12 grade 7 art-tg- qtr 4 - module 7-sculpture,lesson 2 (1) (1)


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12 grade 7 art-tg- qtr 4 - module 7-sculpture,lesson 2 (1) (1)

  1. 1. K TO 12 ART for GRADE 7 FOURTH QUARTER : UNIT IV – SCULPTURE MODULE 7 : SCULPTURE Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD Time Allotment : 4 sessions or 240 minutes Lesson Summary ART HISTORY ART CREATION ART APPRECIATION ART CRITICISM Sculpture during this period was largely religious and served as the visual aids for the friars in their mission to convert the Filipinos to Christianity: thus, we had figures of Jesus, the Blessed Virgin and altars carved with niches for saints. However, the Filipinos’ indigenized the fiestas and the religious figures (Sto Niño, San Nicolas, San Isidro Labrador, etc) and the colorful folk art and decoration: Christmas parol Lenten palaspas Tinapay ni San Nicolas, taka ng Paete, balot pastillas ng Bulacan, Kiping ng Lucban Create a Historical and Cultural Matrix of the: sculptures, architecture during the Spanish period in your town or place, the religious festivals observed and the décor they use. Interview, take pictures and talk to craftsmen and artisans who still create these artforms that began during the Spanish period, who are living in your area. Write a detailed description of the art forms and sculptures that began during the Spanish period that are still being practiced in the present times. Describe: The design The colors used Materials used Event it is used for Where is it found Who creates them Compare the sculptures found in the Philippines which were created during the Spanish period, and similar sculptures in other European countries – indicate similarities and differences. VOCABULARY Santos - are carvings of religious figures, usually of wood, created during the Spanish Period. Sometimes, the hands and face are of ivory. Their clothes were Intricately embroidered and at times, contained precious stones. Taka are papier mache figures of animals or persons, made as decoration and sold During religious harvest festivals in places like Paete, Sariaya, Lucban.
  2. 2. K TO 12 ART for GRADE 7 FOURTH QUARTER : UNIT IV – SCULPTURE MODULE 7 : SCULPTURE Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD Palaspas are young palm fronds, braided, woven and decorated for the ritual on the Lenten Palm Sunday to remember the entrance of Jesus by waving the palm fronds at the beginning of the mass. Kiping are brightly colored leaf-shaped décor hung together like a chandelier to decorate the houses in Lucban, Sariaya and other nearby towns in celebration of a good harvest in thanksgiving to San Isidro Labrador. ART ELEMENTS and PRINCIPLES Relief when saintly figures are carved on wood (as in retablos or altar pieces) they are done in bas relief (low relief) or high relief, which means they protrude from the wood. Repetition shapes and colors are repeated as seen in the kiping in the feast of San Isidro Labrador. MATERIALS For the interview of an artisan or craftsman, the students need to bring tape recorder, camera or if possible a videocam so they can record not only the words and the face of the craftsman but also how he works and the artistic products he creates. For the cultural mapping, the students need the same materials. PROCEDURE 1. Ask students what they think the Spaniards left with the Filipinos. What are some of the practices, beliefs, rituals and festivals we have that were influenced by the Spaniards? 2. Ask them to read the Learning Guide (Module 7 Sculpture, Lesson 2- Philippine Sculpture during the Spanish Period, page 118-120) and comment on the pictures of the different religious statues of the Sto. Niño, the Mahal na Birhen and the Nazareno. Let them describe the attire, and the feastdays of these three figures and in what province or city they are celebrated. What religious figures are found in your barrio, province? 3. Divide the class into geographic groups (those living close together belong to one group) and have a Cultural Inventory or Cultural Mapping of their place – indicating the sculptures and architectural buildings in their place. (Let them use the Matrix in the Learning Guide page 121).
  3. 3. K TO 12 ART for GRADE 7 FOURTH QUARTER : UNIT IV – SCULPTURE MODULE 7 : SCULPTURE Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD 4. Once they have completed their Cultural Inventory, let them present this before the class. They can include drawings and pictures of the sculptures and buildings they located in their place. Their report should include the following: a. sculpture’s description b. place and location c. material it is made of and its height, description d. artistic style e. artist/craftsman who made it f. historical or religious significance. The completed Cultural Inventory can be displayed in the classroom for others to read and learn from. 5. INTERVIEW OF A LOCAL ARTIST or CRAFTSPERSON (groupwork) This is a good opportunity for students to discover and honor a local artisan, artist or craftsperson. It could also be a group of craftspersons. It would be good to set an appointment before the interview. The group can bring the following so they can share their interview: a. tape recorder – to get the answers of the craftsperson verbatim. b. Camera - to capture the image of the artist and his works c. Video cam – to record the artist at work and record the different phases of his work, and the different works he/she has done. (it would be commendable for the group to get A sample of the work of the craftsperson to share With the class). 6. The group shares their interview with the craftsperson to the class through the taperecording; pictures of the craftsperson and his/her works and crafts; maybe a video or film of how he/she works. 7. It would be wonderful if the group can invite the artist or craftsperson to actually come to the class and present his some of his works! This is a great opportunity for the students to encounter an artist face to face. Or, if possible, for the class to visit the artist and show appreciation for his works.
  4. 4. K TO 12 ART for GRADE 7 FOURTH QUARTER : UNIT IV – SCULPTURE MODULE 7 : SCULPTURE Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD ASSESSMENT AND SYNTHESIS 1. Create a common cultural map of one’s province, city or place and locate the different sculptures, architectural works and crafts based on the group work and reports, in the particular street or locality. It should answer the need of newcomers and tourists: What cultural artifacts and icons can I see here in your city, province or barrio? 2. The students should go beyond the information provided by the usual tourist brochures and handouts. 3. Create a Cultural Newsletter of the sculptures, religious festivals and Craftsmen/women in the barrio, province or city based on the reports given. The different groups can be assigned to do a page each.