The document provides an overview of Philippine literature through different time periods, outlining the major literary eras from pre-colonial to contemporary times and describing how literature reflected the sociocultural contexts of each period, from religious works under Spanish rule to nationalist writings during the revolution to modern works exploring political issues. It also explains the objectives of studying Philippine literature as understanding the country's heritage and overcoming limitations to appreciate its rich tradition.
The 21st century in literature refers to world literature produced during the 21st century. The measure of years is, for the purpose of this article, literature written from (roughly) the year 2001 to the present.
The 21st century in literature refers to world literature produced during the 21st century. The measure of years is, for the purpose of this article, literature written from (roughly) the year 2001 to the present.
Learning to how those the philipphines is in the time of 21st. Knowing and more knowledge of history of the Philippines
I am introducing is file to inhance your vocabulary
The 21st century in literature refers to world literature produced during the 21st century. The measure of years is, for the purpose of this article, literature written from (roughly) the year 2001 to the present.
The 21st century in literature refers to world literature produced during the 21st century. The measure of years is, for the purpose of this article, literature written from (roughly) the year 2001 to the present.
Learning to how those the philipphines is in the time of 21st. Knowing and more knowledge of history of the Philippines
I am introducing is file to inhance your vocabulary
A document about Philippine Literature Timeline for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
A document about Philippine Literature Timeline for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
13. Lesson Objectives: At the end of the lesson,
90% of the grade 11 students will be able to:
a. identify recurring themes and stylistic changes
across various literary epochs;
b. interpret literary texts within their historical and
sociocultural settings, gaining insight into the
society's values and concerns;
c. outline the major literary periods and explain their
significance in the context of Philippine history.
15. Literature:
- Is a body of written works.
- Originated from oral traditions
- Are imaginative works.
- Deals with stories and poetry.
- The content depends on the author.
Three points of Literature:
- Literature portrays human experience.
- Authors interpret this human experience.
- It is an art form and a style of expression.
17. A product, a reflection of and reaction to the
period, place and people who produced it.
(Balabar, et al., 1989, p.5)
Philippine literature is the body of works, both oral
and written, that Filipinos whether native,
naturalized or foreign born, have created about the
experience of people living in or relating to
Philippine Society. It is composed or written in one
of the Philippine languages, in Spanish, in English
and in Chinese as well.
18. May be produced in the capital city of Manila and in the different
urban centers and rural outputs, even in foreign lands where
descendants of Filipino migrants use English or any of the
languages of the Philippines to create works that tell about their
lives and aspirations.
A collection of texts, both oral and written, whether published as
books, serialized in periodicals, recorded in tapes, mimeographed
in loose sheets, etched on bamboo, chanted, at home or recited
around a fire, which are created by Filipinos of all ages and stock,
of different languages both local and foreign (including the Fil-Ams
and OFW writings and literatures around the globe), in forms
indigeneous or borrowed as adapted which portray the
experiences of Filipinos. CCP ENCYCLOPEDIA OF Philippine
20. 1. To appreciate our literary heritage;
2. For us to realize our literary limitations conditioned by
certain historical factors so we can take steps to overcome
them;
3. To understand that we have a great and noble tradition
which can served as means to assimilate other cultures and;
4. To show that as Filipinos who truly love and take pride in
our own culture, we have to manifest our deep concern for
our own literature and this we can do by studying the
literatures of our country.
22. Kahayon, et al., (1989, p.5) describe the following features of Philippine
literatures written in English:
1. Philippine literatures in English is phenomenological since the inception of
english in our culture;
2. Philippine literatures is about four hundred years old. Timelines may not be
necessary to the study of literature, but since literature and history
inescapably related it has become facilitative to map up system which will
aid are us in delineating certain time boundaries. In addition, Balabar, et al.,
(1989) posits that "Philippine literature is as old as its country's history."
TIMELINES IN PHILIPPINE LITERATURES: SOME
HIGHLIGHTS
23. 1. PRE-COLONIAL PERIOD
2. THE SPANISH REGIME
3. THE NATIONALISTIC PERIOD
TIMELINES IN PHILIPPINE LITERATURES
4. THE UNITED STATES COLONIAL RULE
5. THE JAPANESE OCCUPATION
6. THE CONTEMPORARY PERIOD
7. POST EDSA LITERATURE
25. a. The longest period in Philippine literatures.
b. The literary outputs of this period cannot be called
substantial because much of it was oral (i.e. tales,
songs, riddles and proverbs).
c. Riddles - gives an enigma or puzzle
d. Proverbs-wise saying or "salawikain"
e. Songs were also very much part of pre-colonial
literature and the people’s daily life.
26. f. Mimetic dances often accompanied these
songs and rituals and were the precursor of the
drama form.
g. In prose, pre-colonial literature had myths,
tales, fables, legends, and fantastic stories.
27. h. The most significant and the longest form of
pre-colonial poetry was the folk epic (narratives
of sustained length based on oral tradition,
revolving around supernatural events or heroic
deeds, in the form of verse, which is either
chanted or sung, with a certain seriousness of
purpose, embodying o validating the beliefs,
customs, ideals or life - values of the people).
28. i. Popular epics: Biag ni Lam-Ang (Ilocos
Region), Hinilawod (Panay Island), and
Bantugen and Indarapatra at Sulayman
(Maguindanao)
30. The literary scene during this era was focused on
religious themes due to the Christianization of the
Philippines by the Spaniards.
A. Took on a Religious Character
Christianization of the Philippines
Introduced the first printing press
Doctrina Christiana - the first published book (1593)
32. C. Poems in Spanish and Tagalog were written by "Ladinos"
who were well- versed in both languages.
Pasyon - the most popular form of religious literature
A long time narrative poem about the passion and death of
Christ.
Ang Mahal na Pasyon ni Jesu Cristong Panginoon Natin –
Gaspar Aquilino de Belen's well known pasyon.
Sinakulo/ Cenaculo
33. A dramatization of the pasyon
A play on the passion and death of Christ
Performed during the Holy week
Two Popular Narrative Poems
i. Awit
ii. Korido
- Sung or chanted
- Florante at Laura - Most Famous Awit
34. Other Literary Types
i. "Duplo" and "Karagatan"
ii. Komedya - most popular/drama form
Prose
Pagsusulatan ng Dalawang Binibini na si
Urbana at Feliza by Marcelo de Castro
36. a. The last of the 19th century saw a new breed
of writers.
b. If the religion was the thematic focus during
the Spanish Era, a strong feeling of nationalism
was the main agenda of this literary period.
c. The period is divided into the Propaganda
and the Revolution.
37. d. At the close of the 19th century the revolutionist
took over and there was a shift not only in language
(from Spanish to Tagalog) but in the audience or
readers from the "intelligentsia" to the masses.
(Balabar, 1989, p.25)
e. Bonifacio, Jacinto and Mabini were the prominent
revolutionary writers.
f. This period was truly significant because it produced
a literature that was realistic and truly Filipino.
39. a. Literature (in three languages) flourished
i. Spanish, English, Filipino
- Reading, writing, speaking
b. May be divided into two periods:
i. The Period of Apprenticeship
- Paz Marquez Benitez "Dead Stars"
- Paz Latorena "The Small Key"
- Jose Garcia Villa "Footnote to Youth"
- Zoilo Galang "Child of Sorrow"
40. ii. The Period of Emergence
- Before the war and the Japanese
Occupation
- Noted Short Story writers
1. Manuel E. Arguilla
2. Arturo Rotor
3. N.V.M. Gonzales
4. Francisco Arcellana
5. Bienvenido N. Santos
42. a. This literary period broke away from tradition
especially among the tagalog poets. Instead of
writing in the Balagtas tradition (rhetorical,
verbose, figurative) poets wrote in simple
language and free verse.
b. There was a bountiful harvest in poetry,
fiction and in the fields of drama and essay.
(Balabar, 1989, p.27)
43. c. Broke away from tradition (war years)
- Rhetorical
- Verbose
- Figurative (Balagtas Tradition)
d. Poets wrote in simple language and free
verse (Ako ang Daigdig by Alejandro Abadula)
- Portray Filipino Life and Culture: Short story
- Flowering of Tagalog Short Poetry
- Palanca Awards/National Awards launched
45. a. Upheavals in Nation's History
- First quarter Storm of the Seventies
b. Martial Law Years
c. Assassination of Ninoy Aquino
d. A merging of the three traditions
- Oral Lore -Ethnic Tradition
- Spanish Tradition
- American Colonial tradition
46. e. Literary Expressions
- Give responses to the historical and
political force that have shaped
Philippine society since the Pacific war.
48. a. Lumbera and Lumbera (2005 pp.381-384)
explain that the character of the Philippine
literary scene after "EDSA" maybe pinpointed
by referring to the theories that inform literary
production; to the products issuing from the
publishers; to the dominant concerns
demonstrated by the writer's output and to the
direction towards which literary studies are
tending.
49. b. There is in the academe an emerging
critical orientation that draws its concerns
and insights from literary theorizing
current in England and the United States.
c. post-EDSA publishing has been marked
by adventurousness, a willingness to
gamble on "non-traditional" projects.
50. d. The fourth and final characteristic of post
EDSA writing is the developing thrust towards
the retrieval and the recuperation of writing in
Philippine languages other than Tagalog.
Today, Philippine literature may thus be
classified into: (Ordonez, 2001 p-36)
o The residual, a good part of which is oral and
regional, but remaining in the margins simply
because the center of writing and publishing
is in Metro Manila.
51. oThe dominant language, largely in
English and Tagalog-based Filipino; and
oThe emergent, produced by those in the
periphery, the marginalized sectors,
including workers, peasants, urban poor,
women, gays, lesbians and ethnic
groups.
others.
52. Sometimes residual oral literature
such as komposo in Negros, solidom-ay in
Cordillera, ismayling in Samar and baliling
in Mindanao are used to convey
contemporary messages of struggle and
commitment and are thus emergent.
53. Today, it is quite common to have
Filipino writers published abroad in the
original English translation if written in the
local language. These include N.V.M.
Gonzales, F. Sionil Jose, Ninotchka
Rosca, Jessica Hegedorn, Cecilia
Manguerra Brainard, Epifiano San Juan
Jr., Wilfredo Nolledo among others.
55. Directions: Since you have already reviewed some major
influences brought to us by the three countries, it is now time to
examine positive and negative results of each period of
colonialism among Filipinos in general during that time.