use for education

1. CLARENDON COLLEGE
Bachelor in Culture and Arts Education (BCAEd)
Outcomes – Based Teaching and Learning Plan in Arts and Humanities (SUBJECT)
Vision
The Clarendon College, an academic community, where leaders learn and learners lead; envision to develop the learners holistically by providing
quality and lifelong learning responsive to the needs of the country.
Mission
The Clarendon College, an academic community, commits itself to enhance the morality and the Filipino values of the students by providing
quality and lifelong learning.
Course Title Arts and Humanities Course Code GE 12
Credit Units 3 units Course Pre-/Co-requisites None
Course Description
This course is a basic introduction to the student of humanities using an interdisciplinary approach. This course focuses upon central concepts and the
fundamental nature of philosophy, architecture, literature, music, religion and art. Upon completion of the course, the student will be able to demonstrate
specific knowledge:
1. of the development, elements, purposes, and significance of the visual and performing arts.
2. of creative ideas and the accomplishments of western culture in art, drama, music, literature, and philosophy.
3. to formulate an analysis of selected creative works.
Program Intended
Learning Outcomes
(PILO)
At the end of this course, graduates will have the ability to:
The Bachelor in Secondary Education is structured to provide the students with a broadly based understanding of the discipline through
theoretical and practical courses in arts and humanities. In this program the students demonstrate knowledge and thinking skills, communication
skills and critical thinking.
Course Intended
Learning Outcomes
(CILO)
At the end of this course, the students should be able to:
To graduates who complete the core curriculum possess the knowledge, skills and values associated with college-educated individuals. Our
graduates demonstrate mastery of competencies integrated within the academic disciplines, such as the ability to effectively communicate, seek
creative solutions to problems, exhibit cultural awareness, and command basic technological skills.
PRELIMINARY Essential Learning
Intended Learning
Outcomes (ILO)
Suggested
Teaching/Learning
Activities (TLAs)
Assessment
Tasks (ATs)
Week Content Standards
Declarative
Knowledge
Functional Knowledge
Orientation of students on the updated VMG statements of Clarendon College (2 hours)
1
1.1.Demonstrate familiarity
on VMG of Clarendon
College.
VMG of Clarendon
College
Presenting the VMG of
Clarendon College
Recite the VMG of Clarendon
College.
Oral Recitation
Jingle Making
Song Writing
Collage Making
Oral Presentation
Chapter I: MYTH AND ORIGINS OF THE HUMANITIES (3 hours)

2. 2
1. Demonstrate
understanding in the use of
myth to illuminate
archetypes
2. Demonstrate familiarity
in applying Apollonian and
Dionysian thought to
everyday experience
3. Demonstrate familiarity
in identifying archetypes in
works of art
1. The use of the myth
to iluminate
archetypes
2. Apollonian and
Dioysian thought
3. Archetypes in
works of art.
1. Integrateing the use of
myth to illuminate archetypes
2. Applying Apollonian and
Dionysian thought to
everyday experience
3. Identifying archetypes in
works of art
Students will be able to define
archetype, hero, antihero,
collective unconscious
1. Integrated the use of myth to
illuminate archetypes
2. Applied Apollonian and
Dionysian thought to everyday
experience
3. Be able to identify
archetypes in works of art
Participate in
introductions of
students and teacher
Group discussion
Oral recitation
Round table and panel
discussion
Socialized classroom
discussion
Interactive discussion
Discuss a modern
personality whose
life more or less fits
the pattern of the
rise and fall of the
hero as described in
the text.
What are the
characteristics of the
hero?
Where does your
hero fit in the
archetypal
structure?
Chapter 2: LITERATURE (3hours)
3
1. Demonstrate knowledge
in understanding the
concept of
plot development
2. Demonstrate
familiarity on protagonist,
prose, poetry, simile,
metaphor
3. Demonstrate knowedge
on examining the novel and
the short story as literary
conventions
1. Concept of plot
development of
literature
2. Protagonist, prose,
poetry, simile,
metaphor
3. The novel and the
short story
1. Understanding the concept
of
plot development
2. Define protagonist,
prose, poetry, simile,
metaphor
3. Examining the novel and
the short story as literary
conventions
Students will be able to define
literary forms such as haiku
and lyrical poetry
1. Understand the concept of
plot development
2. Defined protagonist,
prose, poetry, simile,
metaphor
3. Examined the novel and the
short story as literary
conventions
Group discussion
Oral recitation
Round table and panel
discussion
Socialized classroom
discussion
Interactive discussion
Define ‘lyrical
poetry’ and compare
it to modern day hip
hop.
How are the details
expressed in each
form?
Compare and
contrast styles and
use examples to
illustrate your
points.
How might each
style of poetry fall
under a Dionysian or
Apollonian
characterization?
Chapter 3: ARTS (3hours)
4
1. Demonstrate familiarity
on the function of critique in
visual art
2. Demonstrate knowledge
on recognize the
representational and
nonrepresentational art
1. Function of critique
in visual art
2. The representational
and
nonrepresentational
art
3. How technology has
affected the
1. Demonstrating the function
of critique in visual art
2. Recognizing the
representational and
nonrepresentational art
3. Understanding how
technology has affected the
1. Be able to discriminated
characteristics of style in
visual art
2.Recognized and identified
historical influences in art
3.Used the vocabulary of art
❖ Simulation – group
activity on
observation and
assessment of
quality of work
Students will write
a critical analysis
comparing and
contrasting
Impressionism and
Cubism.
Discuss the work of
two well-known

3. 3. Demonstrate knowledge
on understanding how
technology has affected the
development of art and art
movements
development of art and
art movements
development of art and art
movements
products and
presentation
❖ Group activity—
interview among
music teachers
about their teaching
strategies in
teaching music
artists, one who
represents
Impressionism and
one who represents
Cubism.)
MIDTERMS
Chapter 4: MUSIC (3hours)
5
1. Demonstrate knowledge
on understandings of the
elements of sound in music
2. Demonstrate familiarity
on understanding and
analyzing the differences in
styles of music
1. Understand the
elements of sound in
music
2. Understand and
analyse the differences
in styles of music
1. Demonstrating an
understanding of the
elements of sound in music
2. Understanding and
analysing the differences in
styles of music
1. Demonstrated knowledge of
the differences between
classical and popular music
2. Identified the connection
between music and human
emotion
❖ Interactive
discussion
❖ Note reading
❖ Listening activities
Write an analysis of a
musical selection of
your choice and
answer the following
questions:
Which style of music
is represented by your
choice?
What role does music
play in your life?
Why do you prefer one
style of music over
another?
Chapter 5: MUSICAL STAGE (3 hours)
6
1. Demonstrate
familiarity in identifying the
characteristics of Classical
and Romantic Opera
2. Demonstrate
knowledge in examining the
use and execution of plot in
opera
1. Identify the
characteristics of
Classical and
Romantic Opera
2. Examine the use and
execution of plot in
opera
1. Identifying the
characteristics of Classical
and Romantic Opera
3. Examining the use
and execution of plot in opera
1. Demonstrated
knowledge of the difference
between classical and
romantic music and opera
2. Recognized the unique
characteristics of classical and
romantic periods of musical
productions
3. Defined “Aria”
4. Defined melodrama,
comedy and farce in the
context of theatre
❖ Brainstorming on
the learning
approach
applicable for a
given situation
❖ Interactive
discussion on the
strength and
weaknesses of
each learning
approach
Compare and
contrast arias from
Mozart’s Marriage
of Figaro and
Verdi’s Rigoletto.
What are the
characteristics of the
music of each era?
How does the use of
polyphony,
dynamics,
crescendo heighten
the emotional
impact of the arias?
Which aria has the
greatest effect on
you? Why?
Chapter 6: THEATRE (3 hours)

4. 7 1. Demonstrate
familiarity in identifying the
conventions of the 5 periods
of western theatre:
Classical, Elizabethan,
Victorian and Modern
2. Demonstrate
understanding on the use of
critique and the critics’ role
1. Identify the
conventions of the 5
periods of western
theatre: Classical,
Elizabethan, Victorian
and Modern
2. Understand the use
of critique and the
critics’ role
1. Identifying the
conventions of the 5 periods
of western theatre: Classical,
Elizabethan, Victorian and
Modern
2. Understanding the use of
critique and the critics’ role
1.Understand the criteria that
critics use when they review
theatre productions
2.Gained an appreciation for
staged live theatre over the
history of the medium
❖ Students participate
in:
o group reporting
o socialized
classroom
discussion
o round table and
panel discussion
o sharing activity
❖ Short written
test
❖ Rubric
assessment for:
❖ Collected art
designs
❖ Graded
recitation
SEMI-FINALS
Chapter 7: CINEMA (3 hours)
8
1. Demonstrate familiarity
on identifying and
understanding the
conventions of the cinema
2. Demonstrate
understanding in
recognizing the
contributions of the great
film-makers, actors,
directors, cinematographers
to the arts
1. Identify and
understand the
conventions of the
cinema
2. Recognize the
contributions of the
great film-makers,
actors, directors,
cinematographers to
the arts
1. Identifying and understand
the conventions of the
cinema
2. Recognizing the
contributions of the great
film-makers, actors,
directors, cinematographers
to the arts
1.Understand the philosophy
of existentialism and its
application to film
o Group reporting
o Interactive
discussion
o Making
artworks
❖ collected
artworks
❖ artwork output
❖ rubrics for
assessment of
artwork
Chapter 8: RELIGION (3 hours)
9
1. Demonstrate familiarity
on the meaning of:
monotheism, polytheism,
Atheism, agnosticism,
paganism
2. Demonstrate
understanding on the
concept of religion and
spirituality and how these
concepts are expressed in
the arts
1. Define monotheism,
polytheism, Atheism,
agnosticism, paganism
3. Understand the
concept of religion and
spirituality and how
these concepts are
expressed in the arts
1. Define monotheism,
polytheism, Atheism,
agnosticism, paganism
2. Understanding the concept
of religion and spirituality
and how these concepts are
expressed in the arts
1. Understand the
fundamentals of the world’s
great religions
❖ demonstration
activity
❖ student-directed
technique
❖ teacher-directed
technique
Write an essay that
compares and
contrasts the
reviews of the two
plays you chose.
Identify the criterion
used by theatre
critics. Include a
synopsis of each
play. How do the
plays resonate with
their time? What
archetypes are
apparent?
Chapter 9: MORALITY (3 hours)

5. 10
1. Demonstrate
understanding on the
meaning and know how to
analyse morality
2. Demonstrate familiarity
on meaning of moral
relativism, self-interest, the
greater good, hard-nosed
realism and idealism
1. Analyze and define
morality
2. Define moral
relativism, self-
interest, the greater
good, hard-nosed
realism and idealism
1. Define and analyse
morality
2. Define moral relativism,
self-interest, the greater
good, hard-nosed realism and
idealism
1. Apply the concepts of moral
relativism, realism and
idealism to a real life situation
2. Recognized your own moral
standards in the context of a
real life experience with a
moral dilemma
❖ demonstration
activity
❖ student-directed
technique
❖ teacher-directed
technique
❖ Rubrics for
group
presentations
❖ submitted
written
materials and
rubric score
cards for
findings
reported
FINALS
Chapter 10: HAPPINESS AND LOVE (3 hours)
11
1. Demonstrate
understanding on
recognizing how humans
cope in the context of their
own happiness and others
2. Demonstrate familiarity
on integrating Greek
philosophical descriptions
of happiness with real life
desires
3. Demonstrate
understanding and
recognizing the meaning of
various kinds of love and
the history of each
4. Demonstrate
understanding in the
cultural and social
conventions of love
1. Recognize how
humans cope in the
context of their own
happiness and others
2. Integrate Greek
philosophical
descriptions of
happiness with real
life desires
3. Recognize and
define various kinds of
love and the history of
Each
4. Understand the
cultural and social
conventions of love
1. Recognizing how humans
cope in the context of their
own happiness and others
2. Integrating Greek
philosophical descriptions of
happiness with real life
desires
3. Recognizing and giving
meaning of the various kinds
of love and the history of
each
4. Understanding on the
cultural and social
conventions of love
1. Understand the differences
Between hedonism, stoicism
and epicureanism
2. Define the Aristolelian
concept of happiness and
success
3. Understand the underlying
principles of eastern &
western philosophies of
happiness
4. Understand the use of love
as a universal subject in the
arts
❖ demonstration
activity
❖ student-directed
technique
❖ teacher-directed
technique
❖ interview of art
teachers
❖ oral recitation
❖ practical
examination
❖ rubric for
demonstration
❖ team, instructor,
and self-
assessment
measures
❖ paper and pencil
test
Chapter 11: LIFE AFFIRMATION (3hours)
12
1. Demonstrated knowledge
on recognizing the
importance of ritual and
belief in death
2. Demonstrated familiarity
to recognize and analysed
1. Recognize the
importance of ritual
and belief in death
2. Recognize and
analyse expressions
1. Recognizing the
importance of ritual and
belief in death
2. Recognizing and analysing
expressions for grief and
affirmation
1.Understand the role of
redemption and catastrophe in
literature and film
2. Apply key concepts of the
afterlife to cultural and
❖ Group investigation
❖ Internet surfing
❖ Rubric for the
performed
activities
❖ Self-assessment
using checklist

6. expressions for grief and
affirmation
for grief and
affirmation
religious expressions of
immortality
3.Understand the use of
symbolic death as a device in
the arts
Chapter 12: CONFLICTS IN ART (3hours)
13
1. Demonstrate
understanding on the roots
of censorship
2. Demonstrate familiarity
on describing and analyzing
the conflicts of artists with
Society
1. Understand the
roots of censorship
2. Describe and
analyze the conflicts
of artists with society
1. Understanding the roots of
censorship
2. Describing and analyzing
the conflicts of artists with
society
1. Recognized critical issues in
the censorship of works of art
2. Maked comparisons of
censorship in the arts
throughout history.
❖ Group/individual
activity—library
research and internet
surfing
❖ Rubric for the
performed
activities
❖ Self-assessment
using checklist
Chapter 13: FREEDOM (3hours)
14
1. Demonstrate familiarity
in comparing and
contrasting Determinism,
Indeterminism and
Libertarianism
2. Demonstrate knowledge
in defining the major
concepts that impact free
will
1. Compare and
contrast Determinism,
Indeterminism and
Libertarianism
2. Define major
concepts that impact
free will
1. Compared and contrasted
the: Determinism,
Indeterminism and
Libertarianism
2. Define major concepts that
impact free will
1. Understand the conflicts of
Determinism and morality
2. Understand the principles of
free will and creativity
❖ Group investigation
❖ Internet surfing
❖ Rubric for the
performed
activities
❖ Self-assessment
using checklist
Basic Readings
1. Clarc flyer/Bulleting of Information
2. The Art of Being Human: Humanities as a Technique for Living (Richard Paul Janaro and Thelma C. Altshuler)
Extended Readings
To be provided
❖ Use different website in looking your topic.
Course Assessment As identified in the Assessment Task

7. Course Policies
Language of Instructions English
Attendance
▪ As identified in the student handbook
Homework, Quizzes, Written Reports, Reaction Papers and Portfolio
Special Requirement
Grading System
Input - 30%
Process - 30%
Outcomes - 40%
100%
Classroom Rules and Regulations
Class Policies:
1. Students having seven (7) absences without presenting admission slip from the Department Head will be dropped from the class.
2. Three (3), not necessarily consecutive, late without further notice is equivalent to 1 absent for one meeting.
3. Participation activities (actual / class in group).
4. All required outputs should be submitted on time.
5. Must pass major examination. If the student failed to take major examination he/she must present a letter of explanation (with supporting
documents – sign by the parents, medical certificate if any) addressed to the course instructor with the approval from Program Head. If the
students fail to report on the scheduled special examination he/she will receive a grade of zero.
6. Safety (All students are expected to adhere to safety rules and procedures as well as activity/game regulations.
7. Excuses from the activity (Students who are to be excused from physical activity must present medical slip from a medical doctor)
Course Requirements:
1. Group/Individual Projects
2. Group/Individual Reports
3. Complete submission of outputs online
4. Written examination
5. Documentation
Committee Members
Consultation Schedule
Faculty Member : BONIFACIO B. LEDDA
Contact Number : 0961-822-0494
E-mail address : sophiavonmarietoni@gmail.com
Consultation Hours : 5:00 – 6:00 MWF
Time and Venue : Clarendon College
Course Title A.Y. Term of Effectivity Prepared by Approved by Page/s
Arts and Humanities 2021 – 2022
Bonifacio B. Ledda
Lecturer
FLERIE T. TESADO, RGC
College Dean