Tuesday, October 16, 2018
Sunday, February 25, 2018
Contemporary Philippine Arts from the Region
Click to Download Lesson
Contemporary Philippine Arts from the Regions is designed to simulate the environment
of the Internet. This is to make a challenging and complex subject less intimidating and
easier to access. As this book unfolds, we encourage you to imagine yourselves going
through an adventure and a journey of exploration. Sometimes, the journey may be rough
and you will fi nd yourself lost in the many twists and turns of Contemporary Art. But keep
on going; make sure you do not lose sight of the signposts that will guide you back to the
main routes.
The signposts that will function as your guides are:
QUEST sets the direction of the lesson and the learning outcomes;
CHAT ROOM signals that the discussion is about to begin;
FLAG lists the key terms to remember and understand;
THREAD links the lesson to previous and succeeding lessons;
FAQ (Frequently Asked Questions) are formative questions. The questions
make us aware of the main information to remember for each subtopic;
THOUGHT BUBBLES are refl ective questions or questions that call our
attention to issues that we may wish to refl ect on, in relation to a particular
topic. They complement the FAQs, and also give us time to pause and catch our
breath between long texts, but without breaking the fl ow of thought or ideas.
Instead thought bubbles spur you to further inquiries and investigations;
TMLSS (To Make Long Story Short) sums up the lessons;
D-I-Y (Do It Yourself) are hands-on activities;
vi
PIN IT are summative questions also known as Guide Questions that sum up the
ideas behind the FAQs and the thought bubbles;
LEVEL UP are further activities; and
TL; DR (Too Long; Did not Read) refers to books and other materials that the
authors consulted. They are also known as Further Readings.
This unit shines a beam of light on the contexts of contemporary art. Context
is not just background or backdrop; it is intricately wedded to form—what art is
made of, and how it is made. Art is shaped by and draws inspiration from the society
and at the same time, art is honed by the specifi c conditions that engendered
its production. In Lesson 1 we will learn some of the general characteristics of
contemporary art, in the context of the Philippines’ various histories, cultures and
identities. In Lesson 2, we present a more detailed overview of the histories of art in
the Philippines; in the process, we will come to realize that art has many forms and
contexts. In Lesson 3, we will scan the social, political, economic, environmental,
and other contexts of art. Lessons 4 and 5 focus on the artists who have been
declared National Living Treasures and National Artists, respectively. While the aim
is to give you a preliminary exposure to exemplary artists, we also bear in mind
that awards are forms of validation, and comprise but one element of the support
systems of art, discussed in Lesson 6.
This unit also sets the stage and provides the fi rst building block for the fi nal
project. The activities in this unit fall under the pre-production stage. It starts
with an activity on the Creation Story in Lesson 1, which will be developed into a
concept, a narrative, a plot, a setting, and a storyboard in subsequent lessons all
the way to Unit II, and fi nally a video production in Unit III. This unit culminates
with a Cultural Mapping Research Project. Instructions are found at the end of
Lesson 6. The Cultural Mapping project will take us outside the classroom to our
own communities, enabling us to gain exposure and understanding of our own
contexts.
Health Optimizing P.E. (H.O.P.E.) 1
Physical Education and Health (Volume I) is a textbook designed for senior high
school students under the K to 12 program. It supports the mission and philosophy of the
Department of Education (DepEd) in equipping students with 21st Century Skills. Moreover,
this worktext is designed to promote positive attitude toward physical activity and provide
skills that will enable the students to pursue an active lifestyle throughout their adult lives.
The concepts in this book are based on current research as well as recommendations
of world-renowned organizations such as the National Association of Sport and Physical
Education (NASPE), American College of Sports Medicine (ACSM), American Heart Association
(AHA), Centers for Disease Control and Prevention (CDC), World Health Organization
(WHO), Department of Health (DOH), and Food and Nutrition Research Institute (FNRI). An
integrated and holistic approach was utilized in designing the various lessons. Moreover, the
book incorporates di erentiated evaluation strategies in order to accommodate di erent
learning styles of students. It will be a valuable learning resource for students who want to
become independent, active, and lifelong learners.
The book has two parts, H.O.P.E. 1 and 2, based on DepEd's curriculum for Senior High
School. The rst two units under H.O.P.E. 1 focus on tness, exercise, and healthy lifestyle,
while the last two units under H.O.P.E. 2 focus on individual/dual and team sports in
competitive and recreational environments as well as exercising safety and injury prevention
in sports.
The rst unit is Exercise Prescription that serves as a guide for students in developing
their own training programs. It explores reasons why exercise is bene cial to one's health as
well as provides ways to remove barriers from becoming active. The second unit is Healthy
Lifestyle that discusses other components of a healthy lifestyle such as proper diet and stress
management.
The third unit is Exercise Safety and First Aid that focuses on preventing injuries during
tness training or sports participation. The fourth unit is Sports and it reviews various
individual/dual and team sports that the students should have mastered in the past ten
years. This unit also introduces the concept of sports o ciating and sports intramural
management to students.
Learning Competencies
• Distinguish aerobic from muscle-and-bone strengthening activities
• Explain how to optimize the energy systems for safe and improved performance
• Relate health behaviors (eating habits, sleep, and stress management) to health risk factors and
Physical Activity (PA) performance
• Differentiate types of eating (fueling for performance, emotional eating, social eating, eating
while watching television or during sports events)
• Recognize the role of PAs in managing stress
• Self-assess Health-Related Fitness (HRF) status, barriers to PA participation, and diet
• Set Frequency, Intensity, Time, and Type (FITT) goals based on training principles to achieve
and/or maintain HRF
• Engage in at least 60 minutes of moderate to vigorous physical activities (MVPAs) most days of
the week, in and out of school
• Analyze physiological indicators such as heart rate, rate of perceived exertion, and pacing
associated with MVPAs to monitor and/or adjust participation or effort
• Observe personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia
during MVPA participation
• Identify school and community resources in case of an injury or emergency
• Demonstrate proper etiquette and the safe use of facilities and equipment
• Participate in an organized event that address health/fitness issues and concerns
• Recognize the value of optimizing health through participation in PAs
• Display initiative, responsibility, and leadership in fitness activities
• Realize the potential for health and fitness related career opportunities
• Organize fitness event for a target health issue or concern
Filipino sa Piling Larang Isports Patnubay ng Guro
Introduksiyon sa Wika at Pananaliksik
Ang unang kabanata ay magsisilbing lunsaran ng mga gawain sa
pananaliksik at pagsulat na siyang mga batayang kasanayan sa paglikha ng isang
pahayagang pang-isports. Sa pamamagitan ng mga babasahin mula kina Propesor
Eugene Evasco at Dr. Josefina Mangahis, mabibigyang-tuon ang makrong
kasanayan sa pagsulat at pananaliksik.
Sa artikulo ni Dr. Nilo Ocampo, naipupwesto ang iba-ibang paggamit at
wikang nalilikha sa panlipunang konteksto. Ang isports bilang isang speech
community ay nagluluwal ng maraming termino at paraan ng paggamit ng wika na
wala sa ibang speech community at kung gayon ay nakalilikha ng varayti sa wika.
Panimulang Pagsusulit sa Kabanata 1
I. TAMA o MALI: Isulat ang TAMA kung tama ang pahayag. Kung MALI, isulat ang
salitang MALI at ilagay ang wastong sagot. (20 puntos)
1. Ang isang istandard na wika ay malaya sa mga pagbabago bunga ng
paggamit ng wika sa lipunan.
2. Bilingguwalismo ang tawag sa pagkakaiba-iba sa loob ng isang wika.
3. Mahalaga ang pagpaplanong pangwika upang higit na mapayaman ang wika
ng isang bansa.
4. Layunin ng pagsulat na makapagpahayag lamang ng mga saloobin.
5. Nakakalikha ng isang mahusay na pangangatwiran sa pamamagitan ng
paningin, pandinig, panlasa, pang-amoy, at pansalat.
6. Pangunahing layunin ng paglalarawan ang magpaliwanag.
7. Sa paghanda ng paksa naihahanda ang estruktura ng buong organisasyon
ng gagawing pananaliksik.
8. Balangkas ang tawag sa listahan ng mga sangguniang ginamit sa
pananaliksik.
9. Ang paglalarawan ay naglalahad ng mga katuwiran at panig.
10. Mahalaga ang pagtatakda ng limitasyon sa pananaliksik upang maging tiyak
ang sakop ng pag-aaral.
2
II. PAGKAKAPAREHO/PAGKAKAIBA: Punan ng katangiang pareho at magkaiba
ang mga sumusunod na salita. (10 puntos)
Konsepto Pagkakapareho Pagkakaiba
1. Sosyolek at Dayalek
2. Idyolek at Sosyolek
3. Istandard at Varayti ng wika
4. Paglalarawan at
Pangangatuwiran
5. Pagsasalaysay at Paglalahad
SANAYSAY: Sagutin ang tanong: Ano ang ugnayan ng wika, kultura, at lipunan?
Ipaliwanag ang sagot gamit ang mga tinalakay sa buong kabanata. ( 20 puntos)
Pamantayan sa Pagmamarka:
Nilalaman ng sanaysay 10 puntos
Wikang ginamit sa pagsulat 5 puntos
Organisasyon ng sanaysay 5 puntos
3
Susi sa Pagwawasto
Pagsusulit sa Kabanata 1:
I. Tama o Mali
1. Mali – ang istandard na wika ay pamantayan na kadalasang pinupuro
2. Mali – dayalek
3. Tama
4. Mali – iba pang layunin ng pagsulat: makapagbigay impormasyon,
makapanghikayat, makapagbigay-lugod, makapagpahayag ng sarili
5. Mali – paglalarawan
6. Mali – paglalahad
7. Mali – balangkas
8. Mali – bibliyograpiya
9. Mali – pangangatwiran
10. Tama
II. Pagkakapareho/Pagkakaiba
Konsepto Pagkakapareho Pagkakaiba
1. Sosyolek at Dayalek Parehong nagpapakita ng
varayti sa loob ng isang
wika
Ang sosyolek ay
pagkakaibang dulot ng
panlipunang aspekto:
ang dayalek ay
heograpikal.
2. Idyolek at Sosyolek Parehong nagpapakita ng
varayti ng wika
Idyolek ay indibidwal na
pagkakaiba sa wika
samantalang grupong
panlipunan ang
bumubuo sa sosyolek
3. Istandard at Varayti ng
wika
Itinatakda ng mga
gumagamit ng wika sa
lipunan
Istandard ang
pamantayan ng wika sa
lipunan samantalang
isinasaalang-alang sa
varayti ang pagiging
dinamiko at pagbabago
ng wika.
4. Paglalarawan at
pangangatuwiran
Parehong anyo ng
pagsulat
Ang paglalarawan ay
nagbibigay-tuon sa
katangian ng isang
bagay, lugar, o
pangyayari na
inilalarawan
samantalang ang
pangangatwiran ay
gumamamit ng
panghihikayat bilang
pangunahing elemento
4
5. Pagsasalaysay at
paglalahad
Parehong anyo ng sulatin
na nag-iisa-isa ng
pangyayari at mga
paliwanag
Ang pagsasalaysay ay
may layuning
magkuwento ng mga
pangyayari
samantalagang
pangunahing layunin ng
paglalahad ang
magpaliwanag ng mga
konsepto.
Filipino sa Piling Larang Isports Kagamitan ng Mag-aaral
KABANATA 1
____________
Introduksiyon sa Wika at
Pananaliksik
Ang unang kabanata ay magsisilbing lunsaran ng mga
gawain sa pananaliksik at pagsulat na siyang mga batayang
kasanayan sa paglikha ng isang pahayagang pang-isports. Sa
pamamagitan ng mga babasahin mula kina Propesor Eugene
Evasco at Dr. Josephina Mangahis mabibigyang tuon ang
makrong kasanayan sa pagsulat at pananaliksik.
Sa artikulo ni Dr. Nilo Ocampo naipupwesto ang iba-
ibang paggamit at wikang nalilikha sa panlipunang konteksto.
Ang isports bilang isang speech community ay nagluluwal ng
mga maraming termino at paraan ng paggamit ng wika na wala
sa ibang speech community at kung gayon ay nakalilikha ng
varayti sa wika:
Mga Varayti ng Wika
Nilo S. Ocampo
Sa pagbabasa ng mga aklat na tumatalakay sa isang wika, maaaring
magkaroon ng idea na tila ang lahat ng mga tagapagsalita ng wikang iyon ay
gumagamit sa wika sa unipormadong paraan.
Ngunit dapat tandaan na ang bawat wika ay magkakaroon ng mahigit
isang varayti, lalo na sa anyong pasalita. Ang pagkakaiba-iba ay
napakahalaga at kinikilalang bahagi ng pang-araw-araw na paggamit ng wika
sa iba’t ibang komunidad na rehiyonal at panlipunan. Ganito mangyari pa ang
binigyang-daan ng mga dalubhasa, halimbawa ni George Yule (2010) sa
kaniyang batayang aklat The Study of Language. Isinaalang-alang niya
matapos ang mga panimulang pagtalakay sa mga katangian ng wika, na may
dalawang uri ito ng baryasyon. Una, ang naimbestigahan sa pamamagitan ng
geographic linguistics, nagdidiin sa mga rehiyonal na varayti, at ang ikalawa,
ang mga sangkot na salik sa panlipunang baryasyon sa gamit ng wika.
Karamihan sa sumunod na pagtalakay ng paksang ito ay isinalin at/o hinalaw
sa naturang awtor.
Ang Istandard na Wika
Una, tukuyin natin ang partikular na varayti na karaniwang kahulugan
kapag ginagamit ang mga pangkahalatang terminong tulad ng English,
French, German, Chinese, Bahasa, Filipino at iba pa.
Kapag inilalarawan natin ang mga tunog, salita at pangungusap ng
Ingles at iba pang malaganap o pambansang wika, tumutuon tayo sa isang
varayti lamang, karaniwang tinatawag na Standard English o Istandard
Ganito/Ganoon. Ito ang varayting bumubuo sa batayan ng nakalimbag na
Ingles sa mga pahayag at aklat, sa mass media at ang itinuturo sa mga
eskwelahan. Ito ay varayting karaniwang itinuturo sa mga gustong matuto ng
Ingles o iba pang wika bilang pangalawang wika. Ito rin ang varayting
itinuturing ng ilang tao bilang uri ng “wastong” Ingles at kasi nga, kailangang
mapanatiling “dalisay” o “puro”. Isang malinaw na bersiyon ng punto de
bistang ito ang institusyonalisado sa France Academy laban sa mga salitang
