FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE INFORMATION BOOKLET
Page | 1
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
FIRST SEMESTER A.Y. 2022-2023
GED0106 ART APPRECIATION
Content
Lecturer Information
3
Course Description
3
Status
Synopsis
Purpose and Goals
FEU Learning Outcomes (FEULO)
4
Course Expected Learning Outcomes (CELO)
4
FEU’s Core Competencies (FCC)
5
The FEU Student-Centered Teaching and Learning Culture
5
The FEU General Education Curriculum Principle
6
Assessment Methods
7
FEU Policy on Academic Integrity
11
Policy on Cheating and Plagiarism
Policy on Late Submission
Reading List
13
Course Outline
15
Assessment Mapping
19
Scheme of Work and Important Dates
21
Rubrics
23
Page | 2
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
LECTURER INFORMATION
Lecturer:
E-mail:
Meeting Time and Location:
Consultation Hours:
Mr. Hardie Gieben M. Cruz
hcruz@feu.edu.ph
Refer to Student Central
Wednesday & Saturday – 4:30 PM – 6:00 PM
COURSE DESCRIPTION
Course Status
Credits:
Total Learning Time:
Course Status:
Pre-requisite:
3 units
54 hours (18 weeks)
General Education
None
Course Synopsis
Art Appreciation is a three-unit course that develops students’ ability to appreciate,
analyze, and critique works of art. Through interdisciplinary and multimodal
approaches, this course equips students with broad knowledge of the practical,
historical, philosophical, and social relevance of the arts in order to hone students’
ability to articulate their understanding of the arts. The course also develops students’
competency in researching art as well as conceptualizing, mounting, evaluating art
productions. The course aims to develop students’ genuine appreciation for Philippine
Arts by providing them opportunities to explore the diversity and richness of Philippine
Culture.
Course Purposes and Goals
With the advent of new technologies, we become less and less ‘human’ and rely more
on our gadgets to ‘communicate’. The course Art Appreciation will allow you to develop
your ‘human persona’ and by introducing different art forms, styles and movements,
you will learn to develop critical thinking and aesthetic sensibilities at the same time.
Creative imagination is demanded from everyone, beginning with the first day of
classes.
In this course, you will examine the importance of art in today’s world in order to
understand the various purposes art has served throughout history including 21st
century art forms such as visual arts, architectures, music, dance and theater and film
Page | 3
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
most specifically in Philippine context. You will be asked to situate art in the context of
history, religion, gender and identity, society, culture and heritage, politics, and
entertainment in order to understand how artistic creativity has been used to
evangelize, to turn a profit, legitimize a dominant political order, or express opposition
to it. You will be introduced to readings from the different perspectives and theories on
art, such as formalist, formalist-religious, gender/identity, postcolonial, socio-politicalcultural-economic- historical.
FEU LEARNING OUTCOMES (FEULO)
1.
2.
3.
4.
Persuasive Communication
Critical Thinking
Intellectual Curiosity
Responsible Citizenship
COURSE EXPECTED LEARNING OUTCOMES (CELO)
Upon completion of the course, you should be able to:
1. criticize a work of art based on the learning concepts;
2. develop a deep understanding of the importance of art in having a critical
mindset;
3. distinguish the relevance of art in the continuing development of human
existence;
4. demonstrate an evolved aesthetic sensibility by learning the importance of FEU
art collection;
5. appraise the ‘value’ of a certain work of art using the different approaches learned
in class (physical or online);
6. analyze, discover and deepen national identity through different medium of art
(visual arts, architecture, music, dance and theater and film) with respect to their
race, culture, and religion.
Page | 4
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
FEU’s CORE COMPETENCIES (FCC)
In addition to the Course Learning Outcomes, students are also expected to
demonstrate and develop the following skills:
FCC 1
COGNITIVE
KNOWLEDGE
FCC 2
SOFT SKILLS
FCC 3
HARD SKILLS
FCC 4
DISCIPLINE
SPECIFIC
KNOWLEDGE
1.1. Critical Thinking
1.2. Creative
Thinking
1.3. Problem Solving
Skills
1.4. Life-long
Learning
2.1. Digital Literacy
2.2. Communication
Skills
2.3. Inter and
Intrapersonal
skills
2.4. Work ethics
2.5. Values and
leadership
3.1. Office Suites
Skills (Word
Processing,
Spreadsheets,
Presentation
tools)
3.2. Photoshop skills
with fundamental
of designs and
photography
4.1. Scholarship in
the specific
discipline
4.2. Research-based
knowledge
development
THE FEU STUDENT-CENTERED TEACHING AND LEARNING CULTURE
FEU practices, advances, and advocates for a learning culture that is student-centered.
FEU affirms the ability of students to produce valuable reactions to, reflections and
questions on, and understandings and appreciations of topics and issues in classroom.
As such, the FEU classroom is set-up in a manner that will best solicit student input and
the FEU teacher’s responsibility is to ensure that the students participate in the
generation of ideas rather than be passive recipients of ideas. FEU and FEU teachers
firmly believe that the atmosphere in which learning and development happen best is
an atmosphere where students are co-authors of ideas. The FEU teachers’ role,
therefore in the classroom is to coach and facilitate creation.
The characteristics of a culture of student-centered learning are that it is constructive.
Teachers within a culture of student-centered learning provide opportunities for
Page | 5
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
students to construct knowledge and guide students in the creation of new knowledge;
they see assessment as an opportunity for learning and formation. It is also relevant and
responsive in that ensures that students are provided activities drawn from authentic
and real-life situations that will encourage students to connect learning with real-life
situations. Its atmosphere is one that is democratic in its insistence on the recognition
and respect of the diversity of opinions and ideas and on its emphasis on an
understanding and appreciation of the context upon which these diverse ideas are
born. Student-centered learning values and encourages critical thinking and active
learning by engaging students to ask essential questions and by synthesizing and
contextualizing viewpoints. Students, in this learning environment reflect and ask
questions, seek relevance and engage in scholarly discourse that leads to inferences,
insights, and sound positions.
In FEU, student-centered learning is undertaken in a technology-enabled learning
environment that promotes digital literacy. It utilizes technology for more relevant and
meaningful learning. The FEU student, in turn, sees technology as a tool for learning
and uses it responsibly.
The student-centered classroom is interdisciplinary, integrative, and interactive. Its
teachers challenge students to interconnect disciplines and relevant issues and to find
interconnections and patterns. The objective of student-centered learning is the
development of lifelong learners and creative thinkers and the cultivation of attitudes
and habit that ensure continuous self-enhancement and knowledge generation. As
products of the FEU student-centered experience, FEU students are models of
competent and effective learners and of the continuous quest for knowledge making.
THE FEU GENERAL EDUCATION CURRICULUM PRINCIPLE
The FEU General Education Curriculum, besides being interdisciplinary and outcomesbased, is grounded on Student-Centered Teaching and Learning grounded on a
number of principles directed towards increasing students’ achievement of key learning
outcomes by giving them opportunities to take an active role in the construction of
knowledge. Such will be achieved by allowing them to actively participate in discussionbased sessions undertaken in technology- enabled learning environment, intended to
develop their ability to appreciate, reflect on and react to issues at hand. The goal is to
empower them to develop attitudes and habits that will bring them academic and life
success.
Page | 6
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
DELIVERY METHODS
Total Contact Hours
Learning Modality
:
:
54 hours / 18 weeks
Face-to-Face Classes
In reference to the FEU’s Teaching and Learning Philosophy, the following are the
acceptable instructional methods which can be adapted for this course:
THE DLECCT FRAMEWORK
A conceptual understanding on how teaching, assessment, and classroom dynamics
must be approached in FEU. It banks on the University’s aspiration for adaptive
excellence: digital literacy, effective communication, and critical thinking. These are the
core competencies that every FEU student must manifest after completing their
academics in the University.
Outcomes-based Learning
This allows the students to be owners and constructors of their own learning by creating
artifacts that solve pressing problems in their respective communities and disciplines.
Project and Problem-based Learning
Inquiry and Collaborative Learning – To instill the value of scholastic independence,
cooperative and cooperative learning must be part of the class dynamics. Tasks done
inside and outside the classroom promote collaboration and collaboration.
Authentic Assessment and Learning
FEU prioritizes non-traditional assessment approaches such as alternative assessment,
performance-based, and authentic assessment in observing and monitoring students’
performance. With non-traditional assessment, the FEU students also participate in
monitoring their learning progress.
Blended Learning
This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.
ASSESSMENT METHODS
Classroom assessment in FEU is a joint process that involves both teachers and learners.
It is an integral part of teaching and learning which holistically measures learners’
current and developing abilities. FEU encourages authentic assessment which
Page | 7
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
promotes real-life learning. Adhering to this paradigm, below are the guidelines in
classroom assessment in the university.
1. Grading periods will be limited into two: Midterm and Final periods. The 18 weeks
will be divided equally. Each of the grading periods will be nine (9) weeks each.
2. Assessments in the university are classified into Formative and Summative. Below
are the assessments in this course.
•
•
•
•
•
•
•
•
Formative Assessment
Quiz (short-long)
Seatwork
Reporting
Work samples (portfolio)
Demonstration & observation of
skill
Peer evaluation of project work
External review of student projects
Self-evaluation of work
•
•
•
•
•
Summative Assessment
Departmental exams (Pen and
paper) – unit, chapter, preliminary
and final exams
Case study/problem analysis
Capstone/application projects
Research/term paper
Performance test for skill-based
courses
3. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 60%
b. Summative Assessment (SA) – 40%
4. The calculation for the grades will be based from the formula below:
Midterm Grade (PG)
= FA (60%) + SA (40%)
Final Grade (FG)
= FA (60%) + SA (40%)
Total Final Grade (TFG) = PG + FG / 2
*FA and SA are calculated through averaging.
*The new Grade Point Average (GPA) system will still be used.
5. The general passing standard is 50%.
6. Grade Points will be based from the standards below:
Written
Grade
A
Quality
Point
4.00
Numerical
Equivalent
92-100
Description
Provides evidence of:
Page | 8
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
1. complete and comprehensive mastery of
the concepts and principles of the
course;
2. outstanding proficiency in analytical,
critical and creative thinking, and
problem-solving skills; and,
3. excellent fluency in oral written and
symbolic communication.
Exhibits an exemplary level of independent
and self-regulatory learning skills.
B+
3.50
85-91
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. full mastery of the concepts and
principles of the course;
2. high proficiency in analytical, critical and
creative, and problem-solving skills; and,
3. very good fluency in oral, written and
symbolic communication.
Exhibits a high level of independent and
self-regulatory learning skills.
B
3.00
78-84
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. considerable mastery of the concepts
and principles of the course;
2. significant proficiency in analytical,
critical and creative, and problemsolving skills; and,
3. good fluency in oral, written and
symbolic communication.
Exhibits an above average level of
independent and self-regulatory learning
skills.
Page | 9
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
C+
2.50
71-77
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. intermediate mastery of the concepts
and principles of the course;
2. adequate proficiency in analytical, critical
and creative, and problem-solving skills;
and,
3. average fluency in oral, written and
symbolic communication.
Exhibits an ample level of independent and
self-regulatory learning skills.
C
2.00
64-70
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. satisfactory mastery of the concepts and
principles of the course;
2. satisfactory proficiency in analytical,
critical and creative, and problemsolving skills; and,
3. acceptable fluency in oral, written and
symbolic communication.
Exhibits a sufficient level of independent
and self-regulatory learning skills.
D+
1.50
57-63
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. elementary mastery of the concepts and
principles of the course;
2. a certain proficiency in analytical, critical
and creative, and problem-solving skills;
and,
3. some fluency in oral, written and
symbolic communication.
Page | 10
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
D
1.00
50-56
Exhibits a somewhat low level of
independent and self-regulatory learning
skills.
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. minimal mastery of the concepts and
principles of the course;
2. minimal proficiency in analytical, critical
and creative, and problem-solving skills;
and,
3. basic fluency in oral, written and
symbolic communication.
Exhibits a low level of independent and selfregulatory learning skills.
F
0.00
Below 50
Adheres to the University policy on
academic integrity.
Provides evidence of:
1. no mastery of the concepts and
principles of the course;
2. no proficiency in analytical, critical and
creative, and problem-solving skills; and,
3. no fluency in oral, written and symbolic
communication.
Does not exhibit independent and selfregulatory learning skills.
Does not adhere to the University policy on
academic integrity.
FEU POLICY ON ACADEMIC INTEGRITY
Policy on Plagiarism
Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern
University (FEU) believes that its students, administration, faculty and staff should
Page | 11
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
demonstrate academic integrity at all times. Academic integrity means that the
members of the entire academic community adhere to the fundamental values of
honesty, hard work, originality, respect and responsibility. FEU students are expected
to always adhere to the highest standards of academic excellence.
FEU students are expected to demonstrate beliefs, attitudes and behaviors associated
with academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated.
Academic dishonesty comes largely in two forms: cheating and plagiarism.
It is considered a major offense subject to disciplinary actions if students cheat or
plagiarize their work.
Cheating is broadly defined as getting unauthorized help on an assignment, quiz or
examination. The following are considered as acts of cheating:
• Copying from another student during a test or examination, with or without
his/her knowledge;
• Allowing another student to copy his/her work;
• Using unpermitted notes during a test or examination;
• Having in one’s possession written notes or electronic devices during a test or
examination;
• Getting questions or answers from someone else who has already taken a test or
examination;
• Turning in work done by someone else;
• Taking a test or examination for another student;
• Writing or providing an assignment for another student.
Plagiarism is another form of academic dishonesty. All FEU students are expected to
turn in work that is a product of their own efforts, study and research. Thus, copying
work of others (in whole or in part) and claiming it as one’s own is considered an act of
plagiarism. A work is also plagiarized if the student did not properly cite or acknowledge
the sources or references for his/her work. One must remember that plagiarism is
identified not through intent but through the act itself. The following are considered
acts of plagiarism:
• Repeating someone else’s words verbatim without acknowledgement.
• Presenting someone else’s ideas without acknowledgement.
• Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement.
• Improperly acknowledging of sources, as with incomplete/imprecise
documentation.
Page | 12
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
•
Having one’s work done by someone else or having one’s work substantially
revised by someone else.
Policy on Late Submission
Assessment deadlines must be strictly adhered to as time management is a highly
valued professional skill. No assessment should be submitted late, except if the student
has a health-related concern that will require them to be hospitalized for days/weeks,
death of a family member, and affected by deadly natural disasters.
Students are advised to submit the proof/evidence on the concern. All health concerns
(medical proof) should be submitted to the University Health Services
(uhsqr@feu.edu.ph)
and/or
Guidance
and
Counseling
Office
(guidancecounselor@feu.edu.ph) (CC your teacher in the email).
All raised concerns are subject to approval. If refused, the assessment will receive 0
grade. In addition, falsifying documents and other proof of evidence is a violation and
will be raised to the Academic Affairs Office (AAO) and Student Discipline department
(studentdiscpline@feu.edu.ph).
For the assignment submission, Saturday and Sunday are also counted as working days.
READING LIST
The readings for this class are available online through CANVAS and at the FEU Library.
The library is open from Monday to Saturday, 7:00 AM to 9:00 PM.
Berger, J. (1972). Ways of Seeing. Monoskop. Retrieved August 8, 2022, from
https://monoskop.org/File:Berger_John_Ways_of_Seeing.pdf
Fisher, J. A. (2013). High Art versus Low Art. University of Colorado. Retrieved August
8, 2022, from
https://spot.colorado.edu/~jafisher/OnLine%20papers/High%20Low%20Art%20
Ch%2046.pdf
Henley, D. (1997). Art of Disturbation: Provocation and Censorship. JSTOR. Retrieved
August 8, 2022, from https://www.jstor.org/stable/3193652
Maude, A. (2021). What is art? The Project Gutenberg eBook of What Is Art?, by Leo
Tolstoy. Retrieved August 8, 2022, from
https://www.gutenberg.org/files/64908/64908-h/64908-h.htm
Page | 13
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Supplementary Reading/Video List:
Benesa, L. (2015, June 2). What is Philippine about Philippine art. National
Commission for Culture and the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-artssca/visual-arts/what-is-philippine-about-philippine-art/
Cultural Center of the Philippines. (2018). CCP Encyclopedia of Philippine art. CCP
Encyclopedia of Philippine Art. Retrieved August 9, 2022, from
https://epa.culturalcenter.gov.ph/3/
De Guzman, P. (2008). Historical Notes: Why Philippine Music is so Deeply Embedded
in the Culture?. Philippines Tatler. Retrieved August 9, 2022.
Endaya, I. (2015). Towards a Herstory of Filipino Women’s Visual Arts. National
Historical Commission of the Philippines. Retrieved August 9, 2022, from
https://www.academia.edu/27517957/Towards_a_Herstory_of_Filipino_Womens
_Visual_Arts
Lago, A. T. (2020, March 25). In lockdown, the streets are silent – but Filipino musicians
have not stopped playing. RAPPLER. Retrieved August 9, 2022, from
https://www.rappler.com/entertainment/music/255600-filipino-musicians-havenot-stopped-playing-coronavirus-luzon-lockdown/
Noche, M. D. C. (2015, June 2). History of Philippine architecture. National
Commission for Culture and the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-artssca/architecture-and-allied-arts-2/history-of-philippine-architecture/
Samonte, R. P. (2003). Is there such a thing as Philippine Architecture? The Manila
Times. Retrieved August 9, 2022, from
https://www.manilatimes.net/2016/01/27/featured-columns/columnists/is-theresuch-a-thing-as-philippine-architecture/241722
Santos, M. G. (2016, January 27). Constructing a National Identity Through Music.
Journal of Philippine Arts and Culture, National Commission for Culture and the
Arts.
Yusi, L. (2015, June 2). The development of Art Galleries in the Philippines. National
Commission for Culture and the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-culturalheritagesch/art-galleries/the-development-of-art-galleries-in-the-philippines/
Page | 14
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
COURSE OUTLINE
Course Outline, Calendar and Readings
Note: Schedules might change due to suspension of classes because of inclement
weather, as well as holidays and/ or school activities. Additional readings may be
assigned throughout the course, but students will be notified of such at least two weeks
before the readings are discussed.
Week
1
Date
August 15 – 20
2
August 22 – 27
Content
Orientation
Course Information Booklet Discussion Presentation of
Reading Materials
Levelling of Expectations
Negotiating classroom policies
Module 1: What is Philippine about Philippine Art:
Functions and Philosophy
Reading Material/s:
Maude, A. (2021). What is art? The Project Gutenberg
eBook of What Is Art?, by Leo Tolstoy. Retrieved
August 8, 2022, from
https://www.gutenberg.org/files/64908/64908h/64908-h.htm
Benesa, L. (2015, June 2). What is Philippine about
Philippine art. National Commission for Culture
and the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca3/subcommissions/subcommission-on-the-artssca/visual-arts/what-is-philippine-about-philippineart/
Yusi, L. (2015, June 2). The development of Art Galleries
in the Philippines. National Commission for Culture
and the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca3/subcommissions/subcommission-on-cultural-
Page | 15
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
heritagesch/art-galleries/the-development-of-artgalleries-in-the-philippines/
Graded Assessment:
Formative Assessment 1: Essay (Individual)
3, 4
and 5
August 29 –
September 17
Module 2: Philippine Visual Arts and Artisans
Reading Material/s:
Berger, J. (1972). Ways of Seeing. Monoskop. Retrieved
August 8, 2022, from
https://monoskop.org/File:Berger_John_Ways_of_Seeing.pdf
Cultural Center of the Philippines. (2018). CCP
Encyclopedia of Philippine art. CCP Encyclopedia
of Philippine Art. Retrieved August 9, 2022, from
https://epa.culturalcenter.gov.ph/3/
Endaya, I. (2015). Towards a Herstory of Filipino
Women’s Visual Arts. National Historical
Commission of the Philippines. Retrieved August 9,
2022, from https://www.academia.edu/27517957/Towards_a_Herstory_of_Filipino_WomensVisual_Arts
Graded Assessments:
Formative Assessment 2: Art Exhibit: Oral Presentation
and Analysis (Collaborative Work)
Formative Assessment 3: Digital Photography: Analysis
and Peer Critiquing (Collaborative Work)
6 and 7
September 19 – Module 3: Philippine Architecture
October 1
Reading Material/s:
Fisher, J. A. (2013). High Art versus Low Art. University of
Colorado. Retrieved August 8, 2022, from
Page | 16
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
https://spot.colorado.edu/~jafisher/OnLine%20papers/High%20Low%20Art%20Ch%2046.pdf
Noche, M. D. C. (2015, June 2). History of Philippine
architecture. National Commission for Culture and
the Arts. Retrieved August 9, 2022, from
https://ncca.gov.ph/about-ncca3/subcommissions/subcommission-on-the-artssca/architecture-and-allied-arts-2/history-ofphilippine-architecture/
Samonte, R. P. (2003). Is there such a thing as Philippine
Architecture? The Manila Times. Retrieved August
9, 2022, from
https://www.manilatimes.net/2016/01/27/featuredcolumns/columnists/is-there-such-a-thing-asphilippine-architecture/241722
Graded Assessment:
Formative Assessment 4: Proposal Paper Presentation
(Feasible Strategies on preserving Philippine Art and
Culture) (Collaborative Work)
8 and 9
10
11 and
12
October 3 – 15
MIDTERM ASSESSMENT
Summative Assessment 1
Ars Poetica “The Art of Poetry” (An Analysis)
October 17 - 22 Midterm Grade Consultation
October 24 –
Module 4: Philippine Music
November 5
Reading Material/s:
Henley, D. (1997). Art of Disturbation: Provocation and
Censorship. JSTOR. Retrieved August 8, 2022,
from https://www.jstor.org/stable/3193652
Cultural Center of the Philippines. (2018). CCP
Encyclopedia of Philippine art. CCP Encyclopedia
Page | 17
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
of Philippine Art. Retrieved August 9, 2022, from
https://epa.culturalcenter.gov.ph/3/
De Guzman, P. (2008). Historical Notes: Why Philippine
Music is so Deeply Embedded in the Culture?.
Philippines Tatler. Retrieved August 9, 2022.
Lago, A. T. (2020, March 25). In lockdown, the streets
are silent – but Filipino musicians have not stopped
playing. RAPPLER. Retrieved August 9, 2022, from
https://www.rappler.com/entertainment/music/255600-filipino-musicians-have-not-stoppedplaying-coronavirus-luzon-lockdown/
Graded Assessment:
Formative Assessment 5: Harmony in Diversity: Music
Analysis (Collaborative Work)
13 and
14
November 7 –
19
Module 5: Philippine Dance
Reading Material/s:
Cultural Center of the Philippines. (2018). CCP
Encyclopedia of Philippine art. CCP Encyclopedia
of Philippine Art. Retrieved August 9, 2022, from
https://epa.culturalcenter.gov.ph/3/
Graded Assessment:
Formative Assessment 6: Dance ‘til Dawn: An Analysis
(Collaborative Work)
15 and
16
November 21 –
December 3
Module 6: Philippine Theatre and Film
Reading Material/s:
Cultural Center of the Philippines. (2018). CCP
Encyclopedia of Philippine art. CCP Encyclopedia
of Philippine Art. Retrieved August 9, 2022, from
https://epa.culturalcenter.gov.ph/3/
Page | 18
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Graded Assessment:
Formative Assessment 7: Film/Theater Critique
(Collaborative Work)
Formative Assessment 8: Appreciating Film and
Theater: A One-Minute Act (Collaborative Work)
17 and
18
December 5 –
17
FINAL ASSESSMENT
Summative Assessment 2
Adbokasiya (Advocacy Poster and Concept Paper
Presentation)
ASSESSMENT MAPPING
Assessment
Weightage
Formative Assessments
Formative
7.5%
Assessment 1:
Essay
Formative
Assessment 2:
Digital
Course
Learning
Objectives
Assessed
FCCs
Developed
60%
CELO 2
CELO 3
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.4
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
7.5%
CELO 1
CELO 4
CELO 6
7.5%
CELO 2
CELO 3
Art Exhibit: Oral
Presentation and
Analysis
Formative
Assessment 3:
Total
Weight
Page | 19
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Photography:
Analysis and Peer
Critiquing
Formative
Assessment 4:
7.5%
CELO 1
CELO 2
CELO 6
7.5%
CELO 2
CELO 6
7.5%
CELO 2
CELO 6
7.5%
CELO 1
CELO 2
CELO 3
Proposal Paper
Presentation
(Feasible
Strategies on
Preserving
Philippine Art
and Culture)
Formative
Assessment 5:
Harmony in
Diversity: Music
Analysis
Formative
Assessment 6:
Dance ‘til Dawn:
An Analysis
Formative
Assessment 7:
Film/Theater
Critique
FCC 2.4
FCC 3.1
FCC 3.2
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.3
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.3
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.3
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.4
FCC 3.1
FCC 4.2
Page | 20
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative
Assessment 8:
7.5%
Appreciating
Film and Theater:
A One-Minute
Act
Summative Assessments
Summative
20%
Assessment 1
40%
Ars Poetica “The
Art of Poetry” (An
Analysis)
Summative
Assessment 2
20%
CELO 2
CELO 6
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.3
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
CELO 1
CELO 2
CELO 6
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.4
FCC 3.1
FCC 4.2
FCC 1.1
FCC 1.4
FCC 2.1
FCC 2.2
FCC 2.4
FCC 2.5
FCC 3.1
FCC 4.2
CELO 1
CELO 2
CELO 6
Adbokasiya
(Advocacy Poster
and Concept
Paper
Presentation)
SCHEME OF WORK AND IMPORTANT DATES
TASK
FA 1
FA 2
FA 3
FA 4
SA 1
Orientation
Essay
Art Exhibit: Oral Presentation and Analysis
Digital Photography: Analysis and Peer Critiquing
Proposal Paper Presentation (Feasible Strategies
on Preserving Philippine Art and Culture)
MIDTERM: Ars Poetica “The Art of Poetry” (An
Analysis)
Midterm Grade Consultation
DATE
August 15 - 20
August 22 – 27
September 5 – 10
September 12 – 17
September 26 –
October 1
October 10 – 15
October 17 – 22
Page | 21
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
FA 5
Harmony in Diversity: Music Analysis
FA 6
FA 7
FA 8
Dance ‘til Dawn: An Analysis
Film/Theater Critique
Appreciating Film and Theater: A One-Minute Act
SA 2
FINALS: Adbokasiya (Advocacy Poster and
Concept Paper Presentation)
October 31 –
November 5
November 14 - 19
November 21 – 26
November 28 –
December 3
December 5 - 17
Page | 22
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
RUBRICS
Formative Assessment 1: Essay
MARK
Reflective
Thinking
(UNITY)
10 points
The
The reflection The reflection The reflection
reflection explains the attempts to does not address
the student’s
explains the student’s
demonstrate
student’s
thinking thinking about thinking and/or
own thinking about his/her learning but
learning
and learning own learning
lacks
processes.
processes, as processes. development
well as
about his/her
implications
own learning
for future
processes.
learning.
10-8
Analysis
(COHERENCE)
8 points
The
The reflection
reflection is is an analysis
of the
an in-depth
learning
analysis of
the learning experience:
experience: from one’s
selffrom one’s
realization or
selfrealization or
others.
others and
appreciation
to the topic
discussed.
8-7
Connections
7-5
6-5
The
The reflection
reflection
articulates
(CONCRETENESS) articulated connections
6 points
multiple
between
connections
his/her
4-3
2-0
The reflection The reflection
attempts to contains a vague
analyze the
analysis of the
learning
learning
experience
experience.
but only to a
rudimentary
level about
one’s self and
others.
4-3
2-0
The reflection
attempts to
articulate
connections
between this
The reflection
does not
articulate any
connection to
Page | 23
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
between
learning
his/her
experience
learning
and content
experience from other
and content courses, past
learning
from other
courses, past experiences,
learning and/or future
experiences
goals.
and/or future
goals.
6-5
4-3
learning
experience
and content
from other
courses, past
learning
experiences,
and/or future
goals but is
vague and/or
unclear.
other learning
experiences.
2
1-0
All
All sources All sources are
Format is
References and sources are are accurately accurately
incorrect for all
citation
cited,
documented,
accurately
sources.
(ACCURACY)
but a few are but many are
cited in
not in the
and
not in
the desired
Sentence
the desired
desired
format both
Construction
format or lack
format.
in the text
(CLARITY &
credibility.
Some
and on
CONCISENESS) the reference sources lack
6 points
lists.
credibility.
Essay did not
Essay
Essay
Essay contained
contain
contained
contained a many awkward
sentences
sentences few awkward sentences that
that
with minor sentences that made the essay
distracted
errors but distracted the incomprehensible
reader.
to the reader.
the reader.
barely
distracted the
reader.
6-5
4-3
TOTAL
2
1-0
/30
Page | 24
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 2: Art Exhibit: Oral Presentation and Analysis
Criteria
Score
15-13
Oral
Presenters are
Presentation very engaging.
Expressed
(15 points) ideas fluently in
own words.
Genuinely
interested and
enthusiastic.
Exceptional
voice
mannerisms,
body
language, and
communication
skills.
Presentation
exceptional
quality and
greatly
enhanced
exhibit.
Concept
and
Originality
(15 points)
Superior
degree of
originality
exhibited
throughout.
Very unique
solution;
theme has
been
explored and
elaborated on
12-10
Presenters
engaged
audience.
Displayed
interest and
enthusiasm.
Good voice
mannerisms,
body
language, and
communication
skills.
Presentation
good quality
and enhanced
exhibit.
Above average
degree of
originality
throughout.
Theme is
present with
some
elaboration.
9-7
Presenters
displayed
interest and
enthusiasm.
Limited
engagement
with audience.
Occasionally
struggled to
find words.
Generally
appropriate
voice
mannerisms,
body
language, and
communication
skills.
Presentation
fair quality and
somewhat
enhanced
exhibit.
Artworks
presented
show evidence
that
an idea was
tried but it
lacks
originality.
Average
degree
of originality;
theme is
Mark
6-0
Presenters
unenthused,
monotonous
and
relied
extensively on
notes. Voice
mannerisms,
body
language, and
communication
skills
sometimes
inappropriate.
Presentation
below average
quality and
slightly
enhanced
exhibit
Artworks
presented lack
creativity and
original
thought.
Theme is
not fully
developed.
Page | 25
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Materials
and
Technique
(15 points)
Creativity
(15 points)
to a high
degree.
Complex
solution.
The art exhibit
is outstanding
and
finished with a
great deal of
care and
attention to
detail.
Highly
innovative.
Form, subject
matter and
content
strongly
support one
another
present with
little
elaboration.
The art exhibit
is finished with
a
high level of
skill, but lacks a
few finishing
details or
touches.
With a little
more effort,
the
work would be
outstanding.
Innovative
Form, subject
matter and
content
moderately
support one
another
Average
craftsmanship
and
technical skills
with choice of
materials. The
art exhibit is
adequate, but
could still be
improved upon
with more care.
Finished art
exhibit but it
lacks
finishing
touches or
could have
been improved
upon with
more
effort. Below
average
craftsmanship.
Partially
innovative
Form, subject
matter and
content weakly
support each
other
Not innovative
Form, subject
matter and
content are not
supportive of
each other
TOTAL
60
Page | 26
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 3: Digital Photography: Analysis and Peer Critiquing
Criteria
15-13
Creativity
Image
demonstrates
a very creative
Imagination,
approach to
expression,
the task;
creative
student has
approach
expanded on
the basic
(15 points)
requirements.
It is clear that
the student
explored
several
choices/
solutions to
the task.
Composition
Photograph
demonstrates
Photographic exceptional
guidelines, eye visual interest
and creativity
movement,
in
space usage,
organization of composition,
balance,
image
camera angle,
(15 points)
and subject
matter.
Communicative Shows
Properties
obvious
evidence of
Visual impact, thinking skills.
Addresses
emotional
fairly complex
reaction,
visual or
mood, etc.
conceptual
Score
12-10
Good
representation
of assigned
objectives. The
student has
explored
creative
solutions to the
task.
Mark
9-7
6-0
Photograph
does not show
a creative
approach to
the task.
Fair
representation
of assigned
objectives;
some creative
intent and
shows little
evidence of
trying anything
unusual.
Photograph
demonstrates
some visual
interest and
creativity in
composition,
balance,
camera angle,
and subject
matter.
Photograph
demonstrates
little visual
interest and
creativity in
composition,
balance,
camera angle,
and subject
matter.
Photograph
does not
demonstrate
visual interest
and creativity
in composition,
balance,
camera angle,
and subject
matter.
There is
adequate and
successful
visual
communication.
Photo engages
the viewer.
Work shows
effort with
moderate
sense of visual
communication
There is little, if
any evidence
of successful
visual
communication
with the viewer.
Page | 27
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
(15 points)
Technical
Qualities
(15 points)
ideas. The
image
effectively
communicates
with the
viewer.
Excellent
Most technical
quality, use of aspects are
tools, and
successful
attention to
detail
Technique a bit
weak with little
sense of
challenge
Poorly
executed, little
regard for
quality
TOTAL
60
Page | 28
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 4: Proposal Paper Presentation (Feasible Strategies on
Preserving Philippine Art and Culture)
Criteria
Rationale
(15 points)
Objective/s or
Goal/s
(15 points)
Score
15-13
Proposal
provides welldetailed
explanation of
the rationale
for the project
that clearly
aligns it within
the goals and
objectives.
Explanation
includes
reasons why
the project is
needed, how it
is relevant to
the city/place,
its people and
its impact in
the succeeding
years.
The objectives
are directly
aligned to the
goals of the
funding, are
clearly detailed
and articulated,
can be easily
measured and
can be easily
understood.
Objectives can
reasonably be
attained within
12-10
Proposal
provides
acceptable
explanation of
the rationale
for the project
that clearly
aligns it within
the goals and
objectives.
Explanation
includes some
reasons why
the project is
needed, how it
is relevant to
the city/place,
its people and
its impact in
the succeeding
years.
The objectives
are somewhat
aligned to the
goals of the
funding, are
clearly stated,
but not
detailed, are
measurable
and easily
understood.
Objectives can
reasonably be
attained within
Mark
9-7
Proposal
provides some
explanation of
the rationale
for the project
that clearly
aligns it within
the goals and
objectives.
Explanation
includes some
reasons why
the project is
needed, how it
is relevant to
the city/place,
its people and
its impact in
the succeeding
years.
6-0
Inadequate
information is
provided to
support the
rationale for
the project.
The objectives
are stated and
can be
measurable.
They seem
appropriate to
the goals for
funding.
Objectives
seem
reasonable for
the proposed
timeline.
The objectives
are not clearly
stated, are not
measurable
and leave
questions
about
alignment with
the goals for
funding. There
are serious
questions
about whether
or not they can
Page | 29
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Plans/
Methodologies/
Strategies/
Approach
(15 points)
Oral
Presentation
(15 points)
the proposed
timeline.
the proposed
timeline.
The proposed
methodology,
strategy or
approach are
clearly
described, are
reasonable in
terms of
facilitating the
completion of
the project and
support the
attainment of
the project
goals. Key
activities are
articulated,
outlining how
the project
goals are to be
achieved.
Presenters are
very engaging.
Expressed
ideas fluently in
own words.
Genuinely
interested and
enthusiastic.
Exceptional
voice
mannerisms,
body
language, and
The proposed
methodology,
strategies, or
approach are
reasonable and
clearly stated,
and will
support the
attainment of
the project
goals. An
outline of
generic
activities to
attain the
project goals is
provided.
Some
information is
provided
regarding
methodology
or approach to
be used to
address the
project
objectives.
Presenters
engaged
audience.
Displayed
interest and
enthusiasm.
Good voice
mannerisms,
body
language, and
communication
skills.
Presenters
displayed
interest and
enthusiasm.
Limited
engagement
with audience.
Occasionally
struggled to
find words.
Generally
appropriate
voice
be attained
within the
proposed
timeline.
Insufficient
information is
provided
regarding
approach or
methodology
to be used to
attain the
project goals.
Presenters
unenthused,
monotonous
and
relied
extensively on
notes. Voice
mannerisms,
body
language, and
communication
skills
sometimes
Page | 30
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
communication
skills.
Presentation
exceptional
quality and
greatly
enhanced
exhibit.
Presentation
good quality
and enhanced
exhibit.
mannerisms,
body
language, and
communication
skills.
Presentation
fair quality and
somewhat
enhanced
exhibit.
inappropriate.
Presentation
below average
quality and
slightly
enhanced
exhibit
TOTAL
60
Page | 31
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 5: Harmony in Diversity: Music Analysis
Criteria
Score
15-13
12-10
9-7
Lyrics
The song lyrics The song lyrics The song lyrics
are
are somewhat
are good. The
coherent. The
words are
(15 points) outstanding.
song lyrics are
The words are
memorable.
memorable.
The song lyrics well received
by the
The song lyrics are
are
enthusiastically audience.
enthusiastically received by the
received by the audience.
audience.
Tempo and The melody
Tempo and
Tempo and
Melody
and rhythm
rhythm are
rhythm are
were perfectly
consistent. The sometimes
melody is
unclear or slow
(15 points) performed.
mostly smooth down and
and clear.
speed up. The
melody is
apparent is
some places
but unclear in
others.
Relevance The theme is
The theme
The theme
to the
clearly
from the
from the
Theme
explained and composition is composition is
relevant.
explained but
not clearly
specific details explained and
(15 points)
as evidence
specific
that support
evidence that
this theme are supports this
not provided.
claim is not
provided.
Creativity
The student
The student/s
The song
composed an
composed an
composed is
original song
not very
(15 points) original song
with a clear
but there are
original, but
theme.
some elements there are some
Mark
6-0
The song lyrics
are not
coherent. The
words not
memorable.
The song is
choppy with an
unnatural mix
of tempo. The
melody of the
song is unclear.
The theme
from the
composition is
totally not
explained and
specific
evidence that
supports this
claim is not
provided.
The song
composed is
not very
original. The
Page | 32
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
that are not
excellent.
elements that
are not
excellent.
message is not
conveyed.
TOTAL
60
Page | 33
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 6: Dance ‘til Dawn: An Analysis
Criteria
Score
15-13
12-10
9-7
Musicality
Shows a
Generally
Accurate in
complete
beat, tempo,
accurate in beat,
tempo, rhythms
understanding rhythms of
(15 points)
of dance,
of tempo and dance
beat and stays sequences
sequences most
rhythm
throughout
of the time.
the
throughout
the
dance.
dance.
Creativity
Demonstrates Demonstrates Demonstrates
the
excellent
good
knowledge of
(15 points)
knowledge of knowledge
choreography,
choreography of
choreography, but unsure of
and does it
well.
keeps up with some
the
movements,
group, some
sometimes
errors are
hesitates/watches
apparent.
others and makes
several errors.
Synchronization Movements,
Movements,
Movements,
and Timing
transitions,
transitions,
transitions,
formation
formation
formation
(15 points)
changes, and changes, and changes, and
level changes level changes level changes
synchronized, synchronized
synchronized
minor errors in the majority of some of the
timing and
the time,
time, some
errors
placement.
major errors in
exist in timing timing with
and
placement.
placement.
Overall
Performs
Performs
Performs
Performance
complete
complete dance
dance
with little
Mark
6-0
Shows a basic
understanding of
tempo and beat,
but falls behind
and/or speeds
up in places or
makes errors in
rhythm.
Remembers a
few of the
steps/
movements
and tries, but
looks lost and
out of sync.
Movements,
transitions,
formation
changes, and
level changes
not
synchronized,
timing is often
indistinguishable.
Performs
complete dance
with no
Page | 34
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
(15 points)
with full of
confidence
and
enthusiasm,
making few
errors.
complete
dance with
some
confidence
and
enthusiasm,
making some
errors.
confidence and
enthusiasm,
making many
errors.
confidence or
enthusiasm,
making constant
errors.
TOTAL
60
Page | 35
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 7: Film/Theater Critique
MARK
Depth of Critique
Critique
Critique
Critique
Critique demonstrates an demonstrates a demonstrates a demonstrates a
(15 points) in-depth
general reflection minimal reflection lack of reflection
reflection on, and on, and
on, and
on, or
personalization personalization personalization personalization
of, the theories, of, the theories, of, the theories, of, the theories,
concepts, and/or concepts, and/or concepts, and/or concepts, and/or
strategies
strategies
strategies
strategies
presented in the presented in the presented in the presented in the
course materials course materials course materials course materials
to date.
to date.
to date.
to date.
Viewpoints and Viewpoints and Viewpoints and Viewpoints and
interpretations
interpretations
interpretations
interpretations
are insightful and are supported. are unsupported are missing,
well supported. Appropriate
or supported with inappropriate,
examples are
Clear, detailed
flawed
and/or
provided, as
examples are
arguments.
unsupported.
applicable.
provided, as
Examples, when Examples, when
applicable.
applicable, are
applicable, are
not provided or not provided.
are irrelevant to
the assignment.
15-13
12-10
9-7
Required Response
Response
Response is
Components includes all
includes all
missing some
(15 points) components and components and components
and/or does not
meets or exceeds meets all
fully meet the
all requirements requirements
indicated in the indicated in the requirements
instructions. Each instructions. Each indicated in the
question or part question or part instructions.
of the assignment of the assignment Some questions
or parts of the
is addressed
is addressed.
assignment are
thoroughly.
not addressed.
15-13
Structure Writing is clear,
(15 points) concise, and well
organized with
excellent
sentence/
12-10
Writing is mostly
clear, concise,
and well
organized with
good sentence/
9-7
Writing is unclear
and/or
disorganized.
Thoughts are not
expressed in a
6-0
Response
excludes
essential
components
and/or does not
address the
requirements
indicated in the
instructions.
6-0
Writing is unclear
and
disorganized.
Thoughts ramble
and make little
Page | 36
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
paragraph
construction.
Thoughts are
expressed in a
coherent and
logical manner.
There are no
more than three
spelling,
grammar, or
syntax errors per
page of writing.
paragraph
construction.
Thoughts are
expressed in a
coherent and
logical manner.
There are no
more than five
spelling,
grammar, or
syntax errors per
page of writing.
logical manner.
There are more
than five spelling,
grammar, or
syntax errors per
page of writing.
15-13
12-10
9-7
Evidence Response shows Response shows Response shows
and Practice strong evidence evidence of
little evidence of
(15 points) of synthesis of
synthesis of ideas synthesis of ideas
ideas presented presented and
presented and
and insights
insights gained insights gained
gained
throughout the throughout the
throughout the entire course. The entire course.
Few implications
entire course. The implications of
implications of
these insights for of these insights
these insights for the respondent's for the
the respondent's overall practice respondent's
overall practice are presented, as overall practice
are thoroughly
applicable.
are presented, as
detailed, as
applicable.
applicable.
15-13
12-10
9-7
sense. There are
numerous
spelling,
grammar, or
syntax errors
throughout the
response.
6-0
Response shows
no evidence of
synthesis of ideas
presented and
insights gained
throughout the
entire course. No
implications for
the respondent's
overall practice
are presented, as
applicable.
6-0
TOTAL
______
60
Page | 37
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Formative Assessment 8: Appreciating Film and Theater: A One-Minute Act
15-13
12-10
9-7
6-0
Content and There is an
There is sufficient There is a great
Topic is not clear;
Originality abundance of
information that deal of
information
(15 points) material clearly
relates to topic.
information that is included does not
related to the
Most points are not clearly
support topic in
topic.
accurate, original, connected to the any way.
All points are
and clearly made. topic.
accurate, original,
and clearly made.
Acting /
The students use The students often The students try to The students tell
Dialogue consistent voices, use voices, facial use voices, facial the story but do
(15 points) facial expressions expressions and expressions and not use voices,
and movements movements to
movements to
facial expressions,
to make the
make the
make the
or movement to
characters more characters more characters more make the
believable and the believable and the believable and the storytelling more
story more easily story more easily story more easily interesting or
understood.
understood.
understood.
clear.
Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of
(15 points) and body
and body
and body
facial expressions
language
language are
language
or body language.
generate a strong sometimes
used to try to
Did not generate
interest and
much interest in
generate a strong generate
enthusiasm about interest and
enthusiasm, but topic being
the topic in
enthusiasm about seem somewhat presented.
others.
faked.
the topic in
others.
Students are
Students seem
The students are Students do not
Preparedness, completely
pretty prepared somewhat
seem at all
Props and prepared and
but might have
prepared, but it is prepared to
present. The
Costume have obviously
needed a couple clear that
students use no
(15 points) rehearsed.
more rehearsals. rehearsal was
Students use
Students use 1-2 lacking. Students props OR the
props chosen
several props
props that make use 1-2 props
detract from the
(could include
the presentation during the
presentation,
presentation.
costume) that
better.
which are
show
somewhat
considerable
effective.
work/ creativity
and enhance the
presentation.
TOTAL
MARK
______
60
Page | 38
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Summative Assessment 1: Ars Poetica “The Art of Poetry” (An Analysis)
Criteria
Excellent
Content
31-35
(35 points)
Covers topic in
depth with
details and
examples.
Subject
knowledge is
excellent.
Originality
Score
Above Average
Meets
Expectations
26-30
21-25
Mark
Needs
Improvement
0-20
Include
essential
information
about the topic
but there are
one to two
factual errors.
31-35
Includes
essential
knowledge
about the
topic. Subject
knowledge
appears to be
good.
26-30
(35 points)
Shows a large
amount of
original
thought. Ideas
are creative
and inventive.
Shows some
original
thought. Work
shows new
ideas and
insight.
Uses other
people’s idea,
but does not
give them
credit.
Mechanics
26-30
21-25
Uses other
people’s ideas
(giving them
credit), but
there is little
evidence of
original
thinking.
16-20
(30 points)
No
misspellings or
grammatical
errors.
Three to four
misspellings
and/or
grammatical
errors.
More than four
misspellings
and/
or grammatical
errors.
One to two
misspellings
and/or
grammatical
errors.
21-25
Content is
minimal or
there are
several factual
errors.
0-20
0-15
TOTAL
100
Page | 39
GED0106 • AY 2022-2023
© hgmcruz
FAR EASTERN UNIVERSITY
GENERAL EDUCATION
Summative Assessment 2: Adbokasiya
(Advocacy Poster and Concept Paper Presentation)
Criteria
Score
Excellent
Above
Meets
Average
Expectations
Appropriateness The content of 1-20% of the
21-40% of the
the
presentation
presentation
presentation is content is not
content is not
(25 points)
appropriate to appropriate to appropriate to
the specific
the specific
the specific
topic.
topic
topic
Creativity
(25 points)
Organization
(25 points)
Information /
Content
(25 points)
The
presentation
shows the
artistry and
effectiveness
of the design,
entertainment
and pictures.
All the
contents,
design etc. are
organized
properly.
Information/
content of the
presentation
are excellent/
clear.
The
presentation
shows
moderate
artistry and
effectiveness
of the design,
entertainment
and pictures.
Only 80-88%
of the
contents,
design etc. are
organized
properly.
Information/
content of the
presentation
supports
innovative
ideas.
The
presentation is
too
exaggerated in
design and
correct color
combination is
not executed.
Only 60-79%
of the
contents,
design etc. are
organized
properly.
Information/
content
presented are
thin but does
relate to the
topic.
Mark
Needs
Improvement
41% or above
of the
presentation
content is not
appropriate to
the specific
topic
The
presentation
has no design
nor
entertainment.
Only 59% or
below of the
contents,
design etc. are
organized
properly.
Some
information/
content is
presented but
not quite
relevant.
TOTAL
100
Page | 40
GED0106 • AY 2022-2023
© hgmcruz