Module 7: Sharpening Your Senses,
Exploring the World of Color
Ang Aking Pandama, Ang Mundo ng Kulay
written by Pia Arboleda
Motivating Activity
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Ask the students, Do you have a pet?
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May pet (alaga, aso, pusa) ako.
May – there is something, I have a pet Wala akong pet / alaga. Wala – none, I don’t have a pet. |
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Show the photo of the digital babysitter for virtual pet
Ask the students if there is a problem with this picture. |
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Ask students to describe their pet.
Si (name of pet) ang pet (aso, pusa) ko.
__________ at ___________ siya.
Hindi siya _____________.
__________ at ___________ siya.
Hindi siya _____________.
Guide Question
- Why do we give children pets?
- What lessons can we learn from taking care of pets?
- How would this experience differ if we just gave children virtual pets and have a babysitter care for these virtual pets?
Synaesthesia
- Introduce common metaphors and personification, and phrases that have something to do with one’s senses.
- Discuss the relevance of becoming attuned to our senses.
- How has the fast-paced lifestyle affect the way we think, create, and live?
- Introduce the concept of “aesthetics,” “synaesthesia” and aneasthesia.”
- Show some examples from a haiku.
Autumn evening now
Flowers chimed
A peal of fragrance.
Ano ang lasa ng Lunes at Byernes?
Ano ang kulay ng tunog?
Flowers chimed
A peal of fragrance.
Ano ang lasa ng Lunes at Byernes?
Ano ang kulay ng tunog?
6. Ask students to imagine:
Ano ang lasa ng Lunes at Byernes? / What does Monday and Friday taste like?
Ano ang kulay ng tunog? / What is the color of sound? Think of a sound and describe its color.
Ano ang lasa ng Lunes at Byernes? / What does Monday and Friday taste like?
Ano ang kulay ng tunog? / What is the color of sound? Think of a sound and describe its color.
Processing Activity
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Guide Question
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Play Two Friends, One World
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7. Read aloud this excerpt from Lyall Watson’s Gift of Unknown Things.
I was playing this game with the crabs when I saw Tia, the tiny dancer, shaking a sleeping mat out the door of the house of her uncle. We walked together down the beach, and a small and mottled heron flew up at our feet. Every time it took flight it uttered a sharp, broken "kew" sound on a descending tone.
"Puchong laut," said Tia, and laughed gently. "He sings a green song."
"Why green (berde)?" I asked her.
"That is his color. His voice is like a sharp new leaf or a thorn."
"Not brown (kulay kape)?"
"No, of course not. Brown is the sound of katak."
Katak was the local toad. The idea was beginning to grow on me.
"What makes a black (itim) sound?"
"Buffalo. And thunder."
"White (puti)?"
"The sea where it touches the sand."
Now I was really hooked.
Tia was giving me these examples without hesitation, as though she were used to hearing sounds in color. I thought of the tawny roar of a lion; of the scarlet
scream of a macaw; of the deep bronze boom of an important bell, and of how the little ones that tinkled tended to be silver.
" ‘Tia,’ " I said her name clearly. "What color is that?"
"Pink (kalimbahon) when you say it, like an orchid. Paman Abu makes it yellow."
"And ‘Abu’ ?"
"Sometimes blue (asul), sometimes brown. It depends."
"On what?"
"The one who says it, and if the person feels friendly."
She was clearly getting a little impatient with all this talk about something so obvious, but I couldn't leave it alone.
"All sounds have colors?"
"Astaga! You did not know?"
"No.“
"How can you listen to talk or music without color?" Her eyes were full of pity. "When the drums talk, they lay a carpet of brown, like soft sand on the ground. A dancer stands on this. Then the gongs call in green and yellow, building forests through which we move and turn. And if we lose our way, there is always the white thread of the flute or the song to guide us home."
I was playing this game with the crabs when I saw Tia, the tiny dancer, shaking a sleeping mat out the door of the house of her uncle. We walked together down the beach, and a small and mottled heron flew up at our feet. Every time it took flight it uttered a sharp, broken "kew" sound on a descending tone.
"Puchong laut," said Tia, and laughed gently. "He sings a green song."
"Why green (berde)?" I asked her.
"That is his color. His voice is like a sharp new leaf or a thorn."
"Not brown (kulay kape)?"
"No, of course not. Brown is the sound of katak."
Katak was the local toad. The idea was beginning to grow on me.
"What makes a black (itim) sound?"
"Buffalo. And thunder."
"White (puti)?"
"The sea where it touches the sand."
Now I was really hooked.
Tia was giving me these examples without hesitation, as though she were used to hearing sounds in color. I thought of the tawny roar of a lion; of the scarlet
scream of a macaw; of the deep bronze boom of an important bell, and of how the little ones that tinkled tended to be silver.
" ‘Tia,’ " I said her name clearly. "What color is that?"
"Pink (kalimbahon) when you say it, like an orchid. Paman Abu makes it yellow."
"And ‘Abu’ ?"
"Sometimes blue (asul), sometimes brown. It depends."
"On what?"
"The one who says it, and if the person feels friendly."
She was clearly getting a little impatient with all this talk about something so obvious, but I couldn't leave it alone.
"All sounds have colors?"
"Astaga! You did not know?"
"No.“
"How can you listen to talk or music without color?" Her eyes were full of pity. "When the drums talk, they lay a carpet of brown, like soft sand on the ground. A dancer stands on this. Then the gongs call in green and yellow, building forests through which we move and turn. And if we lose our way, there is always the white thread of the flute or the song to guide us home."
8. Class Participation. Ask students to recite answers to the following:
What are the color of sounds?
What sound is puti (white)?
Puti ang sound of a strong waterfall.
What sound is itim (black)?
Black ang ___________________
What sound is pula (red)?
Pula ang ________________________
What sound is dilaw (yellow)?
Yellow ang _______________________
What sound is asul / bughaw (blue)?
Asul / Bughaw ang ___________________
What are the color of sounds?
What sound is puti (white)?
Puti ang sound of a strong waterfall.
What sound is itim (black)?
Black ang ___________________
What sound is pula (red)?
Pula ang ________________________
What sound is dilaw (yellow)?
Yellow ang _______________________
What sound is asul / bughaw (blue)?
Asul / Bughaw ang ___________________
Culminating Activity
Read an excerpt from Two Friends, One World:
“Look Antonio:
Red is the color of the sky when the day and the night meet.
Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes your cheeks burn, that dries your tears, the same color as the mango that makes your lips sticky and your tongue happy.
Green is the color of the leaves that whisper when the wind blows.
And the wind that makes us laugh, that moves our hair, that makes our clothes fly, not even I can see.
See?”
“Look Antonio:
Red is the color of the sky when the day and the night meet.
Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes your cheeks burn, that dries your tears, the same color as the mango that makes your lips sticky and your tongue happy.
Green is the color of the leaves that whisper when the wind blows.
And the wind that makes us laugh, that moves our hair, that makes our clothes fly, not even I can see.
See?”
Ask students to answer this prompt:
Explain the concept of color to a person who is visually impaired. Use your different senses.
You may not say the color to describe something, for example “an apple is red”. You may say, “red is the heat on one’s cheek when they are angry.”
Refrain from abstract concepts such as “red is strength”. You may use multiple descriptions to describe one color or use multiple colors that share one description.
Explain the concept of color to a person who is visually impaired. Use your different senses.
You may not say the color to describe something, for example “an apple is red”. You may say, “red is the heat on one’s cheek when they are angry.”
Refrain from abstract concepts such as “red is strength”. You may use multiple descriptions to describe one color or use multiple colors that share one description.
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Filipino example:
Itim Nancy Almonte Itim ang di mo mahawak-hawakang wala. Isang kahong walang laman at di-abot ang lalim, walang hugis na kawalang ginagagap ng mga bulag na kamay sa isang silid na ulila sa liwanag. Hindi ito ang mga muwebles na bumabati sa iyong mga daliring namamaybay o ang kinis ng malamig na laylayan ng kabahayan patungong pintuan. Hindi ito ang kurtinang dumadalisdis ng halik sa iyong pisngi o ang pangingiliti ng hangin sa iyong tenga. Itim ang di mo marating-rating na hangganan. Isang balong walang tubig, walang ilalim ang lalim. Sa pagbaba ng hagdan, itim ang pagi-pagitan sa bawat mong hakbang. Kapag naubos ang mga baitang o walang sahig na sasalubong sa dulo ng hagdan, ikaw ay malulunod sa pusod ng itim. |
English example:
Blue Erigo Miguel Arboleda, 11 years old Blue is the feeling of flight in the sky of night. Blue is what frees you from the chains that bind you. Blue is the smell of the wind’s sway that lets you drift away. Blue is the taste of water’s kiss as it touches your lips. Blue is the sound of drops of rain winding down the drain. |
