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1. K TO 12 ART for GRADE 7
FOURTH QUARTER : UNIT IV – SCULPTURE
MODULE 7 : SCULPTURE
Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD
Time Allotment : 4 sessions or 240 minutes
Lesson Summary
ART HISTORY ART CREATION ART APPRECIATION ART CRITICISM
Sculpture during this
period was largely
religious and served
as the visual aids for
the friars in their
mission to convert the
Filipinos to
Christianity: thus, we
had figures of Jesus,
the Blessed Virgin
and altars carved with
niches for saints.
However, the
Filipinos’ indigenized
the fiestas and the
religious figures
(Sto Niño, San
Nicolas, San Isidro
Labrador, etc) and
the colorful folk art
and decoration:
Christmas parol
Lenten palaspas
Tinapay ni San
Nicolas, taka ng
Paete, balot pastillas
ng Bulacan,
Kiping ng Lucban
Create a Historical
and Cultural Matrix
of the:
sculptures,
architecture during the
Spanish period in
your town or place,
the religious festivals
observed and the
décor they use.
Interview, take
pictures and talk to
craftsmen and
artisans who still
create these artforms
that began during the
Spanish period, who
are living in your area.
Write a detailed
description of the art
forms and sculptures
that began during the
Spanish period that
are still being
practiced in the
present times.
Describe:
The design
The colors used
Materials used
Event it is used for
Where is it found
Who creates them
Compare the
sculptures found in
the Philippines which
were created during
the Spanish period,
and similar sculptures
in other European
countries – indicate
similarities and
differences.
VOCABULARY
Santos - are carvings of religious figures, usually of wood, created during the Spanish
Period. Sometimes, the hands and face are of ivory. Their clothes were
Intricately embroidered and at times, contained precious stones.
Taka are papier mache figures of animals or persons, made as decoration and sold
During religious harvest festivals in places like Paete, Sariaya, Lucban.

2. K TO 12 ART for GRADE 7
FOURTH QUARTER : UNIT IV – SCULPTURE
MODULE 7 : SCULPTURE
Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD
Palaspas are young palm fronds, braided, woven and decorated for the ritual on the
Lenten Palm Sunday to remember the entrance of Jesus by waving the
palm fronds at the beginning of the mass.
Kiping are brightly colored leaf-shaped décor hung together like a chandelier to
decorate the houses in Lucban, Sariaya and other nearby towns in
celebration of a good harvest in thanksgiving to San Isidro Labrador.
ART ELEMENTS and PRINCIPLES
Relief when saintly figures are carved on wood (as in retablos or altar pieces)
they are done in bas relief (low relief) or high relief, which means they
protrude from the wood.
Repetition shapes and colors are repeated as seen in the kiping in the feast of
San Isidro Labrador.
MATERIALS
For the interview of an artisan or craftsman, the students need to bring tape recorder,
camera or if possible a videocam so they can record not only the words and the face
of the craftsman but also how he works and the artistic products he creates.
For the cultural mapping, the students need the same materials.
PROCEDURE
1. Ask students what they think the Spaniards left with the Filipinos. What
are some of the practices, beliefs, rituals and festivals we have that
were influenced by the Spaniards?
2. Ask them to read the Learning Guide (Module 7 Sculpture, Lesson 2-
Philippine Sculpture during the Spanish Period, page 118-120) and comment
on the pictures of the different religious statues of the Sto. Niño, the
Mahal na Birhen and the Nazareno. Let them describe the attire, and the
feastdays of these three figures and in what province or city they are
celebrated. What religious figures are found in your barrio, province?
3. Divide the class into geographic groups (those living close together belong to
one group) and have a Cultural Inventory or Cultural Mapping of their place –
indicating the sculptures and architectural buildings in their place.
(Let them use the Matrix in the Learning Guide page 121).

3. K TO 12 ART for GRADE 7
FOURTH QUARTER : UNIT IV – SCULPTURE
MODULE 7 : SCULPTURE
Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD
4. Once they have completed their Cultural Inventory, let them present this
before the class. They can include drawings and pictures of the sculptures
and buildings they located in their place.
Their report should include the following:
a. sculpture’s description
b. place and location
c. material it is made of and its height, description
d. artistic style
e. artist/craftsman who made it
f. historical or religious significance.
The completed Cultural Inventory can be displayed in the classroom for
others to read and learn from.
5. INTERVIEW OF A LOCAL ARTIST or CRAFTSPERSON (groupwork)
This is a good opportunity for students to discover and honor a local artisan,
artist or craftsperson. It could also be a group of craftspersons.
It would be good to set an appointment before the interview.
The group can bring the following so they can share their interview:
a. tape recorder – to get the answers of the craftsperson verbatim.
b. Camera - to capture the image of the artist and his works
c. Video cam – to record the artist at work and record the different
phases of his work, and the different works he/she
has done.
(it would be commendable for the group to get
A sample of the work of the craftsperson to share
With the class).
6. The group shares their interview with the craftsperson to the class
through the taperecording; pictures of the craftsperson and his/her
works and crafts; maybe a video or film of how he/she works.
7. It would be wonderful if the group can invite the artist or craftsperson
to actually come to the class and present his some of his works!
This is a great opportunity for the students to encounter an artist
face to face. Or, if possible, for the class to visit the artist and show
appreciation for his works.

4. K TO 12 ART for GRADE 7
FOURTH QUARTER : UNIT IV – SCULPTURE
MODULE 7 : SCULPTURE
Lesson 2 : SCULPTURE DURING THE SPANISH COLONIAL PERIOD
ASSESSMENT AND SYNTHESIS
1. Create a common cultural map of one’s province, city or place and locate the
different sculptures, architectural works and crafts based on the group work
and reports, in the particular street or locality.
It should answer the need of newcomers and tourists: What cultural artifacts
and icons can I see here in your city, province or barrio?
2. The students should go beyond the information provided by the usual
tourist brochures and handouts.
3. Create a Cultural Newsletter of the sculptures, religious festivals and
Craftsmen/women in the barrio, province or city based on the reports given.
The different groups can be assigned to do a page each.