Contemporary Philippine Arts from the Regions (CPAR) in Weaving Indigenous Cultural Awareness among Filipinos: A Thematic Analysis on the Insights of Grade 12 Students

Philippine regional indigenous cultures and arts are known for their distinctiveness and practicality. However, the Filipino youth's low level of Indigenous Cultural Awareness (ICA) poses a threat to preserving the country’s rich heritage. Contemporary Philippine Arts from the Regions (CPAR), a core subject in the Senior High School (SHS) curriculum, aims to deepen the students' understanding of regional arts and cultural diversity. This study examines CPAR's role in fostering ICA among Grade 12 students of Manila Science High School and identifies its areas of improvement. Using a qualitative phenomenological design, data were collected from eight students through their reflective narratives. Thematic analysis of ten textual themes revealed five structural themes: (1) cultural awareness and representation; (2) experiential learning; (3) multidisciplinary integration; (4) personal identity and values formation; and (5) CPAR and technology as advocacy tools. The findings of the study indicate that CPAR contributes to the formation of cultural awareness, appreciation of indigenous arts, and fostering of skills. Hence, developing the course proves to be necessary to maintain its effectiveness and to further increase its significance. Some of these approaches include the revision of the CPAR implementation in the existing curriculum, such as the inclusion of more regional cultures and arts, discussion of social and environmental problems faced by indigenous communities, strengthening the lessons’ authenticity, and the integration of experiential learning methods and interdisciplinary approaches. The study highlights the importance of educational reforms to integrate regional arts into the curriculum effectively, thus benefiting educators, students, and policymakers in their efforts to safeguard indigenous culture.