Quarter III: MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
CONTENT STANDARDS The learner demonstrates understanding of… 1. art elements and processes by synthesizing and applying prior knowledge and skills. 2. new technologies that allow new expressions in the arts.
PERFORMANCE STANDARDS The learner… 1. creates artworks using available media and natural resources on local topics, issues, and concerns such as environmental advocacies, ecotourism, and economic and livelihood projects.
DEPED COPY LEARNING COMPETENCIES
The learner… 1. identifies art elements in the various media-based arts in the Philippines. 2. identifies representative artists as well as distinct characteristics of media-based arts and design in the Philippines. 3. realizes that Filipino ingenuity is distinct, exceptional, and on a par with global standards. 4. determines the role or function of artworks by evaluating their utilization and combination of art elements and principles. 5. uses artworks to derive the traditions/history of a community. 6. creates artworks that can be assembled with local materials. 7. describes the characteristics of media-based arts and deign in the Philippines. 8. applies different media techniques and processes to communicate ideas, experiences, sand stories (the use of software to enhance/animate images like Flash, Movie Maker, Dreamweaver, etc.). 9. evaluates works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form of media-based arts and design. 10. mounts a media-based exhibit of completed artworks. From the Department of Education curriculum for ARTS Grade 10 (2014)
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ARTS Teacher’s Guide
Quarter III – Sessions 1 and 2 PHOTOGRAPHY
I.
SUBJECT MATTER A.
Topic:
Media-based Arts: Photography definition/description of photography the photographer as artist photography as communication noteworthy Philippine photographers
B.
Materials:
Sample camera (any kind available to the teacher) Examples of different kinds of photographs by Filipino and foreign photographers (colored and black and white; can be from magazines, calendars, etc.) For ‘What to Process’ activity: Any device available to the students that can take photographs (digital camera, mobile phone, android phone, tablet, etc.)
DEPED COPY C.
II.
Reference:
Arts Grade 10 Learner’s Materials Pages 259-265
ORIENTATION ON QUARTER III CULMINATING EXHIBIT
General instructions: 1. Explain to the students that the culminating activity for Quarter III will be an Exhibit of Media-based Arts and Design. 2. Brief them that the various artworks that they will create in all the sessions of Quarter III will be labelled for proper curating and will be turned over to you for safekeeping, to be retrieved for mounting in the final exhibit. 3. Explain that, due to time constraints with just eight class sessions for Art in one quarter, they must be prepared to complete the artworks and/or do other required tasks for the exhibit outside of class hours. 4. Special issue to consider: Given the accessibility and cost of many of the digital devices, programs, and applications needed, the art pieces to be exhibited will be a combination of student-made works and examples of various commercially- and publicly-available media using digital arts. [Note to the teacher: If time is too limited, the culminating exhibits for BOTH Quarters II and III can be presented AT THE END OF QUARTER III instead – since the forms of art presented in the two quarters are related.] 138
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Quarter III: Media-based Arts and Design
III. PRE-ASSESSMENT [Session 1] Conduct the following survey to assess what the students know or have experienced concerning photography: 1.
2.
3. 4. 5.
Recall your experience with making and using a pinhole camera in Quarter II. What did you learn about the process of photography through that experience? Since then, have you tried using other kinds of photo-taking devices (your mobile/android phone, tablet, digital ‘point and shoot’ camera, DSLR camera)? What observations do you have about using that particular device or more than one of them? Do you know of any famous Filipino photographers? If yes, name them. How did you learn about these photographers?
IV. ACTIVITIES
DEPED COPY A.
PRESENTATION OF THE TOPIC (Session 1)
1. Present to the class the sample photographs by Filipino and foreign photographers. Pass them around the classroom, so the students can examine these more closely. 2. Have the class turn to pages 259-260 of the Arts Grade 10 Learner’s Materials, and ask them to read silently the sections on the photographer as artist and on photography as communication. 3. Call on some students to point out how the sample photographs exemplify some of the points discussed in these sections: a) the artistic aspects of a photograph – giving specific details b) the communication aspects of a photograph – giving specific details 4. Review briefly with the class the elements and principles of art that they have studied since the earlier grades: a) elements of art – line, shape/form, space, color, value, texture b) principles of art – balance, proportion, rhythm, emphasis, harmony 5. Call on some students to comment on how they see these elements and principles in the sample photographs.
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ARTS Teacher’s Guide
6. Have the class turn to pages 260-263 of the Arts Grade 10 Learner’s Materials, and ask them to read silently the section on noteworthy Philippine photographers. 7. Ask them to comment on the photographs by George Tapan and John K. Chua presented in the Learner’s Materials—the subjects, the style, what appeals to them in the photographs.
B.
WHAT TO KNOW Have the class answer the What to Know questions on page 264 of the Arts Grade 10 Learner’s Materials: 1. What two Greek words are the origins of the term “photography”? What makes them fitting for this media-based art form? 2. How does technology contribute to the development of an art like photography? 3. Why is photography truly a “modern” art form? 4. What special talents and skills does a photographer have that make him or her an artist? 5. What qualities make photography such a powerful communication tool? 6. Name some noteworthy Filipino photographers presented above, plus others you may have researched on. Cite a distinctive achievement of each. 7. What type of subjects seems to be among their favorites to photograph? 8. Looking at the sample photographs shown, explain how the principles of art (rhythm/movement, balance, emphasis, proportion, harmony, unity, variety) are made use of by the photographer as an artist.
DEPED COPY C.
WHAT TO PROCESS [Session 2] Have the class do the What to Process activities on page 264 of the Arts Grade 10 Learner’s Materials: Photography Group Project: “Images with a Message” 1. Prior to Session 2, ask the students to bring to class any available device for taking photographs (point-and-shoot camera, DSLR camera, mobile phone, android phone, tablet). Those who do not have their own device may share with other classmates.
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Quarter III: Media-based Arts and Design
2. Divide the class into groups of 6 to 8 students. Each group will be assigned a theme such as: a) People/Personalities b) Our School c) Nature d) Insights e) Humor, etc. (Note: The groups may also think of their own themes, if they wish.) 3. Together with their respective groups, the students will move around the classroom and school grounds on their own time, taking photographs according to their assigned/chosen theme. They will store the best ones in their devices for group evaluation. 4. As a group, they will then select one photograph taken by each group member that best captures the theme. If there are 8 group members, there will be 8 selected photos. 5. Next, they will plan with their group how and where to have these selected photos printed on letter-size paper (8½” x 11”). Then, these will be turned over to you for safekeeping until they will be presented in the culminating exhibit.
DEPED COPY D.
WHAT TO UNDERSTAND
Have the class do the following What to Understand activity on page 265 of the Arts Grade 10 Learner’s Materials: “What’s In a Photo?” 1. Cut out three photographs from a magazine, calendar, poster, or brochure—each expressing one of the following: a) a commercial or business message b) a social or political statement c) artistic expression. 2. Label each of your photographs with a creative title, expressing the particular purpose you think it has. 3. Bring them to class and be ready to explain the purpose of each. 4. Also be ready to discuss what role you believe photography plays in modern life by carrying out such purposes.
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ARTS Teacher’s Guide
E.
WHAT TO PERFORM Preparing for the Quarter III “Exhibit on Media-Based Arts and Design” Guide the students in preparing their photographs for the culminating exhibit at the end of the quarter by labelling them with original titles, their group members’ names, the date, and the device used.
V.
GENERALIZATION Photography is literally “light writing” from the Green words photos (meaning light) and graphos (meaning writing). Images are recorded through light action on light-sensitive materials—previously celluloid film, but today on digital storage devices. Through amazing developments in technology, photography has been able to incorporate a vast array of special techniques and effects chosen and manipulated by the photographer—making him or her an artist, in that sense. And making the resulting photographs a modern form of art as well.
DEPED COPY VI. SUMMATIVE TEST
Use the following quiz items to assess the students’ grasp of the topics discussed:
1. What two Greek words are the origins of the term “photography”? 2. Name three ways in which technology contributed to the development of photography. 3. How is a photographer also an artist? 4. In what ways is photography a form of communication? 5. Name the two well-known Filipino photographers presented in these sessions. 6. Name others you may have discovered through your research.
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Quarter III: Media-based Arts and Design
Quarter III – Sessions 3 and 4 FILM
I.
SUBJECT MATTER A.
Topic:
Media-based Arts: Film film as a technology-driven art form the collaborative art of filmmaking characteristics of the film medium the different film genres noteworthy Philippine filmmakers
B.
Materials:
20 DVD jackets (or teacher-made flash cards) showing titles of popular films that the students would be familiar with, representing various genres of movies Sample Philippine film on DVD (preferably by one of the directors presented in the Learning Materials)
DEPED COPY Sample American or foreign film on DVD
DVD player and television; or a laptop with a larger external monitor
C.
II.
Reference:
Arts Grade 10 Learner’s Materials Pages 265-273
PRE-ASSESSMENT [Session 1] Conduct the following survey to assess what the students know or have experienced concerning film: 1. 2. 3. 4. 5.
How often do you watch films? Do you watch more foreign films or more Filipino films? Do you go to a movie house or watch on DVD or via a downloaded film? What types of movies do you most enjoy watching, and why? Do you know any famous Filipino filmmakers? Name them and the titles of their films that you have watched. 6. Recall the short videos you created in Quarter II. How do you think that experience compares with the process involved in actual filmmaking?
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ARTS Teacher’s Guide
III. ACTIVITIES A.
PRESENTATION OF THE TOPIC (Session 3) 1. Have student-volunteers present to the class the original short videos they had made in Quarter II. They may use the laptop and monitor set up in the classroom for this lesson, if available. 2. Ask the other students to give their comments on the videos shown. 3. Have the class turn to pages 266-268 of the Arts Grade 10 Learner’s Materials. Ask volunteers to briefly explain how filmmaking is a technology-driven art—advancing from still photography to moving pictures. 4. Next, call on some students to explain how filmmaking is a collaborative art. Who are the different members of the film production team? What are their specific roles and responsibilities in creating a film?
DEPED COPY 5. Ask the students if they can imagine themselves in any of these roles in a film production? What role would this be and why?
6. Bring out the sample DVD jackets or teacher-made flash cards. Hold them up in random order for the class to see and to identify to what particular film genre each one belongs.
7. Have the class read through pages 269-271 of the Arts Grade 10 Learner’s Materials, presenting well-known Filipino filmmakers. Ask them if they have seen any films by these directors, and what their opinions of these films are and why.
B.
WHAT TO KNOW Have the class answer the What to Know questions on page 272 of the Arts Grade 10 Learner’s Materials: 1. 2.
Why is film making considered a true modern art form? Explain how the following technological advances contributed to the evolution of filmmaking: a) celluloid strip film b) lighter cameras c) sound d) color e) computer animation and special effects
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Quarter III: Media-based Arts and Design
3. 4. 5. 6. 7. 8. 9. 10.
C.
Explain why the film director is considered an artist. Describe the allied arts that have emerged as part of the film industry. Explain the film technique called “montage.” What are some of the popular film genres? Name recent movies that are examples of these different genres. Explain how film has served as a powerful communication medium from the 20th century until today. In the Philippine film industry, name at least three outstanding film directors. What do you notice about the topics or subjects of their films? Cite some distinctive achievements by the Filipino film directors presented.
WHAT TO PROCESS (Session 4) Have the class do the What to Process activity on page 272 of the Arts Grade 10 Learner’s Materials:
DEPED COPY Film Group Project: “Moving Selfies!”
1. Divide the class into groups of eight to 10 students each. 2. Have the groups arrange for access to at least one of any of the following devices with video capabilities: a) a mobile phone with video camera b) a tablet with video camera c) a digital video camera
3. Each group will choose a catchy tune of about two minutes in length. 4. On their own time outside of class hours, each group will create a series of “video selfies” of themselves with that tune as the background music. 5. Using a video editing program (as discussed in Quarter II), they will work together to synchronize the video segments with the beat and lyrics of their chosen song. 6. Each group will save the finished video and turn it over to you for safekeeping until it will be presented as part of the culminating exhibit.
D.
WHAT TO UNDERSTAND Have the class do the following What to Understand activity on page 273 of the Arts Grade 10 Learner’s Materials: 145
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ARTS Teacher’s Guide
“Film Viewing” 1. Set up a television and a DVD player in the classroom to show the following selected film excerpts on disc; or a laptop computer can be connected to a large monitor for viewing by the class: a) one Filipino film by a director discussed in the Learner’s Materials - 5-minute excerpt b) one American/foreign film - 5-minute excerpt (Note: If the foreign film is not in English, a version with English subtitles should be used.) 2. After both film viewings have been completed, lead the class in a discussion on the following about each excerpt: a) title b) director c) year d) lead characters and the actors who played them e) film genre f) specific scenes or techniques that show the art of filmmaking
DEPED COPY 3. Guide the class in comparing and contrasting the qualities they observed in the Filipino and the American/foreign films that make each one unique.
E. WHAT TO PERFORM
Preparing for the Quarter III “Exhibit on Media-Based Arts and Design” Guide the students in preparing their short videos for the culminating exhibit at the end of the quarter by labelling them with original titles, their group members’ names, the date, and the film editing software used.
IV.
GENERALIZATION Filmmaking can truly be called a technology-driven art form since it was born out of the technological advances that took place in the late 1800s— transforming still photography into moving pictures or “films.” Until today, every new development in technology makes it possible for filmmakers to awe audiences with increasingly daring, challenging, and seemingly impossible techniques and effects.
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Quarter III: Media-based Arts and Design
Due to the complexity of creating a film, it is a collaborative art involving a large team of artists and technicians in the various allied fields of directing, acting, editing, production design, costume design, lighting, sound, special effects, animation, and more. The medium is also so rich and versatile that it has allowed for the development of an entire array of film genres to suit various purposes and viewers’ preferences. The Philippines has a number of highly talented and respected film directors. Among them are Lino Brocka, Ishmael Bernal, Mike de Leon, Laurice Guillen, Marilou Diaz-Abaya, Maryo J. delos Reyes, and Brillante Mendoza.
V.
SUMMATIVE TEST Use the following quiz items to assess the students’ grasp of the topics discussed: 1. Name five developments in technology that have made film or “motion pictures” possible. 2. What are the allied professions that form the collaborative team of a film? Name and briefly describe at least five of them. 3. What are some of the most popular film genres? 4. Who are two female directors who have made a name for themselves in the Philippine film industry? 5. Name at least three highly-acclaimed Filipino films.
DEPED COPY Quarter III – Sessions 5 and 6 ANIMATION / COMICS ILLUSTRATION / DIGITAL PRINT MEDIA
I.
SUBJECT MATTER A.
Topic:
Animation / Comics Illustration / Digital Print Media animation print media in advertising comics illustration book design and illustration digital books
B.
Materials:
DVD jackets or other visual aids representing any of the Major animated films involving Filipino animators
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ARTS Teacher’s Guide
(Toy Story, Up, The Incredibles, Monsters University, Cars, Planes, Finding Nemo, Brave, Shrek, Kung Fu Panda) Sample comic books (both foreign and Filipino) Sample comic strips from magazines and newspapers Sample books from any Philippine publisher, featuring cover design and illustration by Filipino artists C.
Reference:
Arts Grade 10 Learner’s Materials Pages 274-289
III. ACTIVITIES A.
PRESENTATION OF THE TOPIC (Session 5) 1. Overview of the different media-based arts: a) Display in the classroom the DVD jackets or other visual aids of the foreign animated films involving Filipino animators. b) Ask if the students have watched any of these films, and if they had ever imagined that Filipino artists were among those tapped to create the characters and visual components. c) Next, pass around among the students the sample comic books or comic strips for them to examine the different subjects, styles, etc. that these have. d) Display in the classroom the sample books from Philippine publishers. Allow the students to study the cover designs and to look at the inside illustrations.
DEPED COPY 2. Explain that these are all examples of media-based arts that have undergone tremendous advancements thanks to developments in computer technology. These have made it possible to create, store, and distribute digital arts in amazing new ways—which will be presented in these sessions. 3. Have the students turn to the Arts Grade 10 Learner’s Materials, and read the sections about each of these modern art forms: a) animation (pages 274-276) b) advertising (pages 278-279) c) comics illustration (pages 280-284) d) book design and illustration (pages 286-287)
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Quarter III: Media-based Arts and Design
B.
WHAT TO KNOW Have the students answer the What to Know questions for each of these media-based art forms on the pages indicated below: For Animation (page 276 of the Learner’s Materials) 1. Research on the meaning of the word “animate” or “animation.” How does it describe the qualities and capabilities of this art form? 2. What is the contribution of animation to the art of film making? 3. Briefly discuss some significant achievements of the animation industry in the Philippines—both for foreign animated films and cartoon series. 4. What role does the Animation Council of the Philippines (ACPI) play in equipping young Filipinos for a career in animation? 5. How has the Philippine Animation Studio, Inc. (PASI) helped gain recognition for Filipino animators in the field of international children’s cartoons? 6. Based on the examples presented, for what audience are our local animators creating their works? 7. In general, what themes and subject matter have our local animators been focusing on in recent years?
DEPED COPY For Advertising (page 279 of the Learner’s Materials) 1. What forms does print media take in the field of advertising? Name 5 examples. 2. What does the advertising copywriter do? 3. Name the other art professionals who work together to create a print advertisement.
For Comics Illustration (page 284 of the Learner’s Materials) 1. The popularity of comics began in the Philippines through what magazine? 2. What was one of the first comic strips that appeared there? 3. Who became known as the “Father of Filipino Comics”? 4. What popular U.S. comics publisher hired many Filipino illustrators in the 1960s to the 1980s? 5. How were early Filipino comics creators influenced by American comics? 6. Yet how did local comics remain distinctly Philippine? Cite some examples to support your answer. 7. With the limited access to books and libraries in the 1960s, what role did comics play? 8. What trends in style and subject matter do you see in today’s local comics?
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ARTS Teacher’s Guide
For Book Design and Illustration (page 288 of the Learner’s Materials) 1. In the book publishing industry in the Philippines, how has the profession of book design evolved? 2. What trends or styles do you notice in the examples of book design presented? 3. What is the digital counterpart of print media now available to authors and publishers? Briefly explain this. 4. Describe how this affects the publishing and printing industry. C.
WHAT TO PROCESS (Session 6)
CHOICES OF GROUP PROJECTS: Considering the time needed to complete all the media-based projects for Quarter III, the class members will be asked to choose just one from among the following: a) b) c) d)
“A Stop-action Cartoon” “Promoting Products/Services for a Cause” “Kool Komiks” “Making a Story Book”
DEPED COPY Those who choose the same project will be formed into groups. Then, they will work on their respective projects together outside of class hours.
Animation Group Project: “A Stop-Action Cartoon” (page 277 of the Learner’s Materials) 1.
The group members will make use of a mobile phone, tablet, or digital camera to do this most simple and basic process for creating what is known as “stop-action animation.”
2.
The members will think of an action that will be captured as a series of still images lasting a total of 10 to 15 seconds. It can be an action to be done by a human or a movement of an object.
3.
They will then carry out the action or movement, while taking a still image of each progressive step in that action or movement.
4.
The still images will then be made to “move” using a digital animation program (as discussed in Quarter II). If the program allows the inclusion of a music clip or sound effects, the group may opt to add this as well.
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Quarter III: Media-based Arts and Design
5.
The finished stop-action cartoons will be saved and turned over to you for safekeeping until they will be presented as part of the culminating exhibit.
Advertising Group Project: “Presenting Products/Services with a Cause” (page 279 of the Learner’s Materials) 1.
The group members will decide on original products or services, as well as special causes that these products or services can be presented as supporting or advocating.
2.
Using image capture and manipulation programs discussed in Quarter II, the group members will create their choice of posters, banners/streamers, brochures, or print advertisements to present these products/services with a cause. (Note: Guide the group members in selecting the final format for these projects, as the cost and the accessibility of printing or output services must be considered.)
DEPED COPY 3.
The finished print advertisements will be turned over to you for safekeeping until they will be presented as part of the culminating exhibit.
Comics Group Project: “Kool Komiks” (page 285 of the Learner’s Materials) 1.
The group members will decide upon a subject matter and main character (or characters) for a simple 5-frame comic strip that they will create.
2.
The members will volunteer to take on different aspects of producing the comic strip: a) conceptualizing and creating the “story board” for the comic strip frames b) writing the text and/or dialogue that will appear in each frame c) rendering the main characters and the background details using an illustration program of the group’s choice d) outputting the finished frames (since this will be for exhibit purposes, each frame shall be approximately 5” x 7” in size; which means the entire strip will be a total of 35” long)
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ARTS Teacher’s Guide
3.
The finished comic strip will be mounted on illustration board or chipboard cut to size.
4.
The group will turn over the finished comic strip to you for safekeeping until this will be presented as part of the culminating exhibit.
Book Illustration Group Project: “Creating a Story Book” (page 288 of the Learner’s Materials) 1.
The group members will decide upon a subject matter and characters for a simple 10-page storybook that they will create.
2.
The members will volunteer to take on different aspects of producing the book: a. conceptualizing and writing the storyline b. encoding the text of the story into a word processing or book layout program c. rendering the artwork for the book cover using an illustration software d. rendering the illustrations using an illustration software, and incorporating these into the book layout e. outputting the finished cover and inside pages of the book f. binding the cover and inside pages into book form
DEPED COPY 3.
D.
The group will turn over the finished book to you for safekeeping until this will be presented as part of the culminating exhibit.
WHAT TO UNDERSTAND Have the students answer the What to Understand questions for each of these media-based arts on the pages indicated below: For Animation (page 277-278 of the Learner’s Materials) 1. What role does animation play in the various media you see daily? 2. What do you think of the reputation of Filipino artists in the world of animated feature films and cartoon series? 3. Do you think animation is an effective medium for promoting awareness among young Filipinos about Philippine history, literature, and folk lore? Why or why not? 4. Would you consider animation as a possible career option in the future? Explain your reasons.
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Quarter III: Media-based Arts and Design
For Advertising (page 279-280 of the Learner’s Materials) 1. Is there still a place for print advertising along with other forms like television, radio, and online advertising? Why do you say so? 2. Would you consider the visual aspects of advertising as a form of media-based art? Support your answer. 3. Does advertising have certain responsibilities to the public? If yes, what do you think these are? 4. Cite a specific print advertisement that you find particularly effective. Explain the elements or techniques that you believe contribute to its impact. 5. As a consumer of certain products for personal use or for school, do you find yourself influenced by print advertisements in choosing which products to buy? What factors in the advertisements influence you most, and why? For Comics Illustration (page 285 of the Learner’s Materials) 1. Do you consider comics illustration a modern form of art? Why or why not? 2. How are today’s Philippine comics different from those of the 1960s to the 1980s? 3. Are you a comics reader—whether of American or Filipino comic books or series? If not, what is the reason? If yes, what attracts you to them? 4. Among the current generation of local comics writers and artists presented here, whose style appeals to you most? Briefly explain why.
DEPED COPY For Book Design and Illustration (page 289 of the Learner’s Materials) 1. Looking at the sample book covers shown, would you consider book design and illustration an art form? Why or why not? 2. Are book design and illustration possible options as a profession for artistic young Filipinos? Explain your opinion. 3. With books now being available online, explain how this new development affects the buying and reading public. 4. Do you view this as a positive development? Why do you say so? 5. Do you yourself access books online? What do you find to be the pros and cons of this new form of reading experience? E.
WHAT TO PERFORM Preparing for the Quarter III “Exhibit on Media-Based Arts and Design”
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ARTS Teacher’s Guide
Note: This is to be done simultaneously for the artworks from the projects for animation, advertising, comics illustration, and book design and illustration. Guide the students in labelling each artwork with the original title, the group members’ names, the date, and the following descriptive summary of how the works were created: manual components (if any) electronic devices used (digital camera, laptop, tablet, scanner, printer, etc.) software programs used (image capture, image manipulation, animation, special fonts, etc.)
IV.
GENERALIZATION The various areas of digital media, such as animation, advertising, comics illustration, and book design and illustration, are truly products of the technological advances of the past decades. From the time when all of these were hand-rendered (drawing, painting, typesetting, literal cutting and pasting) to the use of simple machines and devices, these have now progressed to computer-generated processes that allow artists to modify, store, and share the finished works entirely on a desktop, laptop, or handheld device.
DEPED COPY V.
SUMMATIVE TEST
Use the following quiz items to assess the students’ grasp of the topics discussed: On animation 1. Name five highly-popular international animated films that have included Filipino animators. 2. Name two foreign-produced television cartoon series in which Filipino animators were involved. 3. Name two original Filipino animated films. 4. What are some of the institutions or associations that help develop the talents and skills of Filipino animators. On advertising 5. In the field of advertising, name at least five forms in which print media is applied. 6. What are the purposes of advertising in printed form? 7. How is Filipino artistry applied in printed advertisements? 154
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Quarter III: Media-based Arts and Design
On comics illustration 8. Is the Philippine comic book genre just a recent development? Why do you say so? Support your answer. 9. How were early Filipino comics artists influenced by American comics trends? Give some examples. 10. Aside from superheroes, what themes and subject matter also became popular in Philippine comics through the decades? On book design and illustration 11. In the book publishing industry in the Philippines, how has the profession of book design evolved? 12. What trends or styles do you notice in the examples of book illustration presented? 13. Name three of the Philippine publishing companies that create books showcasing the illustration and design talents of Filipino artists. On digital media 14. What is the digital counterpart of print media now available to authors and publishers? Briefly explain this. 15. Describe how this affects the publishing and printing industry. 16. What artistic and technical skills would be needed to pursue a career in digital media? 17. Give examples of formats that you yourself use for accessing materials that used to be available only in printed form.
DEPED COPY Quarter III – Session 7 INNOVATION IN PRODUCT AND INDUSTRIAL DESIGN
I.
SUBJECT MATTER A.
Topic:
Innovation in Product and Industrial Design Kenneth Cobonpue Monique Lhuillier Josie Natori Rajo Laurel Lulu Tan Gan Dita Sandico Ong
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ARTS Teacher’s Guide
B.
Materials:
Photos of products and designs by Filipino product designers, fashion designers, industrial designers, etc. (these may be from magazines, catalogs, or downloaded from the internet) For group projects: materials and supplies as required by each group’s respective projects
C.
Reference:
Arts Grade 10 Learner’s Materials Pages 289-296
III. ACTIVITIES A.
PRESENTATION OF THE TOPIC 1. Have the students create a “mini gallery” in the classroom by taping onto the chalkboard and/or pinning to the bulletin board the photographs they had brought of products and designs by Filipino designers.
DEPED COPY 2. Allow the class to view the photos for about 5 minutes, and to discuss their observations.
3. Explain that they will get to learn about accomplished Filipino designers who have made a name for themselves, as well as for the Philippines, in the global world of fashion, interior, and industrial design. 4. Have the class turn to pages 289-294 of the Arts Grade 10 Learner’s Materials, and read the presentation on Filipino design.
5. Ask the students: a) Which of the Filipino designers presented made a particular impression on them, and why? b) Which particular aspect of design appeals to them most, and why? c) By viewing the sample works of these designers (and the ones displayed in the classroom “mini gallery”), how do they see technology playing a role in the concept and creation of these designs? d) How do they see art reflected in these designs as well—particularly employing Philippine materials and local crafts? Have them point to specific details.
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Quarter III: Media-based Arts and Design
B.
WHAT TO KNOW Have the students answer the What to Know questions on pages 294-295 of the Arts Grade 10 Learner’s Materials: 1. 2.
3. 4. 5.
6.
How does technology drive the applied arts such as product design, fashion design, and industrial design? Who is an acclaimed Filipino designer who has become known globally for his innovative furniture pieces, lighting accessories, and interior accents? Who is hailed as the “Wrap Artiste” of the Philippines? Why is this so? What unique materials does she use in her creations? Who is the Filipino investment banker turned fashion designer, world-renowned for luxury lingerie and lounge wear? Which Filipino fashion designer is popularly recognized for being a judge on the TV series Project Runway Philippines and a major name in the local and international fashion scene? What other commendable efforts is he involved in? What is the new fashion line of designer Lulu Tan-Gan, known as “The Queen of Knitwear”? What makes her creations interesting and unique? Who is the Cebu-born Filipina designer who has become the darling of the international celebrity set from her beginnings as a wedding dress designer? Do you note a common vision among these Filipino artists? What do you think it is? Explain briefly.
DEPED COPY 7.
8.
C.
WHAT TO PROCESS Have the class do the What to Process activities on page 295-296 of the Arts Grade 10 Learner’s Materials: Applied Arts Group Projects: “Project Runway” / “Project Interior” 1.
2. 3.
Divide the class into two large groups. Group A will create fashionrelated pieces; while Group B will create interior design-related pieces. The key here is for each group to make use of locally and readilyavailable materials in very innovative and imaginative ways. The suggested target output for each group is listed below. However, group members may have their own, even more creative ideas that they are free to implement.
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ARTS Teacher’s Guide
Group A – Fashion-related Pieces Head piece or hair accessory Bag, tote, or pouch Belt or sash Fashion accessories – bangles, buckles, buttons, a scarf, etc. Group B – Interior Design-related Pieces Vase, basket, or decorative bowl Seat cushion or throw pillow Lamp shade or lighting accessory Door mat or small area rug 4.
5.
The group members will use Session 7 to conceptualize their particular products together in the classroom. However, the actual making of the products will have to be done on their own time outside of class hours Each finished piece will be labeled with a creative name highlighting its distinct qualities; and the names of the group members. The pieces will be turned over to you for safekeeping until they will be presented as part of the culminating exhibit.
DEPED COPY D.
WHAT TO UNDERSTAND
Have the students answer the What to Understand questions on page 296 of the Arts Grade 10 Learner’s Materials: 1.
2.
3.
4. 5.
Seeing the Filipino achievers in this field, both locally and internationally, how do you view the potential of our people in terms of the ‘applied arts’? Explain your opinion. What realizations do you have about Philippine raw materials and how they can be incorporated into creations for interior design, furniture, decorative accent pieces, clothing, and fashion accessories? What do you think about combining our traditional crafts and indigenous materials with world-wide trends in color, texture, design, and even function? What is your reaction to the creations of the Filipino designers presented? Which one/s particularly impressed or appealed to you? Would you consider these designers as role models for young Filipinos like yourselves looking ahead to your future careers? Explain briefly.
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Quarter III: Media-based Arts and Design
E. WHAT TO PERFORM Preparing for the Quarter III “Exhibit on Media-Based Arts and Design” Guide the students in preparing their fashion and/or interior design creations for the culminating exhibit at the end of the quarter. All the finished pieces should be labelled with original titles, the group members’ names, the date, and the technique and materials used.
IV. GENERALIZATION Product design and industrial design, by their very nature, are technologydriven. Many of the materials and processes now available to modern designers did not exist in past decades, or have been tremendously modified and enhanced. This can be seen most prominently in furniture, lighting, interior fixtures and accessories—many of which creatively combine contemporary design with a Philippine flair.
DEPED COPY Also in the field of fashion design, for which Filipinos are already globally admired, materials and processes have also been influenced by technology. This can be seen in the blending of local fibers with other natural and synthetic ones, new weaving processes and dyeing techniques, the use of embellishments like embroidery, beadwork, applique, and others—while also being in step with world-wide fashion trends.
V.
SUMMATIVE TEST Use the following quiz items to assess the students’ grasp of the topics discussed: 1.
Cite three technological developments each that continue to advance: a) product design b) industrial design c) fashion design
2.
Name some ways in which indigenous materials and crafts have been incorporated in contemporary industrial, interior, and fashion design.
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ARTS Teacher’s Guide
3.
Match the following designers with what they are known for: a) Lula Tan-Gan _____ bridal gowns b) Monique Lhuillier _____ Project Runway Philippines c) Kenneth Cobonpue _____ luxury lounge wear d) Dita Sandico-Ong ____ stylish knitwear e) Rajo Laurel ____ trendy furniture f) Josie Natori ____ abaca fiber wraps
Quarter II – Session 8 CULMINATING ACTIVITY: EXHIBIT OF MEDIA-BASED ARTS AND DESIGN The last session for Quarter III will be devoted to staging “An Exhibit of Mediabased Arts and Design” presenting the following categories: 1. Photography 2. Film 3. Animation 4. Advertising 5. Comics Illustration 6. Book Design and Illustration 7. Product / Industrial / Fashion Design
DEPED COPY The students will select from among their own works created within Quarter III, as well as source photos, magazine or calendar cutouts, Internet images, etc. of at least two to three representative artworks each for the above categories.
Curating the Exhibit Each artwork will be accompanied by a card briefly describing the work as follows: For student-made artworks/products: Title
_________________________________________________
Artist/s
_________________________________________________
Artistic style and medium used
_______________________________
Date of creation ___________________________________________
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Quarter III: Media-based Arts and Design
For reproductions or images of known artworks/products: Title
_________________________________________________
Artist ____________________________________________________ Artistic style and medium used
_______________________________
Year or period of creation _____________________________________
Have the class members invite the school Administration, other faculty members, and their schoolmates to visit the exhibit. Help them prepare to explain the works and how these present the characteristics of different forms of media-based art and design. Critiquing the Exhibit As a form of self-evaluation, guide the students in rating the culminating exhibit using the format below:
DEPED COPY “An Exhibit of Media-based Arts and Design” Evaluation Form
Criteria
Very Good
Good
Fair
Poor
Selection of artworks/products (theme and message) Completeness of exhibit Presentation (display, mounting, and labelling of works) Assignment of tasks Cooperation among students Response of exhibit visitors
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