LEARNING RESOURCE

SPA - MUSIC

Introduction to Heritage
Grade 8 – Quarter 1
LEARNING RESOURCE for MUSIC

INTRODUCTION TO HERITAGE
Grade 8 Quarter 1

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this Learning Resource are owned by their respective copyright holders.
Reasonable efforts have been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the National Commission for Culture and the Arts

Development Team of the Learning Resource

Writer: Arvin Manuel R. Villalon
Editor: Jose S. Soliman, Jr.
Cover Illustrator: William Matawaran
Layout Artist: Arvin Manuel R. Villalon
Management Team: Marichu Tellano and Henrietta Kangleon (NCCA),
Tanya P. Lopez (PerfLab)

For inquiries or feedback, please write or call:

NATIONAL COMMISSION FOR CULTURE AND THE ARTS
633 General Luna Street, Intramuros, Manila
E-mail: [email protected]
Trunkline: (02) 85272192 8527-2202 8527-2210 8527-2195 to 97 8527-2217 to 18
 FOREWORD

Welcome to this Learning Resource for Music.

This Learning Resource was developed by experts from the National Commission for Culture
and the Arts as a reference to aid you in developing rich, meaningful, and empowering
learning in the creative fields. Every effort has been exerted to produce a Self-Learning
Learning Resource that incorporates the most fundamental elements and principles of each
discipline, while providing a spiraled, scaffolded, and multi-sensory approach to allow you to
explore your innate creativity while building discipline and rigor inyour chosen discipline.

Each lecture, activity, or reflection here is designed to be meaningful. Each one designed to
build from the previous one, and each one with the objective of building up for the next skill
or competence. We hope that you will find these activities challenging but empowering, and
that your potential as a Filipino artist and Creative is further enhanced and inspired.

These Learning Resources take into consideration the various limitations and challenges
brought about by the current situation and provide you with the flexibility to manage content
and pace to your individual needs while maintaining standards for creativity, embodying 21st
Century skills, and aspiring towards artistic excellence. Beyond compilations of dry
information, these Learning Resources seek to develop Higher Order Thinking Skills of
Analysis, Evaluation, and Creation.

If you are planning to use this Resource as a facilitator or teacher, you are expected to guide
and orient your learners in the proper and efficient use of this Learning Resource. Most, if not
all activities, will entail exploration, investigation, and experimentation, as such it is imperative
that you, as the facilitator, establish the guidelines which will allow your students to be
creative but within responsible, safe, and academically-sound limits. Your guidance and
mentorship is expected and encouraged throughout the learning process.

We look forward to your journey as an artist, MABUHAY!

 INTRODUCTION AND OBJECTIVES

Dear Readers,

In this Learning Resource, you will be introduced to the basic concepts of heritage. The
theme for Grade revolves around heritage. Our musical heritage is important and there is a
need to study, appreciate, practice and safeguard what we have received from the past.

At the end of this Learning Resource, you will be able to:

• Explain what is heritage

• Assess the music resources of your community
• Uderstand the basics of cultural mapping
• Create a cultural map depicting the music heritage in your locality

The Learning Resource may be used for, and is applicable to, the following DepEd Code:

SPA_MU8-Ia-1

SPA_MU8-Ib-2

SPA_MU8-Ic-3
 Lesson Personal and Social
Dimensions of Culture and
1 Arts (Week 1)

In Grade 7, you were exposed to the language of artistic and creative

expression, elements of music and the foundations for voice or instrument-playing all
in the context of performance. For this grade level (Grade 8), you will apprecite how
your community can be a source of music. Lesson 1 will introduce you to what is
cultural heritage and how this is located in the various dimensions of the society at
large.

ACTIVITY 1

i. Look at the figure, Personal and Societal Dimensions of Identity. Fill-in the Table by
providing a word, phrase or sentence to describe each dimension of your identity.

The guide questions will help you answer each dimension.

Sex Gender Social

Age Health Sex/
Disability

Personal and Social Dimensions

of Cultural Identity Civil Status
Income Bracket

Language Ethnicity Geographic Ability/

Social Civil
Nationality Generation
Reliigon
2. In the table below, read the definition of each dimension and on the column for
answer, describe each dimension of your personal and cultural identity. Write your
answers on your notebook.

Personal Dimensions Answer

1. Age – the number of years you have lived since

your birth
2. Sex – your being male or female assigned to you,
based on the sexual organ at the time of your birth
3. Gender – your sexual identity or preference which
may or may not be based on your sex
4. Health – description how healthy are you. Write
down if you had experienced health concerns such as
illnesses, operations, in the past
5. Disability – do you have any diagnosed physical or
psychological disability? If you have write how you
feel about it.
6. Civil Status – describes if the person is single,
married or separated

Social and Cultural Dimensions Answer

7. Income Bracket or Class–classification based on
your family’s income bracket.
8.Religion – refers to the group you belong to in
terms of a belief in a higher Being or God
9. Language-Dialect – the spoken word at home or in
your community. You may write more than one.
Describe how much you know about your language.
10. Ethnicity – the social group where you belong to
usually based on language or cultural practices. On
a bigger scale this means race. For example your
answer can be: I am Chinese or Tagalog
11.Nationality – the country which you belong to.
Write down if you have mixed citizenship or ancestry.
12. Generation – pertains to the specific period and
time you grew up. For example those born in the
60s were called baby boomer, or the 70s as
generation x. Describe what makes your generation
different from other generation.

3. After answering each dimension, what does it say about you as a person? Right a
short essay (maximum of 400 words) on what you have realized about your personal
and community dimensions of cultural idenity.
The Concept of Identity

We have a personal awareness of who we are. At the age we when begin to become
conscious of the things around us, we begin to ask and seek answers to the fundamental
question, “Who am I? Your answer can be as simple as giving out your name, or telling
somebody about your values, thoughts and emotions. For others the quest for the answers
might be through self-reflection.

Culture as a Source of Identity

Culture and the arts can be sources of one’s identity. Yet the concept of culture is a
big concept since it covers all aspects of our lives. The UNESCO (2008) describes culture
as follows:

Culture comprises the whole complex of distinctive spiritual, material, intellectual and
emotional features that characterizes a society or social group. It includes not only the arts
and letters, but also modes of life, the fundamental rights of the human being, value systems,
traditions and beliefs

According to Ajay Bhatt, culture has the following importance for the individual and for
the group:

A. Importance to the individual:

(1) Culture distinguishes human from animal. It is the culture that makes you human. It
regulates a people’s conduct and prepares him/her for a group life. Without culture people
would be forced to do everything on his own, which would have meant a loss of energy.

(2) Culture provides solution for complicated situations. Culture provides guides for difficult
situations. Culture not only defines but also determines what we eat and drink, when to
sleep, when to laugh etc.

(3) Culture provides interpretations to certain situations. Through culture the human gets
traditional interpretations for many situations according to which he determines his
behaviour. For example, if a cat crosses his way he postpones the journey.

(4) Culture shapes personality. No child can develop human qualities in the absence of
cultural environment. Culture prepares the human being for group life. It is culture that
provides opportunities for the development of personality and sets limits on its growth.

B. Importance for the group:

(1) Culture keeps social relationships intact. Culture has importance not only for individuals
but also for the group. Culture prepares the human being for group life. Group life would
have been poor, nasty, and short if there had been no cultural regulations. Group solidarity
rests on the foundation of culture.
(2) Culture teaches a person to think of himself as a part of the larger whole. It provides him
with the concepts of family, state, nation etc. and makes possible the coordination and
division of labor.

(3) Finally, culture also creates new needs and drives, for example, thirst for knowledge and
arranges for their satisfaction. It satisfies the moral and religious interests of the members of
the group.

Arts are means to express culture. As an expression it takes various forms such as
music, dance, theatre, visual arts, literary arts including integrative arts that combine two or
more forms. This is much common in traditional and indigenous arts. If you look deeper into
the artistic expressions it may even reveal various aspects of the culture of the people such
as the reflection of the environment, history, values and beliefs systems including spirituality.

Let us take the example of the jeepney, a popular public transportation of Filipinos.

Source:
http://media.photobucket.com/user/Cal_Jennings/media/Eros/jeepney.jpg.
html?filters[term]=jeepney&filters[primary]=images&filters[secondary]=vid
eos&sort=1&o=0

The jeepney has been so influential that it has been called the king of the
roads. It has influenced even music. Read the lyrics of the 70’s song Manila, Manila
by the Hotdogs as you listen to the music. Many would find the song familiar since it
was used in the recent Southeast Asian Games last 2019. Try to browse the net for
the music: https://www.youtube.com/watch?v=iY0Lqvvm2GA
 Maraming beses na kitang nilayasan
Iniwanan at iba'ang pinuntahan
Parang bababeng ang hirap talagang malimutan
Ikaw lamang ang aking laging binabalikan

(Quiapo Quiapo Quiapo, isa na lang ah, aalis na. Para!)

Manila, I keep coming back to Manila

Simply no place like Manila
Manila, I'm coming home

I walked the streets of San Francisco

I've tried the rides in Disneyland
Dated a million girls in Sydney
Somehow I feel like I don't belong
Hinahanap hanap kita Manila
Ang ingay mong kay sarap sa tenga
Mga jeepney mong nagliliparan
Mga babae mong naggagandahan

Take me back in your arms Manila

And promise me you'll never let go
Promise me you'll never let go

Manila, Manila
Miss you like hell, Manila

No place in the world like Manila

I'm coming here to stay!

Read more at http://www.songlyrics.com/hotdog/manila-lyrics/#lXpAviXopRxyiyJ4.99

Lesson
What is Cultural Heritage?
2

Since art is contextualized according to one’s environment or social milieu as

they call it, as a budding artist you may want to learn more about the different facets
of your identity as found in your environment. This requires a degree of sensitivity to
your surroundings, to the events happening in your community.

Now this requires a deal of research. In the succeeding weeks, you will be
introduced on how to conduct cultural research through the process of cultural
mapping. Hopefully, an artist who is grounded with the knowledge of his community,
will be able to draw inspiration in the creative process. Before you go into the
process of how to map your cultural resources, you need to understand the concept
of heritage.

Cultural Heritage

Republic Act 10066, or the National Heritage Law defines heritage as totality
of cultural property preserved and developed through time and passed on to posterity
(In Villalon, et. al 2020). UNESCO (2007) defines heritage as legacy of physical
artifacts and intangible attributes of a group or society that are inherited from past
generations, maintained in the present and bestowed for the benefit of future
generations.

Heritage performs several functions such the following:

a. Identity - Our heritage is a source of pride. Likewise if you know your history, you
have a sense of rootedness. In the first week you have learned about the
personal and social dimensions of identity. Heritage being part of one’s ethnicity
which can cover language and expressions of culture give a person’s sense of
identity.

b. Education and Values: Heritage is a repository of what is important for any

culture and hence it can contain values. For example, the Tagalog region has a
custom of saying po or opo to signify respect towards the elders. This custom
reflects family values of respect and devotion to the older generation. Likewise
heritage is part of your lesson content in many of your subjects such as history,
music, arts and even science.
 c. Pride: Nations take pride of the heritage they have. For example Belgians have a
beer culture tradition that is practiced by everyone during occasions and festive
events. We take pride in our old churches and mosques or antiques that your
family own which are considered as heirlooms.

d. Expressions of Diversity and Freedom: Heritage comes in different forms and

expressions. These actually reflect diversity, or the condition of a society where
there are multitude of beliefs and its expressions.

e. Bequests to Future generation: Heritage is meant to be passed on. Therefore it is

a gift to the younger generation by the older generation. As a gift, a lot of
communities have benefited from the heritage that has been protected and
preserved up to the present generation. For example, the city of Vigan, is visited
by tourists every year because of the well-preserved Spanish Colonial Houses.
This provides jobs and income to the locals.

So what makes something a heritage. Unless declared by the

government, the heritage laws presumes that an object or a structure can be
considered a heritage if it is more than 50 years of age. As a summary what
makes it a heritage, are based on four factors:

a. Time or Age – the older a heritage is the more valuable

b. Significance to a community – people protect what they value. A heritage should
have a significance to the people

1. Natural Heritage - comprises the unique land

formations and water bodies situated in an outstanding
ecosystem of the locality that includes the iconic flora and
fauna which are considered as having scientific, aesthetic
and cultural importance;

www.explora.ph
2. Tangible Immovable heritage - refers to both
immovable cultural properties with historical, archival,
anthropological, archaeological and artistic or architectural
value. Examples of these are old buildings, monuments,
sites, and heritage houses from different periods of time.

www.youtube.com
3. Tangible Movable heritage - refers to movable cultural
properties with historical, archival, anthropological,
archaeological and artistic or architectural value.
Examples of these are objects such old furniture,
archives, artwork, coins, jewelry, costumes.

www.youtube.com
4. Intangible cultural property includes oral traditions and en.wikipedia.org
expressions, performing arts; social practices, rituals and
festive events; knowledge and practices concerning
nature and the universe and traditional craftsmanship that
are found in the locality.

5. Personalities - pertains to outstanding men and women

who are known for their significant contribution in the
history and development of the community;

www.youtube.com
6. Cultural Institutions refer to public or private
organizations or institutions that work for the preservation
or promotion of culture, including, but not limited to
schools, museums, libraries and archives, churches, art
galleries, among

en.wikipedia.org

c. Protect, Preserved or Safeguarded – an object or practice is considered

heritage if it has withstood the test of time. If the people protect and
continue to do their practices and pass these on to the next generation,
then it can be considered a heritage.
Categories of Cultural Heritage

Cultural Heritage can be Cultural Center of the Philippines

classified according to categories. (www.lonelyplanet.com)
By classifying heritage,
conservationists can better define,
analyze and protect a particular
heritage. At the end of this lesson
you shall identify why music is
considered a heritage.

Cultural heritage can be

further considered as a cultural
property. Cultural property shall
refer to all products of human creativity by which a people and a nation reveal their identity;
and Natural history specimens and sites. Cultural property can be public or privately-owned,
movable or immovable, and tangible or intangible

The Philippine Framework classifies heritage according to two major categories:

Tangible Cultural Property refers to cultural property with historical, archival,

anthropological, archaeological, artistic and architectural value and with exceptional or
traditional production whether of Philippine origin or not, including antiques and natural
history specimens with significant value.

Intangible Cultural Property shall refer to the peoples' learned processes along with
the knowledge, skills and creativity that inform and are developed by them, the products they
create and the resources, spaces and other aspects of social and natural context necessary
for their sustainability. This shall refer to the practices, representations, expressions,
knowledge and skills, as well as the instruments, objects and artefacts associated therewith,
that communities, groups and individuals recognize as part of their cultural heritage. From
this framework, we can enumerate the Major Domains of Cultural Heritage:

Assessing Significance of Cultural Heritage

If all objects, practices, buildings are more than 50 years or more, does it mean that
all can be considered heritage? What is your answer? You are right, not all can be
considered heritage. So how do we narrow down properties as heritage properties? This is
determined by the assessment of significance.

For a cultural property to be significant or important, it should be tested according to

the different kinds of significance. Significance means a cultural property’s or practice’s
historic, aesthetic, scientific, social and spiritual value for the past, present and future
generations. Cultural significance-setting is fundamental in the conservation process. You
preserve or conserve what is important for you.

Read and try to understand the different kinds of significance to prepare you for the
activity at the end of the reading.
1. Historical significance: the property or practices is attached to a significant event
that happened in the past. In fact, the age of a monument or an old building
indicates historical significance. It is a witness to the events that happened in the
community. For example the Gabaldon building in your Central Elementary
School is one of the oldest structure in town. Your father or mother may have
graduated from these halls.

2. Aesthetic or artistic significance: refers to the artistic value of the heritage being
observed. Use the elements of the arts to analyze if the heritage has this artistic
value. For example, the parade of saints during a procession has its own
aesthetic significance. The carved figures made of ivory; the play of lights and
the music played by the band add to its artistic value.

3. Socio-political and spiritual significance: refers to the contribution of the heritage

property or practice to the social, political or spiritual life of the community or
country. For example the 100-year-old acacia tree is a meeting place of people
for many generations. This is located in the town plaza, also a heritage site
which has a political significance because this is where public announcements,
proclamation of elected officials are made. The mosque has a spiritual
significance to the Moro people.

4. Scientific significance: the heritage property is important as far science and

research is involved. Many of the natural heritages have scientific value. For
example the Underground River in Palawan boasts of endemic flora and fauna
which is very important in understanding cave and underground river habitat.

5. Economic significance: refers to the contribution of the heritage to the wealth,

income of the community. For example a mother cells the traditional bibingka.
She was able to send all her children to school because of this tradition.

So how do you assess significance? We need to collect information or data

about the heritage through various methods which you will learn next week. After
getting the data make a statement, which is a paragraph or two about what is the
significance of the property and why? The example shows how this is done:
 Palayok
Type of Heritage: Tangible
Movable
Brief description: The palayok is
the traditional clay pot of the
Filipinos used for cooking.
Significance:
a. Historical: It is the cooking
utensils of the ancestors of
Filipinos
b. Social: People gather in front
of the cooking pot to help in
the cooking which also
includes the sharing of stories
by members of the family
www.pinterest.com c. Economic: makers of the
palayok earn from selling

ACTIVITY 3.

Identify one heritage item for each 5 domains (natural, immovable, movable,
intangible, personality or institution). Get a picture of the heritage property,
interview members of your family or through online chat get in touch with members of
your community to get data. Briefly describe the heritage item and your assssment of
the significance similar to the example shown above. The maximum points for this
activity is 50 points.

Poor Fair Good Very Good

Choice of Property is There are Property is Property is
heritage not heritage doubs if the accepted as accepted by
propery No photo; property is heritage. region and
including photo incorrect a heritage. Quality of nation as
(10 points) photo Photo is photo is heritage. Clear
unclear good. and good quality
of photo

1 point 4 points 7 points

10 points
Brief Description is Description Description Comprehensive
description (15 lacking just focused contains the description
points) on the basic important
information elements.

3 points 7 points 11 points 15 points

Assessment of Assessment Assessment Assessment Assessment is
Significance is incomplete; is lacking; containts the comprehensive
(20 points) data cannot some data important and supportive
justify the are missing elements; by data
assessment basic data
are included
5 points
10 point 15 points 20 points
Referencing (5 No Incomplete Some References are
points) references references references complete
were made

0 points 2 points 3 points 5 points

Maximum 9 points 23 points 36 points 50 points

Points per
category
Lesson What is Cultural Mapping?
3 (Week 3)

The Heritage Law or Republic Act 10066 states that communties, through their
government officials shuld have an inventory or a collection of the heritage resources in their
community. The inventory can be achieved through participatory cultural mapping which is
an approach used to identify, record and use cultural resources and activities for building
communities.

“Cultural Mapping is a process of collecting, recording, analyzing and synthesizing

information in order to describe the cultural resources, networks, links and patterns of usage
of a given community.” (Hagen, Canada Toolkit).
Why is called mapping?

Maybe you are wondering why is it called mapping. Mapping means you try to locate
or find the heritage resources in a community. Remember there are some heritage that need
your protection and preservation. So how can we protect, if we do not not have any
information. So mapping is a form of research about culture.

How is this related to Music?

As an SPA student, music is an intangible heritage and you have to find many of the
music practices in your community that need to be preserved. For example, there are folk
songs in your community that need to be recorded and perhaps notated so that this can be
passed on the next generatiomn.

What are basic steps in cultural mapping? (The who what, when, where, why and how)

1. Preparation phase: in this stage, the members of your community composed of elders,
government officials and artists plan on how to to do the cultural mapping. They decide how
long (when) it will take, the location (where) they will cover and the people who will be
involved in the project.

2. Review of the key concepts of heritage: The community will understand Why it is
important to conduct cultural mapping. Review what you have learned in Lesson 2 on the
domains and the assessment of significance.
3. The community will now identify which among the different heritage resurces that should
be mapped and what specifically to map. They can choose from the many categories that
you have learned last week.

4. Mapping does not stop only after you have identified your targets. You need this time to
do research so that you will be able to describe the heritage and assess the significance.
The next lesson under this module will teach you the different maping methods.
5. You write your research and compile all that you have collected.

6. The community can decide what to do about the data that was collected. They can
propose ways on how to protect their heritage.

Methods of Cultural Mapping

There are several methods of cultural mapping. However for someone like you who
is just starting, you have to learn just the basic methods which are enumerated and
explained below:

1. Interview

Interview is a research method where the researcher asks questions to the informant
about a certain topic. This can be done through: a) Formal interview – where you have
ready questions before you face the person; or b) Informal –wherein the flow of question and
answer is just like a conversation. You based your follow-up questions on the response of
the person. In an interview, the person doing the research is called the interviewer while the
person who answers is called the interviewee.

Interviews may be conducted one-on-one or in a group. A group interview has advantage

over the individual interviewing because Filipinos usually like to talk with the group. However
if the questions are more private or sensitive, a one-on-one interview is the best approach.

When interviewing two or more informants we call this the focused group discussion
(FGD). During the FGD, participants may freely answer the questions posed by the
researcher/s. It is important during FGDs that there is a documentor to write the participants’
responses. So when you do cultural mapping it is better if you work with your classmates.

Interviews can be face-to-face or if there is a problem with distance or health concern,

interviews can be held through telephone or videoconferencing.

2. Participant Observation

Participant Observation is a research method in which one learns about a culture through
social participation and personal observation within the community, as well as interviews and
discussion with individual members of the group over an extended stay in the community.
This method can be quite useful especially in documenting intangible heritage. For example
if you want to document a folk dance, the cultural mapper (that’s you!) does not only watch
the dance but they actively engage with the community by actually performing the dance with
them. The result is you gain a deeper understanding of the heritage practice that is being
documented.

Another example, when mapping cuisine (cooking), the researcher actually takes part in
the preparation of ingredients, the actual cooking and serving of the finished product. As a
method, participant observation is also an effective means to build rapport (bonding) with
members of the community. Participation or pakikilalahok is much appreciated by Filipino
communities for it means that the researcher is willing to understand and take part in their
cultural practices.
 3. Document Studies

There is research about the heritage conducted in the past. Many of these were
published in a book, magazine or any other printed form. Some can even be accessed
through the Internet. Document studies involve doing research through the written materials
about what you want to study. In fact before you do the methods discussed above, it is best
to do a review of studies or research made in the past. You can visit the local library or
browse the net for resources. Just do not forget to acknowledge the source or sources.

How do you record your data in cultural mapping?

Recording is very important when doing cultural mapping. You have to take down
notes about what the interviewee or respondent is saying. You can also record this using a
recorder or even your cellphone. If your study is about music or any other performing arts or
one that involves a process, you take photos of each step or take a video to capture the
process. Make sure that before you record ask permission from the respondent. Some are
not willing to have their photos or videos taken. Before you leave share, with the
respondent/s what you have gathered. This is a form of checking if you have understood
what they were saying. It can also be a chance for them to add more data to your interview.

Observing Ethics in Cultural Mapping

Before you do the actual mapping you have to observe the basic ethical principles.
This means you will have to tell the people you are collecting data about the what, why and
the how of the project. This is the principle of informed consent. You also have to ask if they
are willing to participate and the things they will share can be written and shared to other
people. This is the principle of consent. So by being honest to people whom you might
interview or observe you are getting their informed consent. Another principle is honesty.
You have to tell the truth if you did not understand what they are saying and if what the data
that you collected is correct. The principle of safety means that you avoid exposing yourself
or people to danger.

Music and Cultural Mapping

What is the classification of music in terms of its heritage domain? If we refer to

a musical instrument that has a heritage value since it is quite old, then the musical
instrument can be classified as a tangible movable heritage. If you associate music in terms
of a performance hall such as CCP which is close to 50 years, then the music hall is a
tangible immovable heritage. If you map the biography of National Artist for Music, Andrea O.
Veneracion of the Philippine Madrigal Singers, then music is subsumed under the domain of
personality. If you talk about an old instituion or organization related to music such as a
marching band which was established during the 1900s, that organization is definitely a
heritage under significant institutions. And by association, music can be related to the
natural heritage as well such as the enumeration of the vegetables in the song, “Bahay
Kubo”. Now if we describe music as a performance or as part of a social practice (such as
singing for weddings or funerals), then music becomes an intangible heritage. Technically,
UNESCO puts music under the category of the intangible heritage.

ACTIVITY 2. MAKE A VISUAL TARGET OR A CULTURAL MAP

1. Draw a map of your Region.

2. Identify one heritage item found in your region per category/domain. Remember the
domains include natural, tangible immovable, tangible movable, intangible,
personality and institution. Try to choose heritage items related to music. For
example you may choose the bamboo plant for your natural heritage because it is a
material for making musical instruments.
3. Search a picture and locate where these heritage items are found and make lines or
arrows to show it.
4. Make a brief description of the heritage items. You will now use any of the methods
that you learned such as interview, document studies, participant observation to write
your description.
5. Include an assessment of significance in your work.
6. Now you have made a cultural map of the significant cultural heritage of your region
that is focused on music

Rubrics:
Poor Fair Good Very Good
Choice of heritage Property is not There are Property is Property is accepted
property including heritage doubs if the accepted as by region and nation
photo (5 points) No photo; property is a heritage. as heritage. Clear
incorrect heritage. Quality of photo and good quality of
photo Photo is is good. photo
unclear
5 points
0 point 2 points 3 points
Brief description (20 Description is Description just Description Comprehensive
points) lacking focused on the contains the description
basic important
information elements.

5 points 10 points 15 points 20 points

Assessment of Assessment is Assessment is Assessment Assessment is
Significance (20 incomplete; lacking; some containts the comprehensive and
points) data cannot data are important supportive by data
justify the missing elements; basic
assessment data are
included
5 points
10 point 15 points 20 points
Referencing (5 No references Incomplete Some References are
points) references references complete
were made
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References:

Bhatt, Ajay (2020). What are the important functions of culture Retrieved from

Brigino, R., et. Al (2012). The Nature of art. (pp. 1-19) In Philippine Art and Culture.
Quezon City: Anvil Publishing House.

Muus, Rolf (1996). Chapter 3. Erikson’s Theory of Identity Development (pp 42-57).
In Theories of adolescence. New York: McGraw Hill.

Villalon, A,, Labad, L., Horfilla, N. (2020). Cultural Mapping Toolkit

Manila: National Commission for Culture and the Arts

https://www.preservearticles.com/sociology/important-functions-of-culture/1900