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Comparative Analysis of the Implementation of the Special Program in the Arts Curriculum in the Selected Node Schools in the Bicol Region
Transcript of Comparative Analysis of the Implementation of the Special Program in the Arts Curriculum in the Selected Node Schools in the Bicol Region
Special Program in the Arts
CSNHS SPA After the Study
As history unfolds, mankind developed the art of civilization which became the basis of future norms, practices and even governance.
Arts and culture, together with literature and history speak of our humble beginnings and must be preserved for they stand as our symbol of uniqueness or identity as individual or as a group.
A man may know everything else, but without his knowledge of culture, he remains ignorant of the best intellectual and moral achievements of his own race (Nathan, 2010).
Article XIV Section 14 of the 1987 Philippine Constitution calls for upholding of arts and culture as stated,
“The state shall foster the preservation, enrichment
and dynamic evolution of a Filipino national culture
based on the principle of unity in diversity in a climate
of free artistic and intellectual expression.”
The DepEd, an agency that primarily employs the use of pedagogy, holds the greater responsibility of “planting the seeds of culture” to every learner.
Through Memorandum No. 135 Series of 2001 issued by the then DECS, Implementing Guidelines for Pilot Implementation of the SPA were provided to fifteen (15) public secondary schools nationwide. There are seven (7) areas of specialization enumerated: Vocal Music, Instrumental Music, Visual Arts, Theater Arts, Creative Writing, Media Arts and Dance.
Availability of funds or finances to cover the expenses in activities related to arts and culture
No venues for promotions
Dwindling enrollment in the arts curriculum
Poor performances in institutional, regional and national competitions and conferences and the diminishing of interest of future trainers in continuing the program
Provisions of Allocations for the Node Schools
Art, the subjective concept of an individual, group or society which embodies reflection of life has been part of us, whether we know or not, whether we like it or not
Inclusion of Research in Culture and the Arts in the SPA Curriculum :
“Feminism in Bicol Poetry”
Inclusion of Research in Culture and the Arts in the SPA Curriculum:
“LAGAYLAY: Religious and Socio-Cultural Rites in the Municipality of Canaman”
Inclusion of Research in Culture and the Arts in the SPA Curriculum
“Eliezar Francis Fernandez: Man, Mentor and Musician”
Implementation of the Inter-Disciplinary Classes for the 1st and 2nd Year Students
Mapping of the Local Cultural-Icons and It’s initial Publication to the NCCA:
SPA Research Classes visited Holy Rosary Minor Seminary and Penafrancia Museums as part of their cultural and heritage mapping activity.
Inclusion of Classical Violin as Additional Major in Instrumental Music
Inclusion of Animation as Additional Major in Visual Arts
Community Extension Services
Annual Conduct of “ Gintong-Sining” Awards Night and Bicol Quiz Show
IF IT IS POSSIBLE IN THE PILOT SCHOOL, MORE SO WITH THE NODE SCHOOLS.....
Department of Education, SPA, and NCCA
Graduate Diploma in Cultural Education
Comparative Analysis of the Implementation of the Special Program in the Arts Curriculum in the selected Node Schools in the Bicol Region
Statement of the Problem
This study will compare, analyze and evaluate the extent of implementation of selected Special Program in the Arts Curriculum Node Schools in the Bicol Region for S/Y 2013-2014 with emphasis on creative skills, staff and curriculum development.
Specifically, it will answer the following problems:
1.) What are the different arts specializations and relevant
activities offered by the selected SPA Node schools in the
2.) What is the extent of implementation in terms of student’s
creative skills, staff and curriculum developments and status of required facilities among the selected SPA node schools?
3.) Are there significant differences in terms of the extent of
implementation among the selected SPA node schools?
4.) What problems were encountered and what initiatives were
done to improve the implementation of the SPA Curriculum?
Scope and Delimitation
This study will determine the extent of implementation of five (5) SPA Node Schools of the region in terms of students’ skills development, staff development, curriculum development and required facilities for school year 2013-2014.
Selected node schools include Aroroy National High School (Masbate Province), Pilar National Comprehensive High School (Sorsogon City), Marcial O. Ranola Memorial High School (Albay), Baao National High School (Camarines Sur) and Vinzons Pilot High School (Camarines Norte).
The study will cover the seven (7) art areas of specialization as implemented in five (5) node schools mandated by the DepEd for the SPA Curricula namely: Vocal Music, Instrumental Music, Dance, Theater Arts, Media Arts, Visual Arts and Creative Writing. Respondents will be 140 students with seven (7) trainers including the SPA school coordinator, one (1) MAPEH Department Head, one (1) school administrator/principal per school and the division program supervisor and/or the division cultural coordinator.
The extent of skills development of the seven (7) art areas, related programs and activities as well as their curriculum innovations, staff development, status of required facilities, problems encountered and the initiatives done for the improvement of the program implementation will be evaluated.
There is a significant difference in terms of creative skills development, staff and curriculum development, and status of required facilities among SPA node schools in the region.
1. The SPA Curriculum node schools promote programs
and activities sustaining cultural ideals and traditional
practices as well as maximum creative skills
2. The SPA Node Schools of the region complies with the
needed DepEd requirements for special program in the
3. The SPA Node schools of the region encountered
problems in the program implementation and
conducted initiatives for its improvement.
Definition of Terms
Creative Skills Development
Extent of SPA Curriculum Development
National Commission for Culture and the Arts (NCCA)
Skills and Competencies
Creative Writing Skills
Media Arts Skills
Visual Arts Skills
Special Program in the Arts Curriculum (SPA)
Nemko (2013) - raised a question on continuing to teach things that even good students usually forget the day after the test.
Review of Related Literature and Studies
Strickland (2012)- offered a curriculum framework as a model for planning and implementation which can be adapted to K-12
Cheung (2012) stresses that in spite of the different roles played by each stakeholder in the curriculum reform, the perceptions of the school principals, curriculum leaders, and teachers were very similar with regards to the factors that facilitated and hindered their succesful implementation of the reform
Torralba (2009) stated that heritage is the cultural expression of a given community and is woven in it, that heritage is us; it bonds the past and the future.
Angara (2009) stressed that preserving one’s culture and history is also a way of preserving Filipino identity.
Irivwieri (2009) conluded that one is prompted to say that the Creative Art education of a child should be such that will make him see knowledge as a totality, a way of life rather than living.
Frances Alter (2009) stressed that quality arts education can produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children.
Fox (2008) emphasizes that through art activities like using reproductions to expose children to masterpiece art, taking field trips to local museums to provide opportunities for art appreciation, providing access to a classroom art center in which children choose their own topics and media, displaying children's artwork in a classroom gallery and involving families in the art program, young children will develop abilities and skills that have application in many other areas of the curriculum.
Susan Jo Russell (2004) states that in the past, curriculum materials have been considered either incidental to bringing about profound change in classroom teaching and learning or a panacea for by passing the shortcomings of teachers
Sebastian (2012) stated that the efficient and effective implementation of the Special Program in the Arts curriculum depends on a great deal on the support system that is provided to the schools
Boncodin (2012) found out that SPA Curriculum has a low performance in Mathematics, Science and English
Sorellano(2011) found out that insufficiency of textbooks are the major problems of Special Program in the Arts Implementers of Bicol Region and finding ways and means in sourcing acquisitions of textbooks is the major concern of the academe
Arocco (2011) revealed that in terms of AACCUP evaluation, documents showed that the program responded positively to its standard with a mean of 91.95% compliance and granted Level II accreditation status.
Narvadez (2011) revealed the strong need to include the teaching of culture into various educational institutions and that teachers through the SPA curriculum play a very important role in the transfer of heritage and cultural practices through the teaching and learning processes
Watterson (2010) recommended and found out that there were several characteristics of a successful tourism identity that respectfully balance a complex heritage with the co-modification necessary to sustain in the present
Martinez, et al. (2009) found out the objectives of the SPA Curriculum to SPA students of MORMS (Marcial O. Ranola Memorial School), as an SPA node School, is to preserve the cultural awareness and have an advance knowledge, concept and skills in various fields of specialization namely: theater arts, dance, music, creative writing, media arts and visual arts
Vermeulen (2009) revealed that few teachers in the Arts and culture area are qualified in more than one art form
Peat (2009) concluded that a considerably improved and co-ordinate effort from all of the stakeholders in the province and the country was required and that with properly structured, and or accredited in-service training, support and resources, educators have the potential to deliver the type of learners the National Curriculum Statement Arts and Culture Learning Area envisages, namely learners who are creative and critical thinkers who are truly competent and globally competitive.
Nebres (2008) stressed that education plays a key role in the twin tasks of identification and early development of future artists and enhancement of cultural literacy of Filipinos in order that the arts and culture become part of their daily lives
Mison et al. (2008) suggested that the government and schools must encourage and support the publication of Bicol Literary materials as they are found to be rich sources of information on Bicol values and practices
Coble-Neal (2008) found out that the data captured and analyzed demonstrate how teachers are continually experiencing the process of re-professionalization as a consequence of sustained critical reflective practice and the imposition mandated curriculum reform
Mucavele (2008) revealed that school leadership is an essential factor in assuring the presence and maintenance of all the necessary conditions for successful implementation of the new curriculum
Christopoulou (2008) concluded that the primary school curriculum in Greece should include visual culture
Makhwathana (2007) identify the effects of curriculum changes in primary schools at Vhumbedzi Circuit, Limpopo, focuses on issues which influence educators implementing curriculum changes, in-service training is recommended to assist necessary adjustments to curriculum changes
Spillane (2007) affirmed that heritage is whatever a group or individuals deems worthy enough of preservation and transmission to the future
Alvina (2007) stated that it is sad to note that while there are many budding Bikolano writers who can write in Bikol, they lack avenues for publication of their literary works and therefore dampened their enthusiasm that they just opted to write either in the Filipino or the English language
Naick (2006) stressed that the integration of environmental education in the school curriculum posed and still poses many problems such as lack of resources, lack of in-service training etc
Sumayo (2005) stated that the aim of folk literature is not only for entertainment but also for cultural enrichment of both the listener and the reader
Sanga (2004) recommended the following: (1) the curricular offering of the school should be made congruent and if possible complementary to the patterns of the locality for the Lubuagan youth to appreciate their heritage and cultural identity, gain knowledge and understand their community’s culture, and (2) that the cultural practices and beliefs of the Lubuagan should be preserved through proper observance and documentation for the community member, school administrators, teachers and other interested readers to understand the characteristics of the Lubuagan people, and continue the beneficial practices.
Taggart, et al. (2004) found that nearly all of the 21 countries, states in their international study had similar aims for the arts and culture curriculum
Ozturk (2003) revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels.
Vidal (2003) concluded that cognitive affective and psycho-motor skills development are contained in the Millennium Curriculum and have conformed to the four pillars of education namely learning to learn, learning to be, learning to do and learning to live with others.
Mabesa (2003) concluded that program implementation together with close supervision of administrators will definitely enhance the development of pupils’ critical thinking skills.
State of the Art
Vidal (2003), Mabesa (2003), Peat (2009), Narvadez (2011), Sorellano (2011), Sebastian (2012)
highlighted the need in improving the curriculum and suggested ways in accomplishing this such as monitoring and assessment.
Arocco (2011), Vermeulen (2009), Coble-Neal (2008), Mucavele (2008), Christopoulou (2008), Makhawathana (2007) and Ozturk (2003)
stressed the need for curriculum development in keeping the learning process abreast with the modernization and globalization. They also pointed out the importance of facilities and equipment in improving features of a curriculum.
Boncodin (2012), Nebres (2008), Mison (2008), Naick (2006), Sumayo (2005) Sanga (2004), and Taggart (2004)
emphasized the importance of arts and culture as well as applying innovations in the optimum development of future artists and culture preservation agents.
The descriptive design will be used for the profiling and characterization of the respondents and their responses.
Descriptive-comparative design will be applied to show the significant differences of the extent of implementation in terms of student skills’ development, staff and curriculum development and status of required facilities of the Special Program in the Arts.
Focus Group Discussion (FGD) will also be employed to validate the responses of the teacher, trainers, administrators, coordinators, head of schools, cultural coordinators and students on the problems encountered and initiatives conducted in the effective implementation of the Special Program in the Arts Curriculum Node Schools.
The target population will be the SPA students enrolled at the selected SPA Node Schools in the Bicol Region for S/Y 2013-2014 namely Aroroy National High School (Masbate Province Division), Pilar National Comprehensive High School(Sorsogon City),Marcial O. Ranola Memorial High School (Albay), Baao National High School (Camarines Sur Division) and Vinzons Pilot High School (Camarines Norte Division).
Moreover, the population of this study will also cover SPA teacher specialists/trainers, school coordinators, MAPEH Department Heads, School Heads, and Division Education Program Supervisors or Cultural Coordinators.
Purposive sampling will used in the selection of the sample respondents.
The respondents will be 140 SPA students per node school for S/Y 2013-2014, 20 per area of specialization regardless of their class size. As mandated in the Implementing Guidelines, a maximum of 50 students per class shall be organized per year level; therefore, the researcher assumed that the school has a minimum of 200 enrollees for the school year 2013-2014.
The students will be represented proportionally by all the areas of specialization namely: dance, vocals, instrumental, creative writing, visual arts, media arts and theater arts from 1st year to 4th year level regardless of age and sex. The breakdown of respondents is shown in Table 1.
Profile of Research Population
This study will have three (3) groups of respondents: the SPA students, the SPA trainers handling subjects in the SPA Curriculum and the administrators of the program in the different node schools of the region for S/Y 2013-2014. Tables 1, 1a, 1b will be used to present the research population.
It will also include seven (7) teacher specialists of the arts, 1 school coordinator, 1 MAPEH department head, 1 school head per SPA node school or the Education Program Supervisor/Division Cultural Coordinator as the case may be to further justify the extent of curriculum implementation, problems encountered and initiatives conducted for the effectiveness of the program and showcase best its practices.
The questionnaires will be the major instrument of the study. The competencies, activities and content for each of the arts specializations were all based from the DepEd Memorandum No. 135 Series of 2001 otherwise known as the Guidelines in the Pilot Implementation of the Schools Implementing the SPA Curriculum.
Part 1 of the instrument will deal with the personal characteristics and information of the student respondents such as the year level, age, gender, area of specialization, ordinal position, among others.
Furthermore, the instrument will also deal with the characteristics of the teachers and administrators. Characteristics such as the educational qualification, current position, major field of specialization, number of years in the service, arts specialization taught, age, gender, number of years handling the SPA, and the number of years implementing the curriculum.
Part 2 will be items on the arts specialization, relevant activities and curriculum innovations offered by the different node schools in region.
In this specific part, the respondents will be asked to check which arts specializations and relevant activities being offered by their school and to specify curriculum innovations that should be included in the list.
Part 3 will be items related to the extent of implementation of SPA node schools in terms of students’ creative skills development, staff and curriculum development and required facilities.
The extent of SPA Curriculum Implementation will be rated by the respondents based on a 5 point scale. They will be asked to check a number which describes the extent to which the specific provisions are met or achieved.
The 5-point scale will be described and interpreted as follows: 5, very extensive; 4, extensive; 3, moderately extensive, 2, fairly extensive, and 1, inadequately extensive.
On the different problems encountered and initiatives conducted, respondents will be asked to check which problems are encountered and what initiatives were done in the effective implementation of the curriculum and to specify others which should be included.
Lastly, the students will also be asked to express how they would like the SPA curriculum be implemented in their school.
The questionnaire will be validated by experts in the field of culture, arts and curriculum development to establish validity, congruency, consistency and reliability. Their answers, opinions, suggestions and reactions will be considered in the final revision of the instrument.
The descriptive statistics to be used will be the mean, frequency counts, ranks and percentage in describing the respondents and their responses.
The one-way ANOVA or Analysis of Variance will be used to show the comparative analysis of the extent of implementation of the SPA Curriculum in the different node schools of the Region.
Survey Questionnaires for Implementers
Survey Questionnaire for SPA Students