROACH
1. Who are the protagonist and the antagonist? How are they
characterized?
2. Who are the other characters in the text? How are they characterized?
3. What role does the setting play in the text?
4. How does the story begin? How does the conflict arise? What is the
climax of the text? How was it resolved?
5. Are imagery or figures of speech used in the text? How are they used?
6. How did the imagery and figures of speech describe the conflict?
7. What theme/s is/are included in the text?
 GROUP ACTIVITY

○ The class will be divided into four groups. Each group will be
assigned a text that they will interpret.
○ Using the Formalist Approach to literature, figure out the following
from the assigned text:
○ Characters/Persona
○ Setting
○ Plot – exposition, rising action, climax, falling action, denouement (Prose)
○ Mood and Tone (Poetry)
○ Theme
○ Imagery and/or Figures of Speech (if applicable)
 GROUP ACTIVITY

○ You can refer to the Formalist Approach Questions in criticizing the

text

○ Prepare a graphic organizer as a visual presentation of your group’s

criticism

○ Group’s output will be presented at the next meeting

 Exceeds Expectation Meets Expectations Approaching Standards Needs Improvement
4 3 2 1

Content Details were included and Details were included Details are incomplete and Details were unrelated with
increased the reader’s however some information more information is needed the topic
understanding is needed to fully for understanding
understand the concept

Subject Demonstrated full Questions raised by the Answered rudimentary Not enough grasp of
knowledge (more than what audience were answered questions only information, answers
Knowledge is required) by answering all well, but failed to elaborate cannot be answered
class questions with
explanations and
elaboration

Elocution Correct pronunciation and
words were properly used;
clear voice was used and
was understood by the
audience
Most words were
pronounced correctly. Voice
was clear; however, few
members cannot
understand the presentation
Words were incorrectly Incorrect pronunciation of
pronounced. Audience has terms. Audience was
difficulty hearing unable to hear the words.
presentation.

Graphics Relevant graphics were
used which enables the
audience to understand the
topic being discussed.
Some of the graphics used
were irrelevant; however,
the presentation was still
understood by the
audience.
Irrelevant graphics were Unnecessary graphics were
used which slightly used which confuses the
confuses the audience audience

Relevance Ideas were socially relevant Ideas were socially Ideas were relevant. Ideas were not relevant at
and timely. relevant. all.