Final Notes MAPEH LET 2015

MAPEH Majors Competencies
PYRAMID REVIEW CENTER

Iloilo City
 Demonstrate understanding of concepts and skills in MUSIC: (3%)
 Music- organized sounds (with system, structured)
 Sound- caused by the vibration of objects
 Functions
o Aesthetic- provides sense of achievement, happiness and satisfaction
 Here by Friendship Firm United (Wolfgang Amadeus Mozart)
o Helps in release of emotions and expressions
 Listen (Beyonce)
 Anak (Freddie Aguilar)
o Effective means of developing nationalism and discipline
 Ang Bayan Ko’tAkingLahi (Juan Hernandez)
 LupangHinirang (Julian Felipe)
o Transmit cultural values, history and oral traditions
 Mutyang Pasig (NicanorAbelardo)
o Helps explore other cultures through musical experiences
 We are the World (by USA for Africa)
o Helps in relating to different art forms
 Ode to Joy (Ludwig Van Beethoven)
o Means of communicating with God
 AmaNamin (Eduardo Hontiveros)
o Form of entertainment
 Spaghetti (Sexbomb)
o Accompaniment for theatrical or dance performances
 Cariñosa (dance)
 Sun and Moon (theater, from Miss Saigon)
o Effective tool in marketing
 BiyaheTayo- WOW Philippines
 Musical Notation: Pitch and Duration

o Monks started to invent way of notating music by using hand signals and
chant markings called neumes to help them remember songs
o Notation: method of writing down music so that it can be performed
vocally and instrumentally
o Part of notation symbols are three things:
 Duration: tells how long or short the sound is/ determined by the
kind of notes and rests used
 Pitch: how high or low the sound is
 Expression: how the music should be played
Compiled from various sources by: Jemuel B. Garcia, Jr.

Faculty, College of PESCAR, West Visayas State University
Iloilo City
NOTES RESTS VALUES

4 counts/beats
Whole whole
2 counts/beats
Half half
1 count/beat
Quarter quarter
½ count/beat
Eighth eighth
¼ count/beat
Sixteenth sixteenth
o Duration of notes may be prolonged using a:

 Dot: when placed after a note or rest, increases the duration of a
note or rest by one half of its original value
 Tie: a curved line that joins two or more notes of the same pitch
indicating that the second note is not to be sounded, built whose
time value will be added to the time first note
 Fermata: when placed below or above the note, indicates that the
note is held longer than the indicated time value
o Staff: consist of five parallel lines and four spaces enclosed by bar lines at
the sides
o Clef: musical symbol used at the beginning of the line music to indicate
the exact location of a particular note or pitch on the staff
 Treble clef or G-clef: places G above middle C on the second line of

the staff
 Bass clef or F-clef places F below middle C on the fourth line of the
staff
o Lines: E, G, B , D, F Spaces: F, A, C, E So-Fa Syllable: do, re, mi..

o Octaves: how pitches are arranged, from latinOcto, meaning, 8.
o Accidentals: musical symbols placed before notes that changes their pitch
 Sharp: raises notes by half step
 Flat: lowers note by half step
 Natural sign: cancels the sharp or flat signs placed before the note
 Double sharp: raises pitch of note by two semitones or a whole
tone or pitch
 Double flat: lowers the pitch of a note by a whole step or two
semitones in pitch

Iloilo City
o Dynamics: loudness or softness of sound (degrees of oscillation), indicates

particular level of intensity
Symbol Italian Term English Term

Ppp pianississimo Very, very soft
Pp Pianissimo Very soft
P piano Soft
Mp mezzo piano Moderately soft
Mf mezzo forte Moderately loud
F forte Loud
Ff fortissimo Very loud
Fff fortississimo Very, very loud
decrescendo Gradually decreasing
loudness
crescendo Gradually increasing
loudness
o Tempo: rate of speed of the rhythm in a composition:

 Largo- very slow, broad
 Lento- slow
 Adagio- slow, at ease
 Andante- moderately slow
 Moderato- moderate
 Allegro- fast
 Vivace- quick, lively
 Presto- very fast
 Accelerando- gradually becoming faster
 Ritardando- gradually becoming slower
o Articulation: manner by which a musical score is performed instrumentally

or vocally
 Legato- notes are connected smoothly without pauses
 Tenuto- indicated by short lines under notes means they should be
withheld slightly longer than the indicated value
 Staccato- indicated by dots above or below notes indicating that
notes should only be played briefly as dots reduce the value of the
note by one half
 Slur- curved line connecting two notes of different pitches
indicating that notes are connected and should be played legato
o Timbre: or tone color refers to the quality of sound that distinguishes one
instrument from the other
 Voice:
 Soprano (F) HIGHEST Tenor (M)
 Mezzo Soprano MEDIUM Baritone
 Alto LOWEST Bass
 Musical Instruments: (how sounds are produced by performers:
also known as the Sachs-Hornbostel System)
 Idiophones: instruments that are struck, shaken or rubbed-
bells, cymbals, maracas, triangle
 Membranophones:use stretched skins as membranes, struck
with hands or sticks- snare drum, timpani, dabakan, tugo

Iloilo City
 Aerophones: wind instruments that are blown on the

mouthpiece to produce sounds- trumpets, horns, saxophones,
sahunay, flute
 Chordophones: stringed instruments that are plucked or
bowed- kudyapi, banduria, laud, violin
 Electrophones: instruments that use electronic circuits or
sound amplification: keyboard, electronic guitar
o Chamber music- composition played by a group of musicians for a small

room performance (string quartet, duo, quintet, trio)
o Orchestra- basically a big group with four sections:
 String instruments- violin, viola, cello, double bass, harp
 Woodwind instruments- piccolo, flute, oboe, clarinet, bassoon
 Brass instruments- trumpet, trombone, French horn, tuba
 Percussion instruments- xylophone, timpani, chimes, tambourine,
snare drum, triangle, bass drum
o Band- group of musicians playing one particular section of instruments of
the orchestra
o Combo- referred as the jazz ensemble composed of singers, electric
guitarists and synthesizers
o Rondalla- stringed musical ensemble (banduria, laud, octavina, guitar, etc.
o Kulintangan ensemble -brass gongs (kulintang), set of suspended gongs
(gandingan), single large suspended gong (agong), gong slightly larger
than the smallest kulintang (babandil), and a membranophone or skin
drum (dabakan)
Gongs – (made of brass or bronze)
gansa in Apayao and Ifugao
pinsal in Ibaloi, Igorot
ahgong in Muslim and people of the mountain province
gandingan (when played in sets of four);
kulintangan (when the set is 7 to 11 varying in sizes and
pitch played like the xylophone) in Cotabato
Xylophones – babandi (wood) in Cotabato
gabang (bamboo) in Sulu
2 sticks – (15” and 18” in length of Tan-ag wood)
kulatang in Boac, Marinduque
Forked Bamboo (stick clapper)
bunkaka or bilbilintinguians and Benguet
Drums – (covered with animal skin
dubacan in Cotabato beaten with rattan sticks
sulibao in Ibaloi using the palms of hands for clapping its
surface
Bamboo drum – bamboo joint, 2 cords have been split loose except
at both ends are given tension by bridges
pas-ing by Apayaos
kuglong by Bagobos
kabungbong by the Negritos of Bataan
pantig by Ifugaos
marimbao by the Mangyans of Mindoro
karatong by the Pangasinanses
tultugan by the Ilonggos
kagul by the Maranaos
Flute (bamboo)
unguing in Ifugao
palandoggiangan in Davao
tulali in Iloilo
paluta in Samar and Leyte
pito in Ilocos Norte
Iloilo City
Native Clarinet
lantoy by the Visayans
subbing by Subanos of Mindanao
kulibao by Tinguians and Kalingans
aphio by Bontocs
barimbao by Tagalogs and Ilocanos
kulain in Cotabato
kubing in Lanao
Pipe – (of several lengths of bamboo reeds blown upon by moving
to and from across the lips Like the sho in Japan and sheng in
China
Native Guitar
kutibeng in Ilocos
bigwela in Tagalog- from Spanish vehuela
sista – (Spanish sexta or 6 strings) in Leyte and Samar
buktot in some section of the Visayas (small guitar made
from coconut shell)
Pimitive Violin (semi-circle of bamboo tied across with abaca or
banana fibers. A coconut shell is inserted at the middle for
resonator. It is like the vanastran of ancient India).
butting by the Yogad Of Isabela
gurimbao by the people of Quezon
kudyapi by the Visayans
o Rhythm- aspect of music concerned with accents, duration and flow of the
notes/ with the basic units of rhythm below:
 Beat- basic unit of music
 Meter- grouping of beats in bar lines, and of equal units (duple, triple,
quadruple)
 Accent- strong beats
 Time signature- or meter signature; upper number indicates the
number of beats in the measure, and the lower number indicates the
kind of notes that receives one beat
o Melody- arrangement of notes and time values
 Themes- central musical ideas that occur repeatedly throughout songs
 Interval- difference in pitch between two tones or distance between
two given notes (harmonic if notes are arranged vertically/ melodic if
notes are arranged horizontally)
 Contour- melodic movements usually in folk songs: steps (close
movement of notes), leap (far movement), skips (slightly distant)
 Range- distance between the highest and lowest notes of a musical
score
ParuParongBukid 3
4
Paruparongbukidnalilipad-lipad
Sagitnangdaanpapaga-pagaspas
Isangbaraangtapis
Isangdangkalangmanggas
Angsayang de kola
Isangpiyesaangsayad
May payneta pa siya — uy!
May suklay pa mandin — uy!
Nagwas de-ohetesangpalalabasin
Haharapsa altar at mananalamin
At sakalalakadngpakendeng-kendeng.

Iloilo City
Sitsiritsit 2
4
Sitsiritsit, alibangbangSalaginto at salagubang
Angbabaesalansangan Kung gumiri’yparangtandang
Santo Niño saPandakanPutosekosatindahan
Kung ayawmongmagpautangUubusinkanglanggam
Mama, mama, namamangkaPasakayinyaring bata
Pagdating sa Maynila, ipagbili ng mantika.
Magtanim Ay Di Biro 4
4
Magtanim ay di biro Maghapongnakayuko
Di namanmakaupo Di man langmakatayo
SaumagapaggisingLaginangiisipin
Kung saan may patanimDoonmasarapangpagkain
Halina, halina, mgakaliyagTayo’ymagsipagunat-unat
Magpanibagotayonglakas Para saarawngbukas.
Leron, LeronSinta (Tagalog) 4

4
Leron, Leron, sintaBukong papaya
Daladala’ybusloSisidlanngsinta
Pagdatingsadulo’yNabaliangsanga,
KaposkapalaranHumanapngiba.
HalikanaNeneng, tayo’ymanampalok
Dalhinmoangbuslo, sisidlannghinog
Pagdatingsadulo’yuunda-undayog
KumapitkaNeneng, bakakamahulog.
Atin Cu Pong Singsing (Pampanga) 2
4
Atin cu pong singsingMetung yang timapukan
Amanaquekeiti King, indung, ibatan
Sangkankengnininup King me tung a kaban
Mewalayaitiekukamalayan
ManangBiday 3
4
ManangBiday, ilukatmo man Ta bentananikalumbaban
Ta kitaec ta kinayawan ay matayakan no din accaasyan
A sinokangaaglabas-labas Toy jardinkopagay-ayamak
Ammon ngarud a balasangakSabangtiliryo di pay pagukrad
Bahay Kubo 3
4
Bahaykubo, kahitmuntiAnghalamandoon ay sari-sari. Singkamas at talong, sigarilyas at
maniSitaw, bataw, patani. Kundol, patola, upo’tkalabasaAtsakamayroon pang labanos,
mustasa, sibuyas, kamatis, bawang at luyasapaligid-ligid ay punonglinga.
Pamulinawen (Ilokano) 4
4
Pamulinawenpusocindingamman Toy umasasogagrayo ta sadianPanunutan man di
capagintulungan Toy agayatagrayo ta sadianItdemcaniancalipatan Ti nasudiunay a
naganUraysa di tiayan Lugar sadi no man Aw-awagaktiaysarday Ti
nagaanmokasasamitan No malagipkaPusoc toy mabangaran

Iloilo City
diona talindao and auit

-wedding song - sung at home
indolanin and dolayanin hila, soliranin and manigpasin
- street songs -rowing songs
holohorlo and oyayi, hele ombayi
-cradle songs -song of sadness
omiguing tagumpay
-song of tenderness -a triumphal song
dopayanin and balicongcong, talindaw hiliriao
-boat songs -a drinking song
Kundiman Balitaw
-poetic song of love and heartbreak -Mayor (happy mood, Tagalog)
Ex. NasaankaIrog (NicanorAbelardo) -Menor (slow tempo, Visayan)
Ex. Flowers in June (Samar)
Kumintang Pasyon
-war song, chant about love and courtship -narrative verse of Jesus’ life
Ex. Mutyang Pasig (NicanorAbelardo)
o Free verse- don’t have precise set of rhythm

o Rhythmic patterns- combination of notes and rest patterns
o Syncopation- displacement of accents, a sudden beat or jolt (off beat)
o Scale- a system that organizes sound patterns
 Diatonic- eight tones arranged in succession in descending or
ascending manner
 Major: patterned WS WS HS WS WSWS HS (WH for whole
step and HS for half step)
o Ex. C major
 Minor: half steps occurring between 2nd and 3rd notes and in
the 5th and 6th notes or WS HS WS WS HS WS WS
o Ex. A minor
o Musical texture- single or several layers of sound heard at the same time
 Monophonic- a cappella, Gregorian chants
 Homophonic- focus on melody with support of instruments
 Polyphonic- having many sounds, ex. Choral
 Heterophonic- two performers simultaneously singing or playing
different versions of what is essentially the same melody
o Harmony- simultaneous sounding of two or more pitches
o Chord- harmonic unit made up of two or more blended tones (triad)
o Motif- arrangement of notes and musical ideas
 The increasing importance of music education is reflected in the passage of the

music education Law (RA 4723) – an act giving importance to the teaching of
music in the curriculum of the elementary and secondary schools in 1966,
authored by Congressman Manuel Concordia. For this, he won the “Music Patron
of the Year” award.
 Suggested music groups with special music teachers should organize:

1. Rondalla group
2. School band
3. Drum and Bugle corps
4. Recorder Ensemble
5. Guitar Ensemble
6. Choral Group
 General Activities in a Music class

1. Singing
2. Playing
Iloilo City
3. Listening
4. Rhythmic Response
5. Music Reading
6. Creative Work
a. Writing a new poem for a familiar music
b. Composing songs
c. Creating dance steps
d. Painting pictures of music heard
e. Creating musical plays
 Methods:
1. Kodaly – made use of hands signs, sofa syllables –start with only 5 tones
2. Dalcroze – eurhythmics – stepping beats, clapping the beat
3. Orff – early childhood education play and rhythm dance
4. Suzuki – teaching music by rote
INDIA
 Started with the belief that sound is a god and everything is a manifestation of
god created by Brahma (creator), Shiva (destroyer) and Vishnu (preserver)
 Religious chants called vedas sung without accompaniment
 Indian music being the oldest unbroken musical tradition in the world, the most
intricate and versatile style
 Guru, teacher of music or dance
 Vinaya, teacher of humbleness towards elders
 Sadhana, teacher of practice and discipline
 Art of Indian music has been constantly called guided improvisations
 Tala, rhythmic time cycle of Indian music composed of long and short beats
 Raga, aesthetic melodic form with peculiar ascending and descending movement
 Music is focused on its devotional leading to gods ex. Hymns to Shiva
 Three main instruments: sitar (guitar with twenty metal frets and 7 strings),
tabla (pair of drums made of wood and animal skin), tambura (drone instrument
made of jackwood, with 4-6 tuning pegs, and played vertically)
THAILAND
 Formerly known as Siam labeled as Muang Thai or Land of the Free (being the
only country in Southeast Asia that has never been ruled by Western power)
 Music emphasizes rhythm over harmony
 Based on the seven-tone scale system except children and folk songs based on
five-tone scale or pentatonic scale
 Focus in singing drives the articulation of the text rather than in the style
 Heterophonic texture: basic melody is elaborated by embellishing instruments
 Traditional music is written in 2 time signature
4
 Ritual songs: suod-chanting of religious verses
 Entertainment songs: basically secular, used to tell stories about customs and
traditions- phlengklomdek: nursery rhymes with irregular rhythms
 Musical instruments
Ranatthum(metallophone, played while on the floor)
khawngwonglek (set of gong circles)
Mahoriensemble: accompany songs and plays
KhruangSaayensemble: made up of stringed instruments
Piphatensemble: composed of percussion and woodwind instruments
INDONESIA
 Most ethnically diverse population with around 300 ethnic groups that speak
more than 250 languages
 Two kinds of scale patterns in the country:
Five tone slendro(five equidistant tones in octave)
Seven-tone pelog(heptatonic scale of semi-tones)
 Music, drama and dance are essential to the lives of Indonesians
Iloilo City
 Gamelan- generic name of Indonesia’s ensemble

 Female soloist or pesindhen, focus of the ensemble, and all vocal music is used
to ornament the gamelan
 Gerong- male chorus
 Gerongbandayan- mixed chorus
 Gamelan- composed of chimes, bronze gongs, drums, flutes and metallophones
 Balinese gamelan- sacred music
 Javanese gamelan- used for court music
AFRICA and LATIN AMERICA
 Traditional African music is functional (work, worship, entertainment)
 Traditional forms has no notations
 Griots- highly skilled musicians
 Soukous- one of the most influential styles of popular music in Africa
 Rhythmic patterns and movements and percussive sounds predominate African
music (polyrhythmic)
 Vocal style- wide range is observed among African singers
 Call-response technique: used in group singing
 Improvisation and creativity very evident in African music
 Handclapping- most important musical accompaniment
 Drums- believed to summon spirits
 Calypso- Latin American form of music and dance, with words that are witty and
humorous, rendered by a steel band or conventional dance band instruments
 Rumba- Afro-Cuban song dance and music, often accompanied by conga drums
and sticks
 Merengue- well known vocal and dance music adapted from the Dominican
Republic that starts from a moderate to an extremely fast tempo in duple meter
 Tango- emerged in Buenos Aires at the end of the 19th century, elegant and
flowing music, often done in a melancholic manner.
 Salsa- developed in New York City but originate d from the Caribbean Hispanics
highly influenced by jazz and rock music and instruments
 Latin American musical instruments can be highly distinguished from the rest of
the instruments because of its Latin flavor, hip-gyrating rhythm and precise vocal
techniques
 Demonstrate understanding of concepts and skills in ARTS:

(aesthetic perception, elements of art, prinsipyongsining,
pamanangsining): (3%)
 Relate the nature of content area, principles and processes with
relevant issues, concerns and problems in the community, society or
environment (Arts - pagpapahalagasakapaligiran): (2%)
 Use variety of teaching approaches techniques and instructional
materials appropriate to the subject matter and the learners (Arts-
disenyongkatutubo, likhangsining): (1%)
 Art- visual statement that communicates an idea, expresses a feeling or presents

and interesting design
 Arts constitutes one of the oldest and most important means of expressions
developed by human beings
 First language of art: art being built into the very center of our humanity. Second
language of art: made up of the conventions, the traditions and the styles which
have accumulated over the ages. Third language of art: to experience art by
sharing our experiences with people, a way of communication
 Art being derived from the Aryan root word “AR” which means to put together,
while another Latin word “ARS” means skill.Art being an expression of objectified
Iloilo City
pleasure. Art being an organization of educational experiences that help us grow

us a society and help preserve the environment we live in and is done by with
the aid of materials to meet human needs in the most pleasing, helpful, and
satisfactory enjoyment of life. Art is not nature; art is made by man.
 Arts’ greatest achievement is that it created a permanent impression of the
passing scene, just like how the freshness of the living plant can be captured and
preserved in the canvass of the artist. Art occupies both space and time, all
classification of forms; the form and content of a work of art being inseparable
and by that, art merely extends from beyond the subject matter.
Art is used in the following:

 Art as skill in drawing: 1800’s, drawing was a required subject
 Art for cultural refinement: 19th century, art was introduced in the school
programs
 Art as craft and folk tradition: where vocational education sprouted and the very
reason why art can perpetuate the artistic legacy based on folk traditions and
ethnic practices
 Art as self-expression: influenced the artistic revolution in the society today
 Art being integrated and correlated: means of communication by serving as a
method of correlating ideas of the group and reporting them to a larger audience
 Art in everyday living: art being helpful in considering how to design an object
that can suit a specific purpose and is tailored according to its need and
application

Purposes of Art:
 There is personal fulfillment through art.
 Art is appreciation of the artistic heritage.
 Awareness of art in the society
ARTS, RELIGION AND LIFE
 First art form introduced by Spanish friars in the Philippines were religious in
nature (saints or santos)
o Art is also found in the architecture of religious structures (ex.
Agustin Church in Intramuros Manila, Miag-ao Church in Iloilo
o Anting-anting or amulets are medals with mystic symbols that is
believed to contain supernatural powers
 Pottery: most ancient folk arts of the Philippines ex. Manununggul jar
excavated in Plawan in 1953
 Weaving: using backs-trap loom weaving method, blankets and clothing
especially in Northern Luzon and Southern Mindanao are crafted out of this
art form ex. T’nalak abaca weaving cloth of the T’boli using ikat method
 Wood Carving: used during important rituals like planting, harvesting,
worship and healing ex. Anito figure called bul-ulin Cordillera
 Various art forms of the Spaniards’ religious arts: palaspas (Lenten), taka
(papiermache animals in Paete, Laguna), kiping (rice leaf wafers), and
sarimanok (brass artwork).
ART AND ECONOMICS
 Portraiture: one of the earliest forms of secular art brought about by the rise
of the middle class ex. Illustrados- composed of rich hacienderos and
merchants commissioned painters to do a portrait of their very own family
 Miniaturismo or miniaturist style is the artists’ attack on painting detailed
portraits of well-to-do families. Ex. InocenciaFranciaby Antonio Malantic
 Establishment of art galleries helped painting flourish in the Philippines

Iloilo City
 Folk art forms as sources of income: exported products like carved furniture
of Betis, Pampanga; Laminosa mats of Sulu; jewelries made in Bulacan;pina
weaving industry of Aklan; embroideries of Lumban, Laguna
ART AND POLITICS
 Politics is manifested in the works of visual artists who express their

aspiration for a free, just and sovereign society called as social realists who
create images of protests against injustices and suppression of human rights
ex. Guillermo Tolentino’s The Bonifacio Monument; Nonoy Marcelo’s ikabod,
private collection of comic strips; Neil Dolorican’s painting of Manggagawa
ARTS, GEOGRAPHY AND TECHNOLOGY
 Use of natural archipelagic forms and complex concepts of modern art to

produce an art piece: ex. Woodcut yingyan sun by Rodolfo Paras-Perez
 Intercultural contacts of people bonded by art: ex. people in Iloilo and Cebu
 Technological inspirations: ex. Gadgets, geometric industrial structure
 Advocacies: ex. Step-Up movie
 Computer animation and graphics: Toy Story (1995), Up (2009), Hunger
Games (2012)
The elements of art are a commonly used group of aspects of a work of art used in
teaching and analysis, in combination with the principles of art, objects placed at a
distances are rendered with less details, clarity, and intensity than the closer ones.
Three-dimensional space work is created with the help of shading, which gives it a
feeling of depth. Space can also be created by overlapping objects
Texture
The texture is the quality of a surface or the way any work of art is represented. Lines
and shading can be used to create different textures as well. For example, if one is
portraying certain fabrics, one needs to give the feeling of the right texture so that it
closely resembles what the artist is trying to convey. The texture is the quality of a
surface or the way any work of art is represented. There are three kinds of basic
textures, actual, simulated and the invented texture. Lines and shading can be used to
create different textures as well. For example, if one is portraying certain fabrics, one
needs to give the feeling of the right texture so that it closely resembles what the artist
is trying to convey.
Form
Form may be created by the forming of two or more shapes or as three-dimensional
shape (cube, pyramid, sphere, etc.). It may be enhanced by tone, texture and colour.
Form is considered three-dimensional showing height, width and depth. Examples of
these are sculpture, theatre play and figurines. A form always has three dimensions;
length, width and height. Examples of such would be cubes, pyramids, spheres or even
cylinders. Therefore, form has depth as well as height. Sculptures and decorative arts
serve as good examples for form.
Space
Space is the area provided for a particular purpose. It may have two dimensions (length
and width), such as a floor, or it may have three dimensions (length, width, and
height). Space includes the background, foreground and middle ground. Space refers to
the distances or areas around, between or within components of a piece. There are two
types of space: positive and negative space. Positive space refers to the space of a
shape representing the subject matter. Negative space refers to the space around and
between the subject matter. Space is the creation of visual perspective; this gives the
illusion of depth. Space can also mean the way an artist uses the area within the picture
plane. Real space is actually three-dimensional. The way any artist uses the
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combination of positive and negative space can have a great effect on his/her entire
composition. The right use of space can go a long way in creating a bigger impact with
even minimum use of lines. Three-dimensional space can be created with the help of
shading and perspective to give a feeling of depth.
Line
Line is most easily defined as a mark that spans a distance between two points (or the
path of a moving point), taking any form along the way. As an art element, line pertains
to the use of various marks, outlines and implied lines in artwork and design, most
often used to define shape in two-dimensional work. Implied line is the path that the
viewer's eye takes as it follows shapes, colours, and form along a path, but may not be
continuous or physically connected, such as the line created by a dancer's arms, torso,
and legs when performing an arabesque. This is a mark that is made on a surface.
Lines are the first element of art and are continuous marks that are made on any
surface with a moving point. A line can to used to express various things or feelings; it
can be used to show various moods or anything abstract. Lines can be used in various
ways to create different compositions. A horizontal or a vertical line can be used to
express various things in different ways, such as, only vertical lines can be used to
express an orderly feeling where are only horizontal lines can give a feeling of peace
and stillness. Diagonal lines are used to create feelings of movement. It is up to the
artist how he/she conveys it, in the best way possible through the use of lines. (A ship
sailing a stormy sea will need diagonal lines to represent movement.)
Shape
Shape pertains to the use of areas in two dimensional space that can be defined by
edges, setting one flat specific space apart from another. Shapes can be geometric
(e.g.: square, circle, triangle, hexagon, etc.) or organic (such as the shape of a puddle,
blob, leaf, boomerang, etc.) in nature. Shapes are defined by other elements of art:
Space, Line, Texture, Value, Color, Form. A shape always has two dimensions, length as
well as width. This is represented as an enclosed area that is defined by color, value,
space, texture and form. When lines form together, they form shapes. Shapes can be
geometrical, rectangles, ovals and squares.
Color
Color pertains to the use of hue in artwork and design. Defined as primary colors (red,
yellow, blue) which cannot be mixed in pigment from other hues, secondary colors
(green, orange, purple) which are directly mixed from combinations of primary colors.
Further combinations of primary and secondary colors create tertiary (and more)
hues. Tint and Shade are references to adding variations in Value; other tertiary colors
are derived by mixing either a primary or secondary color with a neutral color. e.g. Red
+ White = Pink. Color always has three characteristics, which are hue, value and the
intensity. Hue means the shades (Red, yellow or pink), value refers to the lightness or
the darkness and intensity refers to the brightness or dullness of the work of art.

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Hue (another word for color)- Specifically, color is light, and light is composed of many
colors—those we see are the colors of the visual spectrum
Intensity (brightness)- brightness or dullness of a hue
Chroma: How pure a hue is in relation to gray
Luminance / Value: A measure of the amount of light reflected from a hue. Those
hues with a high content of white have a higher luminance or value
Shade and tint are terms that refer to a variation of a hue.
Shade: A hue produced by the addition of black.
Tint: A hue produced by the addition of white.
Value (lightness or darkness).
THE COLOR WHEEL

• The color wheel can be divided into ranges that are visually active or passive.
• When one considers the colors the artist uses, one is considering the PALLETTE,
or the range of hues.
• If an artist chooses to use all shades of one color from dark to light, the work is
MONOCHROMATIC.
• If the artist chooses a variety of hues, the work is POLYCHROMATIC.
COLOR Combination
We determine whether or not we are successful by critically assessing the visual

balance and harmony of the final composition—balance and harmony are achieved by
the visual contrast that exists between color combinations

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Monochromatic Relationship –
Colors that are shade or tint variations of the same hue
Complementary Relationship -
Those colors across from each other on a color wheel
Split-Complementary Relationship -
One hue plus two others equally spaced from its complement.

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Double-Complementary Relationship-
Two complementary color sets; the distance between selected complementary pairs will
affect the overall contrast of the final composition
Analogous Relationship -
Those colors located adjacent to each other on a color wheel.
Triad Relationship -
Three hues equally positioned on a color wheel.

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Value
Value, or tone, refers to the use of light and dark, shade and highlight, in an artwork.
Black-and-white.The value refers to the changes in the base color. This is also
determined by how much light is reflected or absorbed by any surface. Values mean the
various intensities of the tones or colors. This could be the highlights, midtones or even
shadows in any painting or sculpture.
Foundation of Art Education
Art – usually refer to the product of some combination of skill, training,

and observation.
- Is the disciplined activity of man limited to a skill of painting, drawing,
sculpture, and architecture.
- Apply to human skill in its broadest sense – for example, to writing, to
composing and performing music, to acting, or photography.
- Expression of creativity; of pleasure in dexterity; invention and the
ingenious use of natural materials by man.
 Methods of Presenting the Style in Art
1. Realism – the artist attempts to portray the subject as it is. He describes as

accurately and honestly as possible what is observed through the senses.
2. Abstraction – used when the artist becomes so interested in one phase of
scene or situation that he does not show the subject at all as an objective
reality, but only idea, or his feeling about it. Abstraction subjects can also be
presented in many ways.
 Mangling – the subjects are cut, lacerated, mutilated or hacked with
repeated blows.
 Cubism – stresses abstract form through the use of a cone, cylinder, or
sphere at the expense of other pictorial elements.
 Suprematism – is a peculiar abstraction where structure is
subordinated to surface arrangement.
 Expressionism – is an art from cubism which is a development of
decorative, individualistic and personal expressiveness.
3. Distortion – the subject is misshapen condition, or the regular shape is
twisted out.
4. Elongation – the subject is being lengthened, a protraction or an extension.
5. Symbolism – can be simply an emblem or sign like a $ to represent a dollar, a
lamb to represent meekness, a cross to represent a church, etc. It is the
practice of the artist where art production represents ideas, symbols, thus
giving meanings to objects, events, and conditions.
6. Fauvism – artists tried to paint pictures of comfort, joy or pleasure using
bright primary colors. To fauve, a tree trunk need not be brown. It could be
bright red, purple, or any other color.
7. Futurism – the artist wanted their works to capture the speed and force of
modern industrial society. Their paintings glorified the mechanical energy of
modern life. E.g. automobile, airplanes, railroad train, etc.
8. Surrealism – the subject of this kind attempt to show what is inside a
person’s mind as well as the appearances of his or her outside world. Using
this method, the surrealists declare that a magical world – more beautiful
than the real one – can be created in art and literature. Much of the beauty
sought by surrealist is violent and cruel.
Importance…..
Art is importance to life and education. It affects much of the daily life of
all of us. The following are the reasons why art is important to our life and
education:

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1. Art is quality of all experience.

2. Art is a daily experience.
3. Art is universal experience.
4. Art intensifies the learning situation.
5. Art vivifies learning.
6. Art enriches learning.
7. Art integrates learning.
8. Art is the organizing factor in experience.
 Elements of Visual Art
1. Line – Lines is the simplest, most primitive, and most universal means for
creating visual art. Lines are straight and curved. Straight lines are horizontal,
vertical, or diagonal.
Horizontal line – the line of rest and quiet, relaxation and contemplation. A long
horizontal line gives a sense of infinity that is not easily obtained in any other
way.
Vertical line - pointed, balanced, forceful, and dynamic.
Diagonal line – the line of action which connotes confusion, disturbance,
lightning, battle, war, and sudden death.
Curved lines – show action and life and energy. Curved line in the arts is
universal and is most shown in dance.
2. Value (light or dark) – name given to relative degrees of light, or that it indicates
the degree of luminosity --- that is the present or absence of light. Values in
painting are fixed while in architecture and sculpture, value change with the
light. In studying the values of painting, we notice first the value tone. If the
picture is predominantly light, then their value tone is light. When the picture is
predominantly dark, the value tone is dark.
3. Light and Shadow – sometimes known as chiaroscuro (Italian word for “light and
dark”) should be distinguished from value. Light and shadow is a means of
modeling a figure in depth, a means of articulating the form.
4. Color – colors may be warm or cold, advancing or retreating, light of heavy,
attractive or repulsive, in tension or in suspension.
Three qualities or attributes of color: hue, value, and intensity.
Hue – quality by which we distinguish one color from another.
Primary hues (red, blue, yellow)
Secondary hues (green, violet, orange) – mixing of the primary hues
5. Volume – is often called “solidity”. It is the quality of an object, which enables us
to know that it, has thickness as well as length and breath. If we use only our
eyes, we perceive volume primarily in two ways.
- Contour lines, that is, by outlines or shapes of objects.
- Surface lights and shadows.
Painting is two-dimensional, it can only suggest volume. The shadows and
contour lines are painted in and do not change.
Sculpture and Architecture are in three dimensions: outlines and the shadows
change with each shift in the position of the person viewing them.
6. Space – the two arts in which space is of great importance are architecture and
painting. Architecture is primarily an art of space. Its uses space as one of its
elements as we can see in the exterior of a building and if we are within the
building we see it as enclosing space.
Painting does not deal with space directly as architecture does. It can only
represent space on a two-dimensional surface. The most obvious techniques for
creating space in painting are the various types of perspective.
 Mediums of Visual Arts

The different mediums of visual art are: Architecture, Sculpture, Painting, and
Photography

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Architecture – the materials native to the place where the building is erected have
determined the material of which a building is made.
 Greece – marble was easily available, thus many building were made
of marble.
 Rome – concrete was used because were great quantities of an earth
called “pouzolona” which, when mixed with lime, made a hard and
enduring cement.
Throughout Europe limestone was easily available, and the cathedrals
were built of limestone.
 Philippines – since limestone is abundant, Catholic churches were also
made of limestone.
Ten Major historical architectural styles and characteristics
1. Egyptian (3000-1000 B.C.)
- Mammoth rectangular plan of limestone
- Sloping pylons with gorge molding
- Bud and flower capitals for post-and-lintel construction
- Clerestory in hypostyle hall
- Monumental obelisks and sphinxes fronting pylons
- Relief sculptures on walls and columns
2. Greek (600-100 B.C.)
- Relatively small rectangular plan of marble
- Entablature of pediment, cornice, frieze, and architrave
- Doric, Ionic, or Corinthian capitals on flute columns for post and lintel
- Color gliding on statuary and architectural details
- Mathematical approach to symmetry
- Refinements of proportion to create optical illusions
3. Roman (100 B.C. – 500 A.D)
- Rectangular and circular plans of puzzuolana and stucco
- Engineering principle of arch in dome on drum, barrel vaulting, and groin
vaulting
- Fluted freestanding and engaged columns and pilasters with Greek orders
- Coffered ceilings over large spaces
- Triangular, circular, and broken pedimentation
- Decorative medallions and keystones
4. Early Christian (300 A.D. – 7000)
- Roman basilica plan center aisle, one or two side aisles, and space
- Plain buttressed façade, sometimes with small round window and
compound arches
- Campanile disengaged from façade
- Square coffered ceiling
- Interior marble and mosaics
- Variations of Roman orders, such as basket capitals
5. Byzantine (300 A.D. – 1000)
- Greek cross plan, walls in patterned brick and meander, fret, or chevron
- Great dome on pendentives buttressed by half domes
- Plain exterior
- Clustered colonnettes
- Carved basket capitals
- Interiors of colored, richly grained marble and mosaics in upper vaults
6. Romanesque (1000-2000)
- Latin cross plan of local stones
- Use of round arch and buttressed barrel vaulting and groin vaulting
- Towers engaged to façade and large transept tower
- Dome often over apse
- Recessed doorways ornamented with sculpture, and large rose window
upper levels
- Grouped piers (clustered), thick columns, or both
7. Gothic (1200-1400)
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- Latin cross plan, usually of native stones

- Use of soaring pointed arch and ribbed vaulting with flying buttresses
- High façade towers with gargoyles
- Stained-glass rose and lancet windows
- Pinnacles with crockets and finial
- Tall, recessed doorways decorated with elongated sculptured figures
8. Renaissance (1400-1600)
- Rectangular plan with combined post-and-lintel form and arch form
- Balanced fenestration of three stories
- Ribbed dome on drum with lantern
- Entablature with two-storey columns
- Triangular and circular pedimentation
- Decorative balustrades, plasters, keystone, and quoins
- Greek and Roman ornamentation
9. Baroque (1600 – 1700)
- Circular plans and ornamentations, but Baroque facades frequently added
to existing buildings
- Playful in-and-out movement of curved steps and balustrading
- Accent on sculpture above eye level
- Overly dramatic and exuberant light-and-dark patterns
- Elaborate console brackets, crests, cartouches, clocks, and fountains
10. International Style (1920’s - )
- Non-eclectic with minimum ornamentation
- New engineering principles, such as cantilevering from hillsides
- Multilevel construction
- Greater use of glass, steel, and cement
- New materials, such as permapane, and stained aluminum
- Emphasis, conceptually at least, on “honest” functionalism
 Sculpture – Two most commonly used for sculpture are stone and metal. Stone
is durable. It resists weather, fire and all ordinary hazards but it is heavy and
expensive. Of the stones marble is the most beautiful. Of the metals, the one
most commonly used traditionally was bronze. Early Philippine sculpture before
the coming of the Spaniard had a striking similarity with the early Egyptian
sculpture characterized by frontal nudity.
“Bul-ol” – means fertility in Ifugao and considered as an Ifugao granary
god. It is a wooden sculpture in human form to assure bountiful harvest for the
natives.
“Okkir” – a carving brought by the early Arab and Russians missionaries to
the Philippines. It means “to carve” but it also refers to design.
 Woodcarving-comes in ornamental form in the houses of the Maranaos like that

of the “torogan” which features the “panolong” and extended beam carved with
the Sarimanok or Naga design. Paete, Laguna has gained the reputation of being
the home of the best wood sculpture because of each Paete artist has his own
unique style. Subjects of the art works were people captured in woodwork doing
their daily life activities.
The Philippine geographical location motivated the residents in different islands
to engage in boat making. Guimaras island in Western Visayas and inhabitants
from Sibutu Island have known as Philippine’s best boat makers and they used
this for transportation and livelihood. In the Island of Sibutu the expert boat
making are called “Tukang”. Tourist called the inhabitants of the island “The
Vikings of Sulu” its because of their superior boatbuilding knack and the natives
seafaring qualities.
Philippine woodcraft comes in the form of figurines, table centerpieces, wall
decors, cartoon characters, relief panels, and hand carved furniture.

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 Jewelry making in the Philippines can be traced from the ancient beads which is
of many types such as glass and stones beads which was excavated from burial
caves in Palawan and dated more than 2000 years ago.
 Ceramics was used to mean the art of pottery making because of the abundant
of clay in the Philippines, however, today it has broadened its scope to include all
silicate industries or those that derived from an organic compound from the
reaction of acid and alcohol. The word ceramics was derived from the Greek
word “keramos” meaning a potter; it was also derived from Sanskrit word
meaning “to burn”.
The Arts of the Philippines

The art in the Philippines reflect a society with diverse cultural influences and
traditions.
 Literature – developed primarily in the oral tradition in poetic and narrative
forms. Epic poems, legends, proverbs, songs, and riddles were passed from
generation to generation through oral recitation and incantation in the various
languages and dialects of the islands.
 Epics- was chanted in episodic segments during a variety of social rituals. One
common theme of the epics is a hero who is aided by benevolent spirits. The
epics that have survived are important records of the ancient customs of tribal
society before the arrival of Islam and Christianity.
 Art and Architecture – The Daoist (Taoist) temple is in Cebu Island, in the
Philippines. The Chinese inhabitants have influenced many economic and social
elements of the Philippine culture. Daoism, a philosophical and religious system,
was introduced to the country by the Chinese. Many of the art and architecture
of the Philippines were strongly influenced by the Spaniard. Most art emphasized
religious iconography. The church commissioned local craftspeople, often skilled
Chinese artisans, to construct provincial stone churches with bas-relief sculpture
and carve “santos”, or statues of saint, and other devotional icons in wood and
ivory.
Philippine painters began to explore secular themes in the mis-1800s.
Juan Luna and Felix Resurrection Hidalgo produced works in the romantic
and early impressionist styles, achieving recognition in Europe.
1900s – Fernando Amorsolo, Fabian de la Rosa, and Jorge Pineda,
produced romanticized landscapes, genre scenes, and portraits.
1920s – VictorioEdades , an American trained painter, infused modernism
into the Philippine art world.
 Carlos Francisco, Arturo Luz, Anita Magsaysay-Ho, Vicente Manansala,
and Hernando Ocampo (Filipino painters who were influenced by
American and European modernism
 Lee Aguinaldo and FernadoZobel de Ayala – achieved international
recognition in the 1960s and 1970s
Sculpture took on secular themes in the early 1900s.
o Guillermo Tolentino – Filipino-American trained sculptor who
studied classical sculpture in Rome.
o Napoleon Abueva – pioneered modernism sculpture in the
Philippines in 1950s.
o Eduardo Castillo – whose large welded-metal sculptures are
displayed in Manila’s Memorial Park
o Salomon Saprid – noted for his expressionist series of mythical
figures titled Tikbalang.
o Abdulmari Imao – who produced contemporary interpretations of
traditional Muslim designs.

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 Demonstrate understanding of concepts and skills in PHYSICAL

EDUCATION (sports talent identification): (3%)
 Employ appropriate assessment techniques to measure specific
learning targets in PE - Philippine Physical fitness test: (1%)
GENERAL INFORMATION
Talent is the adequate aptitude or ability in one direction, above the normal
average.
Talent selection is short term, such as picking a team that will compete in a
tournament next month.
Talent detection can be defined as the prediction of future performance of
youngsters or the identification of young players that will achieve success at national or
international levels.
Within the concept of Talent ID there are two basic categories:
Identifying talent in children that are not currently playing and
attracting them to the game.
Identifying talent among children that already play and investing more
time, attention and money in their development.
There are three basic types of talent:

General motor talent
Sports talent
Sports specific talent
The main components of Talent ID can be divided into the following categories:
Physiological
Physical
Psychological
Technical/Tactical
PHYSIOLOGICAL ASPECTS OF TALENT ID

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Physiological tests can be used to measure height, weight, arm span, body
somatotype and other anthropometric/biometric elements.
These measurements could also be useful if they help to predict certain
physiological characteristics of the child. If it can be predicted that the child will be
exceptionally small or heavy, one could assume that tennis, which requires strength
without a lot of weight, would not be the best sport for that particular individual.
PHYSICAL ASPECTS OF TALENT ID
This may be useful in a negative sense, in that the children who fall short of
expected motor qualities in their age range may be not be selected for intensive
training or competition. In addition, the situation could occur that there is a selection
decision to be mad between two players and the one with greater physical skills may be
the better choice.
In the younger age groups (10 and 12 & under) playing experience, technical skills and
biological maturity are the factors that primarily affect results. As the player reaches 13
or 14 years old, motor abilities specific to tennis, particularly reaction speed and agility,
become much more important in determining performance. From around 16 (girls
usually earlier), factors such strength, power, other forms of speed, and anaerobic
endurance play an increasingly important role in the performance of the player.
Any battery of tests for young players should include evaluating skills such as
running, jumping, throwing, catching, coordination, specific speed, agility, power,
flexibility, endurance and the like.
All physical tests can only be meaningful if used to compare players of a very
specific age group, or, preferably, once physical maturity has been reached. Once
maturity has been reached, the playing field can be considered level. Otherwise the
results are useless.
PSYCHOLOGICAL ASPECTS OF TALENT ID
Sports psychologists can give tests to children. These tests can give insight into
areas such as self-confidence, self-esteem, personality or motivation. However, even
though some people have a greater predisposition towards developing mental
toughness needed, these skills can be developed significantly in all players. Perhaps the
most important mental characteristics to play well are drive and a desire to compete.
Players with these attributes will seek out every possible opportunity to compete and
practice their skills. These players are intrinsically motivated. Other important
psychological characteristics include confidence, ability to concentrate and persistence,
even in the face of failure. Coaches can observe some of these psychological traits
when the players are quite young. For example, does the player spend a good deal of
time hitting on his/her own against a backboard outside of the training session? As the
player develops, evaluation of the player’s work ethic, quality of work, enjoyment,
poise, concentration abilities and other factor is an on-going process.
TECHNICAL/TACTICAL ASPECTS OF TALENT ID
The technical/tactical aspects of Talent ID are probably the most important and
the ones that coaches are best equipped to evaluate.
Recognizing tactical situations on court and good decision making regardless of
the outcome of the points are important. The ability to learn new skills quickly is an
indication of talent in the technical/tactical area. Some players are gifted and others are
not so gifted. It is often the not so gifted that become better players in the long run.
Some youngsters that have problems mastering stroke techniques in the first one or
two years, but were persistent, enjoyed more success later on. The reason is that they
learned the benefits of hard work and determination. In this case, a mental attribute,
persistence, is more important than early talent.

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Physical Fitness Test and Components

Physical Fitness Test (PFT) is a standardized test prepared by BPESS or also known as Bureau of
Physical Education and School Sports. The purpose of the test is to determine your over-all fitness level.
There are two test to be taken, one is what we called PRE- TEST which is usually administered at the
beginning of the school year and POST TEST will be done one month before the school year ends. The
result of the test will serve as the basis for providing continuous activities/ trainings in order to maintain
one’s fitness.
The following are the physical fitness test and components.
Fitness Test Fitness Components
1. 3 minute step test- Cardiovascular Endurance
2. 30 seconds curl up- Abdominal Strength
3. Bent knee push up (Girls)- Body Strength (Upper)
Push up ( Boys)- Arm strength and endurance
4. 50 m sprint- Speed
5. Standing Long Jump- Leg power
6. Sit and Reach - Flexibility of the trunk
SPORTS and RECREATION:
 Athletics- Athletics is an exclusive collection of sporting events that involve

competitive running, jumping, throwing, and walking. The most common types
of athletics competitions are track and field, road running, cross country running,
and race walking. The simplicity of the competitions, and the lack of a need for
expensive equipment, makes athletics one of the most commonly competed
sports in the world. Athletics is mostly an individual sport, with the exception
of relay races and competitions which combine athletes' performances for a team
score, such as cross country.
 Swimming- Swimming has been recorded since prehistoric times; the earliest
recording of swimming dates back to Stone Age paintings from around 7,000
years ago. In competitive swimming, four major styles have been established.
These have been relatively stable over the last 30–40 years with minor
improvements. The four main strokes in swimming are: Freestyle(free),
Breaststroke(breast), Backstroke(back), Butterfly(fly)
 Arnis- Eskrima, Arnis and (in the West) Kali are umbrella terms for the
traditional martial arts of the Philippines that emphasize weapon-based
fightingwith sticks, knives and other bladed weapons, and various improvised
weapons. It also includes hand-to-hand combat and weapon disarming
techniques. For all intents and purposes, eskrima, arnis and kali all refer to the
same family of Filipino weapon-based martial arts and fighting systems.
In Luzon they may go by the name of arnis, arnis de
mano, sinawali, pagkalikali, pananandata (use of
weapons), didya, kabaroan (blade usage) and kaliradman. In the Visayas and
Mindanao, these martial arts have been referred to
as eskrima, kaliand kalirongan. Kuntaw and silat are separate martial arts that
have been practiced in the islands.
 Badminton- Badminton is a racquet sport played by either two opposing players
(singles) or two opposing pairs (doubles), who take positions on opposite halves
of a rectangular court that is divided by a net. Players score points by striking
a shuttlecock with their racquet so that it passes over the net and lands in their
opponents' half of the court. Each side may only strike the shuttlecock once
before it passes over the net. A rally ends once the shuttlecock has struck the
floor, or if a fault has been called by either the umpire or service judge or, in
their absence, the offending player, at any time during the rally.
 Table Tennis- Table Tennis, also known as ping-pong, is a sport in which two or
four players hit a lightweight, hollow ball back and forth using table tennis
rackets. The game takes place on a hard table divided by a net. Except for the
initial serve, players must allow a ball played toward them only one bounce on
their side of the table and must return it so that it bounces on the opposite side.
Points are scored when a player fails to return the ball within the rules. Play is
fast and demands quick reactions. A skilled player can impart several varieties

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of spin to the ball, altering its trajectory and limiting an opponent's options to
great advantage.
 Tennis- Tennis is a sport usually played between two players (singles) or
between two teams of two players each (doubles). Each player uses a
racket that is strung to strike a hollow rubber ball covered with felt over a net
into the opponent's court. The object of the game is to play the ball in such a
way that the opponent is not able to play a good return. Tennis is
an Olympic sport and is played at all levels of society at all ages.
 Basketball- Basketball is a team sport, the objective being to shoot a ball through
a basket horizontally positioned to score points while following a set of rules.
Usually, two teams of five players play on a marked rectangular court with a
basket at each width end. Basketball is one of the world's most popular and
widely viewed sports.
 Volleyball- Volleyball is a team sport in which two teams of six players are
separated by a net. Each team tries to score points by grounding a ball on the
other team's court under organized rules. It has been a part of the official
program of the Summer Olympic Games since 1964. The complete rules are
extensive. But simply, play proceeds as follows: a player on one of the teams
begins a 'rally' by serving the ball (tossing or releasing it and then hitting it with
a hand or arm), from behind the back boundary line of the court, over the net,
and into the receiving team's court. The receiving team must not let the ball be
grounded within their court. The team may touch the ball up to 3 times but
individual players may not touch the ball twice consecutively. Typically, the first
two touches are used to set up for an attack, an attempt to direct the ball back
over the net in such a way that the serving team is unable to prevent it from
being grounded in their court. The rally continues, with each team allowed as
many as three consecutive touches, until either (1): a team makes a kill,
grounding the ball on the opponent's court and winning the rally; or (2): a team
commits a fault and loses the rally. The team that wins the rally is awarded a
point, and serves the ball to start the next rally.
 Softball- Softball is a variant of baseball played with a larger ball on a smaller
field. Invented in 1888 in Chicago as an indoor game, it was at various times
called indoor baseball, mush ball, playground, softbund ball, kitten ball, and,
because it was also played by women, ladies' baseball. The namesoftball was
given to the game in 1926. A tournament (1933) at the Chicago World's Fair
spurred interest in the game. The Amateur Softball Association of America
(founded 1933) governs the game in the United States and sponsors annual
sectional and World Series championships. TheInternational Softball
Federation regulates rules of play in more than 110 countries, including the
United States and Canada. Women's fast-pitch softball became an Olympic sport
in 1996, but it (and baseball) was dropped in 2005 from the 2012 games.
Despite the name, the ball used is not soft. It is about 12 in. (30 cm) in
circumference (sometimes larger for slow-pitch), which is 3 in. (8 cm) larger than
a baseball. The infield in softball is smaller than in baseball; each base is 60 ft
(18 m) from the next, as opposed to baseball's 90 ft. (27 m). There are two
types of softball: in the most common, slow-pitch softball, the ball, sometimes
larger than the standard 12 in, must arch on its path to the batter, 10 players
make up a team, and bunting and stealing are prohibited; in fast-pitch softball
the pitch is fast, there are 9 players on a team, and bunting and stealing are
permitted. Softball rules vary somewhat from those of baseball. Two major
differences are that the ball must be pitched underhand—from 46 ft. (14 m) for
men or 43 ft. (12 m) for women as compared with 60.5 ft. (18.4 m) in baseball—
and that seven innings instead of nine constitute a regulation game.
 Baseball- Baseball is a bat-and-ball sport played between two teams of nine
players. The aim is to score runs by hitting a thrown ball with a bat and touching
a series of four bases arranged at the corners of a 90-foot diamond. Players on
the batting team take turns hitting against thepitcher of the fielding team, which
tries to stop them from scoring runs by getting hitters out in any of several ways.
Iloilo City
A player on the batting team can stop at any of the bases and later advance via
a teammate's hit or other means. The teams switch between batting and fielding
whenever the fielding team records three outs. One turn at bat for each team
constitutes an inning and nine innings make up a professional game. The team
with the most runs at the end of the game wins.
 Futsal- Futsal (Portuguese pronunciation: [futˈsaw]) is a variant of association
football that is played on a smaller pitch and mainly played indoors. Its name is
a portmanteau of the Portuguese futebol de salão, which can be translated as
"hall football" or "indoor football". During the sport's second world
championships held in Madrid in 1985, the name fútbol Sala was used. Since
then, all other names have been officially and internationally changed to futsal.
Futsal is played between two teams of five players each, one of whom is
the goalkeeper. Unlimited substitutions are permitted. Unlike some other forms
of indoor football, the game is played on a hard court surface delimited by lines;
walls or boards are not used. Futsal is also played with a smaller ball with less
bounce than a regular football.The surface, ball and rules create an emphasis on
improvisation, creativity and technique as well as ball control and passing in
small spaces.
 Chess- Chess is a two-player strategy board game played on a chessboard, a
square checkered gameboard with 64 squares arranged in an eight-by-eight grid.
It is one of the world's most popular games, played by millions of people
worldwide at home, in clubs, online, by correspondence, and intournaments.
Each player begins the game with sixteen pieces: one king, one queen,
two rooks, two knights, two bishops, and eight pawns. Each of the six piece
types moves differently. Pieces are used to attack and capture the opponent's
pieces, with the objective to 'checkmate' the opponent's king by placing it under
an inescapable threat of capture. In addition to checkmate, the game can be
won by the voluntary resignation of the opponent, which typically occurs when
too much material is lost, or if checkmate appears unavoidable. A game may also
result in a draw in several ways, where neither player wins. The course of the
game is divided into three phases: opening, middlegame, and endgame.
 Domino- Dominoes (or dominos) generally refers to the collective gaming pieces
making up a domino set (sometimes called a deck or pack) or to the subcategory
of tile games played with domino pieces. In the area of
mathematical tilings and polyominoes, the word domino often refers to
anyrectangle formed from joining two congruent squares edge to edge. The
traditional Sino-European domino set consists of 28 dominoes, colloquially
nicknamed bones, cards, tiles, tickets, stones, or spinners. Each domino is a
rectangular tile with a line dividing its face into two square ends. Each end is
marked with a number of spots (also called pips) or is blank. The backs of the
dominoes in a set are indistinguishable, either blank or having some common
design. A domino set is a generic gaming device, similar to playing cards or dice,
in that a variety of games can be played with a set.
 Chinese checkers-Chinese checkers is a strategy board game which can be
played by two, three, four, or six people, playing individually or with
partners.The game is a modern and simplified variation of Halma.The objective is
to be first to race one's pieces across the hexagram-shaped gameboard into
"home"—the corner of the star opposite one's starting corner—using single-step
moves or moves which jump over other pieces. Others keep playing to establish
2nd, 3rd, 4th, 5th, and last place finishers.Like other skill-based games, Chinese
checkers involves strategy. The rules are simple, however, so even young
children can play.
 Hiking- Hiking is an outdoor activity which consists of walking in natural
environments, often in mountainous or other scenic terrain. People often hike
on hiking trails. It is such a popular activity that there are numerous hiking
organizations worldwide. The health benefits of different types of hiking have
been confirmed in studies. Some of the health benefits of hiking include, but are
not limited to, losing excess weight, decreasing hypertension, and improving
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mental health. The word hiking is understood in all English-speaking countries,

but there are differences in usage.
 Biking- or Cycling, also called bicycling or biking, is the use
of bicycles for transport, recreation, or for sport. Persons engaged in cycling are
cyclists or bicyclists. Apart from ordinary two-wheeled bicycles, cycling also
includes riding unicycles, tricycles, quadracycles, and other similar human-
powered vehicles (HPVs).
 Orienteering-Orienteering is a family of sports that requires navigational skills
using a map and compass to navigate from point to point in diverse and usually
unfamiliar terrain, and normally moving at speed. Participants are given a
topographical map, usually a specially prepared orienteering map, which they
use to find control points. Originally a training exercise in land navigation for
military officers, orienteering has developed many variations. Among these, the
oldest and the most popular is foot orienteering. For the purposes of this article,
foot orienteering serves as a point of departure for discussion of all other
variations, but basically any sport that involves racing against a clock and
requires navigation using a map is a type of orienteering.
 Camping- Camping is an outdoor recreational activity. The participants (known
as campers) leave urban areas, their home region, or civilization and enjoy
nature while spending one or several nights outdoors, usually at a campsite.
Camping may involve the use of a tent, caravan, motorhome, cabin, a primitive
structure, or no shelter at all. In many parts of the world, camping refers
exclusively to the use of tents or similar portable structures. Camping as a
recreational activity became popular in the early 20th century. Campers
frequent national or state parks, other publicly owned natural areas, and
privately owned campgrounds. Camping is a key part of many youth
organizations around the world, such asscouting. It is used to teach self-reliance
and teamwork.
DANCE:
Ballet
Digital Vision / Getty Images
Ballet serves as a backbone for many other styles of dance, as many other dance
genres are based on ballet. Ballet is based on techniques that have been developed
over centuries. Ballet uses music and dance to tell stories. Ballet dancers have the
ability to transport an audience to another world.
Jazz
Stockbyte / Getty Images
Jazz is a fun dance style that relies heavily on originality and improvisation. Many jazz
dancers mix different styles into their dancing, incorporating their own expression. Jazz
dancing often uses bold, dramatic body movements, including body isolations and
contractions.

Iloilo City
Tap
Donna Ward/Stringer / Getty Images
Tap dancing is an exciting form of dance in which dancers wear special shoes equipped
with metal taps. Tap dancers use their feet like drums to create rhythmic patterns and
timely beats.
Hip-Hop
Photodisc / Getty Images
Hip-hop is a dance style, usually danced to hip-hop music, that evolved from the hip-
hop culture. Hip-hop includes various moves such as breaking, popping, locking and
krumping, and even house dance. Improvisation and personal interpretation are
essential to hip-hop dancing.
Modern
Modern dance is a dance style that rejects many of the strict rules of classical ballet,
focusing instead on the expression of inner feelings. Modern dance was created as a
rebellion against classical ballet, emphasizing creativity in choreography and
performance.
Swing
Swing dance is a lively dance style in which couples swing, spin and jump together.
Swing dancing is a general term that means dancing to swing music, or music that
"swings." How can you tell if a song swings? Swing dancers know when a song swings
because when they hear it, they can't stand still.
Contra Dance
Betty Ann Sather / Great Meadow Music

Iloilo City
Contra dance is a form of American folk dance in which the dancers form two parallel
lines and perform a sequence of dance movements with different partners down the
length of the line. Contra dances are relaxed with family-like atmospheres. The dancing
is excellent exercise, and dancers can set their own pace. Contra dancers are usually
friendly, active people with a love of dance.
Country and Western
Michael Buckner / Getty Images
Country and western dance includes several dance forms, usually danced to country-
western music. If you've ever been to a country and western club or tavern, you've
probably seen a few cowboy boot-wearing dancers twirling around the dance floor with
big smiles on their faces.
Belly Dance
Belly dance is a unique form of dance characterized by sharp, rolling movements of the
hips and abdomen. The true origins of belly dancing are debated among enthusiasts.
Flamenco
Jess Alford / Getty Images
Flamenco dance is an expressive dance form that mixes percussive footwork with
intricate hand, arm and body movements. Flamenco is a Spanish art consisting of three
forms: Cante, the song, Baile, the dance, and Guitarra, guitar playing. .
Latin Dance
Stockbyte / Getty Images
Latin dance is a fast-paced, often sensual, partner dance characterized by sexy hip
movements. However, hip movements are not intentional in any of the Latin dances.
The hip motion is a natural consequence of changing weight from one foot to the other.
Folk Dance
Guang Niu / Getty Images
Folk dance refers to a variety of dances developed by groups or communities, as

opposed to being made up by a choreographer. There are several types of folk dance
including clogging, English country dance, international folk dance, Irish dance, Maypole
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dance, Morris dance, Nordic polska dance, square dance, and many more. Folk dances
are often performed at social events.
 Demonstrate understanding of concepts and skills in HEALTH: (3%)
 Holistic health
Concept
Dimensions
 Changes in the health dimensions during puberty
o Physical
o Mental/intellectual
o Emotional
o Social
o Moral-spiritual
-describes changes in different aspects of growth that happens to boys and girls during
puberty: Puberty is the process of physical changes by which a child's body matures
into an adult body capable of sexual reproduction to enable fertilization. It is initiated
by hormonal signals from thebrain to the gonads; the ovaries in a girl, the testes in a
boy. In response to the signals, the gonads produce hormones that stimulate libido and
the growth, function, and transformation of
thebrain, bones, muscle, blood, skin, hair, breasts, and sexual organs. Physical
growth—height and weight—accelerates in the first half of puberty and is completed
when the child has developed an adult body. Until the maturation of their reproductive
capabilities, the pre-pubertal, physical differences between boys and girls are
the genitalia, the penis and the vagina.
On average, girls begin puberty at ages 10-11; boys at ages 11-12. Girls usually
complete puberty by ages 15–17, while boys usually complete puberty by ages 16–17.
The major landmark of puberty for females is menarche, the onset of menstruation,
which occurs on average between ages 12-13; for males, it is the first ejaculation,

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which occurs on average at age 13. In the 21st century, the average age at which
children, especially girls, reach puberty is lower compared to the 19th century, when it
was 15 for girls and 16 for boys. This can be due to any number of factors, including
improved nutrition resulting in rapid body growth, increased weight and fat
deposition,[13] or exposure to endocrine disruptors such as xenoestrogens, which can at
times be due to food consumption or other environmental factors. Puberty which starts
earlier than usual is known as precocious puberty. Puberty which starts later than usual
is known as delayed puberty.
Notable among the morphologic changes in size, shape, composition, and
functioning of the pubertal body, is the development of secondary sex characteristics,
the "filling in" of the child's body; from girl to woman, from boy to man. Derived from
the Latin puberatum (age of maturity), the word puberty describes the physical changes
to sexual maturation, not the psychosocial and cultural maturation denoted by the term
"adolescent development" in Western culture, wherein adolescence is the period of
mental transition from childhood to adulthood, which overlaps much of the body's
period of puberty.
Although there is a wide range of normal ages, girls typically begin the process
of puberty at age 10 or 11; boys at ages 11-12.[1][2][3] Girls usually complete puberty by
ages 15–17, while boys usually complete puberty by ages 16–17. Any increase in height
beyond the post-pubertal age is uncommon. Girls attain reproductive maturity about 4
years after the first physical changes of puberty appear. In contrast, boys accelerate
more slowly but continue to grow for about 6 years after the first visible pubertal
changes.
For boys, an androgen called testosterone is the principal sex hormone. While
testosterone produces all boys' changes characterized asvirilization, a substantial
product of testosterone metabolism in males is estradiol. The conversion of
testosterone to estradiol depends on the amount of body fat and estradiol levels in boys
are typically much lower than in girls. The male "growth spurt" also begins later,
accelerates more slowly, and lasts longer before the epiphyses fuse. Although boys are
on average 2 cm shorter than girls before puberty begins, adult men are on average
about 13 cm (5.2 inches) taller than women. Most of this sex difference in adult heights
is attributable to a later onset of the growth spurt and a slower progression to
completion, a direct result of the later rise and lower adult male levels of estradiol.[18]
The hormone that dominates female development is an estrogen called estradiol. While
estradiol promotes growth of breasts and uterus, it is also the principal hormone driving
the pubertal growth spurt and epiphyseal maturation and closure.[19] Estradiol levels
rise earlier and reach higher levels in women than in men.
The hormonal maturation of females is considerably more complicated than in boys.
The main steroid hormones, testosterone, estradiol, and progesterone as well
as prolactin play important physiological functions in puberty. Gonadal steroidgenesis in
girls starts with production of testosterone which is typically quickly converted to
estradiol inside the ovaries. However the rate of conversion from testosterone to
estradiol (driven by FSH/LH balance) during early puberty is highly individual, resulting
in very diverse development patterns of secondary sexual characteristics. Production of
progesterone in the ovaries begins with the development of ovulatory cycles in girls
(during the lutheal phase of the cycle), before puberty low levels of progesterone are
produced in the adrenal glands of both boys and girls.
- explains that the pattern of change during puberty is similar but the pace of
growth and development
 Management of health concern during puberty
o Poor eating habits
o Lack of sleep
o Lack of physical activity
o Dental problems (dental caries, malocclusion, halitosis, gingivitis,
periodontal disease)
Body odor
o Postural problems
 Health appraisal procedures
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o Height and weight

 Self-breast examination for girls
 Testicular examination for boys
 Vision screening
 Scoliosis test
 Health exam
 Dental exam
 Rights of the Child on Nutrition- explains the right of the child to nutrition
(Article 24 of the UN Rights of the Child)
 Nutritional guidelines
 Food selection based on adolescent’s nutritional needs
 The food pyramid guide or my plate model
 Nutritional guidelines for Filipinos appropriate during puberty
 Nutritional problems of adolescent- describes the signs, symptoms, prevention,
and control of malnutrition (underweight and overweight), and micronutrient
deficiencies; explains the characteristics, signs, symptoms, prevention and
control of eating disorders (anorexia nervosa, bulimia nervosa, compulsive eating
disorder)
 ecology of health and disease
 common beliefs about the cause of diseases
 general factors that influence the health equilibrium (host, agent,
and environment)
 factors that influence disease transmission
 the chain of infection
 the stages of infection
o general methods of disease prevention and control
 the three levels of prevention
 Specific preventivemeasures
 skin diseases as adolescent
 health concerns:nature, prevention, and control
o Acne
o Wart
o Tinea (ringworm, jock itch, athlete’s foot)
 conducts a survey of the pressing environmental problems in the community:
water supply, food supply, disease control, sanitation and beautification
peace and order, health and medical care, moral and spiritual, recreational
program, drug abuse prevention and control, pollution, pests and rodents
 community disaster preparedness
 critically analyzes the impact of community and environmental issues
and problems on people’s health
 locates, evaluates and uses community health resources to help solve community
health problems
 Community recycling
 Community resources and policies
 Health education and promotion
 Strict implementation of environmental laws (R.A. 0512 Environmental
Awareness)
 discusses sexuality as an important component of one’s personality
 explains the dimensions of human sexuality
 analyzes the factors that affect one’s attitudes and practices related to
sexuality
 assesses personal health attitudes that may influence sexual behavior
 relates the importance of sexuality to family health
 describes teen-age concerns, e.g., boy-girl relationship and their effects on
holistic health
 discusses the signs, symptoms, and effects of sexually transmitted infections
(STIs), such as Human Immunodeficiency Virus, (HIV) infection and Acquired
Immune Deficiency Syndrome (AIDS)
Iloilo City
 enumerates steps in the prevention and control of STIs

 analyzes why abstinence is the most effective method for the prevention of
HIV and AIDS and other STIs
 follows government policies in the prevention and control of HIV and AIDS
(RA 8504 or Philippine AIDS Prevention and Control Act)
 explains other government efforts in ensuring a clean blood supply to prevent
issues and problems related to sexuality (RA 7719 or Blood Services Act of 1994
 discusses the nature, prevention and control of common communicable diseases
(mortality and morbidity)
 analyzes the nature of emerging and reemerging diseases
o leptospirosis
o Severe Acute Respiratory Syndrome (SARS)
o Meningococcemia
o Foot and Mouth Disease
o Avian influenza
o Influenza AH1N1
 analyzes programs and policies to prevent and control communicable diseases
 demonstrates advocacy skills in the prevention and control of common
communicable and emerging diseases
 healthy and unhealthy relationships
 Aging and death
 Coping skills in managing loss and grief
 Common mental disorders (Types, signs and symptoms, prevention
and professional care)
 Development of skills in managing feelings (with emphasis on anger
management)
 describes the types of intentional injuries (suicide, domestic violence,
gang and youth violence, illegal fraternity-related violence, kidnaping
and abduction, terroristic acts, sexual victimization and other forms of sexual
abuse)
 demonstrates proper first aid procedures for common unintentional injuries
o musculoskeletal injuries
o heat emergencies
o control of bleeding
o poisoning
o choking
o fracture, etc.
 demonstrates appropriate bandaging techniques for unintentional injuries
 demonstrates proper techniques in carrying and transporting the victim of
unintentional injuries
 discusses strategies in the prevention and control of substance abuse
 applies resistance skills in situations related to substance abuse
 enumerates healthful alternatives to substance abuse
 follows school rules and government laws related to substance abuse (RA
9165 Comprehensive Dangerous Drugs Act of 2002)
 discusses the various policies, laws and programs for consumer protection
 explains the importance of consumer laws and policies in protecting public
health
 discusses the important provisions of the Consumer Act of the Philippines (RA
7394)
 identifies national and international government and private organizations
that implement programs for consumer protection
 Courtship, dating, and marriage
 Pregnancy-related concerns and pre-natal care
o Maternal nutrition
o Essential newborn protocol
o Importance of breastfeeding
 Responsible parenthood
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o Importance
o Factors for a successful family life
o Roles and responsibilities of parents in childrearing and care
Accident Prevention, Safety and First Aid: Causes, cost, and prevention of accidents and
injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs,
procedures and services, including first aid education.
Community and Environmental Health: Situates the learner as an integral part of

his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote
a standard of health, hygiene and safety in food and water supply, waste management,
pollution control, noxious animal control, and the delivery of primary health care.
Consumer health: Application of consumer skills in the wise evaluation, selection and
use of health information, products, and services.
Family Health: The human life cycle related to the personal interactions within the
family that nurtures the individual and that provides a home environment that enhances
his/her growth as a person and the development of ideals, values and standards of
behavior regarding sexuality and responsible parenthood
Growth and Development: Developmental milestones in adolescence with emphasis on

attention to personal health and the development of self management skills to cope
with life’s changes
Nutrition: Recognition of the nutrients children and adolescents need, analysis of the
quality and quantity of their food intake, and development of proper eating habits to
meet physiological, psychological and social needs, including diseases and disorders
that arise from improper eating habits
Personal health: Development and daily practice of health behaviors that promote
physical, mental, social, emotional, and spiritual health and prevention
and management of personal health problems
Prevention of diseases and disorders. Prevention and control of communicable and non-
communicable diseases and disorders through the development of health habits and
practices and health programs supported by legislation and provision of health services
in the school and the community
Substance Use and Abuse: The use and abuse of substances: their identification;
causes; effects on the person, the family, society and the nation; prevention;
and control.
COMPILED ADDITIONAL NOTES IN MAPEH
BSEd in Music, Arts, Physical Education and

Health in the Philippines
The Bachelor of Secondary Education in Music, Arts, Physical Education and Health
program (BSEd-MAPEH) is designed to provide knowledge and skills to students in the
educational foundations of Physical Education, Art, and Music Education.

Iloilo City
The program aims to produce graduates who are prepared to become effective
educators and are equipped with relevant teaching techniques in physical education,
arts, health and music education.
Admission requirements for BSEd in Music, Arts,

Physical Education and Health the Philippines
o Must have recommendation from high school principal and guidance counsellor
o Must have the Original copy of high school card (Form 138A)
o Must have most recent medical and dental health record
o Must take and pass the College Entrance Examination
o Must have a copy of NSO certified birth certificate
o Must have a certificate of good moral character
o Must have a copy of high school diploma
o One 2”x 2” copy of latest photo
Duration of BSEd in Music, Arts, Physical Education

and Health program in the Philippines
The BSEd in MAPEH program takes 4 years to complete.
An on-job training or internship is done on the third and fourth years of the program,
where students are exposed to both in-campus and out-campus teaching. The practical
training will take at least a month for each level (for a total of at least two months).
Subjects included in the BSEd in Music, Arts,

Physical Education and Health program
o Solfeggio & Applied Piano/ Rondalla Playing & Instrumentation
o Anatomical, Mechanical & Physiological Bases of Movement
o Coaching & Officiating Sports, Dance & Music Activities
o Org anization & Management of MAPEH Activities
o Fundamentals of Music &Integrated Music Theory
o Athletics, Individual ,Dual & Combative Sports
o Aquatics, Swimming & other Water Activities
o Philippine Folk Dance & Other Dance Form
o Methods & Strategies in Teaching MAPEH
o Elementary of Astronomy & Meteorology
o InfoTech/ Word Proc / Spreadsheet /OA
o Philosophy of Ethics/Ethics in Education

Iloilo City
o Fund of Rhythmic Activities & Dancing
o Ecology/Environmental Education
o Music Literature( Western Music)
o Child & Adolescent Development
o Basic Grammar & Composition
o Komunikasyon sa Akad Filipino
o Research & Academic Writing
o Social Dimensions of Teaching
o Special Education for MAPEH
o Choral Works & Conducting
o Literature of the Philippines
o Safety Education & First Aid
o Music & Arts Appreciation
o Art Education - Visual Arts
o Public Speaking & Debate
o Elements of Mathematics
o Philippine & Asian Music
o Developmental Reading
o Educational Technology
o Introduction to Geology
o Reading & Composition
o Special Topics Seminar
o Foundation of MAPEH
o Principles of Teaching
o Facilitating Learning
o Leadership Seminar
o Research in MAPEH
o Gymnastics
Licensure examination required in order to practice

as MAPEH teachers in the Philippines
A graduate of BSEd in MAPEH needs to pass the Licensure Examination for

Teachers in order to practice the as s teacher in the Philippines. The examination is
given by theBoard of Professional Teachers under the supervision of
the Professional Regulation Commission (PRC).

Iloilo City
Requirements for the Licensure Examination for

Teachers
o Must be a holder of a degree in BSEd in MAPEH with academic credits on required

subjects from a university recognized by the Philippine government.
o Must have a copy of the Transcript of Records with Special order and date of
graduation with remarks “FOR BOARD EXAMINATION PURPOSES ONLY”
o Must not have any case filed or pending for moral turpitude in any court in the
Philippines that involves moral turpitude
o Must have an original copy of community tax certificate (cedula)
o Must have a copy of the NSO authenticated birth certificate
o Must be of good health and sound mind
o Must be of good moral character
o Must be a Filipino Citizen
Career opportunities for graduates of BSEd in

MAPEH in the Philippines
o Department Head in Secondary Schools

o Outdoor Activity Coordinator
o Head in sports organizations
o Physical Education teachers
o Recreation specialists
o Officials in sports
o Sports Trainers
o Sports Coaches
MAPEH BREAKDOWN
MAPE 1. Foundations of MAPE, 3 units

Covers the historical, philosophical and sociological development of MAPE necessary to understand principles and
theories of Physical Education, Health, and Music Education. The course relates the past to contemporary issues,
concerns and development of MAPE.
MAPE 2. Philippine and Asian Music, 3 units

Deals with the study of instrumental and vocal music in the Philippines and Asian countries. Historical up to
contemporary developments of music are emphasized.
MAPE 3. Anatomical, Mechanical & Physiological Bases of Movement, 3 units

Deals with the relationship of the body parts and the scientific analysis of movements. It enables the students to
understand how the body functions and its objective of designing exercise, fitness, and conditioning programs for
lifetime use.
MAPE 4. Gymnastics, 2 units

Defines movement skills both for rhythmic exercises and the use of light and heavy apparatus. It deals particularly on
the development of refined skills for various stunts and tumbling activities.
MAPE 5. Philippine Folk Dance & Other Dance Forms, 2 units

Provides acquisition of knowledge and practical skills for folk dancing. It emphasizes the analysis and application of
folk dance instruction inherent for appreciating and preserving cultural traditions and customs.
Iloilo City
MAPE 6. Solfeggio and Applied Piano, 3 units

Develops reading, writing and skills in singing necessary for classroom teaching. Includes sight-reading, writing with
dictation, pitch finding and reading using fixed and movable “do” systems. Playing the piano is a requirement for this
course.
MAPE 7. Personal, Community and Environmental Health, 3 units

Deals with the comprehensive school health education programs which include health services, healthy living, and
school-community programs. It focuses on the health content areas for secondary schools, the role of school health
services, school linkages, promotion and maintenance of health services from school personnel to the community. It
likewise emphasizes the area for environment on waste disposal to biological protection.
MAPE 8. Team Sports (Basketball, Volleyball, Softball), 2 units

Provides playing skills and techniques in various team sports as well as coaching approaches in handling players.
MAPE 9. Aquatics (Swimming and Other Water Activities), 3 units

Requires scientific acquisition of knowledge and skill in managing the body in various water types, scientific
swimming skills on pool type structure and life saving skill for other water activities on river, sea and dike types of
water structure.
MAPE 10. Integrated Music Theory, 3 units

An in-depth study on the fundamentals and parameters of music – rhythms, melody, timbre, tempo, texture, harmony,
and form. It involves the study and structure of music and application of theories learned.
MAPE 11. Music Literature (Western Music), 3 units

Traces the historical development of period music from pre-Baroque to contemporary or modern music. Emphasis is
given on style, forms and characteristics of each representative composer and composition.
MAPE 12. Safety Education and First Aid, 3 units

Deals with the acquisition of the knowledge and skills prevention and safety measures on physical activities. It also
focuses on the immediate care given to victims during emergencies, natural calamities and disasters.
MAPE 13. Methods and Strategies in Teaching MAPE, 3 units

Prepares the students on the teaching skills of MAPE. It also deals on the development and preparation of
instructional materials and motivational aids.
MAPE 14. Athletics, Individual, Dual and Combative Sports, 3 units

Covers the acquisition of knowledge and skills basic to athletic training (Track and Field events). Exposure on hands-
on practicum is required.
MAPE 15. Coaching and Officiating Sports, Dance and Music Activities, 3 units
Deals on learning coaching techniques and psychological approaches of training. Actual officiating skill of various
sports events and hands-on practicum are required.
MAPE 16. Organization and Management of MAPE Activities, 3 units

Prepares the students on the actual application of theories and principles in organizational activities and managerial
capability training on various MAPE activities such as handling Sports competitions, Dance Festivals and
Competitions, Musical Concerts, etc.
MAPE 17. Special Education for MAPE, 3 units

Deals on the teaching of students with disabilities. Emphasis is on teaching competencies, skills, techniques and
approaches on handling the special needs of students (blind, deaf, orthopedically abled).
MAPE 18. Choral Works and Conducting, 3 units

Develops the techniques for choral group singing, score reading, repertoire building and conducting.
MAPE 19. Rondalla Playing and Instrumentation, 3 units

Deals on the training of musical instruments in a rondalla. Equips students with the knowledge and skills in playing in
a rondalla ensemble. Other musical instruments are also introduced with focus on interpreting musical pieces for
playing.
MAPE 20. Research in MAPEH, 3 units

Prepares students for handling scientific reporting of new works, presenting data for new developments and handling
problems in various MAPE activities. Emphasis is on applying principles and methods process based on actual
experiences.
MAPE 21. Practicum (Health Sciences), 3 units

Provides laboratory for practical application of health instructions on barangay or health center levels. A required 40
hours practicum work satisfies the completion or experiencing health practices and applications from instruction,
dissemination and assistance on various health activities.

Iloilo City
WHAT IS THE K TO 12 PROGRAM?

The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.
SALIENT FEATURES
Strengthening Ea rly Ch ildhood Education ( Unive rsa l Kinderg arten)

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Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
Research shows that children who underwent Kindergarten have better completion
rates than those who did not. Children who complete a standards-based Kindergarten
program are better prepared, for primary education.
Education for children in the early years lays the foundation for lifelong learning and for
the total development of a child. The early years of a human being, from 0 to 6 years,
are the most critical period when the brain grows to at least 60-70 percent of adult
size..[Ref: K to 12 Toolkit]
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through
games, songs, and dances, in their Mother Tongue.
Making the Curriculum Re levant to Lea rners (C ontextualizat ion and Enhance ment)
Examples, activities, songs, poems, stories,

and illustrations are based on local culture, history, and reality. This makes the lessons
relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity
and consistency across all levels and subjects.

Iloilo City
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change

Adaptation, and Information & Communication Technology (ICT) are included in the
enhanced curriculum.
Building Prof iciency through Lan guage ( Mother Tongue- Based Multilingua l Education)
Students are able to learn best

through their first language, their Mother Tongue (MT). Twelve (12) MT languages have
been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog,
and Waray. Other local languages will be added in succeeding school years.
Aside from the Mother Tongue, English and Filipino are taught as subjects starting
Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are
gradually introduced as languages of instruction. Both will become primary languages of
instruction in Junior High School (JHS) and Senior High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother
Tongue also serves as the foundation for students to learn Filipino and English easily.
Ensuring Integ rated and Sea mle ss Lea rning (Spiral Progre ssion)
Subjects are taught from the simplest concepts to more complicated concepts through
grade levels in spiral progression. As early as elementary, students gain knowledge in
areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures
a mastery of knowledge and skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd
Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated
from Grades 7 to 10. This same method is used in other Learning Areas like Math.

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Gearing Up for the Future (Senior High School)
Senior High School is two years of specialized upper secondary education; students
may choose a specialization based on aptitude, interests, and school capacity. The
choice of career track will define the content of the subjects a student will take in
Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific
Tracks.
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social
Sciences. Current content from some General Education subjects are embedded in the
SHS curriculum.
TRACKS
Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes
three strands: Business, Accountancy, Management (BAM); Humanities, Education,
Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to

provide them relevant exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track
in Grade 12, a student may obtain a National Certificate Level II (NC II), provided
he/she passes the competency-based assessment of the Technical Education and
Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics,

and Trade.
MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL
In SY 2012-2013, there are 33 public high schools, public technical-vocational high

schools, and higher education institutions (HEIs) that have implemented Grade 11. This
is a Research and Design (R&D) program to simulate different aspects of Senior High
School in preparation for full nationwide implementation in SY 2016-2017. Modeling
programs offered by these schools are based on students’ interests, community needs,
and their respective capacities.
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD

READINESS, 21ST CENTURY SKILLS)
After going through Kindergarten, the enhanced Elementary and Junior High curriculum,
and a specialized Senior High program, every K to 12 graduate will be ready to go into
different paths – may it be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
1. Information, media and technology skills,

2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.

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IMPLEMENTATION AND TRANSITION

MANAGEMENT
IMPLEMENTATION
Program implementation in public schools is being done in phases starting SY 2012–

2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the
program, and current 1st year Junior High School students (or Grade 7) are the first to
undergo the enhanced secondary education program. To facilitate the transition from
the existing 10-year basic education to 12 years, DepEd is also implementing the SHS
and SHS Modeling.
TRANSITION FOR PRIVATE SCHOOLS
Private schools craft their transition plans based on: (1) current/previous entry ages for
Grade 1 and final year of Kinder, (2) duration of program , and most importantly, (3)
content of curriculum offered.

Iloilo City
ACHIEVEMENTS AND PLANS
FREQUENTLY ASKED QUESTIONS

K TO 12 CONCERNS
 Universal Kindergarten began in SY 2011–2012.

 The enhanced curriculum for Grade 1 and Grade 7 (1st Year Junior High School) was rolled
out this SY 2012–2013, and will be progressively introduced in the other grade levels in
succeeding school years.
 Grade 11 will be introduced in SY 2016–2017 and Grade 12 in SY 2017–2018.
 The first batch of high school students to go through K to 12 will graduate in March 2018.
Where will the additional two years be added?
The two years will be added after the four-year high school program. This will be called
Senior High School.
Why are we implementing 12 years of basic education and not 11 years?
 A 12-year program is found to be the adequate period for learning under basic education. It is
also a standard for recognition of students and/or professionals abroad (i.e., the Bologna
Process for the European Union and the Washington Accord for the United States).

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 Other countries like Singapore have 11 years of compulsory education, but have 12 to 14
years of pre-university education, depending on the track.
 The Philippines is the last country in Asia and one of only three countries worldwide (the
other two being Angola and Djibouti) with a 10-year pre-university cycle.
How will K to 12 help in ensuring employment for our graduates?
 The K to 12 Basic Education Curriculum will be sufficient to prepare students for work.
 The curriculum will enable students to acquire Certificates of Competency (COCs) and
National Certifications (NCs). This will be in accordance with TESDA Training Regulations.
This will allow graduates to have middle-level skills and will offer them better opportunities to
be gainfully employed or become entrepreneurs.
 There will be a school–industry partnership for technical–vocational courses to allow students
to gain work experience while studying and offer the opportunity to be absorbed by the
companies.
What would be the assurance that K to 12 graduates will be employed?
 DepEd has entered into an agreement with business organizations, local and foreign
chambers of commerce, and industries to ensure that graduates of K to 12 will be considered
for employment.
 There will be a matching of competency requirements and standards so that 12-year basic
education graduates will have the necessary skills needed to join the workforce and to match
the College Readiness Standards for further education and future employment.
 Entrepreneurship will also be fostered in the enhanced curriculum, ensuring graduates can
venture into other opportunities beyond employment.
How will the K to 12 Program help working students (college level)?
 DepEd is in collaboration with the Commission on Higher Education (CHED) to provide more
opportunities for working students to attend classes.
 DepEd is working with the Department of Labor and Employment (DOLE) to ensure that jobs
will be available to K to 12 graduates and that consideration will be given to working students.
How will the K to 12 Program help students intending to pursue higher education?
The K to 12 Basic Education Curriculum is in accordance with the College Readiness

Standards of CHED, which sets the skills and competencies required of K to 12
graduates who intend to pursue higher education.
TRANSITION MANAGEMENT AND FURTHER EDUCATION
What will happen to colleges and universities during the initial nationwide
implementation of Senior High School in SY 2016–2017 and SY 2017–2018?
To manage the initial implementation of the K to 12 Program and mitigate the expected
multi-year low enrolment turnout for colleges, universities, and Technical-Vocational
Institutions (TVI) starting SY 2016-2017, DepEd shall engage in partnerships with them
to use their existing facilities and teaching staff. This ensures that during the transition
period, the reduction in enrollment in these colleges and universities may be offset.
Where will Senior High School be implemented?
Existing public schools may implement Senior High School. DepEd will be in
partnerships with CHED, TESDA, and private schools to use their facilities, especially
for the transition years. In addition, new standalone Senior High Schools will be built.
How will DepEd recruit enough teachers for SY 2016-2017 onwards?
 With the continuous increase of the DepEd budget, more teachers are being hired to fill all
necessary gaps in schools.
 To aid transition, hiring of (1) graduates of Science, Mathematics, Statistics, Engineering, and
other specialists in subjects with a shortage of qualified Licensure Examination for Teachers
(LET) applicants, (2) graduates of Technical-Vocational courses, (3) Higher Education
Institution faculty, and (4) Practitioners will be allowed.

Iloilo City
What are the guidelines for graduates of Science, Mathematics, Statistics,

Engineering, and other specialists in subjects with a shortage of qualified
Licensure Examination for Teachers (LET) applicants?
 These graduates will be permitted to teach in their specialized subjects in elementary and
secondary education. They must pass the LET within five years after their date of hiring to
remain employed full-time.
 They will no longer be required to pass the LET if these graduates are willing to teach on a
part-time basis.
What are the guidelines for hired technical-vocational course graduates, faculty
of Higher Education Institutions, and practitioners?
 Graduates of technical-vocational courses must have necessary certification issued by

TESDA and undergo training to be administered by DepEd or a Higher Education Institutions
(HEI).
 Faculty of colleges and universities must be full-time professors and be holders of a relevant
Bachelor’s degree.
 Faculty of TVIs and HEIs will be given priority in hiring for the transition period.
 DepEd and Private Education Institutions may also hire practitioners with expertise in the
specialized learning areas offered by the K to 12 Program as part-time teachers.
How will K to 12 affect the college curriculum?
The college General Education Curriculum is being revised. It will have fewer units with
the removal of unnecessary remediation as K to 12 graduates adhere to the College
Readiness Standards. With K to 12, the college curriculum will comprise of a year’s
worth of General Education subjects and at least two years of major subjects.
Will K to 12 change TESDA Technical Vocational Education and Training (TVET)

programs?
No. TESDA will continue to offer TVET programs. Students may also be eligible for NC I
and NC II through Junior High School and Senior High School, respectively.
What is my role in supporting this program?
 Be informed. Education shapes our future as Filipinos, it is our duty to be aware of reforms in
basic education that will move our country forward.
 Spread awareness. Tell your family, friends, and networks about the K to12 Program and
help them stay informed.
CURRICULUM
What will happen to the curriculum? What subjects will be added and removed?
 There is a continuum from Kindergarten to Grade 12, and to technical-vocational and higher
education.
 The current curriculum has been enhanced and has been given more focus to allow mastery
of learning.
 In Grades 11 and 12, core subjects like Math, Science, and Languages will be strengthened.
Specializations in students’ areas of interest will also be offered.
Will students choose specializations or will this be determined by assessment?
 Students will undergo several assessments to determine their interests and strengths. These
will include an aptitude test, a career assessment exam, and an occupational interest
inventory for high schools, and should help students decide on their specialization.
 To help guide students in choosing career tracks they intend to pursue, career advocacy
activities will be regularly conducted, which will be supported by career and employment
guidance counselors.
For Senior High School, what will happen if majority of our students want to
specialize in Agriculture and only one is interested to take Mathematics or
Business? How will this be accommodated?
 This is an extreme situation.

 The areas of specialization will be offered according to the resources available in a locality
and the needs of students.
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What will happen to special schools such as science high schools, high schools for the arts,
trade schools, etc.?
These schools will remain special schools with an enriched curriculum for Grades 7 to
12.
What will happen to multi-grade teaching?
Multi-grade teaching will continue, and will use the K to 12 curriculum.
The Alternative Learning System (ALS) age requirement is only 16 years old for
the high school equivalency test. Will this change to 18? Students might want to
turn to ALS if they can save two years of formal school education costs.
The ALS is based on the existing 10-year basic education curriculum. When the new
12-year curriculum will be in place, ALS will likewise be revised.
Will K to 12 enhance programs targeted to indigenous people, Muslim learners,

and people with special needs?
Yes, the K to 12 curriculum was designed to address diverse learner needs, and may
be adapted to fit specific learner groups.
Kindergarten
Is Kindergarten a pre-requisite for entering Grade 1?
Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes
Kindergarten as part of the basic education system and is a pre-requisite for admission
to Grade 1. Public schools will continue to admit children who have not taken
Kindergarten into Grade 1 until SY 2013-2014.
Is there an overlap between the daycare program of the LGUs and DepEd
Kindergarten?
There is no overlap. Daycare centers of the LGUs take care of children aged 4 and
below, whereas the DepEd Kindergarten program is for five-year-old children.
Should schools now prepare permanent records for Kindergarten students?
Yes. Although the assessment of readiness skills of students in Kindergarten is not

academically driven, a good measure of the child’s ability to cope with formal schooling
is needed for future learning interventions.
Who is in charge of Kindergarten teacher compensation? The LGU or DepEd?
 DepEd is the main agency that employs and pays Kindergarten teachers.
 There are LGUs that assist the Kindergarten program and provide honoraria for Kindergarten
teachers.
Will MTB-MLE include other languages in the future?
For SY 2012-2013, 12 Mother Tongue languages are being used for MTB-MLE. More
languages, such as Ivatan, will be added in succeeding years.
Which mother tongue will be used in multi-cultural areas?
 The common language in the area, or lingua franca, shall be used as the medium of
instruction.
 The principle of MTB-MLE is to use the language that learners are most comfortable and
familiar with.

Iloilo City
TEACHERS AND DEPED NONTEACHING STAFF

Will teachers be burdened by additional teaching load due to the K to 12
Program?
There will be no additional workload due to the K to 12 Program. The Magna Carta for
Public School Teachers provides that teachers should only teach up to six hours a day.
Will teacher salary increase as a result of the K to 12 Program?
 The K to 12 Program will not result in a teacher salary increase because there will be no
additional teaching load or additional teaching hours.
 Salary increases for other reasons, such as the Salary Standardization Law, inflation,
promotion, and Performance-Based Bonuses (PBB), may apply.
How will teachers be prepared for the K to 12 Program?
 Teachers will be given sufficient in-service training on content and pedagogy to implement
this program. Current DepEd teachers shall be retrained to meet the content and
performance standards of the enhanced K to 12 curriculum. The pre-service education
training for aspiring teachers will also be modified to conform to the requirements of the
program. DepEd, in coordination with CHED, shall ensure that the Teacher Education
curriculum offered in Teacher Education Institutions will meet the necessary quality standards
for new teachers.
 Training of teachers will follow the phased-in introduction of the enhanced curriculum.
How will DepEd prepare its non-teaching staff and officials for smooth transition and
implementation of the K to 12 Program?
 With the broader reform agenda, DepEd is ensuring the preparedness of the organization by
introducing organizational development interventions to continuously improve its service
delivery to the Filipino people.
 School Leadership and DepEd officials shall undergo workshops and training to enhance
skills on their role as academic, administrative, and community leaders.
BUDGET
DepEd lacks resources to address its current input shortages. With K to 12 and
its added resource needs, how will this be addressed?
 All input shortages will be wiped out before the end of 2013. A 1:1 ratio for student-to-
textbook and student-to-seat will be achieved within SY 2012-2013. Shortages in classrooms,
teachers, and toilets will be fully addressed next year.
 The DepEd budget received a 23% increase in 2013 and budgetary requirements for K to 12
will be included in succeeding appropriations for full implementation.
 We also have the support of local government units and private partners to build the needed
infrastructure.
How can different sectors and individual citizens collectively collaborate to improve the basic
education sector?
 Private partners can donate through our Adopt-A-School program, which provides them a
150 percent tax rebate for their contribution.
 Individuals and institutions can take part in the TEN Moves! Campaign to build 10,000
classrooms by donating P10 per day for ten months.
 LGUs can follow the front-loading scheme using their Special Education Fund as collateral
and the allocation as amortization.
 For teacher items, LGUs also help by hiring qualified teachers for our public schools and
paying honoraria for them.
 We have enough time to provide the additional classrooms, teachers, and instructional
materials since they will be needed beginning SY 2016–2017.
ENSURING SUSTAINABILITY OF THE PROGRAM

I like this program but I’m worried about additional cost to families. How will
government respond to this difficulty?
 Kindergarten and 12 years of basic education is offered for free in public schools.

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 There are additional indirect costs, but government agencies are collaborating to provide
programs that will enable everyone access to quality education, especially to those with
lesser means.
 Proposals such as the expansion of the Education Service Contracting (ESC) scheme under
the Government Assistance to Students and Teachers in Private Education (GASTPE) and
other cost-sharing arrangements are being developed by DepEd.
 K to 12 graduates should have higher earning potential as they will be more competent and
skilled.
 As a result of the K to 12 Program, particularly the more specialized education in Senior High
School, CHED is exploring the possibility of decreasing the number of years of certain degree
programs in college.
 K to 12 graduates can obtain national certification from TESDA, which will enable them to
have more employment opportunities.
What about the dropout problem? Will this be addressed by the K to 12 curriculum?
 DepEd prefers the term “school leavers” rather than “dropout,” recognizing that most students
who discontinue schooling were pushed out of the system due to factors beyond their and
their parents’ control.
 Keeping students in school is a responsibility of the entire community. To respond to this,
DepEd and other government agencies are collaborating to make sure that all children stay in
school through programs like the Pantawid Pamilyang Pilipino Program (4Ps) of the
Department of Social Welfare and Development (DSWD).
 The curriculum will be learner-centered, enriched, and responsive to local needs. It will also
allow students to choose electives and specializations that suit their interest. This should
partly address those who stop attending school because of the perceived lack of relevance of
the curriculum.
 DepEd will also continue to offer programs such as home schooling for elementary students
and the school leavers reduction program for high schools. These programs address the
learning needs of marginalized students and learners at risk of leaving the school system.
How will the government ensure the effectiveness of the K to 12 Program?
 A Joint Oversight Committee from the Senate and the House of Representatives shall be
formed to oversee, monitor, and evaluate implementation.
 By the end of SY 2014-2015, DepEd will conduct a review of the implementation of the K to
12 Program and submit a midterm report to Congress.
Won’t this be another avenue for corruption? How can you ensure that funds will
be released and used properly?
 DepEd fully supports the Aquino administration’s drive against corruption.

 We will regularly package and disseminate information on agency budgets, bidding and
procurement documents, and SALNs (Statements of Assets, Liabilities, and Net Worth) of
senior government officials, to ensure transparency and accountability.
 It is also in our best interest to ensure that funds and resources are not lost to corruption.
Republic of the Philippines

Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.
[REPUBLIC ACT NO. 10533]
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS

CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″.
SEC. 2. Declaration of Policy. — 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.

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Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses
at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years
of junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.
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The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these materials
shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC,
the Department of Science and Technology (DOST), and a representative from the business chambers
such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the implementation of the basic
education curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration
with relevant partners in government, academe, industry, and nongovernmental organizations, shall
conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet
the content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such
training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum
of these organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:

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(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education. Qualified LET applicants shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET
within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach
on part-time basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education:Provided, That these graduates possess the necessary certification issued by the
TESDA: Provided, further,That they undergo appropriate in-service training to be administered by the
DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized
learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That
they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate
government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding
the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and
licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo a training
program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade
10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in selected schools
to simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School
Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the
HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training
services for graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8
hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the
transition period shall be provided for in the implementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program).— There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.

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The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two (2)
opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms;
(c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate
the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982″,Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official
Gazetteor in two (2) newspapers of general circulation.
Approved,(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

Speaker of the House President of the Senate
of Representatives
This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by
the Senate and the House of Representatives on January 30, 2013.
Monochromatic color scheme
Examples:
The monochromatic color scheme uses variations in lightness and saturation of a single color. This scheme looks
clean and elegant. Monochromatic colors go well together, producing a soothing effect. The monochromatic scheme
is very easy on the eyes, especially with blue or green hues. You can use it to establish an overall mood. The primary
color can be integrated with neutral colors such as black, white, or gray. However, it can be difficult, when using this
scheme, to highlight the most important elements.
Pros: The monochromatic scheme is easy to manage, and always looks balanced and
visually appealing.

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Cons: This scheme lacks color contrast. It is not as vibrant as the complementary scheme.
Tips: 1. Use tints, shades, and tones of the key color to enhance the scheme.
2. Try the analogous scheme; it offers more nuances while retaining the simplicity and
elegance of the monochromatic scheme.
Analogous color scheme
Examples:
The analogous color scheme uses colors that are adjacent to each other on the color wheel. One color is used as a
dominant color while others are used to enrich the scheme. The analogous scheme is similar to the monochromatic
one, but offers more nuances.
Pros: The analogous color scheme is as easy to create as the monochromatic, but looks
richer.
Cons: The analogous color scheme lacks color contrast. It is not as vibrant as the
complementary scheme.
Tips: 1. Avoid using too many hues in the analogous scheme, because this may ruin the
harmony.
2. Avoid combining warm and cool colors in this scheme.
Complementary color scheme
Examples:
The complementary color scheme is made of two colors that are opposite each other on the color wheel. This
scheme looks best when you put a warm color against a cool color, for example, red versus green-blue. The
complementary scheme is intrinsically high-contrast.
When using the complementary scheme, it is important to choose a dominant color and use its complementary color
for accents. Using one color for the background and its complementary color to highlight important elements, you will
get color dominance combined with sharp color contrast.
Pros: The complementary color scheme offers stronger contrast than any other color
scheme, and draws maximum attention.
Cons: This scheme is harder to balance than monochromatic and analogous schemes,
especially when desaturated warm colors are used.

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Tips: 1. For best results, place cool colors against warm ones, for example, blue versus
orange.
2. If you use a warm color (red or yellow) as an accent, you can desaturate the
opposite cool colors to put more emphasis on the warm colors.
3. Avoid using desaturated warm colors (e.g. browns or dull yellows).
4. Try the split complementary scheme; it is similar to the complementary scheme but
offers more variety.
Split complementary color scheme
Examples:
The split complementary scheme is a variation of the standard complementary scheme. It uses a color and the two
colors adjacent to its complementary. This provides high contrast without the strong tension of the complementary
scheme.
Pros: The split complementary scheme offers more nuances than the complementary
scheme while retaining strong visual contrast.
Cons: The split complementary scheme is harder to balance than monochromatic and
analogous color schemes.
Tips: 1. Use a single warm color against a range of cool colors to put an emphasis on the
warm color (red versus blues and blue-greens, or orange versus blues and blue-
violets).
2. Avoid using desaturated warm colors (e.g. browns or dull yellows), because this
may ruin the scheme.
Triadic color scheme
Examples:
The triadic color scheme uses three colors equally spaced around the color wheel. This scheme is popular among
artists because it offers strong visual contrast while retaining balance, and color richness. The triadic scheme is not
as contrasting as the complementary scheme, but it looks more balanced and harmonious.
Pros: The triadic color scheme offers high contrast while retaining harmony.
Cons: The triadic color scheme is not as contrasting as the complementary scheme.
Tips: 1. Choose one color to be used in larger amounts than others.

2. If the colors look gaudy, try to subdue them.

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Tetradic (double complementary) color scheme
Examples:
The tetradic (double complementary) scheme is the richest of all the schemes because it uses four colors arranged
into two complementary color pairs. This scheme is hard to harmonize; if all four colors are used in equal amounts,
the scheme may look unbalanced, so you should choose a color to be dominant or subdue the colors.
Pros: The tetradic scheme offers more color variety than any other scheme.
Cons: This scheme is the hardest scheme to balance.
Tips: 1. If the scheme looks unbalanced, try to subdue one or more colors.
2. Avoid using pure colors in equal amounts.
Color Theory Basics

What is color theory?
Color Theory is a set of principles used to create harmonious color combinations. Color
relationships can be visually represented with a color wheel — the color spectrum wrapped onto a
circle.
The color wheel is a visual representation of color theory:
According to color theory, harmonious color combinations use any two colors opposite each other
on the color wheel, any three colors equally spaced around the color wheel forming a triangle, or
any four colors forming a rectangle (actually, two pairs of colors opposite each other). The
harmonious color combinations are called color schemes – sometimes the term 'color harmonies'
is also used. Color schemes remain harmonious regardless of the rotation angle.

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Classic color schemes supported by Color Wheel Pro:
Monochromatic Color Scheme
The monochromatic color scheme uses variations in lightness and

saturation of a single color. This scheme looks clean and elegant.
Monochromatic colors go well together, producing a soothing effect.
The monochromatic scheme is very easy on the eyes, especially
with blue or green hues.
Analogous Color Scheme
The analogous color scheme uses colors that are adjacent to each
other on the color wheel. One color is used as a dominant color
while others are used to enrich the scheme. The analogous
scheme is similar to the monochromatic, but offers more nuances.
Complementary Color Scheme
The complementary color scheme consists of two colors that are

opposite each other on the color wheel. This scheme looks best
when you place a warm color against a cool color, for example, red
versus green-blue. This scheme is intrinsically high-contrast.
Split Complementary Color Scheme
The split complementary scheme is a variation of the standard

complementary scheme. It uses a color and the two colors adjacent
to its complementary. This provides high contrast without the strong
tension of the complementary scheme.
Triadic Color Scheme
The triadic color scheme uses three colors equally spaced around
the color wheel. This scheme is popular among artists because it
offers strong visual contrast while retaining harmony and color
richness. The triadic scheme is not as contrasting as the
complementary scheme, but it looks more balanced and
harmonious.
Tetradic (Double Complementary) Color Scheme
The tetradic (double complementary) scheme is the most varied

because it uses two complementary color pairs. This scheme is
hard to harmonize; if all four hues are used in equal amounts, the
scheme may look unbalanced, so you should choose a color to be
dominant or subdue the colors.

Iloilo City
Color theory does not analyze tints, shades, and tones
Color theory analyzes only the relationships of pure colors; it does not take color lightness and
saturation into account. While your color scheme can use any tints, shades, and tones, color
theory pays attention only to the hue component.
Color theory considers both these schemes equal:
History of color theory
The first color wheel was invented by Sir Isaac Newton. He split white sunlight into red, orange,
yellow, green, cyan, and blue beams; then he joined the two ends of the color spectrum together
to show the natural progression of colors. Newton associated each color with a note of a musical
scale.
A century after Newton, Johann Wolfgang Goethe began studying psychological effect of colors.
He noticed that blue gives a feeling of coolness and yellow has a warming effect. Goethe created
a color wheel showing the psychological effect of each color. He divided all the colors into two
groups – the plus side (from red through orange to yellow) and the minus side (from green
through violet to blue). Colors of the plus side produce excitement and cheerfulness. Colors of the
minus side are associated with weakness and unsettled feelings.
The current form of color theory was developed by Johannes Itten, a Swiss color and art theorist
who was teaching at the School of Applied Arts in Weimar, Germany. This school is also known
as 'Bauhaus'. Johannes Itten developed 'color chords' and modified the color wheel. Itten's color
wheel is based on red, yellow, and blue colors as the primary triad and includes twelve hues.
Color Meaning
Red
Red is the color of fire and blood, so it is associated with energy, war, danger, strength, power, determination as well
as passion, desire, and love.
Red is a very emotionally intense color. It enhances human metabolism, increases respiration rate, and raises blood
pressure. It has very high visibility, which is why stop signs, stoplights, and fire equipment are usually painted red. In
heraldry, red is used to indicate courage. It is a color found in many national flags.
Red brings text and images to the foreground. Use it as an accent color to stimulate people to make quick decisions;
it is a perfect color for 'Buy Now' or 'Click Here' buttons on Internet banners and websites. In advertising, red is often
used to evoke erotic feelings (red lips, red nails, red-light districts, 'Lady in Red', etc). Red is widely used to indicate
danger (high voltage signs, traffic lights). This color is also commonly associated with energy, so you can use it when
promoting energy drinks, games, cars, items related to sports and high physical activity.
Light red represents joy, sexuality, passion, sensitivity, and love.

Pink signifies romance, love, and friendship. It denotes feminine qualities and passiveness.
Dark red is associated with vigor, willpower, rage, anger, leadership, courage, longing, malice, and wrath.
Brown suggests stability and denotes masculine qualities.
Reddish-brown is associated with harvest and fall.
Orange
Orange combines the energy of red and the happiness of yellow. It is associated with joy, sunshine, and the tropics.
Orange represents enthusiasm, fascination, happiness, creativity, determination, attraction, success, encouragement,
and stimulation.

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To the human eye, orange is a very hot color, so it gives the sensation of heat. Nevertheless, orange is not as
aggressive as red. Orange increases oxygen supply to the brain, produces an invigorating effect, and stimulates
mental activity. It is highly accepted among young people. As a citrus color, orange is associated with healthy food
and stimulates appetite. Orange is the color of fall and harvest. In heraldry, orange is symbolic of strength and
endurance.
Orange has very high visibility, so you can use it to catch attention and highlight the most important elements of your
design. Orange is very effective for promoting food products and toys.
Dark orange can mean deceit and distrust.

Red-orange corresponds to desire, sexual passion, pleasure, domination, aggression, and thirst for action.
Gold evokes the feeling of prestige. The meaning of gold is illumination, wisdom, and wealth. Gold often symbolizes
high quality.
Yellow
Yellow is the color of sunshine. It's associated with joy, happiness, intellect, and energy.
Yellow produces a warming effect, arouses cheerfulness, stimulates mental activity, and generates muscle energy.
Yellow is often associated with food. Bright, pure yellow is an attention getter, which is the reason taxicabs are
painted this color. When overused, yellow may have a disturbing effect; it is known that babies cry more in yellow
rooms. Yellow is seen before other colors when placed against black; this combination is often used to issue a
warning. In heraldry, yellow indicates honor and loyalty. Later the meaning of yellow was connected with cowardice.
Use yellow to evoke pleasant, cheerful feelings. You can choose yellow to promote children's products and items
related to leisure. Yellow is very effective for attracting attention, so use it to highlight the most important elements of
your design. Men usually perceive yellow as a very lighthearted, 'childish' color, so it is not recommended to use
yellow when selling prestigious, expensive products to men – nobody will buy a yellow business suit or a yellow
Mercedes. Yellow is an unstable and spontaneous color, so avoid using yellow if you want to suggest stability and
safety. Light yellow tends to disappear into white, so it usually needs a dark color to highlight it. Shades of yellow are
visually unappealing because they loose cheerfulness and become dingy.
Dull (dingy) yellow represents caution, decay, sickness, and jealousy.

Light yellow is associated with intellect, freshness, and joy.
Green
Green is the color of nature. It symbolizes growth, harmony, freshness, and fertility. Green has strong emotional
correspondence with safety. Dark green is also commonly associated with money.
Green has great healing power. It is the most restful color for the human eye; it can improve vision. Green suggests
stability and endurance. Sometimes green denotes lack of experience; for example, a 'greenhorn' is a novice. In
heraldry, green indicates growth and hope. Green, as opposed to red, means safety; it is the color of free passage in
road traffic.
Use green to indicate safety when advertising drugs and medical products. Green is directly related to nature, so you
can use it to promote 'green' products. Dull, darker green is commonly associated with money, the financial world,
banking, and Wall Street.
Dark green is associated with ambition, greed, and jealousy.

Yellow-green can indicate sickness, cowardice, discord, and jealousy.
Aqua is associated with emotional healing and protection.
Olive green is the traditional color of peace.
Blue
Blue is the color of the sky and sea. It is often associated with depth and stability. It symbolizes trust, loyalty, wisdom,
confidence, intelligence, faith, truth, and heaven.
Blue is considered beneficial to the mind and body. It slows human metabolism and produces a calming effect. Blue
is strongly associated with tranquility and calmness. In heraldry, blue is used to symbolize piety and sincerity.
You can use blue to promote products and services related to cleanliness (water purification filters, cleaning liquids,
vodka), air and sky (airlines, airports, air conditioners), water and sea (sea voyages, mineral water). As opposed to
emotionally warm colors like red, orange, and yellow; blue is linked to consciousness and intellect. Use blue to
suggest precision when promoting high-tech products.
Blue is a masculine color; according to studies, it is highly accepted among males. Dark blue is associated with
depth, expertise, and stability; it is a preferred color for corporate America.

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Avoid using blue when promoting food and cooking, because blue suppresses appetite. When used together with
warm colors like yellow or red, blue can create high-impact, vibrant designs; for example, blue-yellow-red is a perfect
color scheme for a superhero.
Light blue is associated with health, healing, tranquility, understanding, and softness.
Dark blue represents knowledge, power, integrity, and seriousness.
Purple
Purple combines the stability of blue and the energy of red. Purple is associated with royalty. It symbolizes power,
nobility, luxury, and ambition. It conveys wealth and extravagance. Purple is associated with wisdom, dignity,
independence, creativity, mystery, and magic.
According to surveys, almost 75 percent of pre-adolescent children prefer purple to all other colors. Purple is a very
rare color in nature; some people consider it to be artificial.
Light purple is a good choice for a feminine design. You can use bright purple when promoting children's products.
Light purple evokes romantic and nostalgic feelings.

Dark purple evokes gloom and sad feelings. It can cause frustration.
White
White is associated with light, goodness, innocence, purity, and virginity. It is considered to be the color of perfection.
White means safety, purity, and cleanliness. As opposed to black, white usually has a positive connotation. White can
represent a successful beginning. In heraldry, white depicts faith and purity.
In advertising, white is associated with coolness and cleanliness because it's the color of snow. You can use white to
suggest simplicity in high-tech products. White is an appropriate color for charitable organizations; angels are usually
imagined wearing white clothes. White is associated with hospitals, doctors, and sterility, so you can use white to
suggest safety when promoting medical products. White is often associated with low weight, low-fat food, and dairy
products.
Black
Black is associated with power, elegance, formality, death, evil, and mystery.
Black is a mysterious color associated with fear and the unknown (black holes). It usually has a negative connotation
(blacklist, black humor, 'black death'). Black denotes strength and authority; it is considered to be a very formal,
elegant, and prestigious color (black tie, black Mercedes). In heraldry, black is the symbol of grief.
Black gives the feeling of perspective and depth, but a black background diminishes readability. A black suit or dress
can make you look thinner. When designing for a gallery of art or photography, you can use a black or gray
background to make the other colors stand out. Black contrasts well with bright colors. Combined with red or orange
– other very powerful colors – black gives a very aggressive color scheme.


Final Notes MAPEH LET 2015

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Final Notes MAPEH LET 2015

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MAPEH Majors Competencies

PYRAMID REVIEW CENTER

 Demonstrate understanding of concepts and skills in MUSIC: (3%)

 Music- organized sounds (with system, structured)

 Sound- caused by the vibration of objects

 Musical Notation: Pitch and Duration

Compiled from various sources by: Jemuel B. Garcia, Jr.

NOTES RESTS VALUES

o Duration of notes may be prolonged using a:

 Treble clef or G-clef: places G above middle C on the second line of

o Lines: E, G, B , D, F Spaces: F, A, C, E So-Fa Syllable: do, re, mi..

Compiled from various sources by: Jemuel B. Garcia, Jr.

o Dynamics: loudness or softness of sound (degrees of oscillation), indicates

Symbol Italian Term English Term

o Tempo: rate of speed of the rhythm in a composition:

o Articulation: manner by which a musical score is performed instrumentally

Compiled from various sources by: Jemuel B. Garcia, Jr.

 Aerophones: wind instruments that are blown on the

o Chamber music- composition played by a group of musicians for a small

Compiled from various sources by: Jemuel B. Garcia, Jr.

Leron, LeronSinta (Tagalog) 4

Compiled from various sources by: Jemuel B. Garcia, Jr.

diona talindao and auit

o Free verse- don’t have precise set of rhythm

 The increasing importance of music education is reflected in the passage of the

 Suggested music groups with special music teachers should organize:

 General Activities in a Music class

 Gamelan- generic name of Indonesia’s ensemble

 Demonstrate understanding of concepts and skills in ARTS:

 Art- visual statement that communicates an idea, expresses a feeling or presents

pleasure. Art being an organization of educational experiences that help us grow

Art is used in the following:

ARTS, RELIGION AND LIFE

ART AND ECONOMICS

Compiled from various sources by: Jemuel B. Garcia, Jr.

ART AND POLITICS

 Politics is manifested in the works of visual artists who express their

ARTS, GEOGRAPHY AND TECHNOLOGY

 Use of natural archipelagic forms and complex concepts of modern art to

Compiled from various sources by: Jemuel B. Garcia, Jr.

Intensity (brightness)- brightness or dullness of a hue

Chroma: How pure a hue is in relation to gray

Shade and tint are terms that refer to a variation of a hue.

Shade: A hue produced by the addition of black.

Tint: A hue produced by the addition of white.

Value (lightness or darkness).

THE COLOR WHEEL

We determine whether or not we are successful by critically assessing the visual

Compiled from various sources by: Jemuel B. Garcia, Jr.

Compiled from various sources by: Jemuel B. Garcia, Jr.

Compiled from various sources by: Jemuel B. Garcia, Jr.

Foundation of Art Education

Art – usually refer to the product of some combination of skill, training,

 Methods of Presenting the Style in Art

1. Realism – the artist attempts to portray the subject as it is. He describes as

Compiled from various sources by: Jemuel B. Garcia, Jr.

1. Art is quality of all experience.

 Elements of Visual Art

 Mediums of Visual Arts

Compiled from various sources by: Jemuel B. Garcia, Jr.

- Latin cross plan, usually of native stones

 Woodcarving-comes in ornamental form in the houses of the Maranaos like that

Compiled from various sources by: Jemuel B. Garcia, Jr.

The Arts of the Philippines