HANDICRAFT TOPICS

HE - Handicrafts Page 1
Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – HANDICRAFT
(Exploratory) – One Quarter
Grade LevelStandard:
At the end of Grade 8, they are expected to demonstrate their understanding
about the kinds and species of bamboo, basic tools in bamboo craft, and processes
and treatment of bamboo. They are also expected to produce quality, marketable,
and profitable articles made from bamboo.
CONTENT STANDARD
At the end of the quarter, learners are expected to demonstrate their
understanding of basic concepts, and underlying theories in Handicrafts.
PERFORMANCE STANDARD
Independently demonstrate and perform common competencies and processes in
Handicraft based on market standards.
LEARNING COMPETENCIES
 Explain basic concepts in HANDICRAFT.
 Discuss the relevance of the course.
 Explore on opportunities for HANDICRAFT as a career.
I. INTRODUCTION
The module is focused on the Process and Delivery. There are varied and relevant
activities and opportunities to demonstrate your understanding of concepts and
underlying principles in bamboo craft production and produce quality, marketable,
and profitable articles out of bamboos based on market standards.
II. OBJECTIVES
At the end the module, the learner are expected to:
1. Understand handicraft concepts, principles and elements;
2. Analyze materials, tools, equipment, processes and products related to
handicrafts;
3. Understand the contribution of the handicraft industry to the country’s
economic development;
4. Relate competencies or skills in handicraft to entrepreneurial competencies;
and
5. Recognize desirable attitudes and values which will contribute to effective
personal, family and community living.

I. PRE-ASSESSMENT
Process and Delivery 1. Ask your students to answer the activity by
selecting the best or the correct option that
answers the question or that will complete the
statement.
2. Check their answers using the key to
correction below:
Process and Delivery Answer Key:
1. D 6. D 11. A
2. B 7. A 12. B
3. D 8. D 13. C
4. D 9. D 14. C
5. C 10. A 15. A
II. LEARNING GOALS AND TARGETS
Based on the objectives of the lesson and results of the pre-
assessment, let the learners define their personal goals and targets to
achieve at the end of this module. Ask them to write their goals/targets
in their journal/module.
III. PERSONAL ENTREPRENEURIAL COMPETENCIES
INTRODUCTION
A. Know What’s handy in Handicrafts? Why is it
worthwhile to study handicraft?
B. Process Me, myself and Handicraft
Instruct the learner to prepare a Craft Journal
or a Think Aloud Record. Let them decide
whether they want to write or have an audio
record of their thoughts and ideas.
LESSON 1 – PHILIPPINE HANDICRAFTS
A. Know  Brief Historical Accounts of Handicrafts
in the Philippines
 Regional Pride: Handicrafts from
Selected Regions
B. Process Activity 1.1 Handicraft Mapping
From the map, learners will locate the
handicrafts that are produced in a particular
region using a picture.
C. Understand Activity 1.2 Craft Journal Entry / Think Aloud
Record
Guide the learners in answering the question
given using either a journal or an audio record.

D. Transfer Activity 1.3 Advertisement Act
Learners will choose a handicraft from a
particular region and create an advertisement
about it. They may use any of the advertisement
medium such as a printed ad for a newspaper or
magazine, advertisement for a radio, or a video
presentation. Let them indicate their target
market for the ad and limit it to 60 minutes for
audio, video or presentation type and one page
print for printed ad. They may also opt to act out
the advertisement, if it is a skit.
LESSON 2 – HANDICRAFTS CONCEPT AND ITS ELEMENTS
A. Know  Definition of Terms
(What is chamacallit? How do you
differentiate handicraft from any activity or a
mechanized work?)
 Basic Elements of Handicraft
 Different Types of Handicraft
B. Process Activity 2.1 Craft Journal Entry / Think Aloud
Record
Guide the learners to do the tasks provided
using the specified methods.
C. Understand Activity 2.2 Think, pair, share!
Let the learners take a moment or two to reflect
and answer the given questions. Then, ask
them to choose another classmate or a friend
and share answers with.
D. Transfer Activity 2.3 Photo Exhibit
Lead the learners in the procedures in
accomplishing the task. Explain the scoring
guide to be used in determining the quality of
the output.
LESSON 3 – Basic Principles in Handicraft
A. Know  What’s the heart of the matter?
A better way to understand and appreciate
handicraft is to keep in mind some statements
of truths - basic principles in handicraft - that
also serve as guide as to how people should
practice the art of handicraft.
B. Process Activity 3.1 Self-Assessment Quiz
Learners will identify the basic principle behind
the practices indicated by the statements
below. Let them write the answers on the box
provided before each statement.

and answer the given questions. Then, they
will choose another classmate or a friend and
share the answers with.
D. Transfer Activity 3.3 Learn from a Master Craftsman
Within your locality, learners will look for a
handicraft expert or a craftsman. They will
choose one who has the most number of years
in experience or who makes handicrafts for at
least one year. Then, they will ask permission
and arrange for an interview in a convenient
time and place for both of you. Remind them to
have an audio recorder in their mobile phone or
a video camera to document the interview.
Activity 3.4 Craft Journal Entry / Think Aloud
Record
Learners will write a commitment to a set of
rules to follow in the machine shop or when
doing a handicraft project. A sample template is
provided. They may photocopy or create their
own template and paste it on their journal entry
or have an audio record of pledge!
LESSON 4 – SAFETY AND PRECAUTIONARY MEASURES
A. Know  Safety Regulations to be observed in a
Craft or Machine Shop
B. Process Activity 4.1 Assessment Quiz
Guide the learners to read the given situations.
Let them write the answers on the blank before
each sentence.
C. Understanding Activity 4.2 Think, pair, share!
and answer the given questions. Then, they will
choose another classmate or a friend and share
the answers with.
D. Transfer Activity 4.3 Partner in ‘Crime’
The learners will choose one handicraft and
research on its specific safety practices. Guide
them to coordinate with you, as mentor, to make
sure that each is assigned to different
handicraft.
Activity 4.4 Role Play
From the results of the research made by the
learners (Activity 4.3), they will role play at least
one in class. Remind them to prepare props and
internalize role!

LESSON 5 – HANDICRAFT MATERIALS
A. Know  Classification and Sources of Handicraft
Materials.
 Environmental Issues and Sustainability.
B. Process Activity 5.1 Poetry Writing
The learners will write a poem about themselves
– probably about their characteristics or
potential as a handicraft material. Guide them
to think of an appropriate title for the poem and
don’t forget to affix their signature and the date
when it was created, for documentation.
C. Understand Activity 5.2 Material Chronicle
accomplishing the task. Explain the scoring
guide to be used in determining the quality of the
output.
D. Transfer Activity 5.3 Test your creativity
Using strips of leather, the learners will list as
many uses for handicraft or possible handicraft
product they can think of. Scoring will be based
on the rubric.
LESSON 6 – HANDICRAFT TECHNIQUES
A. Know  How do they do it? Handicraft is for ‘all ages’ –
meaning – there are appropriate handicraft
activities for everyone, including the young, the
elderly and the physically challenged, who have
mastery in the use of their hands or body. But
what processes are usually done? Find out!
B. Process Activity 6.1 Graphic Organizer
Using a graphic organizer, learners will classify
the basic tools in handicraft. They may copy the
graphic organizer provided or they can create
your own as long as you include all major
classifications and enumerate the tools under
each classification.
C. Understand Activity 6.2 Think-Group-Share!
Facilitate grouping of students into six
members. Within group, select a facilitator, a
secretary and a reporter. Explain that the task
as a group is to discuss and analyze the
following:
a) Uses and functions of handicraft
tools;
b) Importance of using tools in
handicraft production;
c) Problems that might be encountered
while using the tools; and,

d) Possible solutions to identified
problems.
Each group will be provided the idea
cards/manila paper to write down their
synthesis or drawing as a group. After
discussion, the output will be presented by the
reporter in class.
D. Transfer Activity 6.3 Decision Matrix
Learners will read the given situations and will
decide on what tool/s to be used. Let them
classify these tools according to their group.
LESSON 7 – HANDICRAFT DESIGN
A. Know  Elements and Basic Principles of Art
B. Process Activity 7.1 Idea File
Instruct the learners collect images or pictures
of handicraft products or other visual arts that
illustrate the different art elements and art
principles. Guide them to craft the pictures and
produce “idea file” – a collection of good ideas
and good taste!
Lead the learners to reflect on the given
statements. Let them agree or disagree with the
statements.
D. Transfer Activity 7.3 Design Analysis
accomplishing the task. Provide insights on the
questions the learners find difficult.
LESSON 8 – FUNCTIONAL KNOWLEDGE IN PROJECT PLANNING
A. Know  Importance of a project plan
B. Process Activity 8.1 Craft Journal Entry / Think Aloud
Record
Provided inside the box are the major parts of a
project/work plan sheet. Let the learners re-
arrange the parts according to the
recommended sequence for a Project Plan
Sheet and across each part. At the end, ask
them to write its purpose.
D. Transfer Activity 8.3 Handicraft Project
The learners will choose a partner to work with
the project. Together, they will be revisiting their
skills and will be considering the availability of
the materials for a simple handicraft project.

They are expected to create and implement their
project plan. Explain the use the evaluation
rubric in evaluating one another while
performing the procedures and finishing
product.
LESSON 9 – EVALUATING HANDICRAFT AS A PROJECT AND AS A
POTENTIAL PROJECT IN THE MARKET
A. Know  Evaluating a handicraft entails taking into
account the purpose of the evaluation and to
gather all relevant information to determine a
product’s worth. It is necessary to determine
the purpose of the evaluation because it is
where the criteria are based.
B. Understand Activity 9 – Craft Journal Entry / Think Aloud
Record
VI. SUMMARY
Handicrafts are culture materials that reflect the way of life of people,
especially those that may have been lost to us due to our inability to document or
pass down traditions and skills to the younger generation. Handicrafts manifest
Art, and the Art is needed to produce handicrafts that are of value. Handicrafts, if
done well, have economic value and have become a source of livelihood for many
people either as owners or entrepreneurs or employees of the industry. As a
personal skill, handicraft is a medium for gaining physical and psychological
benefits such as dexterity of hands, creative thinking, self-confidence, and positive
self-worth. Engaging in handicraft activities also cultivates entrepreneurial mind set
and qualities, since it promotes the development of qualities that are also
characteristics of entrepreneur. Some of these qualities are competence,
creativity, persistence and determination, commitment and compassion.
The Philippines is known for the handicraft skills and products of our people.
Each region can boast of its own unique handicrafts where we, Filipinos, can be
truly proud of. Some of the highlighted handicrafts from the different regions are
the loom weaving of the Cordillera Region, calado from Lucban and Taal, whittling
or wood shaving from Pakil, marble craft from Romblon, and T’nalak of the T’boli
tribes in South Cotabato.
Learning about handicraft requires knowledge of its basic elements: the
materials, techniques and designs. In all handicraft projects where the products
will be used, the principle that the form should enable the object to fulfill its function
or purpose must be followed. In addition to this basic rule, there are other principles
such as: the economy and integrity in the material and techniques; that learning
must proceed from simple to complex; and that handicraft demands attention in
mind and regards for the influence of the working environment, tools, and
equipment. A craftsman must also choose the best technique possible for

accomplishing a design and in doing so, create a product that has individuality and
uniqueness.
As with all activities, handicraft making may pose hazards to the safety of
the worker, other people, and the environment. In this regard, safety precautions
and measures must be practiced. There is a need to know; first, the proper
procedures to making a handicraft, then to use appropriate tools for the job and
finally to practice safe personal work habits. Accidents do happen even to the most
cautious people but minimizing the occurrence of accidents is less costly than
treating the effects.
A successful handicraft production is made possible with a properly planned
work. Planning will ensure that all the resources are optimized, hazards are
anticipated, and projects are accomplished in a given time frame. To plan a
handicraft project requires envisioning the finished product using drawings,
identifying the materials, tools and equipment to be used, outlining the work
procedure and the safety measures.
Planning also anticipates and facilitates evaluation – a very important
process. Evaluation is important in handicraft because it provides value judgment
to the product and the performance of the maker. It gives feedback whether or not
the activity is worth the resources expended in its production, including the time
and effort of the maker. Evaluation also gives feedback about the commercial
value and potential of the handicraft as a creative product.
Handicraft is a celebration of the culture, talents and skills, as well as the
economic potential of the people.
IV. GLOSSARY
Handicraft - is a product made from indigenous material created by hand or by
using only simple tools to serve a purpose or fulfil a need
Crafts whose names are derived from the materials used:
Bamboo craft - a handicraft made largely from bamboo.
Coconut shell craft - a handicraft made largely from mature coconut shell.
Fiber craft - general term for handicrafts that use fibers such as coir, abaca,
jusi, buri or piña to create objects using either hand loom, lap loom,
loomette, inkle loom, backstrap weaving or spool/tube weaving.
Leather craft - handicraft made from animal skins, hides or kips (collectively
known as pelts).
Metal craft - a handicraft made from metal usually aluminum, brass, and
copper.
Rattan craft - a handicraft using rattan as materials.
Shell craft - a handicraft made from shells such as Mother of Pearl shell,
Giant clam, Kapis and Script shell.

Woodcraft - a general term for handicrafts made from wood; wood carving is
a special handicraft that applies carving techniques to wood.
Crafts whose names are based on the techniques applied:
Appliqué - a handicraft made by applying design, fabric or ornament to
another surface; a needlework technique where a fabric is sewn or
attached to another fabric.
Batik printing - a handicraft using cloth that is traditionally applied with a
design using wax-resist dyeing technique - where a cloth is soaked in
wax then scratched to create designs.
Carving - the technique of scraping away pieces of the material using tools to
create structural or decorative design.
Collage - a technique of creating a visual artwork by assembling a collection
of different materials thereby is creating something new.
Crochet - a lace-making method of fabric construction done by looping a
single thread with the use of a hook.
Cross-stitch - a counted-thread embroidery technique employing X-shaped
stitches to a fabric, usually an Aida cloth, to create a pattern or
design.
Decoupage - the technique of decorating an object by gluing colored paper
cut-outs to create a new visual combination.
Embroidery - the general term for the technique of creating a design to a
fabric using colored thread or yarn.
Etching - the technique of creating design using strong acid to cut into an
unprotected part of the metal or glass.
Knitting - a technique to construct fabric by intertwining yarns in a series of
connected loops using two (knitting) needles.
Macramé - a method of fabric construction using knotting techniques rather
than weaving or knitting.
Origami - the traditional Japanese art of paper folding.
Silk-screen printing - the technique of transferring design to fabric or other
surface using silk-screen.
Smocking - an embroidery technique that gathers fabric using different
stitches to create design and texture and incorporate stretch.

Tatting - a lace-making technique using a shuttle to make a series of knots
and loops.
Tie-Dyeing - a process of tying and dyeing a piece of fabric or cloth to create
design.
Weaving - a technique of fabric construction where two sets of yarns are
interlaced at right angles; the interlacing yarns are categorized as warp
(longitudinal or lengthwise) and weft (woven between the warps,
horizontal).
Crafts whose names are based on the product:
Bag making - the use of technique, usually weaving or sewing, that results to
a bag.
Basketry - a general term to include basket-making, basket ware or basket
work that uses a process of weaving pliable materials into a container
or basket.
Ceramics - a product of kiln made of clay.
Papier-mâché - handicraft produced from paper pulps and hardened to form
intended design or object.
Pottery - a handicraft that produces pots using clay mixed with other
materials; if clay is to be heated in a kiln, it creates a ceramic.
Quilt - a handicraft made of cloth produced by sewing three layers of cloth: a
woven cloth top, a wadding and a woven back; the top cloth is made
from different pieces of cloth chosen to create design or a patchwork.
Creative abilities and strengths (in Vicencio, 1993)
Fluency - skill in generating many ideas or produce meaningful relationship.
Originality - skill to think of ideas that are unexpected, rare, or unique.
Elaboration - ability to fill in various details necessary to produce meaning in
ideas resistance to premature closure - a behavior that signifies
openness and delaying judgment while information are inadequate or
incomplete.
Intrinsic motivation - motivation that comes from within the individual’s desire
rather than external or through the use of reward.
Unusual visualization - ability to see things in new ways or to see
commonplace objects and perceive it in different ways.

Internal visualization - ability to visualize beyond exterior and to pay attention
to the internal dynamic working of things.
Richness of imagery - ability to create strong, sharp, distinct pictures in the
mind of the others who must feel an impact and must be able to see
the image clearly and distinctly.
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http://www.businessdictionary.com
http://www.prismltd.com/commit.htm
Credit for Images used in the Module
Handicraft in Selected Regions of the Philippines:
http://www.loqal.ph
http://loqal.ph/home-and-living/2010/10/26/abra-weavers-aim-to-preserve-a-
dying-craft/
http://loqal.ph/business-and-finance/2011/09/01/t%E2%80%99boli-women-of-
lake-sebu-learn-better-ways-of-weaving-the-traditional-tinalak/
http://www.manilafame.com
http://thecitemblog.files.wordpress.com/2012/03/calado_photoset.jpg?w=640
http://thecitemblog.files.wordpress.com/2012/03/woodshaving_photoset.jpg?w=
640
http://www.nationalmuseum.com
http://traveleronfoot.wordpress.com
Handicraft Tools:
http://commons.wikimedia.org
http: www.wikipedia.com
http://www.craftsmanspace.com
http://www.harborfreight.com/60-inch-workbench-93454.html

http://www.just-kids-furniture.com/carpentry-tool-list.html
http://www.merriam-webster.com/concise-images/72190.htm
http://www.nationalmuseum.com
http://www.sareko-tools.com/carpentry-tools.html
http://www.wikihow.com/Sharpen-Kitchen-Blades-with-a-Whetstone
Art Elements & Principles
http://traveleronfoot.wordpress.com
http://almcleary.com/blog/silk-ribbon-sampeler/
http://www.hometownchina.com/home-garden-decor/pillows/vase-pillow/
Other images
Philippine map: www.freeusandworldmaps.com
http://www.gutenberg.org/files/18273/18273-h/18273-h.htm
http://www.sarangani.gov.ph/town/maitum.html
http://en.wikipedia.org/wiki/Marble, Photo by: Milexfabula
http://media.tumblr.com/tumblr_lzpdmxt04p1qzxnj3.gif
http://www.equatorcollection.com/2011/08/canadian-smocking-matrix-in-
terracotta.html
http://www.shannonthunderbird.com/Pottery%20Pueblo.jpg
http://www.hometownchina.com/home-garden-decor/pillows/vase-pillow/
http://traveleronfoot.wordpress.com/tag/ang-hugis-at-buhay-paete
http://smockedheaven.wordpress.com/tag/smocked-heaven
http://almcleary.com/blog/silk-ribbon-sampeler/
http://www.emptyspoolsseminars.com/2013/01Schwarz%20Smith.jpg by Lura
Schwarz Smith
Teapots:
http://www.liveauctioneers.com/item/12228803_traditional-chinese-yixing-clay-
teapot

http://www.teahabitat.com/store/index.php?main_page=product_info&cPath=2_5
&products_id=412
.

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