THIRD

QUARTER
Lessons and Discussions
SECOND SEMESTER
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)

UNIT I: Reading Textbooks Across Disciplines

Lesson 1.1: Reading Textbooks in the Natural Sciences

The Nature of Knowledge in the Natural and Social Sciences

Both the natural and the social sciences were labeled as such because the knowledge presented in
these fields has been produced as a result of a rigorous application of the scientific method. As such,
the data presented in such fields are expected to be empirical in nature and had been reviewed by
other experts in order to ascertain their credibility. Through continued research, the insights
promulgated by these two disciplines may improve or even change over time if proven that another
paradigm better explains a given phenomenon. The difference between the two, however, is that the
natural sciences are concerned with natural phenomena and physical variables while the social
sciences deal with behavior of individuals and communities.

The Language of the Natural and Social Sciences

Given the objective nature of the natural and social sciences, academic materials in the said fields are
usually written in a detached manner. This means that an author’s personal opinions, suggestions, and
other peculiar expressions are avoided in order to create an impression that the data presented will
hold true regardless of whoever is telling it. The pieces of information are also usually presented in a
deductive manner. The overarching principles are first presented, and then later on backed up with
concrete and specific pieces of evidence in order to lend credence to the former.

 Chapter Opener
 Reading Tip: Use the title of the
chapter to give you an idea of what it
is to be discussed. This section will
also allow you to compare
information presented under the
same heading in other books.
 Reading Tip: Pictures are used
not only to stir your interest but also
to present the concept being tackled
in concrete terms. In the natural
sciences, this is all the more important as these may serve as aids
when you start conducting a physical investigation of a
phenomenon.

The HEADING comprised of the chapter number and the chapter title. By
looking at them, we gain information on the place of the lesson in the book
as well as the main topic discussed in the section.

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 A BRIEF EXPLANATION OF THE CONTENTS of the chapter may also
be presented in order to set the expectations of the readers.

The PICTURE serves as visual

representations of the principles and
applications tackled in the chapter.

The SIDEBAR of the chapter opener

enumerates the specific questions to
be answered in the section as well
as their sequence.

LESSON OPENER

Reading tip: You may use the pictures and principles in the lesson or
chapter openers to deepen your appreciation of the lesson at hand. In
the picture above, you see examples of magnets and a train that
makes use of it as its means of propulsion. It might be interesting to
make meaningful inferences as to how magnets help a train move.
After which, you may confirm whether these inferences are correct by
reading more into the lesson and consulting other pertinent materials.

A LESSON OPENER includes

the number as well as the title of
the lesson. In this case, the title
is phrased as a question to
provide a focus for the students. What is important is that the title is
specific and descriptive in order to accurately set the parameters of the lesson.

The SCIENCE PRINCIPLE or MAIN IDEA governing the

discussion in the lesson is presented at the onset. This will
serve as anchor to the succeeding discussions in the
chapter.

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PICTURES are also provided to direct the discussion in the lesson, to stir the
readers’ interest, and to show specific applications of the principle being dealt
with.

The CAPTION provides crucial information on how the

science principle discussed in the lesson applies to the
object being shown in the picture.

LESSON PROPER

Reading Tip: As already pointed out earlier, textbooks in science tend

to present information in a deductive manner. Use this as an
advantage when gleaning information from a material in science. First,
locate the main idea or principle in the passage. In the case of our
sample, this would refer to the italicized statement introduced by a
Hindu-Arabic number (1. Magnets have the ability to attract materials
that are magnetic in nature.) And then, look at the explanations and
illustrations that follow in order for you to understand how such a
concept applies in real life. This pattern of rhetoric also holds true in
biology, chemistry, and other fields considered as a natural science.

The SECTION HEADING indicated the specific aspect of the lesson

being dealt with in the succeeding discussion.

The ILLUSTRATION provides the visual

representation of the concept being
discussed in the body of the lesson.

The LABEL provides a conceptual

reference to what the picture stands for.

The CAPTION is used to describe the picture.

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 The BODY of the lesson provides a thorough discussion of the
concept at hand. Examples are also provided in order to help you
understand how a particular science principle works.

ASSESSMENT TOOLS

Reading Tip: One important feature of science is that it provides a link

between laws and theories and real-life occurrences. For this reason,
it would be very helpful to connect your answers and findings in the
experiment with the information found in the earlier parts of the
chapter.

The GUIDE QUESTIONS

are designed to help you
understand how a science
principle works in the real
world by asking for the
results you obtained in the
experiment and linking it with the theories and principles behind it.

Lesson 1.2: Reading Textbooks in the Social Science

Features of a Sample Textbook in the Social Science

Similar to a textbook in the natural sciences, a social science textbook also has pictures in the unit
opener. But unlike in science, these are not applications of some general principles. Rather, they may
either be remnants of a culture tackled in the unit or depictions of certain historical or social events.

UNIT OPENER

Reading Tip: The description found at the unit opener may serve as an
abstract or summary of what the unit is about. Thus, if you are looking
for specific details about certain topic, you need not read every bit of
word in the unit only to find out whether it is included in a section or not.
You simply have to skim through or browse the unit openers; if the
information you seek is not mentioned in the unit abstract, then simply
move on to another unit abstract and see if it is already included there.

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 The UNIT NUMBER and
the TITLE are also indicated
to situate the discussion in the
unit it its proper context and
sequence.

The FIRST PARAGRAPH of the unit

description provides the period in history to
be tackled by the unit. Note how it sets the
expectations of the readers and provide the
scope and limitations of the unit.

The SUCCEEDING TWO PARAGRAPHS, on the other

hand, tell of the specific topics covered in the unit. They
also contain some details as to how these topics will be
discussed.

CHAPTER OPENER

Reading Tip: Before going to the body of the lesson, thoroughly read
the objectives first, and let them guide your study. Try to address each
of them as you go through the lesson. Usually, assessment tools such
as exams and term papers are based on the lesson objectives. Thus,
if you know them by heart, you would be able to easily recall the
information you need.

The PICTURE in the chapter opener tells of an important historical icon or social image
in the civilization being discussed. In the case of this sample lesson, it is the Trojan
Horse, the Greeks’ key to victory during the legendary Trojan War.

Once again, the LESSON NUMBER and LESSON TITLE are indicated to
inform the readers the coverage of the lesson.

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 Oftentimes, the LESSON OBJECTIVES are also indicated in the lesson opener.
These are the skills that students are expected to manifest after going through the
lesson.

The FIRST PARAGRAPH of the lesson contains its thesis

statement. Here we can find an overview of what will be tackled
throughout the lesson.

The SUBTITLE marks the beginning of the discussion on a subtopic in

the lesson.

The SUCCEEDING PARAGRAPHS constitute the body of the lesson.

In this portion, facts, figures, and insights from important people are
given in support of the thesis statement. Also, note that the authors of
this history textbook presented the lesson as objectively as possible.

LESSON PROPER

Reading Tip: The pieces of information in social science textbooks

especially history textbooks are presented either chronologically or
thematically. If the arrangement is chronological, events are narrated
in sequential order. If it is thematic, issues are tackled according to the
categories they fall under. Knowing the way ideas are organized in the
textbook will help you track the flow of information more easily and
pinpoint the specific details you need to note.

MAPS are commonly found in

history textbooks and other
materials in social sciences.
They can help locate specific
places where historical events
transpired. They can also
provide information on the kind
of life the people’s being studied have or had since geographical location and topographical features
influence a community’s behavior. Moreover, they can also help you visualize the discussions in the
textbook.

BIBLIOGRAPHIC CITATION serves to help

you locate where a piece of information, a
material, or an image is found.

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 The CONTINUATION OF THE BODY OF THE LESSON still in
congruence both with the thesis statement and lesson objectives.

The FOCUSING QUESTION aims

to highlight certain aspects of the
text which the author deems as
important.

LESSON SYNTHESIS

Reading Tip: Using context clues will help you either unlock the
meaning of certain words or select the best word that will complete a
sentence. When reading, try to note the context where the word
appears because it will give you clues as to what it could mean.
Sometimes, a synonym or an antonym is already given within a
sentence. There are other times when a cause-and-effect relationship
is established. Or, the word may be an example of an umbrella
concept, or vice versa.

The GAP FILL ACTIVITY found at the end of the lesson aims
to refresh the students on some important terms introduced in
the lesson.

The BULLET POINTS serve to recapitulate and

synthesize the important points of the lesson. This,
however, should not be seen as substitute to reading the
entire text, for the important insights about each point are
expounded in the body of the lesson itself.

The VALUING QUESTIONS aim to highlight the

importance of the lesson in day-to-day life. They are also
intended to connect the contents of the lesson with the
current context of the student.

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ASSESSMENT

The DISCUSSION QUESTIONS are designed to help you come up

with a comprehensive understanding
of the lesson’s contents.

Although they are usually written at

the end of chapter, these may be read
even before dealing with the lesson itself so that you will be guided
accordingly if answered at the end of the lesson, these can serve as comprehension checks.

The Venn diagram is just one of the types of CONCEPT MAP or

GRAPHIC ORGANIZER that will enable you to come up with a bird’s
eye view of the lesson. Use only key words in producing one; doing
so will help you organize your thoughts. We will see in the next
chapter how a concept map can be turned into an outline of the entire
chapter. It may also serve as a reviewer.

Lesson 2: Preparing Outlines and Bibliographies

GETTING STARTED

TOPIC BANK

 How do architects and engineers usually begin their construction of a building? Why do they
begin in this manner? Is it advisable to begin their construction in any other way? Why or why
not?

 What material do they use in their building projects? What criteria do they employ in choosing
these materials?

GETTING DEEPER

Outlining: Laying the Foundations

Before putting on cement, partitions, and paint on a building, engineers and architects see to it that its
frames and foundations are already in place. This is because these are essential in ensuring that the
building will take upon its completion.

In a similar manner, an outline is crucial in essay writing because it will establish the “shape” that an
essay will take. The outline should be a reflection of an essay’s thesis statement, and in turn, will guide
the writer as to what details are supposed to be included in an essay. It may also help a writer establish
unity and coherence in his or her presentation of ideas. By unity, we mean that all the information found
in an essay are logically arranged.

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Usually, outlines are used in determining the structure of an academic paper. This means that the MAIN
HEADINGS for each of the sections are encoded using ROMAN NUMERALS (I, II, III, etc.) while the
supporting arguments or details are marked by CAPITAL LETTERS (A, B, C, etc.). When outlining,
make sure that the main headings and sub-headings should at least come in pairs; if “II” is absent,
there should be an “I” in the first place. Likewise, if there is no “B”, then the previous idea should be
included in the main heading and should not be encoded as “A”.

Normally, two types of outlines are used when preparing for an essay. These are the TOPIC OUTLINE,
which only makes use of keywords and phrases, and the SENTENCE OUTLINE, which makes use of
complete sentences.

To help you produce an outline, let us try through one of the chapters in a science textbook once more
and examine how the ideas are organized. then, we will come up with a sample outline of a chapter in
a science textbook.

A. Sample Outline

Go over the sample topic outline of the section we lifted from a science textbook. Try to see how the
ideas are organized and presented.

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Remember:

 The outline title gives an overview of the

text.
 The main headings are indicated by
Roman numerals.
 The contents of the exposition of the first
section are denoted by capital letters.
 The second section does not contain any
subheading since the exposition only reiterates
the property described.

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Bibliography list: Traditional and Annotated

A bibliography is a list of materials that were used or will be used in the composition of an
academic or professional piece. It is normally found at the end of the text and is arranged alphabetically.
The entries are encoded using a prescribed format in a particular discipline. For instance, in the natural
and social sciences, the format of the American Psychological Association (APA) is commonly used,
while in the humanities, the prescribed formats of the Modern Language Association (MLA) is followed.
Other formats are also used at times depending on the requirement prescribed by the instructor of a
subject or an editor.

Below are the sample bibliographic entries encoded using each of the two commonly used
formats. Note that the entries differ according to the type of material that was used:

A Sample bibliography in the APA Format

The first material is an article from an academic journal.

The second material is a book.

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The third material is an article from an anthology.

A Sample bibliography in the MLA Format

The first entry is chapter from the book.

The second entry is an essay from an anthology.

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The third entry is an essay from an academic journal.

An annotated bibliography, on
the other hand, maybe written
either on a set of cards, a table
or simply typed out in a word
processor. Below each entry in
the annotated bibliography are
the summary and other
pertinent details about a topic
being studied. Preparing this
will greatly help in organizing
the ideas found in your
readings. Study the two
samples from an annotated
bibliography below, and choose which style you would prefer.

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Nature of Academic Text
Academic Text – it is a product of communication or piece of language used for academic purposes or in relation
to academic courses or subjects.
Language Use
- A well-written text uses an appropriate language and words in delivering the message.
- It has to be appropriate to the topic.
- It should be suited to the reader.
- Covers the writer’s tone of writing: subjective or objective.
o Subjective tone of writing – uses the writer’s personal and bias judgement
o Objective tone of writing – uses factual information and arguments
- The writer has to decide the language and tone of writing depending on the purpose of writing.
Text Structure
1. Narration - basic strategy used by the writers for presenting action. It tells a story or explains a sequence
of events. Screen and present details which explains the significance of the event.
a. Narratives – retell a past event. The sequence of events can be presented using strategies like
flashback – to previous events, and flash-forward – to present or future.
b. Objective Narration – presents facts to screen an accurate time line of events.
c. Subjective Narration – conveys the impressions, feelings, insights, or point of view
2. Types of Definition
a. Standard Definitions – are definitions which meaning rarely change and is universally accepted.
b. Regulatory Definitions – are the meanings assigned by organizations and changes depending on how
it is used.
c. Qualifying Definitions – meanings of the words that are subjected for interpretation.
d. Personal Definitions – are definitions which depend on the interpretations or assigned meaning of the
writer himself.
e. Invented Definitions – meanings given to words which are newly-coined as already being used in the
society.
3. Classification – one of the strategies in the writing which involves combining objects or items into
categories based on distinct characteristics.
a. Official Classification – widely-known and accepted categories.
b. Personal Classification – own made categories
4. Comparison and Contrast
a. Comparison is how two object or items are alike, while;
b. Contrast is to identify their differences.
- Two Ways of Using Comparison and Contrast in Writing
a. Chunking – the characteristics of the item being compared are presented separately.
b. Sequencing – the attributes of objects are presented point by point.
5. Cause and Effect – a writing strategy states or explains reasons why things happen or explains the results
of certain phenomena.
Synthesizing Academic Text - Synthesizing simply means combining. Instead of summarizing the main points of
each source in turn, you put together the ideas and findings of multiple sources in order to make an overall point.
Thesis Statement – a sentence or sentences which summarizes the main idea of the paper.
- Characteristics:
o Covers exactly the topic you want to talk about, no more no less.
o Let your readers know what to expect
o Usually appears in your paper’s introductory paragraph
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Summarizing – involves condensing the text into a short form. It involves getting only the most important parts
of the material. A summary is normally a one-third length of the original text.
Paraphrasing – entails the use of rewording and rephrasing of the original text. The rewording and paraphrasing
are done to achieve clarity of the text.
Outlining – it is the process of organizing information gathered from reading. Makes it possible to arrange the
ideas, details and examples based on importance on chronology.
Types of Outline
o Topic Outline – includes the specific words or phrases
o Sentence Outline – uses sentence or sentences for each topics and subtopics as it is more
informative compare to topic sentence.
Creating the Outline
o After selecting a main topic, divide categories and subcategories
o Outline use: roman numerals for major topic divisions, capital letters, Arabic numerals, and lower
case letters

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PHYSICAL EDUCATION AND HEALTH The OUTDOORS in a broader sense is a space
outside an enclosed area. People engage in outdoor
NATURE AND BACKGROUND OF OUTDOOR
recreational activities for varied reasons. Some do it
RECREATION
for personal satisfaction and enjoyment.
What is Outdoor Recreation?
Whatever reason there may be, people engage in
Outdoor recreation is organized activities done outdoor recreational activity for their own
during one's free time for his/her own personal sake, and pleasure, voluntarily, and for their own
reasons, where an interaction between man and an choice.
element of nature is present. Benefits of Outdoor Recreation
When we hear "free time", what does it mean to you
What are the different outdoor recreational
as a student? "No classes: easily come to mind and
activities?
consequently will be able to use the "Free time" to
do things which you want to do but have been unable The Philippines is rich in natural resources.
to do so because of the "lack of time", such as Despite being in a relatively small country,
continuing a project or undone homework, or Philippines is surrounded by all kinds of land
perhaps, going out with friends to watch a movie. formations and natural water resourced.
A day can be divided into three parts according to It hosts varied outdoor recreational activities, some
Clayne R. Jensen (2006); the EXISTENCE TIME, of which are the following:
SUBSISTENCE TIME, and FREE TIME.
LAND WATER AIR
EXISTENCE TIME is time spent for biological mountaineering swimming parasailing
purposes like having a meal, sleeping, and other trekking/hiking snorkeling skydiving
personal care. camping surfing paragliding
picnic diving
SUBSISTENCE TIME refers to the hours spent for mountain kayaking
economic purposes such as going to work, chores, biking
and for students, hours spent in school, and school canyoneering fishing
work. rock climbing sailing
bird-watching canoeing
FREE TIME is all the remaining time after.
How one decides to spend free time varies from
RELIGIOUS EDUCATION
person to person. Perhaps, to those who have been
very busy with workload or school work, this is the INTRODUCTION TO CATHOLIC SOCIAL
best time to do recreational activities, to relax, and TEACHING
to rejuvenate.
Throughout the history, it was the responsibility of a
RECREATION is derived from the Latin King or a Queen to ensure that the Kingdom he/ she
word recreare which means to be ruled over was well-ordered so that people could live
refreshed. Choices for recreation vary from one together in peace and prosper in their lives.
person to person. What makes one happy may not
be so for others. Therefore, recreational activities It was the responsibility of the King or Queen to:
depend of one's interest, pursuits, and needs which  Bring about and maintain order
may be reflective of one's beliefs and level of  Unify the people
gratification.  Provide for the people
Example, a natural park may serve as a bonding  Resolve conflicts and mend relationships
place for family to have a picnic, a great fitness area  Protect the people from danger
for a jogger, and a place to communicate with nature  Provide order and justice
or meditate for others.  Inspire people to live full potential

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Jesus proclaimed the Good News that the Kingdom of their commitment to righteousness and
of God was and is in our midst and key out to "paint justice are promised the reward of the
a picture" or give us a vision of what that kingdom kingdom of heaven.
should look like in His Sermon on the Mount. This
God has a vision for his kingdom and as disciples of
sermon, especially the Beatitudes, is like Jesus'
Jesus, it is up to us to male this vision a reality. To
keynote address at a political convention.
help us do this, the Church has given us some
The Beatitudes – Matthew 5:3-12 principles to follow; they are called the principles of
Catholic Social Teaching.
The Beatitudes are the teachings of Jesus in the
Sermon on the Mount. Jesus teachers us that if we Basic Tenets of Catholic Social Teaching
live according to the Beatitudes, we will live a happy
1. Life and Dignity of the Human Person
Christian life. The beatitudes fulfill God’s promises
made to Abraham and his descendants and The Catholic belief in the life and dignity of the
describe the rewards that will be ours as loyal human person is the foundation of our moral vision.
followers of Christ. All life is sacred, and all people must be treated with
dignity.
 BLESSED are the poor in spirit; for theirs
is the kingdom of heaven – Those who 2. Call to Family, Community, and Participation
recognize their spiritual poverty,
acknowledging their dependence on God Participation in family and community is central to
rather than relying solely on their own our faith and to a healthy society. From this
abilities, are considered blessed. foundation people participate in society, fostering a
 BLESSED are those who mourn, for they community spirit and promoting the well-being of all,
will be comforted – Those who grieve over especially those who are poor or vulnerable.
their sins, the brokenness of the world, or the 3. Rights and Responsibilities
suffering of others will find comfort and
solace from God. The Catholic Church teaches that every person has
 BLESSED are the meek, for they will a right to life as well as a right to those things
inherit the earth – Those who are humble, required for human decency. As Catholics, we are
gentle, and patient, rather than asserting responsible for protecting these fundamental human
their own power and status, will ultimately rights in order to achieve a healthy society.
receive the blessings and rewards of God. 4. Option for the Poor and Vulnerable
 BLESSED are those who hunger and
thirst for righteousness, for they will be We are called to pay special attention to the needs
filled - Those who passionately seek justice, of poor people. We can follow Jesus example by
righteousness, and moral integrity will find making a special effort to defend and promote the
fulfillment and satisfaction in their pursuit. dignity of those who are poor or vulnerable and to
 BLESSED are the merciful, for they will be meet their immediate material needs.
shown mercy – Those who show
5. The Dignity of Work and the Rights of
compassion, forgiveness, and kindness to
Workers
others will receive the same from God.
 BLESSED are the pure in heart, for they The Catholic Church teaches that the basic rights of
will see God – Those who have sincere and workers must be respected: the right to productive
undivided hearts, free from hypocrisy and work, to fair wages, and to private property, and the
impurity, will have a clear and unobstructed right to organize and join unions and to pursue
vision of God. economic opportunity. Moreover, Catholics believe
 BLESSED are those who are persecuted that the economy is meant to serve people, not the
for righteousness' sake, for theirs is the other way around.
kingdom of heaven – Those who face
6. Solidarity
opposition, hardship, or persecution because

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Because God is our Father, we are all brothers and murals of many churches and in paintings
sisters with the responsibility to care for one another. with social commentaries.
This spirit of solidarity unites all people whether they  Historical Themes – history paintings depict
are rich or poor, weak or strong It also helps to narrative scenes from classical mythology,
create a society that recognizes that we live in an the Bible, and ancient or modern history.
interdependent world.  Portraiture – these paintings are used to
commemorate personalities and are seen in
7. Care for God's Creation
many formal institutions such as government
God is the creator of all people and all things, and offices. One of the most famous portraiture
he wants us to enjoy his creation. We are called to paintings seen in the Philippines is the official
make the moral and ethical choices that protect the portraiture of the Philippine Presidents.
ecological balance of creation both locally and  Still Life – still life is a work of art that
worldwide. portrays inanimate objects. It was
traditionally composed of a basket or bowl of
fruits and flowers in vases on a table. One of
CPAR the notable still artist of today is Vicente
Manansala that featured items and
CONTEMPORARY VISUAL ARTS ingredients found in an ordinary Filipino
Visual Arts – refers to art forms that express their kitchen.
message, meaning, and emotion through visual  Landscapes – landscapes depict the beauty
means. Visual arts may be categorized as of the outdoors. It can be that of the natural
decorative, commercial, or fine art. environment such as the countryside and
other rural scenery, including seascapes
FINE ARTS – are the artworks we readily associate which focuses on the imagery of the bodies
with art. The term “fine arts” was first used to of water. Some landscapes highlight the
describe art forms created primarily for its hustle and bustle of the city.
appearance rather than its practical use.  Genres – Genres are paintings whose
themes showcase people doing everyday
PAINTING – may be defined as a two-dimensional
activity and chores.
form of art that showcases artistic expression
created in a flat surface. Images are made by  Nudes - a form of visual art that focuses on
applying pigment on a prepared surface using the unclothed human figure, is an enduring
typically one or a combination of the following tools: tradition in Western art.
brush, palette knife, spray, finger, etc. SCULPTURE – sculptures are artworks that are
Mediums used for Painting three-dimensional. The classifications of sculpture
are traditionally divided into two, namely free-
 Oil standing and relief. Sculptures are made by either
 Acrylic adding or subtracting materials. Subtraction is used
 Watercolor in carving while addition is seen sculpting
 Poster Color techniques like molding, casting, and wielding.
 Pastel 1. Free Standing – also known as in the round,
 Ink are sculptures that are raised independently
 Paint in its given space. It can often be observed
PAINTING THEMES from all points of view.
2. Reliefs – are the sculptures that are raised
 Religious Themes – this theme was the from a background.
primary subject for the artworks during the a. Bas-reliefs or low reliefs refers to
Spanish colonial times. In the present, many the reliefs that are protruding from
religious-themed paintings can be seen in their background.

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 b. High Reliefs – prominently raised experienced as a temporary work art. It
against their background. incorporates different objects as well as
technology-based mediums such as light,
DECORATIVE ARTS – are arts that are concerned
sound, videos, and digital media among
with the design and decoration of objects that are
others.
chiefly prized for their utility, rather than for their
purely aesthetic qualities.

 Pottery – is the art and craft of making pots CONTEMPORARY PERFORMING ARTS
and other wares using clay and mud. This
Performing Arts – when artists use their voice
craft can be seen as food containers and
and/or body movements to communicate artistic
water vessels, vases, and some are created
expression, this is an example of performing arts can
for formal and ritualistic purposes such as
be categorized in 3 types: music, dance, theater.
burial jars or figurative mementos.
 Carving – is the art of manipulating and Music – it is defined as the manipulation of sound
creating objects by subtracting and shaping and silence. It blends the different elements such as
solid material such as wood and stone. pitch rhythm, dynamics, timbre, and texture to create
 Weaving – is the art of interlacing threads or sound.
fibers to create textile, fabric or other similar
products.  Harana – is the traditional courtship ritual in
o Examples: the Philippines wherein the suitor serenades
 Basket Weaving his object of affection. Traditional harana use
 Fabric Weaving deep Tagalog words and is used to implore
 Mat Weaving the girl to listen or give attention such as
 Crochet “Dungawin Mo, Hirang” and “O, Ilaw”.
 Cross-stitch Harana is performed by a man.
 Metalwork – is the art of creating and  Kundiman – is an art song that signifies love
manipulating metal to create various items and affection for someone. The kundiman,
such as jewelry, weapons, etc. unlike many art songs, is performed as a solo
vocal composition combined with an
COMMERCIAL ARTS – these are the arts that instrumental accompaniment to achieve
cannot be categorized following traditional musical harmony. Kundiman is described as
definitions. These arts are products of the highly emotional and sentimental because it
advancement of technology and cannot be classified expresses personal sorrow.
using outdated definitions.  Ballad – is a traditional song that narrates an
event in a community. An artist whose set of
 Collage – is a method of combining printed
songs are primarily romantic songs is called
images with other flat media and pasted on a
a balladeer. Some of it are Jose Mari Chan,
canvas or board.
Regine Velasquez, Sarah Geronimo, and
 Assemblage – is a style of sculpture inspired
Jed Madela.
by the idea of introducing pre-existing, non-
o Examples:
art objects into an art context. This artwork is  Idangdang – Bukidnon
made of paper collages, wood scraps, and
 Parang Sabil – Tausug
other found objects.
 Composo – Hiligaynon
 Mobile – mobile art is sculptural work that is
 Chamber Music – is a form of instrument
suspended from the ceiling or a protruding
music composed by a small ensemble where
base. It is typically made with a number of
in each part is played by one player, as
balancing rods dangling in a different lengths
opposed to an orchestra where a part is
carrying one or more elements.
played by a group of musicians. Chamber
 Installation Art – this artwork involves the music is usually performed by a group of
arrangement of objects in a given space.
Installation art is intentionally designed to be
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 three to eight musicians. One of the spectacles and was later brought to
examples are Luduyan 1 and 2. Philippines by the Americans. As of the
 Popular Music – pop music is used to moment, there are 3 major ballet companies
describe music that is readily available to the in the Philippines: Ballet Philippines,
broad populace. It is an umbrella term that Philippine Ballet Theater, and Ballet Manila.
encompasses a multitude of different genres o Modern Ballet – it is a type of
of music such as RnB, Rap, Rock, Hip-hop, modern dance that uses
etc. contemporary, and sometimes
o Pinoy Folk Music – is a genre of experimental attitude toward
Pinoy pop that is heavily influenced traditional dance techniques and
by the musical style of Western folk style.
singers. o Opera Ballet – this type of ballet
o Rap – is a music genre that become combines dance and singing.
popular in the 1980’s in the o Folkloric Ballet – is a performance
Philippines. It originated from the that presents subject and themes
African-American and is distinctive of based on the art or culture of a
its fast and rhythmic narration community.
accompanied by electronic music.  Folk Dance – is performed by various
Examples are Mga Kababayan Ko by cultural groups throughout the country,
Francis Magalona and Humanap ka  Mimetic Dance – depict the movements that
ng Pangit by Andrew E. copies communal activities such as planting
o Hip-hop – this music genre and harvesting and also mimics and copies
incorporates not only rap but RnB, the movements of animals.
beatboxing, and electronic and  Street Dance – is used to describe
turntables as accompaniment. vernacular dances or dances that developed
Examples are Gloc9, Abra, and organically within a community. Today, this
[Link]. dance form especially popular with the youth
o Protest Songs – are songs that bring as the songs that are used to accompany
to light injustices and inequality in street dance are often musical hits of the time
society. These songs seek to inspire and is promulgated through television, music
nationalism and heroism from their videos, and the internet.
listeners. Examples are Ang Bayan
Ko, Masdan ang Kapaligiran, and THEATER ARTS – it is a branch of performing arts
Nag-iisang Mundo. that often involves the integration and combination
of the visual and performing arts. The performers
Dance – is defined as regulated and deliberated make use of gestures, music, song, dance, and
order of body movements. These movements have visual arts to help communicate the story in front of
aesthetic value and are often performed the audiences.
accompanied with music.
 Absurd – is a genre of modern play that
 Aerobic – is a dance routine made into an deliberately exaggerates the events and
exercise program. It is usually accompanied situations to emphasize a point.
by upbeat pop music. Formal aerobic dance  Stage Show – also known as bodabil is a
class has three phases: warm-up, followed theatrical presentation of various acts and
by aerobic dance, and capped with cool performances. Examples are Comedy Skits,
down exercises. Examples are Jazzercise, Circus Acts, Acrobatics, and Magic Shows.
Aero Hip-hop, Ballroom dancing, belly  Brechtian Theater – is also called epic
dancing, and Zumba. theater. It is based on Bertolt Brecht’s
 Ballet – it is a style and dance technique that proposition that the audience should not
follows strict set of moves and performance. emotionally identify with the characters or
It originated from the European court action on stage but instead stimulate self-
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 reflection and critical analysis of the events
unfolding the play. It is hoped that after
watching the play, the audience would
recognize the injustice presented and
awaken change in society.
 Children’s Theater – these are pays that are
either performed by children or adults for
children. The audiences of these play are
children. This theater production is intended
to educate, inspire and encourage creativity
and value formation.
 Melodrama – it is a nonmusical play that is
intended to elicit tears and emotional
attachment to the characters. The main
characters of melodramas are often victims
of tragedies and suffer cruelty from people
around them but in the end will rise
triumphantly.
 Dramatic Monologue – it is a type of play
wherein an individual actor speaks and acts
the characters’ thoughts and emotions.
 Tula-Dula – it is minimalist attack wherein a
poem is dramatized by a narrator who recites
the piece and the two or three actors provide
movement and the sound effects.
 Musical Theater – are plays wherein music
is an essential part of the production. This
includes traditional Filipino theater such as
the sarsuela and ritualistic dramas. With the
love of Filipinos for music, it is not surprising
that it is one of the most popular forms of
theater. This is seen with the majority of
theater companies producing musicals such
as the Aegis-inspired PETA play Rak of
Aegis and the repertoire of Francis Magalona
songs used in 3 Stars and a Sun.