3rd qr

• Nicanor Abelardo


  Composer of Kundiman songs
• Nicanor Abelardo


  • His father taught him solfeggio and the bandurria at the age of 5
  • He composed his first work, a waltz entitled "Ang Unang Buko", at the age of 8
  • He played at saloons and cabarets in Manila at the age of 13
  • He taught in the barrio schools of San Ildefonso and San Miguel, Bulacan at the age of 15
  • He studied at the UP College of Music under Guy F. Harrison and Robert Schoefield
  • He composed the melody for the university's official anthem, "U.P. Naming Mahal"
  • He ran a boarding school for young musicians, and among his students were National Artist Antonino Buenaventura, Alfredo Lozano, and Lucio Sacramento
  • He is known for his rendition of the Kundiman bringing the genre to art-song status
• Antonino Buenaventura


  Soldier, composer, conductor and educator
• Antonino Buenaventura


  • As a young boy during the Spanish times, he was exposed to the band music of his father who was a band leader
  • He graduated from the UP College of Music, conducted the Philippine Military Academy Band, and led the Philippine Constabulary Band for 16 years
  • Together with Francisca Reyes Aquino (National Artist in Dance), he researched Philippine folk songs and dances bringing folk music to the young generation of today
  • His major works include Symphony of C, Echoes of the Past, Pandanggo sa Ilaw, and Mindanao Sketches
• Ryan Cayabyab


  Conductor, composer, arranger, pianist, singer, and mentor to many artists of today
• Ryan Cayabyab


  • He took Bachelor of Science in Business Administration at U.P. while being an accompanist for the Development Bank of the Philippines Chorale Ensemble
  • Former senator Salvador Laurel noticed his musical ability and presented him with a scholarship to study music
  • He earned a Bachelor of Music, Major in Composition degree from the UP College of Music and became a professor for the Department of Composition and Music Theory
  • His protégés included the Ryan Cayabyab Singers, a group of 7 young adult singers similar to the Smokey Mountains of the 1990's
  • His famous works include Kay Ganda ng Ating Musika, Paraiso, Kumukutikutitap, and Nais Ko
• Antonio Molina


  Composer known as the "Claude Debussy of the Philippines" due to his use of Impressionism in music
• Antonio Molina


  • His first formal lessons in violin and solfeggio were taught by Celestino de Vera, a member of his father's orchestra
  • He obtained a Bachelor of Arts degree at San Juan de Letran and a teacher's diploma in violincello at the UP College of Music
  • He is the last of the musical triumvirate, along with Nicanor Abelardo and Francisco Santiago, who elevated music beyond the realm of folk music
  • He was a National Artist of the Philippines and taught many of the country's leading musical personalities and educators like Lucresia Kasilag and Felipe de Leon
  • He wrote over 500 compositions including Hatinggabi, Amihan, Awit ni Maria Clara, and Larawan Nitong Pilipinas
• Lucio San Pedro


  Composer, conductor, and teacher
• Lucio San Pedro


  • He was a church organist and composed songs, hymns, and two complete masses for voice and orchestra during his teen years
  • He took advanced composition under Bernard Wagenaar at the Julliard School of Music in New York as a scholar and also studied harmony and orchestration under Vittorio Giannini
  • He composed symphonies, band, vocal, choral, chamber, and movie music. His works include Ugoy ng Duyan, Lahing Kayumanggi, and Malakas at Maganda
• Josefino "Chino" Toledo


  Composer-conductor, recognized figure in Asian contemporary art music, leading voice among new generation of contemporary artists
• Josefino "Chino" Toledo


  • His own music is characterized by great energy and often bears similarity to the traditional music of Southeast Asia
  • He conducted concerts in Japan, Indonesia, Australia, and China
  • His work "Sulyap" was written for 18 instrumentalists
  • His works also included music for theater, film, scoring libraries, orchestrations and arrangements for different performing arts, and revisions and editing of Philippine "sarsuwelas"
  • Today, he is considered as the finest and best conductor to conduct performances of "Lagi Kitang Naaalala", "Salinlahi", and "Magkaugnay"
• Jose Maceda


  Educator, Composer, Conductor, Pianist, Ethnomusicologist, specializing in Indonesian and Filipino music
• Jose Maceda


  • He studied extensively and wrote papers about the nature of ethnic Philippine music
  • His works took him to many different places in the Philippines, Sarawak, Thailand, Kalimantan, Africa, Brazil, and United States
  • Major compositions: Ugma-ugma, Pagsamba, Udlot-udlot
• Lucresia Kasilag


  Composer, educator, culture and arts administrator and performing artist, "First Lady of the Philippine Music"
• Lucresia Kasilag


  • She earned a Bachelor of Arts in English (Philippine Women's University) and a diploma in Music teaching (St. Scholastica's College)
  • Graduate studies – (Eastman School of Music) Rochester, NY
  • Dean – PWU College of Music and Fine Arts
  • She Incorporate indigenous Filipino instruments in orchestral productions, in her 250 compositions for orchestra
  • Famous Works: "Love Songs", "Legend of the Sarimanok", "Ang Pamana"
• Ramon Santos


  Composer, Conductor, Musicologist
• Ramon Santos


  • Musical style – Chromaticism, music seria and electronic components combined with indigenous Philippine musical elements
  • His works include: "Ding Ding Nga Diwaya", "Nabasag ang Banga", "Ang Hardin ni Ligaya", "Ang Puting Waling-Waling"
• Songwriter


  An individual who writes the lyrics, melodies, and chord progressions of songs, for a popular music genre such as rock or country music
• Levi Celerio


  Filipino composer and lyricist
• Levi Celerio


  • He received free education from the Academy of Music in Manila and became the youngest affiliate of the Manila Symphony Orchestra
  • His name was placed in the Guinness Book of World Records for his leaf-playing talent
  • He was a creative songwriter with more than 4,000 songs to his acclaim including Filipino folk, Christmas, and love songs
  • His works includes: "Ang Pasko ay Sumapit", "Ang Pipit", "Bagong Pagsilang", "Itik-itik", "Tinikling"
• Constancio de Guzman


  Known as the "Dean of Filipino movie composers and music directors"
• Constancio de Guzman


  • He studied piano and composition under Nicanor Abelardo but his father sent him to law school
  • He switched to Commerce and finished a Business Administration course
  • After taking the CPA board exams, he started working in the movies
  • His song "Panaginip" paved the way for him to record hundreds of songs under Villar and Columbia Records
  • His notable compositions: "Bayan Ko", "Babalik Ka Rin", "Ang Tangi Kong Pag-ibig", "Birheng Walang Dambana", "Maalaala Mo Kaya"
• Restie Umali


  Popular film score composer
• Restie Umali


  • Teacher of choral arranging and orchestration at the UST Conservatory of Music
  • Majored in Composition and Conducting at UP College of Music and Commerce at Jose Rizal College
  • Studied harmony with Felipe P. De Leon
  • Popular songs are: "Saan Ka Man Naroroon", "Alaala ng Lumipas", "Ang Pangarap Ko'y Ikaw", "Sa Libis ng Barrio", "Di Ka Nag-iisa", "Paano Kita Lilimutin"
• Ernani Cuenco


  Composer, film scorer, musical director, and music teacher
• Ernani Cuenco


  • His works embodied the Filipino's sense of musicality and the classical sound of kundiman is evident in his ballads
  • Bachelor of Music majoring in Piano degree at UP College of Music
  • Took postgraduate studies with the late Ben Tupas
  • Studied cello at the University of Santo Tomas
  • His music includes: "Gaano Kita Kamahal", "Kalesa", "Bato sa Buhangin"
• George Canseco


  Multi-awarded composer of numerous popular Filipino classics who had no formal training in music
• George Canseco


  • When Martial Law was declared in 1972, he turned to composing songs and was paid 1.5 million by Pres. Ferdinand Marcos to compose the song "Ako ay Pilipino"
  • Composed more than 193 songs
  • Hit songs: "Kapantay ay Langit", "Kailangan Kita", "Ako ang nagwagi", "Ako ang Nasawi", "Ngayon at Kailanman", "Dito Ba", "Langis at Tubig"
  • Won 6 FAMAS Awards for the Best Movie Theme Song and an Artistic Achievement Award
• Jose Mari Chan


  Chinese-Filipino singer, songwriter, and businessman
• Jose Mari Chan


  • Majored Economics at Ateneo de Manila University and but still found time to write songs and perform in a combo
  • Emceed local concerts and soon received an offer to be an emcee on ABS-CBN's youth-oriented "Nineteeners" show
  • His eleven albums have earned him 37 platinum, two diamond awards plus other honors
  • Popular works: "Christmas in Our Hearts", "Beautiful Girl", "Constant Change", "Be Careful With My Heart"
• Literary criticism


  Comparing, analyzing, interpreting, and/or evaluating literary works
• Literary criticism is an opinion based on facts about a book's theme, style, setting, or political or historical context
• Understanding a literary work can be difficult if one does not know how to interpret meanings behind the words used by the author
• Marxism


  Asserts that literature is a reflection of culture, and that culture can be influenced by literature
• Marxists believe literature can start a revolution
• Marxist literary criticism


  Examines economic and other class differences in a text, as well as the way that the economic and power hierarchy in the world of the text is structured
• General precepts of Marxism


  • Marxism promotes the idea that literature should be a tool in the revolutionary struggle
  • It attempts to clarify the relationship of literary work to social reality
  • It judges literature by how it represents the main struggles for power going on that time, how it may influence those struggles
  • It should follow rules laid down by literary tradition
• Guide questions for Marxist literary criticism

  • What is the economic status of the characters?
  • What happened to them as a result of this status?
  • How do they fare against economic and political odds?
  • What other conditions stemming from their class does the writer emphasize?
  • To what extent does the work fail by overlooking the economic, social, and political implications of its material?
  • In what other ways does economic determinism affect the work?
  • How should the readers consider this story in today's developed or underdeveloped world?
• References: World Literature 10. (2016). The Library Publishing House, Inc.