Week 2-Lesson 2-Literature during the Spanish Period Grade 12

Phil. Lit during Spanish Period

1. SIR EMMANUELLE SALVADOR, LPT LITERATURE DURING THE SPANISH PERIOD THE EVOLUTION OF PHILIPPINE LITERATURE Week 2- Lesson 2

2. LEARNING OBJECTIVES At the end of this lesson, students should be able to; 01 To identify the geographic, linguistic, and ethnic dimensions of Philippine literary history during the Spanish colonization; 02 Identify representative texts, genres, and authors of the Spanish period; 03 To appreciate the contributions of the canonical Filipino writers to the development of national literature;

3. LEARNING OBJECTIVES At the end of this lesson, students should be able to; 04 To situate texts in the context of the region and the nation; 05 To explain the biographical and sociocultural contexts and discuss how they enhance the texts meaning and enrich the reader’s understanding; and 06 To explain the relationship of context with the text’s meaning.

4. MOTIVATIONAL ACTIVITY

5. Identify the missing letters to complete the appropriate word based on the picture.

6. 1. K_M_D__

7. 2. P_S__N

8. 3.__T_CH__M_

9. 4. S___WE__

10. 5. S___K_L_

11. 6. D___R_NA C_RI__IANA

12. 7. NO__NA_

13. LESSON PROPER

14. The arrival of the Spaniards signaled the transition to written literature. Indeed, the native oral tradition was de-emphasized as new languages and composition modes of literature were introduced.

15. Religious traditions-another cornerstone of the Spanish legacy- were clearly reflected in the literature from the 17 th century to the 19 th century.

16. The first book printed in the Philippines was the Doctrina Christiana , which was published in 1593. This prayer book had both Spanish and Tagalog texts. Ladinos , writers who were proficient in both local and foreign tongues.

17. Pasyon was a work that has proven to endure the test of time; to this day, devout Catholics recited the pasyon eagerly during the Lenten season.

18. Aniceto de la Merced’s El libro de la vida

19. Gaspar Aquino de Belen's Ang Mahal na Passion ni Jesu Christong Panginoon Natin na Tola

20. Gaspar Aquino de Belen’s Casaysayan nang Pasiong Mahal ni Jesucristong Panginoon Natin na Sucat Ipag-alab nang Puso nang Sinomang babasa

21. Religious lyric poems included complimentary verses and meditative verses. These complimentary verses served a double purpose: to draw readers and to teach Spanish language to the Filipinos.

22. Meditative verses were found in novenas and catechisms. Ex: “Dalit sa Caloualhatian sa Langit na Cararatnan nang mga Banal” by Francisco de Salazar

23. Meditative verses were found in novenas and catechisms. Ex: “Salamat nang Ualang Hoyang ” by Pedro Suarez Ossorio

24. Verses in novenas and catechisms tended to be written in the poetic form dalit , an early form that resembles free verse, in that there is no fixed rhyme or meter, save for some octosyllabic four-line stanzas.

25. Dalit Patron namin , San Francisco, Kami po ay toroan mo. Pagkilala , pag mamahal , At paglilingkod sa Dios.

26. The Spaniards brought a variety of dramatic forms to enrich Philippine theater. These forms included sarswela , the sinakulo , and the komedya . It is evident that, even in the genre of drama, religious themes continued to be dominant.

27. The sinakulo dramatized the pasyon , in that it was a live-action simulation of Christ’s passion and death.

28. Moro- moro / comedia de capa y espada , battles between Christians and Muslims – itself a longstanding issue-was dramatized.

29. Tibag presented the story of St. Helena’s search for the Holy Cross.

30. Forms of religious narrative prose included the tratado (polemical tract). the ejemplo (exemplum), and the dialogo (dialogue).

31. Ex: (Dialogue) Pagsusulatan nang Dalauang Binibini na si Urbana at ni Feliza by Modesto Castro, who published his work in 1864.

32. There was also the proliferation of biographies of saints, prayer books, and religious tales. In addition, a number of didactic narratives were published side by side with the teachings of religious narrative poetry.

33. Didactic Narratives Si Tandang Basio Macunat – Fr. Miguel Lucio (1885) Ang Bagong Robinson by Joaquin Tuason (1879). Ang Bagong Robinson by Daniel Defoe (SPANISH TRANSLATION)

34. On the other side of the coin, the tradition of secular literature was also rich during the Spanish colonization. In particular, the rise of the middle class-the European-educated ilustrados -paved the way for new literary paradigms.

35. As Filipinos became more and more literate in Spanish and Filipino, the diversity of literature spread, quite independently from the influence of religious tradition.

36. The courtly love literature of Marlowe, Raleigh, and Shakespeare found its niche in Philippine literature during 18 th and 19 th century secular lyrics emerged.

37. Jose de la Cruz ( Huseng Sisiw ) - O Caauaauang Buhay Co sa Iba .

38. Francisco Baltazar(Balagtas) - Labindalawang Sugat ng Puso and Florante at Laura

39. O pagsintang labis ng kapangyarihan Sampung mag- aama’y yong nasasaklaw ! Pag ikaw nag nasok sa puso nino man, Hahamaking lahat msunod ka lamang

40. At yuyurakan na ang lalong dakila , bait, katuwira’y ipanganganyaya buong katungkula’y wawaling-bahala Sampu ng hininga’y ipauubaya .

41. Other prominent secular poets included Rafael Gandioco , Jacinto Kawili , Leona Florentino , and Isabelo de Los Reyes . These poets’ lyrics often pitted a devoted lover against a cool, calculating rival.

42. Metrical romances included the korido (written in octosyllabic four-line stanzas) and the awit (written in dodecasyllabic four-line stanzas). Awit = Florante at Laura Korido = Ibong Adarna

43. It emerged in the Bicolano, Pampango , and Pangasinense languages, among others. Metrical romances were known as kuriru in Pampago , panagbiag in Ilocano, and impanbilay in Pangasinense .

44. A key figure among the writers of metrical romances was Jose de la Cruz , who penned Doce Pares and Bernardo Carpio . Other writers in this vein were Ananias Zorilla , Anselmo Jorge de Fajardo , and Feliciano and Jacinto Castillo .

45. NEW SLIDE

46. GENERALIZATION

47. 1. Why did Philippine literature exist during the pre-colonial period? 2. How does the Pre-colonial Philippine literature shape the modern literature? 3. How does the Ili- ili song affect modern Filipinos? 4. How does fables influence the children?

48. QUIZ 1.1

49. 1. Which form of literature was common during the pre-colonial period in the Philippines? Novels B. Short stories C. Oral literature D. Plays

50. 2. Which of the following is a traditional Filipino riddle? Epiko B. Bugtong C. Awit D. Korido

51. 3. What is the main purpose of pre-colonial literature in the Philippines? A. Entertainment only B. Religious conversion C. To preserve and transmit cultural values D. Political propaganda

52. 4. Which literary form tells the adventures of heroes? A. Salawikain B. Epiko C. Bugtong D. Dula

53. 5. What was the usual method of transmitting literature during the pre-colonial period? A. Baybayin B. Gossip C. Oral tradition D. Noise

54. 6. Which of the following is an example of a Filipino epic? A. Oyayi B. Si Malakas at Si Maganda C. Biag ni Lam-ang D. Battle of Mactan

55. 7. What is the primary theme of most pre-colonial literature? A. Colonization B. Freedom from Spain C. Daily life, nature, and heroism D. Romantic love only

56. 8. Which term refers to folk narratives about the origin of the world and humans? A. Legend B. Epic C. Myth D. Song

57. 9. What is the purpose of a bugtong ? A. To tell a story B. To entertain and sharpen the mind C. To chant rituals D. To praise gods

58. 10. Which type of pre-colonial literary work explains the origin of a place or event? A. Myth B. Legend C. Song D. Riddle

59. SEATWORK 1.1

60. 1. How would you compare the origin stories? Which elements do they share, and what differences do they have in explaining how the world came to be?

61. 2. Which creation story is espoused by your religion? How would you compare that particular origin story to these two folk narratives?

62. 3. Which aspects of the two cultures could have influenced the stories? Based on the details of the two creation stories, what can we conclude about the two cultures that came up with them?

63. 4. Is there such a thing as a “correct” version of how the world was created? What can we learn about diversity from the creation stories that we have watch?

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