DPSA

CULTURE AND ARTS EDUCATION PROGRAMS

"FILIPINO IN MIND, HEART AND SOUL"

VISION

LAKE SEBU NATIONAL HIGH SCHOOL FOR THE CULTURAL AND ARTS IN THE DIVISION OF SOUTH COTABATO ENVISIONS EXCELLENT GRADUATES CRETIVELY PRODUCTIVE, RESPONSIBLE, AND LEADING MEANINGFUL LIVES WITH AESTHETIC POTENTIAL AND RENEWED SPIRITUALLY COMMITTED TO THE PRESERVITOIN OF FILIPINO CULTURE AND HERITAGE.

MISSION

REDISCOVER, PRESERVE AND PROMOTE PHILIPPINE CULTURAL HERITAGE PRODUCTION ARTISTIC FILIPINO CITIZENS OF THE COUNTRY RESPONSIVE TO THE NATIONAL EXCELLENCE AND GLOBALIZATION.

Goals

By the year 2009, Lake Sebu National High School for Culture and Arts shall be.

1. A self-sustained continuing program on culture and arts.

2. Organized a pool of artist in music, dance, visual arts, theater, literature, architecture, and other related arts.

3. Mobilized resources through trainings, workshop, exhibit, festivals, shows and competition promoting cultural awareness, understanding and appreciation among communication, domestic and international tourist and stakeholder.

4. Promoted Philippines cultural heritage in the young generation.

5. A pro-active educational culture and arts organization.

6. Preservation of tribal and non-tribal cultures, festivals and traditional and infrastructure such as houses and other structures of aesthetic, cultural and historic significance.

7. Recognized High School in the Arts by the Department of Education.

FOUR (4) KEY PROGRAMS

I.CULTURAL EDUCATION LESSON EXAMPLARS

Integration of T'boli cultural and arts either in the Makabayan subject or a separate in lieu of the competencies issued by the Department of Education.

OBJECTIVE:

1.To enhance students learning competencies through understanding local paradigm and concepts in Makabayan subject.

2.To make learning the best awakening the soul, hearts and minds through interjecting its own culture relevant to their everyday of lives.

3.To attained better understanding and appreciation of T'boli literature and its tribal identity and existence.

4.To arouse in them the appreciation of the different tribal arts and its role to tribal identity and existence.

5. To acquire knowledge and skills that skills that will help articulate their ideas and about tribal issues emboldening them to become critical to current issues that directly and indirectly affects their issues .

6.To be sensitive of the various tribal experiences this will enable them to acquire values that will make them responsive to the realities of the world.

II.SPECIAL PROGRAM IN THE ARTS

This is a comprehensive secondary education program centered in the Arts covering a range of art forms and discipline.

OBJECTIVES:

1.To develop students with special inclination in arts.

2.To develop students to express their ideas and feelings through their chosen art forms.

3.To develop a sense of nationalism through deepened appreciation of Filipino culture and arts

4.To develop aesthetic awareness and perception.

5. To develop the general skills and attitudes, the habits of heart and mind preparation for life work in postmodern society regardless of their chosen carrier.

III.TRIBAL LIVELIHOOD EDUCATION

One of the electives in the Technology and Home Economics III&

focused on tribal crafts and technologies.

OBJECTIVES:

1.To gain deeper understanding and acquisition of skills of the different tribal crafts and its compositions.

2. To develop practical skills applicable in today's societal needs.

3. To preserve and integrate traditional crafts and technologies in agriculture, home economics and entrepreneurship and is various creative expressions as a dynamic part of schools vision.

4. To improve and modify traditional resources indigenous to the locality that can be source of living for the purpose of survival.

IV: SCHOOL CULTURAL TOURISM

Establishing a cultural tourism within the school experiencing their heritage and distinctive character or a place that will be a tool for cultural awareness, understanding and heritage preservation.

OBJECTIVES:

1. To encourage the students to become more completely into possession of their rich treasure of cultural heritage.

2. To conduct an inventory of cultural resources in the locality.

3. To enhance or diversify school location through development and packaging of cultural tourism products such as activities, facilitiesand services.

4. To develop and implement training programs relative to cultural development.

SPECIAL PROGRAM IN THE ARTS HISTORICAL SKETCH

The Special Program in the Arts of Lake Sebu National High School is a school initiative program for students with potentials or talents in the Arts by the virtue of the National Commission for Culture and Arts (NCCA) through the Department of Education that there will be one pilot high school in every region to implement the Arts curriculum. Such program is now on its fifth year of implementation, however, not all division in the region has the arts school.

Lake Sebu National High School as a cultural inclined and cultural enriched location initiated the offering of the said program for all selected students. It is the best suite for the study of culture and arts.The fact that it is seated at the heart of a culturally acclaimed municipality, Lake Sebu ,grounds and memorable promises were considered:

1.     It reminds the visit of former Secretary Ricardo Gloria in 1994 and promised to put up
         the Philippine National High School for the Arts and at present, the two-hectare land
         bought by the Local Government Unit is in idle intended for this purpose.

2. The loosing extreme of the T'boli culture and being Filipino as a whole in the young generation shall be taken an immediate action.

3. Lake Sebu with same set-up of Mt. Makiling, Los Banos , Laguna in which the only Philippine High School for the Arts is located.

Furthermore, Lake Sebu National High School is fertile ground for merging the past and the present as public institution. A potential catalyst for harmony and growth among diverse communities of Lake Sebu regardless of tribe may its T'boli or Visayans and personality. With the spectrum and auspices, the coordinator, no other than Mr.Jennifer B. Tupasafter his training in Culture and Arts Management at Institute for Culture and Arts (NCCA) last October 2002 proposed the program to the former Principal, Mrs. Florencia I. Carmen towards cultural excellence and submmited proposal to the said commission, the SPECIAL PROGRAM IN THE ARTS, one of the component of the Culture and Arts Education Program of the Institution. It started with an experimental set-up with the majors offered such as Dance, Theater, Visual, and Music in which the selected students were taking the subjects during MAPEH period through the independent study. After so much preparation, the project with the NCCA with the experimental set-up has been granted which was the basis of the formal implementation of the program offering though its full Arts Curriculum through the total support of Mrs. Leolyn A. Simora, the Principal with the approval of Dr. Maria Nenita T. Golez with two sections for the SY 2005-2006 with disciplines offered such as Dance, Theater, Visual and Creative Writing in lieu of Music due to the teacher unavailability.

The experience however had place a strain on the resources that Special Program in the Arts has managed to build up through the years. Yet the crisis occurred due to lack of counterpart the program that created much worries for its sustainability. Now it must contend with aspirations that making our own effort, we can truly be what we are that what it is expected.ected.ected.ected.ected.

CURRICULUM DESIGN

TRADITIONAL PERFORMING ARTS

FIRST YEAR:

FIRST GRADING:

1. Kamalayang Pangkatawan

2. Pangunahing galaw

3. Sukat, Direksyong at mga elemento ng galaw

4. Kombinasyon ng mga galaw lokomotor at di-lokomotor

SECOND GRADING:

1. Pangunahing posisyon ng kamay at paa sa Katutubong sayaw

2. Mga katawagan sa Katutubong sayaw

3. Hakbang sayaw sa palakumpasang 2/4

4. Hakbang sayaw sa palakumpasang

THIRD GRADING:

1. Mga kombinasyon ng mga hakbang sayaw (Creative Folk Dance)

2. Payak na mga sayaw sa palakumpasang 2/4 at

FORTH GRADING

1. Sayaw sa palakumpasang 2/4

2. Sayaw sa palakumpasang

SECOND YEAR:

FIRST GRADING:

1. Katutubo at Etnikong Sayaw ng T'boli

a. Kasaysayan

b. Kahalagahan at Panlipunang Katuturan ng sayaw

c. Mga Kasuotan, Kagamitan at Musika

d. Batayang Hakbang

SECOND GRADING

1. Pagsasayaw ng mga Katutubo at Etnikong Sayaw

a. Sayaw sa Pamayanan

THIRD GRADING

1. Mga piling Katutubo at Katutubong sayaw

FORTH GRADING

1. Iba pang mga piling Katutubo at Etnikong Sayaw

THIRD YEAR:

FIRST GRADING:

1. Katutubo at Etnikong Musika ng T'boli

a. Kasaysayan

b. Kahalagahan at Panlipunang Katuturan ng Musika

c. Mga Kagamitang Pangmusika

d. Batayang Ritmo

SECOND GRADING:

1. Pagtutugtog ng mga katutubo at Etnikong Musika

a. Musika sa Pamayanan

THIRD GRADING:

1. Mga piling Katutubo at Etnikong musika

FOURTH GRADING:

1. Iba pang mga piling Katutubo at Etnikong musika

FOURTH YEAR:

FIRST GRADING:

1. Mekanismo ng Pagsasaentablabo

a. Estilo at Nuances sa Sayaw

b. Mga Kaugnayan sa Kagamitan sa Sayaw

c. Lugar ng Pagdadausan

SECOND GRADING:

1. Mga Elemento ng Sayaw

a. Katutubong Sayaw

2 . Kristiyano

3. Etniko

b.Pamantayan ng Galaw ng Sayaw

c.Pagpapanimula at Pagkatapos ng Sayaw (Entrance/Exit)

THIRD GRADING:

1. Mga elemento ng epektibong Produksiyon ng Katutubong Sayaw

FOURTH GRADING:

1. Pananaliksik ng mga orihinal na sayaw na di-nakalimbang at local na konteksto