The Folklife of The Igorots in Tabuk, Kalinga and Their Folklore, Songs, and Dances

The study was conducted in Tabuk, Kalinga, where the greatest number of the Igorots is found, from October 2010 to July 2015. It focused on the identification and description of the folklore, songs, and dances of the Igorots in Tabuk. Specifically, the study attempted to find answers to the following questions: What is the folk life of the Igorots in Tabuk along educational, political, social, economic and spiritual life? What are the types of folklore, songs, and dances of the Igorots in Tabuk? The data and information were gathered through interviews with key informants and other knowledgeable people in the community. This was supplemented by observation and participation, tape recording, documentary and library techniques. The folklore, songs, dances were identified and described. The descriptive survey method of research was the instrument in gathering, analyzing, and interpreting the data. This method was used to present the prevailing conditions and facts of the way of life of Igorots in Tabuk as reflected in their folklore, songs, and dances. The findings of the study revealed that the folk life of the Igorots in Tabuk, Kalinga are their way of thinking, feeling, and behaving common to the group and interwoven in their educational, political, social, economic and spiritual life. The types of folklore of the Igorots in Tabuk are legends, myths, and riddles. The types of songs are religious, family activity, and love songs while the types of dances are wedding, courtship, and war dances. On the basis and findings and conclusions made on the study the following recommendations are offered: Educational, social, economic and political policy-makers, planners and implementers should consider the folk life of the Igorots in Tabuk for more effective implementation of programs and projects in their community; The different types of folklore, songs, and dances should be written down, not only for the preservation of the cultural heritage but for sources of curriculum materials to be integrated in appropriate subject areas.