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Arts
Quarter 1 – Module 10
Foreign Influences to
Philippine Arts and
Crafts

Department of Education ● Republic of the Philippines

Arts – Grade 7
Alternative Delivery Mode
First Quarter – Module 10: Foreign Influences to Philippine Arts and Crafts
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education-Region 10

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Aldin M. Paza, T-I
Author/s:

Reviewers: Melchesiedick Q. Bolanio, Principal II NimfaThessa

V. Labad,
LoreHT-III
C. Tercera, T-I Jerome Bullifer, T-I

Illustrator and Layout Artist: Patrick Dennis J. Antipala, T-I

Management Team Chairperson:

Dr. Arturo B. Bayocot, CESO III
Co-Chairpersons: Regional Director
Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Myra P. Mebato,PhD, CESE
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM Samuel C. Silacan, EdD, CID Chief Patria Gloria P. Ima
Rone Ray M. Portacion, EdD, EPS – LRMS Susan A. Baco, PSDS
Members Fernan C. Lanzaderas, EPS II (Social Mobilization) Claudio T. Catalon, Principal III/District In-ch
Vilma M. Inso, Librarian II

Printed in the Philippines by:

Department of Education – Region 10
Office Address: Zone 1, DepEd Building, Masterson Avenue, Upper Balulang
Cagayan de Oro City
Contact Number: (088) 880 7072
E-mail Address: [email protected]
 7
Arts
Quarter 1 – Module 10
Foreign Influences to
Philippine Arts and
Crafts

This instructional material is collaboratively developed and reviewed by educators from public

Department of Education ● Republic of the Philippines

Introductory Message

For the learner:

Welcome to the Arts 7 Alternative Delivery Mode (ADM) Module on Arts and Crafts
of Luzon (Highlands and Lowlands).

Do you love art? Have you ever dreamed of becoming an artist? Art has been a part
of our lives for as long as humanity has existed. For thousands of years, people have
been creating, looking, criticizing, and enjoying art. I would like to address three
questions: what is art, what is its purpose, and why has it survived for this long.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. It will enable you to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly, you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions, sentences and

paragraphs to be filled in to process what you
have learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use your MAPEH activity notebook (big notebook) in answering the
written tasks. For activities like drawing, designing, etc., use bond papers in
doing the tasks of which later be made into portfolio. While some outputs that
require creative skill like mat and ball weaving, flower and collage making,
etc., should be done and be included in your submission.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module. Please answer the questions HONESTLY! Your
answers will not affect your grade.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2
What’s In ---------------------- 3
What’s New ---------------------- 4
What is It ---------------------- 5
Foreign Influences to Philippine Arts and Crafts - - - - - - - 5
What’s More ---------------------- 9
What I Have Learned ---------------------- 10
What I Can Do ---------------------- 11
Assessment ---------------------- 12
Additional Activity ---------------------- 13
Answer Key ---------------------- 14
References ---------------------- 15

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 What I Need to Know

Art is a part of life of the indigenous people of the Philippines. This is shown in
the things that they use every day, which are rich in traditional colors and
patterns. These art forms reflect their tribal background and other country’s
influences.

This module deals with art in Philippine society from the Pre-Spanish to the
Contemporary period. Discussion will also touch on the form and style of foreign
folk arts.

After going through this module, you are expected to show the relationship of
Luzon (highlands and lowlands) arts and crafts to Philippine culture, traditions,
and history (Islamic influences, Spanish heritage, and American legacies in
education, business, modernization, and entertainment, as well as in indigenous
practices, fiestas, and religious and social practices.

Specifically, you are expected to:

1. identify the influence of Foreign countries like America and Spain on

Philippine Culture;
2. draw a symbol that shows foreign influence in the Philippines;
3. value the importance of preserving one’s culture.

After reading the the

objectives,do
following activities to examine your previous

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 What I Know

Part I. FILL IN THE BLANKS

Directions: Fill in the blanks with the appropriate word/s of the information
mentioned below. Choose your answer from the box.

American High walls Spanish gate Locally quarried stone

Jail Spanish-Era West gate
Olongapo

The is one of the historical landmarks located in Olongapo

City, Zambales. It faced the settlement of and used to
serve as the of the armory of the town. It has _ made
from . It was also used as a during Spanish and
occupations.

Part II. IDENTIFICATION

Directions: Fill in the blanks below. Choose your answer from the box.

The Spaniards introduced products/outputs that are made from the parts
of an egg. Can you name some?
1. Egg shell = ,
2. Egg white = ,
3. Egg yolk = ,

Icing Collage artPastillas de leche Leche flan

Yemas Plant fertilizer
Mortar ingredient

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Lesson FOREIGN INFLUENCES TO PHILIPPINE

What’s In

Directions: Arrange the jumbled letters to form a meaningful word based on the
definition given.

1. A special time or event when people gather for a celebration.

VALTIFES –
2. A picture that is painted.
INPANGTI –
3. A piece of art that is made by carving or molding
clay. ULPCRETUS –
4. A fabric that is woven or knitted.
EXTLETI –
5. Objects made by skillful use of the hands.
FTCRSA –

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 What’s New

Activity 1: Identify Me
Directions: Below are some of the pictures of Philippine traditions influenced by
foreign countries. Identify whether it’s from Spain or USA. Write your
answers in your MAPEH activity notebook.

POLITICS
1. 3.

FIESTA

2. RELIGION 4. EDUCATION

_______________________ _______________________

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 What is It

In What’s In activity, you were

asked to identify the pictures
whether it’s from Spain or USA.
Now, verify your answers with
the following information.

This lesson will focus the discussion on Islamic, Spanish, and American influence
to the arts and crafts of Luzon. Artifacts are discovered showing the clear
contribution of the people outside the country to our arts and crafts particularly
pottery, jewelry, and textile.

FOREIGN INFLUENCES TO PHILIPPINE ARTS AND CRAFTS

ART OF FILIPINO MUSLIMS

Islamic art in the Philippines is found predominantly in Muslim ethnic groups
where every group offers their own distinct flavour of Islamic art. This distinct art
is commonly seen in homes, clothing, and places of worship of Filipino Muslims.
Mosques in the Philippines have a common architectural feature that is similar
with its Southeast Asian neighbors. It is made of light materials such as wood,
bamboo and cogon grass; and was used in the building of the early types of
mosques but these light materials did not last long. Today’s mosques, however,
are now structurally patterned after the designs of its Middle Eastern counterpart.

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FILIPINO-AMERICAN ARTS AND CRAFTS

Filipino-American art includes art and music form done by Filipino American. It
has been growing in number in 2016. Filipino American are starting to be known
for art, singing and even dancing. As we go back in history like American,
Filipinos have been using the form of art to express themselves, to tell a story
about their ancestor, to give a voice to those who feel they do not have a voice or
the right to speak up.

Education became a very important issue for the United States colonial
government, since it allowed to spread their cultural values, particularly the
English language to Filipino. Instruction in English language and American
history, lead to forming of a national identity and Filipino nationalism.

Every child from age seven was required to register in schools located in their
own town or province. Students were given free school materials. There were
three levels of education during the American period. The “elementary” level
consisted of four primary years and three intermediate years. The “secondary” or
high school level consisted of four years; and the third was ―the college‖
or tertiary level. Religion was not part of the curriculum of the schools as it had
been during the Spanish period.

Volunteer American soldiers became the first teachers of the Filipino. Part of their
mission was to build classroom in every place where they were assigned. The
American soldiers stopped teaching only when a group of teachers from the U.S.
came to the Philippines in June 1901. They came aboard the ship ―Sheridan‖.
In August 1901, 600 teachers, were called Thomasites, arrived. The name
Thomasites was derived from the ship they travelled on—the USS Thomas. The
original batch of Thomasites who sailed from United States on July 23, 1901 was
composed by 365 males and 165 females. The U.S. government spent about
$105,000 for the expedition. More American teachers followed the Thomasites in
1902, making a total of about 1,074 in the Philippines.

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SOCIAL PRACTICES

Social practices, rituals and festive events involve a dazzling variety of forms:
worship rites, rites of passage, birth, wedding and funeral rituals, oaths of
allegiance, traditional legal systems, traditional games and sports, kinship and
ritual kinship ceremonies, settlement patterns, culinary traditions, seasonal
ceremonies and practices specific to men and women only such as hunting,
fishing and gathering practices and many more.

Social practices, rituals and festive events are strongly affected by the changes
communities undergo in modern societies because they depend so much on the
broad participation of practitioners and others in the communities themselves.

ENTERTAINMENT

Filipinos started making movies in 1919. However, it would be important to know

that the film industry in the Philippines began through the initiative of foreign
entrepreneurs. Two Swiss entrepreneurs introduced film shows in Manila as
early as 1897, entertaining audiences with documentary film clips showing recent
events and natural calamities in Europe.

Not only that but the arrival of the silent films, along with American colonialism, in
1903 created a movie market. But these film clips were still unfamiliar. They
failed to hold the audiences’ attention because of their originality and the fact that
they were foreigners. When two American entrepreneurs made a film in 1912
about Jose Rizal’s execution, the sensation they made it clear that the Filipino’s
need for material close to the hearts. This influenced the making of the first
Filipino film.

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BUSINESS PRACTICES

The Philippines business culture is a blend of Western and Eastern influences

owing to the country’s location and history. The Philippines has had a series of
foreign influences, including Spanish and American, which have all shaped the
business culture. However, its business culture also contains traditional aspects
of the local culture, which are found in other Southeastern Asian nations.

SPANISH

When the Spaniards arrived in the Philippines in 1521, the colonizers used art as
a tool to spread the Catholic faith through beautiful images. With communication
as problem, the friars used images to explain the concepts behind Catholicism,
and to tell stories of Christ’s life and
passion. Images of the Holy Family and
the saints were introduced to the Filipino
spirit through carved santos, the via
crusis (Stations of the Cross), printed on
estampas and estampitas, and through Estampas
paintings and church walls. Estampitas

Before the coming of the Spaniards, Filipinos practiced animism or the worship of
spirits, which involved performing ceremonies intended to satisfy evil-minded
spirits. These spirits are believed to control parts of human life, such as health,
wealth, family, and livelihood. To turn away misfortunes and gratify these spirits,
ritual offerings are regularly made by the locals.

Catholic missionaries who arrived along with the Spaniards created fiestas to
gradually persuade the population to convert to the Roman Catholic faith.

The Spaniards introduced leche flan, pastillas de leche, and

yemas in the Philippines. Egg yolk is the main ingredient of
these desserts. According to historians, egg whites were
Mortar
used as ingredients of mortars (lusong).

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These are used to bind materials for the construction of churches and other
architectural structures during the Spanish colonial period in the Philippines. The
egg yolks and egg white were separated. The egg whites were mixed with lime,
sand, water and some special ingredients to make the mortar. The egg yolks,
instead of being thrown away, were used to make leche flans and other
delicacies.

At this very moment, you’re going to assess yo

What’s More

Activity 2: Fill In…

Directions: Complete the information below by filling in the missing word.

Choose your answer inside the parenthesis.

1. Filipinos started making in 1919. (Movie, Variety Show, Theater)

2. American soldiers started teaching the Filipinos in the year .
(1900, 1901, 1902)
3. During the American period, every child ages was required to
register in schools. (6, 7, 8)
4. Islamic group in the Philippines is commonly found ethnic
groups. (Tribal, Muslim, Christian)
5. When Spaniards colonized the Philippines they used to spread the
Catholic faith through beautiful images. (Culture, Religion, Art)

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 What I Have Learned

Directions: Copy and complete the statements below by filling in the blanks.

1. Images of the Holy Family and the saints were introduced to the Filipino
spirit through carved , the (Stations of the Cross),
printed on and , and through paintings and church
walls.

2. The “elementary” level consisted of primary years and

intermediate years. The or high school level
consisted of four years; and the third was or tertiary level.

3. Mosques in the Philippines have a common architectural feature that is

similar with its neighbors. It is made of light materials such
as , bamboo and cogon grass.

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 What I Can Do

Activity 3: Complete and Draw Me

Directions: Copy and supply the missing information in the table below. An
example is given as your reference.

Country Foreign Drawing

Influence

Example:

Spain Fiesta

1. America

2. Catholic faith

3. Education

Follow-up question:

What foreign influences that you practice until now which you value the
most?

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 Assessment

Part I. FILL IN THE BLANKS

Directions: Read each statement or question below carefully and fill in the
blank(s) with the correct answer. Answers can be more than one
word. Choose your answer from the box.

Bind Festival Religion Leche flan

Churches Historians Thanksgiving
Culture Mortars Tradition

1. The egg yolks were to make and other delicacies.

2. According to , egg whites were used as ingredient of .
3. Egg whites are used to materials for the construction of .
4. The showcase of is famous not only in our country but in other
countries as well.
5. Fiesta celebration is one way of preserving Filipino , ,
and history. It is also a celebration and of a
bountiful harvest.

Part II. IDENTIFICATION

Directions: Identify the artworks below if its tradition or history.

1. Education –
2. Festivals/Fiesta –
3. Food (Leche Flan) –
4. Sculpture (Santos) –
5. Via crusis –

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 It’s time to what have
measure you

learned. Ready!

Additional Activity

Directions: Read and answer the question below.

1. What are some of the celebration which have foreign influence still
practice today?

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Answer Key

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 References

Electronic References:

n.d. www.artesdelasfilipinas.com (accessed May 18, 2020).

n.d. en.m.wikipedia.org (accessed May 18, 2020).

n.d. en.wikipedia.org/wiki/Education_in_the_Philippines_during_American_rule (accessed May

18, 2020).

n.d. ich.unesco.org/en/social-practices-rituals-and-00055 (accessed May 18, 2020).

n.d. www.aenet.org/family/filmhistory.htm (accessed May 18, 2020).

n.d. santandertrade.com/en/portalestablish-overseas/Philippines/business-practices (accessed May

18, 2020).

n.d. filipinokastila.tripod.com/paint.htm (accessed May 18, 2020).

n.d. http://www.ethnicgroupsphilippines.com/2017/01/24/festivals-and-their-importance-to-the-
filipino/ (accessed May 18, 2020).

Book Reference:

In Music and Arts Learner’s Materials Grade 7, by Lourdes R. Siobal et. al., 146-162. Pasig
City: Department of Education, 2017.

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For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: