Professional Documents
Culture Documents
“Panitikan”
&
“MINDANAO”
In the Eyes of its People
First Day
Introduction
Workshop Goals
Workshop Objectives
Activities
Group Study and Theatre Program
Literary Dialogue
Rationale
Relevance
Examples
What is literature?
Different forms of literary works/literature
Poetry (narrative, lyric and dramatic)
Prose
Essays
Short Stories
Strategy: Lecture/Inputs, assignment, ice breaker activities (getting to know you!), drawings
Material: Power point presentations
Assignment: Research for a Mindanawon Story (legend, poems, myths, short stories (etc.)
Second Day
Analyzing folk stories based on values, lessons learned, ideologies, psyches and
frame of thinking promoted and presented.
Application of stories to present life situations using experiences.
Third Day
Fifth Day
Assignment: Choose a folk literature story, transform to what form (poem, epic, narrative, short
story, essay, prose) and make a presentation with all the alterations made in the story, if there are
things (scenes, characters, events) that you felt need to be changed.
Sixth Day
X. Culminating Activity
Title of Seminar-Workshop
“Literary Dialogue”
First Day
Introduction
Question: What do you think media does to you? Observe the programs that you have been
watching. What do they do to you as a person? Do the programs you watch transforms you, help
you in a way to become a better person? What kind of media do we have right now?
Focus of the 3-year program of TBCMP is entitled: The Revival of Traditional Media within
Modern Mass Media in the Media Education Program of the Carmelite Media Ministry in
Carmelite Mission Areas.
Aetatis Novae: affirms that mass media “by no means” detract from the importance of
alternative media, which are open to people’s involvement and allow them to be active in
production and even in designing the process of communications itself.
The Church rather “must take steps” to preserve and promote folk media and other traditional
forms of expression, recognizing that in particular societies there can be more effective than
newer media in spreading the Gospel because they make possible greater personal
participation and reach deeper levels of human feeling and motivation.
Other advantages: Grassroots and traditional media not only provide an important forum for
local cultural expression but develop competence for active participation in shaping and
using mass media.
Theatre, song and dance, puppets and marionettes and popular art are traditional forms of
popular expression that have enabled people to transmit wisdom and values from one
generation to the next.
From the Lima Declaration: pledged to promote by the most imaginative and practical means
the indigenous production of news, messages and programs as well as their use, exhibition
and distribution to struggle for the just and self-evident goal of establishing real public
services and to stimulate broader and better communication services, promoting in particular
participation by women and ensuring, as well, the presence of every sector of society,
including religious political, ethnic and other minorities.
Remember: integrating traditional and modern mass media (service each other and both are
important) and modern media function as supplement to traditional media.
Goal: Emphasize both “education for media” through its project on media literacy education
and “media for education” by utilizing traditional and modern media for classroom and
training instruction.
The integration of modern media as supplement to the revival of traditional media for the
enhancement of critical and discerning stance on the contents of the messages presented to
media readers, listeners and viewers within communities through media literacy education.
Workshop Goals:
1. Develop within the participants a critical audience of all forms. In viewing, any type of
media content – works of art, printed news and publication, broadcast programs on
TV/radio and films.
“Critical audience – confronted by all forms of media content, audience must have the
ability to evaluate and judge these contents based on their own set values, beliefs and
outlook in life and be ready to question, reject, accept the values and ideologies
presented.”
2. Network and cooperate with your community (encourage the setting up of local theatre
group) in terms of helping in the solution of community problems as youth of today.
Workshop Objectives:
1. Introduce the TBCMP Group Study and Theatre Program and the concept of literary
dialogue.
2. Develop basic skills in contextualizing literary forms within the participant’s locality
(application) with the help of theatre functioning as motivation.
3. Form a local theatre group that can be used in times of need readily available to the
community.
4. Help TBCMP in developing the concept of literary dialogue and the group study and
theatre program by suggestions through the evaluation.
Activities:
Highly-interactive
Ice-breaker questions: practicing your English and spontaneity in expressing oneself.
In-depth analysis and contextualization of folk literature. (Practice for critical skills)
Content analysis of media artifacts – works of art, ads, songs and TV/radio programs.
Meditation and reflections.
Literary dialogue: discussion, dialogue, presentation and debate/ panel discussion,
critiquing, alternative ending solutions.
Description
Folk media (theatre included) are comparatively cheap. They do not have to be
imported and therefore involve no foreign exchange, a scarce commodity except
for oil kingdoms,. They belong to the community and not to individuals, state or
private/public industry. There is no threat of cultural colonialism and foreign
ideological domination.
As an indigenous form, theatre helps further cultural explorations into the psyche
and value systems of a people.
Folk Media are not quaint relics of the past but vigorously active and highly
functional cultural institutions performing functions vital to the well being of
society: they provide entertainment, disseminate information, inculcate socially
accepted norms and values and perform a general socializing function.
Target Groups
Rationale
Need for critical analysis of all media content, not only electronic media such as
radio, film and television
Appropriate time for appreciation and contextualization.
How to use this indigenous literary culture into something useful which help
people manage their life and develop their principles and attitudes in life.
Enable people to appreciate indigenous culture.
Form of media education which develops critical stances through analyzing,
interpreting these literary pieces.
In theatre: it is another way of affirming life’s lessons and convictions.
It appeals to the senses of the audience, touch their emotions which enables them
to reflects on life and enjoy its simplest pleasures. It gives them an immediate
capture of into life’s social, economic, spiritual and moral underpinnings through
realizations depicted in the drama/play.
Develop new ideals and positive worldviews.
How to best employ folk media in community development?
Recognizable vehicle for social education and consciousness raising.
As an educational tool, theatre can help deepen the powers of comprehension and
memory. If the people are involved in creating plays their understanding of the
issues can be deepened.
Theatre:
Procedure
Prepare: Materials to be used for the month (legend, fable, short story, “kwentong bayan”,
poetry and folk literature)
Included also in the processing is to prepare alternative story endings that would
possibly respond to the problems of the community. This will be in the form of
again a mini play to presented on the second week session then to process it again.
This would serve as a problem solving exercise for the community wherein all are
given a chance to participate.
Sample Routine:
Literary Dialogue
Contextualize the literary piece for daily use. Evaluate the literary piece according to your
own set of background and find out if the literature is promoting right/wrong values.
(Example: “Moodal Viduthailai” – liberation from superstition)
I. Folk Media
Modes of communication that are capable of producing social change on a scale, and at a
pace, different from those associated with the mass media.
Criteria: indigenous, low cost, accessible to people, capable of being managed by them,
participatory, capable of influencing consciousness and raising awareness, using minimum
and appropriate technology and producing change that is self-generated or endogenous rather
than externally directed or exogenous.
Places Places
(geographical) (in time, life cycles or course of the year)
marketplace initiation rites
streets and street crossing marriages
forums and assemblies burials
religious institutions customs related to planting
voluntary groups or cooperatives & harvesting
selling & exchange for rainy & dry
seasons or fiestas
1. Simultaneous Dramaturgy – social issue; main problems raised, reached a crisis and need
a solution; actors stop the performance and ask the audience to suggest solutions;
audience intervene, writes the scenario on the spot which the actors then perform
following the audience’s suggestions.
2. Image Theatre – everyone involved is asked to express their views on a topic of common
interest, without speaking, using only the bodies of other participants to sculpt groups of
statues in such a way that opinions and feelings become self-evident; creations by others
are accepted and then the final form is studied by all; ideal form, new image (exact areas
of change are observed); exercise in carrying out change in one’s society.
3. Forum Theatre – present a play about social problem; people are asked if they agree with
the solution presented, various opinions are expressed, the play is presented again, but
this time the people are invited to intervene and change the action of the play; evokes in
the people a desire to practice in reality the act they have rehearsed in theatre.
Literature:
Forms:
Essay – short piece of expository prose which attempts to shed some light on a restricted
subject of discussion
Short Story – compressed and rapid often bringing into focus a single event dealing with
a single outstanding character. (Edgar Allan Poe – The Cask of Amontillado)
Legend
1. The Great Giant
2. How Lake Mainit Came About
3. Agasan or Where the Water Flows
4. From Solibao to Surigao
5. Bien Vista
Tales
1. The Snail and the Shrimp
2. Why he is called Datu
3. The Short Lived Volcano at KM. 2
4. The Mantaring of KM. 2
5. The Enchanted Cave
6. Engkanto
7. Santilmo
8. Locring’s Strange Sow
9. Logger No More
10. The Fisherman’s Secret
Questions posted:
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(5 points each)
Assignment: Research for a mindanawon story (legend, poems, myths, short stories)
Bring a malong, banig or anything that you can lie yourself with for tomorrow’s
activity and coloring/art materials.
Second day
Activity 1:
A. Questions to be asked:
Individual
Initial impressions about the presented contents
What do they mean to you?
What symbols do you see that mean something to you?
What values, ideologies are highlighted in the content?
What does it do to you as person?
(5 points each)
Group
B. Same questions different contents to be presented in a creative presentation.
(20 points/group)
(30 points/creative presentation)
IV. Contextualizing Folk Literature
Activity 2:
Group Discussion/Sharing
What are the lessons you have learned in the story?
Application: contextualize the story based on your set of values, ideologies, psyches, outlook in
life and you own realities. What do you think are the lesson in which we can learn from and
apply in life.
Plenary
(20 points/group)
Individual
Practicing your creativity:
Find a nice, clean spot where you can lie down. When you have found the place, settle yourself
and be aware of all the sounds around you. Then, slowly, close your eyes. Slowly, make yourself
in tune with your heart only your heart. Listen to its beating. Leave behind all the sounds you
hear – the tricycle motors, sound from the radios, children playing, neighbors chatting, tolling of
the church bell and all others. Concentrate on your breathing and the beating of your heart. Then
from afar, amidst the darkness you see, there’s light! You go towards that light. . . .what did you
see? Is it your perfect dream getaway? How does it look like? (ten minutes) . . .
Slowly, open your eyes, breathe deeply and start standing and going back to your original places.
Activity 4:
Group
A. Stories with words
(Sarap Pumasok sa Paaralan)
Group
B. Picture stories
(I don’t like to eat)
(20 points/group)
Third day
Activity 1:
Each group will be assign one story. They will analyze, contextualize the story they have.
Include some knowledge about the story in case they have or history. After 30 minutes of
discussion, they will be forming a panel opposite another group. They will present what they
have discussed and the other group after. Then, they will question each other based on the
readings and presentation they have. If debate occurs, then it is most welcome.
Activity 2:
Stories Presented:
Legends
Tuwaang, Hero of Kuaman
Our Lady of Dinagat
The Legend of Pedro Matabat
The S’iring
Mindanao: the Origin of its Name
Myths
The Bukidnon Ascension to Heaven
The Creation of the World
Why the sky is high?
The Origin of the Stars
The Legend of Libungan River
The Legend of Lake Pinamaloy
The Legend of Diwata Mountains
Thunder and Lightning/Rainbow
Each group will choose a legend or a myth. With its supernatural characters and superstitious
beliefs of myths and legends, the group will try to contextualize the story and discuss it within
themselves the values presented in the story. Then they will try to modify the story and create it
to fit the modern setting. The story may change but the essence or the meaning that the story is
trying to convey remains. They may change the scenes and characters into modern day
characters.
In-depth discussion
Presentation into a role playing (various forms like interpretative dance, drama/role playing, talk
show, debate are all accepted) will be done the next day.
Critiquing of the presented play (content-wise) will also be done. Each group will have to come
up with alternative solution endings after they have watched the play.
Fourth Day
Each group should watch and critique the other group’s presentation. Each should have
alternative solution endings based on the presented issues, values on the play. The group who
performed will choose among the other groups the alternative solutions that they best liked and
perform that suggested solution.
(20 minute-presentation)
(20 points/group presentation)
(30 points/chosen solution ending)
Fifth Day
Activity 1:
Choose a folk literature story. Transform the story to any form you would choose (poem, epic,
narrative, short, essay, prose) using any form of creative presentation. You are allowed to modify
the literary piece – scenes, characters, events – anything that feel should be changed.
You should come up with a presentation showing the issue that you are able to find from the
literary story which will be beneficial you think for your community and the people.
Sixth Day
After the presentation, the group will explain the alterations made in the story and its relevance
to their community.
(20 minutes/group)
(40 points/group)
Seventh Day
Culminating Activity
1 PM (Social Hall)