The document discusses approaches for teaching Philippine literature. It aims to acquaint teachers with choosing texts based on context and appropriate techniques. It notes challenges in categorizing literature periods and provides overviews of anthologies divided into 14 thematic sections. The document also discusses categorizing literature based on historical periods, socio-cultural divisions, and four key factors of chronology, form, geography and language. It stresses that content standards and learning competencies should not be compromised when teaching Philippine literature.

2. Objectives
 Acquaint teachers with approaches on
how to read and teach Philippine literary
pieces from the region;
 Utilize appropriate approaches
discussed in choosing texts based on
contexts

3. Challenge
 Books attempt to categorize history or to
divide time into named blocks or provide a
survey with a different approach to the
literature of the Philippines.
 Result: Descriptive abstraction
that provides convenient terms
for periods of time with
relatively stable characteristics.

4. Reading Approaches
based on Published
Anthologies
in Philippine Literature

6.  Fourteen Thematic Divisions
1. Imaging the Filipino Man
2. Imaging the Filipino Woman
3. Representing the Filipino Family
4. Exploring Filipino Traditions
5. Discovering Love and the Filipino
6. Exploring Filipino Humor
7. Interrogating Gender Relations and the
Filipino
8. Representing Death and the Filipino

7.  Fourteen Thematic Divisions
9. Understanding Spirituality and the Filipino
10. Discovering Philippine Aesthetics
11. Looking at War and the Filipino
12. Exploring Class Relations in the Philippines
13. Imaging the Filipino Migrant
14. Revisiting Philippine History

8.  Gives overview of Philippine literature as it had
developed in the course of the growth of the
nation
 Categorizing agent: history and politics
 Literary history based on political framework
 Philippine literature is not a simple chronology
of literary masterpieces or a parade
of fine writers .

9.  Philippine Literature : historical names periods as the
framework
◦ Pre-Spanish Times: myths, legends, epics, wise sayings,
dirges, folk songs, and epic plays.
◦ Spanish Period: grammatical studies, regional linguistic
works, religious literatures, revolutionary and propaganda
movements’ prose writing, poetry, essays, and novels as
well as the periodicals of the revolution.
◦ American Regency: novels, essays, short stories, poetry
and plays

10.  Socio-cultural division: pre-war and post-war years and the
more recent times.
◦ “apprenticeship – emergence – contemporary division of literary
periods

11.  Four factors: chronology (named time periods), literary
types and forms, geography (space), and language
(linguistic markers).
◦ Pre-Hispanic Literature and the Continuing Oral Tradition
◦ Philippine Writing during the Spanish Period
◦ Philippine Writing during the Period of Emerging National
Consciousness
◦ Philippine Literature of the Twentieth Century

12. Final Thought
 Content standards and performance
standards should not be compromised.
 Learning competencies are not
negotiable.