Abstract
This study examined how contemporary Filipino spoken word poetry articulates the inner voices of Filipino youth and how this performance-based art form can strengthen culture-based and learner-centered instruction in Senior High School. The research was conducted in one of the public senior high schools in Camarines Sur, Philippines, specifically at Jaime Macatangay Sr National High School in Caima, Sipocot. Using a qualitative literary-analytical research design, ten contemporary Filipino spoken word poetry pieces were purposively selected and analyzed through literary analysis, thematic content analysis, and socio-expressive analysis to identify recurring imagery, dominant themes, and significant human experiences conveyed in the texts. Findings revealed that abstract concepts, body-related imagery, and elements of nature were commonly employed to express emotions, moral reflections, and shared identity. Themes of self-expression and lifestyle were evident across all poems, while advocacy emerged strongly in most selections, highlighting the genre’s role in promoting social awareness, empowerment, and resistance. The analysis further demonstrated consistent representations of the Filipino psyche, intertwined with socio-political commentary, economic realities, and emerging gender-sensitive perspectives. These results indicate that spoken word poetry serves as a multidimensional medium where personal emotions, cultural values, and societal concerns intersect. The study concludes that integrating spoken word poetry into the Senior High School curriculum can enrich instruction by fostering self-expression, empathy, cultural identity, critical thinking, and analytical competence among learners. As the expected output of the study, a Senior High School lesson exemplar for School Year 2025–2026 was developed, illustrating how spoken word poetry can be utilized as a dynamic instructional tool that connects literature to learners’ lived experiences, amplifies student voice, promotes inclusivity, and supports holistic and transformative learning.
