Abstract
The performing arts are vital for cultural expression, preservation, and education, particularly within indigenous communities. For Blaan learners, incorporating performing arts in their education is essential in promoting cultural awareness while enhancing cognitive, psychomotor, and affective skills. This study explored the relationship between the implementation of performing and non-performing arts, cultural awareness, and competence levels among Blaan learners. Using a descriptive-correlational research design, it assessed the extent of implementation of these arts disciplines and their impact on learners' cultural awareness and competencies. The Pearson-r correlation method was applied to analyze relationships among variables. Findings indicated that both performing and non-performing arts were moderately implemented. Blaan learners demonstrated a high level of cultural awareness, especially in areas like Music, Dance, Theater Arts, and Film. For Cognitive Domain, the pretest results were classified as Did Not Meet Expectations, whereas the posttest scores of Blaan learners improved to Fairly Satisfactory. However, findings revealed that the difference is not statistically significant. This suggests that the Special Program in the Arts did not produce a meaningful cognitive improvement in cultural competence over the period assessed. The implementation of culture-based discipline does not have a significant relationship with the cultural awareness and competence of Blaan learners across the cognitive, psychomotor, and affective domains. These results imply that while culture-based discipline is an integral aspect of educational programs, its isolated implementation may not directly influence learners’ cultural awareness and competence. This highlights the need for a more comprehensive and multifaceted approach to address the diverse dimensions of cultural competence effectively. The study concludes that performing arts do not significantly foster cultural awareness and competence among Blaan learners. It recommends that schools reinforce performing arts programs, incorporate structured learning strategies to support skills development, collaborate with cultural leaders to ensure authentic learning, and formulate policies that promote indigenous arts education. By addressing these aspects, educators and policymakers can cultivate a culturally inclusive and skill-focused educational environment for Blaan learners.
