Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Angono
REGIONAL LEAD SCHOOL FOR THE ARTS IN ANGONO

CREATIVEPRENEURSHIP: RLSAA SENIOR HIGH SCHOOL

ART LABORATORY COOPERATIVE

Authors/ Researchers:

AILEEN ISIDRO-CARBONELL
MARIA ELENA VIDAL-RODRIGUEL
EMMANUEL D. EMNACE

Action Research Presented during the

4th DIVISION RESEARCH CONFERENCE
28th of September 2017
Cainta Elementary School
Cainta, Rizal
 CREATIVEPRENEURSHIP: RLSAA SENIOR HIGH SCHOOL
ART LABORATORY COOPERATIVE

Authors/ Researchers: AILEEN ISIDRO-CARBONELL

MARIA ELENA VIDAL-RODRIGUEZ
EMMANUEL D, EMNACE

ABSTRACT

The study aimed to develop an innovative program to cater the potentials and
challenges in managing the artworks and art performances of the Senior High School
Arts and Design Students relative to the programs implemented in Creative
Industries I, Leadership and Management in the Different Arts and Fields and
Entrepreneurship in terms of resources, facilities, marketing and products.
Descriptive and Developmental Method of Research was used to serve the
purpose of the study using the SWOT Analysis, Focus Group Discussion and the
Five-Point Likert Scale Questionnaire Checklist.
There were ninety five (95) respondents consist of seven eight (78) Senior
High School Students, seven (7) Senior High School Teachers and ten (10) Selected
School Partners from the NGOs, LGUs and School GPTA who were selected using
Purposive Sampling Technique.
Mean was utilized to determine the results based from the gathered data to
draw conclusions.
Based on the findings, it was found out that the creation of Art Laboratory for
Creative Industries I Class and the Student’s Cooperative for Leadership and
Management in the Different Arts and Fields and Entrepreneurship Classes are the
best appropriate and possible innovative program suited to cater the potentials and
challenges in managing the artworks and art performances of the students.
The following conclusions were: (1) the concept of merging art laboratory and
cooperative could provide avenue for students to apply and practice learnings gained
from Leadership and Management in the Different Arts and Fields and
Entrepreneurship Classes; (2) the creation of art laboratory cooperative could assist
students to organize, promote and expose artworks and art performances in Creative
Industries I; and (3) art laboratory could teach students the importance of savings
and investment through arts.

Keywords: art laboratory cooperative, creativepreneurship

I. Context and Rationale

The RLSAA is blessed with intelligent and talented students, competent

teachers and administrator, and supportive partners working collaboratively to
support and survive the different school programs and projects particularly in the
Senior High School Arts and Design.
However, due to the limited number of school facilities and learning resources
needed to facilitate practical learnings and applications especially the theories and
principles in the Leadership and Management in the Different Arts and Fields,
Entrepreneurship, and Creative Industries I Classes of the Senior High School Arts
and Design Track which are vital in the realization of the Senior High School Arts and
Design Curriculum for Negosyo, Trabaho at Kolehiyo as identified curriculum exits of
the K to 12 Basic Education Program, art productions and art performances of
students were somehow compromised.
Therefore, the researchers were came up with the idea of developing an
innovative program to cater the potentials and challenges in managing the artworks
and art performances of the Senior High School Arts and Design Students relative to
the programs implemented in Creative Industries I, Leadership and Management in
the Different Arts and Fields and Entrepreneurship.
Thus, it is anchored on the Section 2 of the “Enhanced Basic Education Act of
2013” stated that:
“The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the
people, the country and society-at-large.”

And so, the researchers inspired to create an art laboratory cooperative

primarily for senior high school arts and design students that could not only cater the
student’s potentials and challenges, but also, giving them the opportunity to apply
their entrepreneurial skills and their leadership and management skills while
producing arts in various forms directly connected to creative economy into actual
practice.
According to Kolb, learners have a preference for certain learning modes of
grasping and transforming experience into understanding. This theory has been
applied to the real world issues of problem solving, entrepreneurial innovation and
organizational learning in a variety of domains including entrepreneurship.
Hence, the researchers believed that, the creation of the Cooperative Art
Laboratory could provide avenue for students in making variety of ways and means
of learning the three basic skills in line in the art industries: (1) the productions skills,
(2) the leadership and management skills, and (3) the entrepreneurial skills in a
single setting, program and learning system.
According to Skurnik (2002), cooperative entrepreneurship is described as
businesses owned by members, or group of customers, called customer-owners.
They do not just own the business, but are also in full control in the management of
the business. It is a business organization which is open to all and members
voluntarily joined with the aim of producing services in the interests of its members.
Art Laboratory Cooperative aimed to be institutionalized through the creation
of its constitutions and bylaws to serve its purpose of facilitating the students’ art
productions and performances, accommodating such outputs, events, and
performances, and promoting them for sale to enable students to earn and make
savings under the guidance of Angono Community Development Cooperative
(ACDECO), a NGO partner in Angono, Rizal.
Below is the conceptual model of the study.

Figure 1
Conceptual Framework
RLSAA Art Laboratory Cooperative
II. Innovation/ Intervention/Strategy

The strategies employed to design and facilitate the study are follows:
Focus Group Discussion
Focused Group Discussion was utilized to gain significant information
on the status of the programs implemented in the senior high school arts and
design especially programs for arts productions and performances.
SWOT Analysis
SWOT Analysis was also conducted to comprehensively determine
the potentials and challenges of the program and to identify possible ideas to
conceptualize and develop that would address the needs for the school
program s and its implementations.
Researches
Research on related studies and ideas to further enhance and support
the existing programs implemented and its appropriate innovations and
strategies, including the concept of art laboratory and cooperative.
Project Designing
Project Designing was facilitated in order to come up with the
establishment of the concept of art laboratory cooperative considering the
identified needs of the existing programs, school facilities and resources.
Consultations to Experts
Consultations was made in order to validate ideas relative on the
creation and institutionalization of art laboratory cooperative as innovative
program for Creative Industries I, Leadership and Management in the
Different Arts and Fields, and Entrepreneurship.

III. Action Research Questions

The researchers sought to answer the following statement:
1. What is the status of the Senior High School Arts and Design Programs
implemented in managing the output of the students relative to Creative
Industries I, Entrepreneurship, and Leadership and Management in the
Different Arts and Fields with respect to:
a. initiated program;
b. process employed;
c. product produced; and
d. problem encountered?
 2. What is the Strengths, Weaknesses, Opportunities and Threats of the
Senior High School Arts and Design Programs implemented in terms of:
a. Resources;
b. Facilities;
c. Marketing, and
d. Product?

3. What innovative program could be designed to cater the potentials and

challenges in managing the outputs of students in Arts and Design?

IV. Action Research Methods

The researchers utilized the Descriptive, Developmental, and Evaluative
Method of Research utilizing the Focus Group Discussion (FGD), SWOT Analysis,
and Qualitative and Quantitative Survey.
The following are the Sources of Data and the Data Gathering Methods
used for the study.
A. Participants/ Sources of Data
The researchers developed a customized questionnaire checklist
utilizing the 3-Point Likert Scale and was administered to ninety five (95)
respondents consisting of seventy eight (78) senior high school students,
seven (7) senior high school teachers, and (10) school partners
representatives from the school General PTA, LGUs and NGOs who
purposively selected as respondents to gain insight relative to the
development of innovative program given the options as art laboratory and
cooperative.
Other concerns relative to cooperative art laboratory such as the
creation of the constitutions and bylaws, program operations, and other
programs and projects that would help to sustain the programs were gained
from the consultations made from the experts in the field of arts industries,
legal offices, and cooperative sector.

B. Data Gathering Methods

Data were gathered using survey, focused group discussion and
SWOT analysis. Respondents had answered the given questions relative to
status of program implemented in the senior high school arts and design
track, potentials and challenges of the program, and the preference
innovative program of the stakeholders to address the needs of the existing
curriculum program having the options of an art laboratory and a cooperative
and was properly collected, treated, and were analyzed to extract
comprehensive information in order to draw conclusions and
recommendations essential to formulating ideas on how to identify, design
and develop an art laboratory cooperative.
The following presents the data, graphical presentation and
interpretation of the results gained from the survey given to the selected 95
respondents.

Table 1
Results of the Focus Group Discussion on the Status of the
Programs Implemented in the Arts and Design Track
INITIATIVE OUTPUT/ PROBLEMS
SUBJECT AREA PROCESS
PROGRAM PRODUCT ENCOUNTERED

Insufficient
Extension resources and
Arts
Creative Services Artworks limited
Productions
Industries I and And Art programs to
and
(CI) Exposure Productions showcase
Performances
Programs artworks and
art
performances

Project
Limited
Leadership and Curating and Proposal
opportunity to
Management in Recitals Production For Arts
practice
the Arts (L&M) Management Events and
leadership and
Performances
management

Training Product Lack of

Entrepreneurship Workshops Profiling, exposures for
Recitals
(Entrep) through Exhibition product
Partnerships and Selling promotions and
enterprise

Table 1 shows that there is a commonality on the issue of limited

program that would serve as avenue to exposure output and exposure for
selling and promotions with respect to the initiated programs in the Creative
Industries I, Leadership and Management, and Entrepreneurship subjects.
This means that there is a need to develop innovative program that
would address such issues in the initiated programs as identified from the
given data.
 Table 2
Results of SWOT Analysis in terms of Resources
Facilities, Marketing and Product
STRENGTH WEAKNESS
Resources: RLSAA-SHS has partners that could help in Resources: The school has no enough fund to support
the production and promotion of the students’ the production of functional art and creative arts products
output/product Non-structured program involving
invitational and commissioned works of young artists
Facilities: RLSAA-SHS ready the campus for product
preparation Facilities: The need to identify workshop area and
display room of products (Art Laboratory)
Marketing: RLSAA-SHS has a good program concept
and defined intention that encourage the support of Marketing: The need to have a long-term marketing plan
partners. There are prospective venues for display of for the product of the students
output and supporting project ideas that could
incorporate the program (e.g. Artdialogo Asia, Higanteng
Padyak para sa Kabataan, Recital, Expo, etc.)
Product: That the products of the students have an
Product: The quality of the products undergo evaluation identified packaging that would carry the intention of the
of teachers that serves as Quality Control Officer as this program
is part of the students’ requirement in their respective
subject/s.
OPPORTUNITIES THREATS
Resources: Partnership focusing on creative industries Resources: Management and security concern in terms
(production and promotion) could be organized to better of savings and investment (Cooperative)
respond to the identified needs of the program.

Facilities: There are buildable space for workshop and Facilities: Maintenance of the workplace and/display
display areas reckoning garden and rustic type design. area/Showroom

Marketing: Display venues of products could cover Marketing: Commercialization and flood of orders
bigger market, e.g. Bonifacio Global City, Event Venues
in Makati, Marikina and Rizal Product: Quality Control and imitation

Product: Idea concepts of creative products caters

household, school, individual and corporate

Table 2 reveals that the weaknesses of the programs in the Arts and Design
are: funding to support the program (resources), display room and workshop area
(facilities), long-term marketing plan (marketing), and unestablished structure
(product); while threats of the programs are as follows: savings management and
security investment (resources), workplace and showroom maintenance (facilities),
product commercialization and flood orders (marketing), and product imitation and
quality control (product).
 This means that, in order to properly address the identified weaknesses and
threats relative to the existing initiated programs in the Creative Industries I,
Leadership and Management in the Different Arts and Fields, and Entrepreneurship
subjects, the development of art laboratory cooperative would be helpful in
organizing the arts productions and accommodating the artworks and art
performances of the students in the arts and design subjects.

Table 3
Results of the Survey on the Options for Innovative Program
the Art Laboratory and the Cooperative
Item
Options Teachers Students Partners Average Description
No.
1 2.71 2.83 2.70 2.75 Strongly Agree
Art Strongly Agree
2 2.57 2.90 2.60 2.69
Laboratory
Strongly Agree
3 2.71 2.86 2.70 2.76
Strongly Agree
4 2.86 2.88 2.80 2.85
Strongly Agree
5 Cooperative 3.00 2.97 3.00 2.99
Strongly Agree
6 2.71 2.69 2.70 2.70

It can be gleaned on the table that all of the items, both in the art laboratory
and cooperative options were gained the highest average score of 2.99 and the
lowest average score of 2.69 which has description of “:Strongly Agree”.
This means that the all the respondents are strongly agree to have both art
laboratory and cooperative as innovative program to manage the potentials and
challenges of students in the senior high school arts and design track.
Relative to this, the researchers consider the two innovative options as
equally important to address the identified needs. Thus, came up to the decision of of
merging the two options into one program as an “Art Laboratory Cooperative”.
VI. Action Plan

Phases of
Time Human Budget
Implementati Activities
Frame Resources Allocation
on
Before
Implementatio  Conceptualization
n
During
Implementatio
n
After
Implementatio
n

VII. References
Enhanced Basic Education Act of 2013. Official Gazette of the Republic
of the Philippines.
http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Retrieved: July 2017

Kolb's Learning Styles, Experiential learning theory, and Learning from

Experience.
http://www.businessballs.com/kolblearningstyles.htm
Retrieved: July 2017

Lucky EOI, et al., A Conceptual framework for a successful cooperative

Entrepreneurship Development
http://cedi.uum.edu.my/images/muat_turun/handbook/paper2_A_CONCEPTU
AL_FRAMEWORK_FOR_A_SUCCESSFUL_COOPERATIVE_ENTREPREN
EURSHIP_DEVELOPMENT.pdf
Retrieved: July 2017