Lesson Plan: Old Meets New - Weaving Your Story into Contemporary Philippine Art

Materials Needed

• Computer or tablet with internet access
• A digital or physical sketchbook/journal for notes and brainstorming
• Art materials of the student's choice. This is flexible and should encourage creativity. Examples include:
  • Digital: Drawing tablet, graphic design software (Canva, Procreate, Photoshop), video editing software, or even presentation software (PowerPoint, Google Slides)
  • Physical: Canvas, acrylics or watercolors, recycled materials (plastics, old fabric, magazines), air-dry clay, charcoal, ink, or materials for photography.
• Links to online resources (provided within the lesson) such as Google Arts & Culture, online galleries, and artist websites.

I. Learning Objectives

By the end of this lesson, the student will be able to:

• Analyze the techniques of at least two contemporary Filipino artists who incorporate traditional materials, motifs, or methods into their work.
• Evaluate how the fusion of traditional and contemporary elements creates new meanings and messages in an artwork.
• Create an original artwork (digital or physical) that synthesizes a local or traditional Filipino art form with a personal or contemporary theme.
• Articulate the concept and process behind the created artwork in a clear and concise written artist's statement.

II. Alignment with Curriculum

This lesson aligns with the Senior High School Core Subject, Contemporary Philippine Arts from the Regions (CPAR). It directly addresses key learning competencies, including:

• CAR11/12CAP-0c-e-5: Explains Filipino artists’ roles and identifies their contribution to contemporary arts.
• CAR11/12AP-0f-h-15: Conceptualizes a contemporary art production.
• CAR11/12AP-0f-h-17: Creates the intended final product using appropriate materials for the best possible output.

III. Lesson Procedure (Estimated Time: 3 hours)

Part 1: The Spark - Hook and Introduction (15 minutes)

1. Opening Question: Begin with a reflective prompt. Ask the student to jot down ideas in their journal for this question: "If you had to create a self-portrait without showing your face, using only objects or symbols that represent your family's past and your life right now, what would you choose?" Discuss the ideas briefly.
2. Visual Provocation: Present two contrasting images online:
   • A classic, traditional Filipino art piece (e.g., a photo of a detailed T'nalak weave or a Bulul sculpture).
   • A contemporary artwork by a Filipino artist that incorporates traditional elements (e.g., a sculpture by Leeroy New made of recycled materials, or a painting by Rodel Tapaya that references folklore).
3. Guided Inquiry: Ask questions to stimulate critical thinking: "What story does the traditional piece tell? Now look at the modern piece. What elements feel old or familiar? What feels new or surprising? How is this artist having a conversation with the past?"

Part 2: The Virtual Curator - Exploration and Analysis (45 minutes)

1. The Mission: The student's role is now a "virtual curator." Their mission is to explore the works of contemporary Filipino artists who blend tradition and modernity. They must select two artists to feature in their "exhibit research."
2. Suggested Artists for Exploration (or find your own!):
   • Leeroy New: Known for his large-scale, otherworldly installations using industrial and recycled materials, often inspired by organic forms and mythology.
   • Aze Ong: A performance artist and weaver who uses crochet as her primary medium, creating vibrant, wearable art that explores identity and spirituality.
   • Rodel Tapaya: A painter who reimagines Filipino folklore, pre-colonial history, and myths in a distinctive, narrative style.
   • Ronald Ventura: Famous for his multi-layered paintings that juxtapose historical figures, cartoons, and anatomical drawings to comment on Philippine identity.
   • Kidlat Tahimik (National Artist): A filmmaker and installation artist whose work critiques colonialism and celebrates indigenous culture, often using found objects and bamboo.
3. Curator's Notes: In their journal, for each of the two chosen artists, the student should answer:
   • What traditional material, technique, or idea is being "borrowed" or referenced?
   • What modern idea, material, or issue is it being combined with?
   • In your opinion, what new message or feeling does this combination create? Why is it powerful?

Part 3: The Workshop - Creation and Application (90 minutes)

1. The Creative Challenge: It's time to become the artist. The student will create their own artwork based on the lesson's theme: "Fusing a traditional Filipino art form with a personal, contemporary story."
2. Brainstorming and Ideation: Encourage the student to think about:
   • A Tradition: A craft, pattern, myth, or symbol from their own family heritage, local region, or one they admire. (Examples: banig weaving patterns, the form of a sarimanok, the intricate lines of ukkil, the concept of bayanihan).
   • A Contemporary Story: An issue, feeling, or interest from their life today. (Examples: the feeling of digital connection/disconnection, a passion for environmentalism, the complexity of online identity, a favorite video game or song).
3. Synthesize and Create: The student will now produce their artwork. The medium is their choice. Encourage experimentation!
   • Example Idea 1: Create a digital artwork that uses the geometric patterns of Ifugao textiles to visualize the structure of computer code or a social media network.
   • Example Idea 2: Build a small sculpture of a personal "spirit animal" out of recycled plastics and old electronics, inspired by folk carving traditions.
   • Example Idea 3: Write and perform a spoken-word poem about mental health, using rhythms and repetition found in traditional Filipino epics or chants.

Part 4: The Artist's Voice - Reflection and Sharing (30 minutes)

1. Write the Artist's Statement: Every piece of art has a story. The student will write a brief (150-250 words) artist's statement to accompany their work. This is not just a description, but an explanation of the "why."
2. Guiding Questions for the Statement:
   • What is the title of your work?
   • What traditional element inspired you, and why does it resonate with you?
   • What contemporary theme or personal story are you exploring?
   • What process did you follow to create this piece? What was a challenge or a discovery?
   • What do you hope a viewer thinks or feels when they experience your art?
3. Presentation: The student presents their finished artwork and reads their artist's statement aloud. This is a moment to celebrate their creative process and insights.

IV. Differentiation and Extension

• For Support: If the research is overwhelming, provide a direct link to a 10-minute video documentary about one specific artist (e.g., a feature on Kidlat Tahimik or Aze Ong). For the art creation, suggest a more contained project like a digital collage or a mixed-media drawing on paper.
• For Extension (The Curator's Project): Challenge the student to design a one-page virtual exhibit. Using a simple tool like Canva or Google Slides, they can create a poster featuring an image of their own artwork alongside images from the two artists they researched. They would then write a short "Curator's Introduction" (1-2 paragraphs) explaining the theme that connects all three artworks.

V. Assessment

The final artwork and artist's statement will be evaluated based on the following rubric, which prioritizes thinking and creativity over technical perfection.