ART 002: Art Appreciation

Teacher’s Guide: Lesson #14

Lesson Title: Cultural Appropriation and Trans-creation Materials:

Lesson Objectives: Student Activity Sheets
At the end of the lesson you should be able to: References:
1. Explain the formula for trans-creation of arts https://www.bantayog.org/qui
2. Describe the types of cultural appropriation. mpo-ishmael-jr/

Productivity Tip: Welcome back to school! Start strong! Train your brain to shift to work mode
by setting a regular time during the day for your lessons. Set an alarm and stick to your working
hours.

A. LESSON PREVIEW/REVIEW

Introduction

Good morning/afternoon class, welcome to ART 002 Art Appreciation. Anybody here who
knows people who are very good singers and the content of their song are actually things that we
can see? Have you heard a song that tells about the environment? Or a song that tells something
about their fight for freedom during the Martial Law years and used objects to represent the
country? Or how nice to see the star studded sky at night and see it also in a painting? That’s
awesome. The artists must have very good imagination. Have you seen and American who is very
good in Tagalog or Ilocano? We find it so amusing, but cultures can be exchanged really. Our topic
for today is about Trans-creation and Cultural appropriation. At the end of the lesson you should
be able to: (1) explain the formula for trans-creation of arts (2) describe the types of cultural
appropriation. In this lesson, you will be doing some trans-creations from songs to
drawing/painting, try your best to be creative. It’s your time to shine. Good luck! Let’s start. Are you
ready?

B. MAIN LESSON

Content Notes
Directions: Read and analyze the lecture /content notes so you can answer the questions that follow.
CULTURAL APPROPRIATION

Cultural appropriation is a concept in sociology dealing with the adoption of the elements of a
minority culture by members of the dominant culture. It is distinguished from equal cultural
exchange due to the presence of a colonial element and imbalance of power.

Cultural appropriation, defined broadly as the use of a culture’s symbols, artifacts, genres, rituals,
or technologies by members of another culture, is inescapable when cultures come into contact,
including virtual or representational contact. Cultural appropriation is also inescapably
intertwined with cultural politics. It is involved in the assimilation and exploitation of marginalized

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

and colonized cultures and in the survival of subordinated cultures and their resistance to
dominant cultures.
Cultural appropriation can be placed into 4 categories: exchange, dominance, exploitation,
and transculturation. Although each of these types can be understood as relevant to particular
contexts or eras, transculturation questions the bounded and proprietary view of culture
embedded in other types of appropriation.

1. Cultural exchange: the reciprocal exchange of symbols, artifacts, rituals, genres, and/or
technologies between cultures with roughly equal levels of power. Examples: Filipinos are
fond of eating fries and burgers and Americans loved adobo.

2. Cultural dominance: the use of elements of a dominant culture by members of a

subordinated culture in a context in which the dominant culture has been imposed onto
the subordinated culture, including appropriations that enact resistance. Example: Culture
of European-American were used by Africans such as dressing and speaking.

3. Cultural exploitation: the appropriation of elements of a subordinated culture by a

dominant culture without substantive reciprocity, permission, and/or compensation.
Americans are using Barong Tagalog as a regular daily wear in the beach.

4. Transculturation: cultural elements created from and/or by multiple cultures, such that
identification of a single originating culture is problematic, for example, multiple cultural
appropriations structured in the dynamics of globalization and transnational capitalism
creating hybrid forms. Example: merging and converging culture of Spanish and American
colonizers resulting to colonial mentality of Filipinos.

TRANS-CREATION

Trans-creation - is a methodology that works best when it starts at the concept and discovery
phases. It involves careful brief interpretation, back translation and detailed commenting. It is re-
creating an art into another form of art without compromising its message and meaning, rather
enhancing it to have a greater impact and reaches a greater scope of audience. (The formula:
Translation + Creation = Trans-creation)

Example of trans-creation
1. Starry Night by Vincent Van Gogh is a famous painting trans-created to Vincent (the song)
2. Historical document trans-created to Dance (festival dance)
3. Hearing the song and imagine what you hear and then make a drawing or painting out of
it. Or seeing a painting and try to make a song out of it is your example of trans-creation.

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

The Story of Ishmael “Jun” Quimpo Jr.

Friends of Ishmael Quimpo Jr. remember him as the talented

college dropout who chose to work for the poor and devote his
life to the cause of the downtrodden.

Jun Quimpo was exposed early to the student demonstrations

that characterized the turbulent days of the early 1970s. His
family lived inside Manila’s university belt and he himself went to
school at San Beda, a stone’s throw away from the seat of the
presidency, Malacan͂ang Palace. Only 13 when the First Quarter Storm
erupted, he was caught in the spirit of his time. He wanted to
participate, and started by getting involved in community organizing.
His first experience of an urban poor community was at Constitution
Hill in Quezon City (then a squatters’ relocation area, now the site of
the Batasang Pambansa).

When martial law was imposed and student councils were banned, students thought of other
means to assert their right to self-organization. At the University of the Philippines, they put up
a Consultative Committee on Student Affairs, and Quimpo, then a freshman, joined its youth
committee. Yet community work seemed to be more attractive to him.

Tatalon was another huge slum community in Quezon City and Quimpo became a member of
the Alyansa ng Maralita sa Tatalon. With a small allowance from the Share and Care Apostolate
for Poor Settlers, he went about his organizing work, discussing politics with the local residents,
prodding them to turn away from the hopelessness and idleness of their daily lives, at least cut
down on their beer-drinking sprees, and to take responsibility for their future.
Often it was through song that he expressed his views and dreams. With a guitar, he would sing
the hours away, inspiring people and making them feel strong.

After being arrested and detained for 10 days in 1976, Quimpo decided to give up college and
join the anti-martial law underground. For the next five years, he lived in the rural areas of Luzon
where he organized farmers as a cadre of the New People’s Army.

In December 1981, in the village of Kalisitan in Muñoz, Nueva Ecija, Quimpo was killed
treacherously – shot from the back several times – by someone he had trusted, a member of his
unit. He was unaware that this person was already working with the military. (Hailed as a “hero”
by the latter, the killer was said to have committed suicide sometime later.)

Jun Quimpo was then 24 years old. His family put together a collection of his songs titled “Ang
Awit ni Jun,” in his honor and memory.

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

Some of his original compositions are Kasama, Alay sa Ina, Lupang Malaon nang Aming,
Nasilayan, Pagkat ang Bukas ay sa Masa Lamang, Kahapon May Musmos Kang Pangarap,
Sanggunian, Anakbayan and more.

Here are some of the songs from “ Ang Awit ni Jun”.

Sanggunian/Anakbayan Sisa – Kailan Ka Pa Lalaya? Kasama (Kung Ako’y Masawi)

Lyrics by Jun Quimpo Written by Pol Galang, Lyrics by Jun Quimpo
Performed by Jun
Quimpo
Gumising ka sa sigaw ng Sisa, Inang walang Kasama, ang iyong mga
karamihan kapalaran mata’y
Katarungan at kapayapaan Isinilang sa sawing bayan Hindi maaring ipikit
Dinggin natin ang awit Larawan ng hapis at Makita mo sanang walang
ng taong malaya kahirapan ulap
At huwag ng mag-antala pa Naghihintay ng Ang araw kung ako’y
sa ating pananagutan katarungan masawi.
Harapin natin ang agos ng
kasaysayan Sisa, Sisa Kasama, hindi dapat
Ng ating Inang Bayan Sagisag ng Inang Bayan maglaho
Anakbayan Ngayon dinggin mo ang Ang hardin n gating Ina
daing at taghuyan Sana’y lagi itong hitik sa
Magkaisa, mga anak ng Kahit saan man may rosas,
bayan taghuyan At Yasmin kung ako’y
Ating Ina, huwag Ngayon, masdan mo masawi.
pababayaan ang ating kapaligiran
Ating usigin ang ating Hinagpis ng aping Kasama, hindi sana
kalaban mamamayan. manginig
Upang sambayanan ay Sa iyong mga kamay ang
maging lubos na malaya Kailan ka pa lalaya bayan? lakas,
Harapin natin ang agos ng Kailan ka pa lalaya bayan? Sana’y manatiling tapat at
kasaysayan Kailan ka pa? wagas
Ng ating Inang Bayan kailan ka pa? Kung ako’y masawi
Anakbayan Lalaya? Kung ako’y masawi.
Bayan?

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

Skill-building Activities
Direction: In this activity, you need to fill up your Graphic Organizer and answer the following
question below.
1. Frayer Model (Please fill up your graphic organizer based on the discussion/content notes).

DEFINITION FACTS/CHARACTERISTICS
Cultural appropriation is adapting some Transcreation works when it involves good
things from different cultures. Trans-creation interpretation and art translation
is recreating an art to another art without
deleting its main message.
Trans-creation and
Cultural Appropriation
EXAMPLES NON-EXAMPLES
Cultural dominance, exchange, and exploitation Same beliefs

2. What type of cultural appropriation is happening when Filipinos speak the English language?
Explain your answer.
Cultural dominance. Because Filipinos speak the language of another culture or country,
whether the language is universal.

3. Trans-creation : Creating a Drawing from a Song

Direction: In this activity, you need to listen to one of the songs listed below before you
answer the questions that follows.
 “Kanlungan” by Noel Cabangon ;
 “Masdan ang Kapaligiran” by Asin.
 “Bayan Ko” by Jun Quimpo

a. Describe the setting of the song. Where did it happen as described in the lyrics?
I believe it happened in a nature setting. The song mentioned plants and flowers
surrounding the characters of the lyrics.

b. What were the objects being mentioned in the song

Plants, birds, flowers, trees.

c. What is the message of the song? Is it HOPE, LOVE, HAPPINESS, or SADNESS? (This will

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

determine the dominant color in the drawing or the tone in a poem). Explain.

Hope, Love, and Sadness. The tone shows sadness. The lyrics shows
hope, because it looks like it is hoping to go back in the past to be with its
lover.
d. While listening, try to create a mental image of the song by describing the lyrics. After that,
draw the mental image that you created in the box below.

Song Title

Check for Understanding

Directions: Read each statement carefully. On the space provided before the number, write TRUE if
the statement is correct and FALSE if it is incorrect.
_____1. Cultural exchange: Filipinos are fond of eating fries and burgers and Americans loved
adobo.
_____2. Cultural dominance: Africans dress and speak like Americans.
_____3. Cultural exploitation: Barong Tagalog as a regular daily wear in the beach by some
tourists..
_____4. Transculturation: Spanish and American colonizers resulting to colonial mentality of
Filipinos.
_____5. A popular song Starry, starry Night was made from a great painting by Van Gogh is an
example of Trans-creation.

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

Check your answers against the answer key found at the end of this SAS. Write your score on your
paper.
C. LESSON WRAP-UP
Thinking about Learning
Directions: Since you are done with today’s lesson, please carefully read the question below and
give your honest answer to it.

Did you find this lesson easy/difficult/important? Were you able to meet the learning objectives?
Yes/No/Why? Explain in your own words.

Did you have challenges in today’s learning? How did you overcome those challenges??

FAQs (Frequently Asked questions)

Since we know you have questions about this lesson, we write 2 items and answer it on your
behalf so it will be clear to you. Please read the following questions and the corresponding answers
to it.
Question 1.Describe the trans-created songs to painting by Jun Quimpo, Noel Cabangon and
Asin?
The trans-created painting from song Kanlungan by Noel Cabangon is the state of environment
while they were younger, its all about the rural setting with mango tree, birds and flowers. The
trans-created painting from the song Masdan ang Kapaligiran by Asin, must show pictures of
totally decaying environment not fit for human habitation, it’s too bad that the next generation will
no longer benefit from it. The trans-created paintings from songs by Jun Quimpo is bloody red and
dying persons around the blind-folded bleeding lady dressed in red, white and blue in a cage.
These show the grim state of a country when rights and freedom is not enjoyed by people and a
dominating power abused all of them.

Question 2.What are the effects of transculturation, how did it happen?

When a particular set of people were exposed to 2 different cultures, the elements of two

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

dominant cultures were adopted by the natives. Example: merging and converging culture of
Spanish and American colonizers resulting to colonial mentality of Filipinos.

Job well done! You have reached the end of this lesson.

Answer Key
Skill-building Activities
1. Frayer Model
Direction: In this activity, you need to fill up your Frayer Model based on discussion.

DEFINITION FACTS/CHARACTERISTICS
Trans-creation is re-creating an Trans-creation - is a methodology that works
art into another form of art best when it starts at the concept and
without compromising its discovery phases. It involves careful brief
message and meaning. Cultural interpretation, back translation and detailed
appropriation is the adoption of commenting.
the elements of a minority
culture by members of the
Trans-creation
dominant culture and Cultural
Appropriation
EXAMPLES NON-EXAMPLES
A Song can be trans-created to a painting. Filipinos having the same culture
Cultural dominance, Americans dining in American restaurant.
Cultural exchange
Cultural exploitation

2. What type of cultural appropriation is happening when Filipinos speak the English language?
Explain

 When English language is being used by Filipinos, we call this cultural appropriation: cultural
dominance type because dominant culture was adopted by minority

3. Trans-creation: Creating a Drawing from a Song

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

Kanlungan by Noel Cabangon Masdan ang Kapaligiran by Asin Bayan Ko by Jun Quimpo

a. Describe the setting of the song a.Describe the setting of the song a.Describe the setting of the song and
and where did it happen as and where did it happen as where did it happen as described in
described in the lyrics? described in the lyrics? the lyrics?
Answer: It happened in the Answer: The current period where Answer: In happened when Phils.
province where they spend times people are destroying the Was not free and held captive by
together while they are young. environment in the name of colonizers/dictators,
progress.

b. What were the objects being b. What were the objects being b. What were the objects being
mentioned in the song? mentioned in the song? mentioned in the song?
Answer: Mango tree, flowers and Answer: The blue seas becomes Answer: Gold and flowers, she is like
plants, sea shore, birds, black, the polluted air, the dying a bird in a cage, dreaming to be free.
trees and the babies that will no
longer enjoy clean air.

c. What is the message of the song? c. What is the message of the song? c. What is the message of the song? Is
Is it HOPE, LOVE, HAPPINESS, or Is it HOPE, LOVE, HAPPINESS, or it HOPE, LOVE, HAPPINESS, or
SADNESS? (this will determine the SADNESS? (this will determine the SADNESS? (this will determine the
dominant color in the drawing or dominant color in the drawing or the dominant color in the drawing or the
the tone in a poem). tone in a poem). tone in a poem).
Answer: happiness, love and Answer: Sadness. Color Black/blue Answer: Pure sadness and hope to
sadness. Color is red, then blue be free. Color is black

The above songs are patriotic songs and it tells about the Philippines’ state of environment and
political suffering in the hands of colonizers, or a dictator that denies human rights and freedom,
she is not a free country but dwells in pain and most people are tired of abuses and hopes to be
free someday. The country is likened to a bird in cage that wanted so much to be free. Drawing
includes the images of a blind-folded bleeding woman in red, white and blue, in chains near to dead
bodies who are also in chains, or it can be an image of a bird in cage with red, white and clue feathers
dreaming of a flying white dove. Other songs can be an image of a dying person in chains dreaming
for freedom.

Check for Learning

1. True
2. True
3. True
4. True
5. True

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 ART 002: Art Appreciation
Teacher’s Guide: Lesson #14

TEACHER-LED ACTIVITIES
A. If this session happens to be a face-to-face, in-classroom learning session:
 Collect completed work in the SAS.
 Allocate your contact time with students to individual or small group mentoring, monitoring,
and student consultations.
 You may administer summative assessments (quizzes, demonstrations, graded recitation,
presentations, performance tasks) during face-to-face sessions.
 You may also explore supplementary activities that foster collaboration, provided that social
distancing is observed.
 You may provide supplementary content via videos, etc.
 It is important to remember that students who cannot make it to face-to-face, in-classroom
sessions for health and safety reasons, should not be given lower grades for missing in-class
activities and should be given alternative summative tests.

B. If this session happens to be an at-home learning session for the students:

 Check and grade collected SAS and other input from students.
 Schedule phone calls/virtual calls/virtual chats to individual students or small groups of
students to monitor work, provide guidance, answer questions, and check understanding.

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