Author

Judy J. Daliva
Capiz State University – Main Campus
Roxas City, Capiz, Philippines
Email: judy_daliva@csjr.ph.education

Abstract

Contextualization in education ensures that learning becomes meaningful and relevant by connecting academic content with learners’ cultural contexts and lived experiences. The study aimed to enhance the cultural appreciation and relevance within the Grade 7 Arts curriculum, thereby preserving Capisnon heritage and fostering cultural identity among learners. This employed a developmental design, utilizing structured validation tools and thematic analysis, the data were gathered from cultural experts from the Provincial Tourism Office and educators from the Department of Education in Capiz, selected through inclusion and exclusion criteria. Capisnons’ traditional knowledge and cultural practices were identified and categorized into Architecture, Crafts, Visual Arts, and Performing Arts, aligning with the curriculum’s quarterly focus. These cultural elements provided a substantial foundation for developing authentic instructional materials, recommending continuous documentation and categorization of local cultural assets to sustain content development. Content analysis confirmed a strong alignment between these cultural elements and Grade 7 Arts competencies, affirming the feasibility of integrating traditional knowledge into formal instruction. Embedding these practices fosters cultural preservation, learner engagement, and identity affirmation, with a recommendation for collaborative efforts with cultural bearers and heritage experts to ensure content authenticity. Expert evaluation by the Department of Education specialists rated the materials as appropriately outstanding in content, format, accuracy, organization, and technical quality, concluding the materials are pedagogically sound, with enhancements in visual clarity and design aesthetics recommended. Cultural and heritage experts likewise affirmed the materials’ cultural fidelity and relevance, recommending teacher professional development programs for culturally sensitive instruction. This affirmed the materials’ impact in enriching Arts education through localized, contextualized, and integrated content.

Keywords: Contextualization, cultural heritage, arts education, Capisnon culture, instructional materials, traditional knowledge

DOI: http://doi.org/10.69651/PIJHSS0501729

Recommended citation:
Daliva, J. J. (2026). Development and validation of contextualized instructional materials in teaching arts. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8048-8060. http://doi.org/10.69651/PIJHSS0501729

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