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HORIZONS

Grade 10

Teacher’s Guide

Music and Arts Appreciation for Young Filipinos

Raul M. Sunico, Ph.D. Evelyn F. Cabanban

Melissa Y. Moran

Raul M. Sunico, Ph.D. Evelyn F. Cabanban Melissa Y. Moran GOVERNMENT PROPERTY NOT FOR SALE ALLOTTED

GOVERNMENT PROPERTY NOT FOR SALE

ALLOTTED TO

District/ School:

Division:

First Year of Use:

Source of Fund (year included):

Department of Education Republic of the Philippines

i

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

HORIZONS Grade 10 Teach er’s Guide Music and Arts Appreciation for Young Filipinos

ISBN 978-971-793-022-0

Philippine Copyright 2015 by Tawid Publications

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any meanselectronic or mechanical, including photocopying, recording, or any information storage or retrieval system without prior written permission from the publisher.

Published by Tawid Publications 102 B. Gonzales St., Xavierville II Loyola Heights, Quezon City 1108 Metro Manila, Philippines (+63-2) 453-7918 tawidcorp@yahoo.com; tawidpub@gmail.com

Editorial Board

Editors:

Evelyn F. Cabanban Melissa Y. Moran Milagros P. Valdez, language reader

Coordinator: Evelyn F. Cabanban

Cover Design: Rowena E. Cabanban Cover Art and Divider Art: Joe Dureza

ii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

TABLE OF CONTENTS

MUSIC

Quarter I

MUSIC OF THE 20th CENTURY

1

Impressionism

to Modern Nationalism

2

Electronic Music and Chance Music

12

Quarter II

AFRO-LATIN AMERICAN AND POPULAR MUSIC

19

African Music and Latin American Music

20

Jazz, Popular Music, and OPM

29

Quarter III

CONTEMPORARY PHILIPPINE MUSIC

36

Traditional Composers

37

New Music Composers

46

Song Composers

53

Quarter IV

20th and 21st CENTURY MULTIMEDIA FORMS

61

Opera in the Philippines

62

Ballet in the Philippines

71

Philippine Musical Plays

78

iii

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

ARTS

Quarter I

MODERN ART

90

Impressionism

91

Expressionism: A Bold New Movement

97

Abstractionism

101

Abstract Expressionism, Pop Art, Op Art

105

Installation and Performance Art

111

Quarter II

TECHNOLOGY-BASED ART

117

Computer / Digital Art

118

Mobile Phone Art / Computer-generated Images

123

Digital Photography

127

Video Games / Digital Painting / Imaging Videos

131

Quarter III

MEDIA-BASED ARTS AND DESIGN

Photography

IN THE PHILIPPINES

137

138

Film

143

Animation / Comics Illustration / Digital Print Media

147

Innovation in Product and Industrial Design

155

Quarter IV

ORIGINAL PERFORMANCE

Philippine Theater and Performing Groups

WITH THE USE OF MEDIA

162

163

Culminating Activity: Staging an Original Performance

168

 

172

Music Glossary Music Pronunciation Guide

175

Arts Glossary

176

Arts Pronunciation Guide

179

Music Bibliography

 

180

Arts Bibliography

181

iv

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

MUSIC

MUSIC Grade 10 Teacher ’ s Guide v All rights reserved. No part of this material

Grade 10 Teacher s Guide

v

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MUSIC (Grade 10)

K to 12 Curriculum Guide

MUSIC

(Grade 10)

December 2013

K to 12 BASIC EDUCATION CURRICULUM

CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance- based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2)

The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.

K to 12 BASIC EDUCATION CURRICULUM

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time. The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic.

However, the basic nature of music does not change.

In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is

expressive, ongoing, and creative.

has great value in its communicative process.

characteristic as a continuous state of becoming.

Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and

Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this

Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds needs to be developed.

Simultaneously, growth and development in the skills that enable the application of the

The student must learn to ―hear, ―speak, and ―think in the medium of music.

learner’s knowledge should be encouraged, through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical tho ught about contemporary general education.

We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM Figure 1. The Curriculum Framework of Music and Arts Education

Figure 1. The Curriculum Framework of Music and Arts Education

K to 12 BASIC EDUCATION CURRICULUM

Grade 12 Mastery of Proficiency in the chosen form or genre Grade 11 Mastery of
Grade 12
Mastery of Proficiency in the chosen form or genre
Grade 11
Mastery of Proficiency in the chosen form or genre
Grade 10
Application of Contemporary Music and Arts
Grade 9
Application – Western Music and Arts
Grade 8
Application – Asian Music and Arts
Grade 7
Application – Philippine Folk Music and Arts
Grade 6
Application for Appropriate Mastery and Acquisition of Skills
Grade 5
Exploration – Elements / Processes
Grade 4
Formal Introduction to Elements / Processes
Grade 3
Preliminary Acquisition of Basic Knowledge and Skills
Grade 2
Enhanced Understanding of Fundamental Processes
Grade 1
Introduction to the Fundamental Processes
Kindergarten
Exposure to the Different Music & Art Processes
(Experiential Learning)

Figure 2.

Content of Music and Arts per Grade Level

K to 12 BASIC EDUCATION CURRICULUM

Table 1. Basic Reference for Music Content

Music Elements

Music Processes

Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
-creating)
-creating)

-creating)

Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3
Music Elements Music Processes -creating) *No formal instruction in harmony from K to 3

*No formal instruction in harmony

*No formal instruction in harmony

from K to 3

LEARNING AREA STANDARD:

KEY STAGE STANDARDS:

K to 12 BASIC EDUCATION CURRICULUM

The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision.

K - 3

4 - 6

7 10

The learner demonstrates understanding of

The learner demonstrates understanding of

The learner demonstrates understanding of

fundamental processes through

basic elements and concepts through

salient features of music and art of the

performing, creating, and responding,

performing, creating, and responding, aimed

Philippines and the world, through appreciation,

aimed towards the development of

towards the development of appreciation of

analysis, and performance, for self-

appreciation of music and art, and

music and art, and acquisition of basic

development, the celebration of Filipino cultural

acquisition of basic knowledge and skills.

knowledge and skills.

identity and diversity, and the expansion of

one’s world vision.

K to 12 BASIC EDUCATION CURRICULUM

GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards

Kindergarten

The learner is exposed to the different basic music and art processes through experiential learning.

Grade 1

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding.

Grade 2

The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.

Grade 3

The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.

Grade 4

Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 5

Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.

Grade 6

Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 7

The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.

Grade 8

The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 9

The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 10

The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

K to 12 BASIC EDUCATION CURRICULUM

MUSIC - GRADE 10 MUSIC OF THE 20 TH CENTURY

   

PERFORMANCE

   

LEARNING

CONTENT

CONTENT STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MATERIALS

FIRST QUARTER

 

A. Impressionism

The Learner…

The Learner

The Learner

 

*Edukasyong Pangkatawan, Kalusugan at Musika. Sacdalan, Guinevere IV. et al, 1999. pp.182,

203-208

a) Historical and cultural background

demonstrates understanding of 20 th century music styles

creates musical pieces using particular style/s of the 20 th Century.

1. listens perceptively to selected 20 th century music;

b) Composers: Claude Debussy, and Maurice Ravel

and characteristic features.

MU10TC-Ia-h-1

 

B. Expressionism

2. describes distinctive musical elements of given pieces in 20 th century styles;

 

*Edukasyong Pangkatawan, Kalusugan at Musika. Sacdalan, Guinevere IV. et

a) Historical and cultural background

MU10TC-Ia-h-2

b) Composer:

 

al, 1999. pp. 203-

Schoenberg

208

C. Others

3. relates 20 th century music to its historical and cultural background;

 

*Edukasyong Pangkatawan, Kalusugan at Musika. Sacdalan, Guinevere IV. et

a) Electronic music

MU10TC-Ia-g-3

b) Chance music

 

al, 1999. pp. 203-

208

4. explains the performance practice (setting, composition, role of composers/performers, and audience) of 20 th century music;

 

*Edukasyong

Pangkatawan,

Kalusugan at

MU10TC-Ib-g-4

Musika. Sacdalan,

Guinevere IV. et al, 1999. pp. 203-

 

208

5. sings melodic fragments of given Impressionism period pieces;

MU10TC-Ib-5

 

6. explores other arts and media that portray 20 th century elements through

MU10TC-Ic-h-6

 

K to 12 BASIC EDUCATION CURRICULUM

   

PERFORMANCE

   

LEARNING

 

CONTENT

CONTENT STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MATERIALS

A. Impressionism

demonstrates understanding of 20 th century music styles

creates musical pieces

using particular style/s of the 20 th Century.

 

video films or live performances;

   

a) Historical and cultural background

and characteristic features.

7.

create short electronic and chance music pieces using knowledge of 20 th century styles.

   

b) Composers: Claude Debussy, and Maurice Ravel

 

B. Expressionism

 

a)

Historical and

cultural background b) Composer: Schoenberg

MU10TC-Ic-h-7

C. Others

a) Electronic music

b) Chance music

SECOND QUARTER

   

AFRO-LATIN AND POPULAR MUSIC

The Learner…

The Learner

The Learner

   

demonstrates understanding

performs vocal and dance forms of Afro-Latin American music and selections of Popular music

1. observes dance styles, instruments, and rhythms of Afro Latin American and popular music through video, movies and live performances;

1. Historical and (cultural background of African and Latin American music

of characteristic features of Afro-Latin American music and Popular music

MU10AP-IIa-g-

1

2. Background of Popular music

   

3. African music

2. describes the historical and cultural background of Afro- Latin American and popular music;

   

a. Rhythms: Maracatu

MU10AP-IIa-g-

b. Vocal forms: blues, soul, spiritual, call

2

K to 12 BASIC EDUCATION CURRICULUM

     

PERFORMANCE

   

LEARNING

 

CONTENT

CONTENT STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MATERIALS

 

and response

demonstrates understanding

performs vocal and dance forms of Afro-Latin American music and selections of Popular music

3. listens perceptively to Afro- Latin American and popular music ;

   

4. Latin American music

of characteristic features of

MU10AP-IIa-h-

a. Instruments

Afro-Latin American music

3

and Popular music

 
       

b. Vocal and Dance form: Cumbia, tango, cha-cha. Rumba, bossanova, reggae, foxtrot, pasa doble

 

4. dances to different selected styles of Afro-Latin American and popular music;

MU10AP-IIa-h-

 

4

5. analyzes musical characteristics of Afro-Latin American and popular music;

MU10AP-IIa-h-

 

5. Jazz

5

a.

Instrumental forms:

     

ragtime, big band, bebop, jazz rock

6. sings selections of Afro-Latin American and popular music in appropriate pitch, rhythm, style, and expression;

MU10AP-IIa-h-

6

6. Popular music

a.

Ballad, standard, rock and roll, alternative music, disco

7. explores ways of creating sounds on a variety of sources suitable to chosen vocal and instrumental selections;

MU10AP-IIa-7

 
 

8. improvises simple vocal/instrumental accompaniments to selected songs;

MU10AP-IIe-f-

 

8

9. choreographs a chosen dance music;

MU10AP-IIb-d-

 

9

10. evaluates music and music performances using knowledge of musical elements and style.

MU10AP-IIa-h-

 

10

THIRD QUARTER

   

CONTEMPORARY PHILIPPINE MUSIC (Minimum of 4 composers for each)

The Learner…

The Learner

The Learner

   

1.

listens perceptively to

demonstrates understanding of characteristic features of contemporary music

sings

contemporary songs

excerpts of major Contemporary works;

MU10CM-IIIa-

 

h-1

 

sings

contemporary songs

 

K to 12 BASIC EDUCATION CURRICULUM

   

PERFORMANCE

   

LEARNING

 

CONTENT

CONTENT STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MATERIALS

1.

Traditional

demonstrates understanding

 

2. describes characteristics of traditional and new music;

MU10CM-IIIa-

 

Composers

of characteristic features of contemporary music

h-2

a.

Lucio San Pedro

3. gives a brief biography of selected Contemporary Philippine composer/s ;

 

*Edukasyong Pangkatawan, Kalusugan at Musika. Sacdalan, Guinevere IV. et al, 1999. pp.209- 220, 247-259

b.

Antonino Buenaventura

 

MU10CM-IIIc-

c.

Antonio Molina

 

g-3

d.

Alfredo Buenaventura

e.

Rodolfo Cornejo

f.

Bernardino Custodio

g.

Antonio Buencamino

4. sings selections of Contemporary music with appropriate pitch, rhythm, style, and expression;

   

h.

Hilarion Rubio

MU10CM-IIIb-

i.

Rosendo Santos

h-4

j.

Ryan Cayabyab

2.

New Music

5. explores ways of creating sounds on a variety of sources;

MU10CM-IIId-

 
 

e-5

 

a.

Chino Toledo

6. improvises simple vocal/instrumental accompaniments to selected songs;

   

b.

Ramon Santos

c.

Jose Maceda

MU10CM-IIId-

d.

Manuel Maramba

e-5

e.

Lucresia Kasilag

f.

Francisco Feliciano

7. create a musical on the life of a selected contemporary Philippine composer;

   

g.

Jerry Dadap

MU10CM-IIIg-

h.

Jonas Baes

h-7

3.

Song Composer

     

a.

Constancio de

 

Guzman

 

b.

Mike Velarde

8. evaluates music and music performances using knowledge of musical elements and style.

c.

Ernani Cuenco

MU10CM-IIIh-

d.

Restie Umali

8

e.

George Canseco

f.

Levi Celerio

 

g.

Angel Pena

h.

Leopoldo Silos

i.

Santiago Suarez

K to 12 BASIC EDUCATION CURRICULUM

   

PERFORMANCE

   

LEARNING

 

CONTENT

CONTENT STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MATERIALS

FOURTH QUARTER

   

20 th and 21 st century MULTIMEDIA FORMS

The Learner…

The Learner

The Learner

   

1. describes how an idea or

 

1. demonstrates understanding of characteristic features of 20 th and 21 st century opera musical play, ballet and other

1. performs selections from musical plays, ballet, opera in a satisfactory level of performance.

story in a musical play is presented in a live performance or video;

MU10MM-IIIa-

1.

OPERA

h-1

a) La Loba Negra

b) Noli Me Tangere

2. explains how theatrical elements in a selected part of a musical play are

   

c) El Filibusterismo

   

MU10MM-IIIa-

2.

BALLET

2. creates a musical work using media & technology.

combined with music and media to achieve certain effects;

h-2

a) Lola Basyang

multimedia forms.

b) Rama Hari

 

2. demonstrates

3. sings selections from musical plays and opera expressively;

   

3.

MUSICAL PLAY

understanding of

 

MU10MM-IIIc-

h-3

a) Andres Bonifacio

the

relationship

b) Atang

among music,

4. creates / improvises appropriate sounds, music, gestures,movements, and costume using media and technology for a selected part of a musical play;

   

c) Katy

technology, and

d) Florante at Laura

media.

MU10MM-IIIc-

e) Daragang Magayon

h-4

f) Noli Me Tangere

g) El Filibusterismo

5. present an excerpt from a 20 th or 21 st century Philippine musical and highlight its similarities and differences to other western musical play.

   

h) Magsimula ka

 

MU10MM-IIIg-

h-5

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide ART (Grade

K to 12 Curriculum Guide

ART

(Grade 10)

December 2013

K to 12 BASIC EDUCATION CURRICULUM

CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance- based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2)

The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines.

K to 12 BASIC EDUCATION CURRICULUM

PHILOSOPHY AND RATIONALE FOR ARTS

The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.

The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K- 12 Arts Curriculum seeks to address these needs of our students for the 21 st Century.

The 21 st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads, iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and designs.

These are readily available

for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.

CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous

materials

and provide

interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is one way

and

The focus of the K-12 Art curriculum is PHILIPPINE ART,

to strengthen the student’s

identity of being Filipino,

before he/she is introduced to the art of other countries.

The modules guide educators

our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to Grade 12.

The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in various art-related fields so the student can discover and consider the different career opportunities in the arts.

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM Figure 1. The Curriculum Framework of Music and Art

Figure 1. The Curriculum Framework of Music and Art

K to 12 BASIC EDUCATION CURRICULUM

Grade 12 Mastery of Proficiency in the chosen form or genre Grade 11 Mastery of
Grade 12
Mastery of Proficiency in the chosen form or genre
Grade 11
Mastery of Proficiency in the chosen form or genre
Grade 10
Application of Contemporary Music and Arts
Grade 9
Application – Western Music and Arts
Grade 8
Application – Asian Music and Arts
Grade 7
Application – Philippine Folk Music and Arts
Grade 6
Application for Appropriate Mastery and Acquisition
Grade 5
Exploration – Elements / Processes
Grade 4
Formal Introduction to Elements / Processes
Grade 3
Preliminary Acquisition of Basic Knowledge and
Grade 2
Enhanced Understanding of Fundamental Processes
Grade 1
Introduction to the Fundamental Processes
Kindergarten
Exposure to the Different Music & Art Processes
(Experiential Learning)

Figure 2.

Content of Music and Art per Grade Level

K to 12 BASIC EDUCATION CURRICULUM

Table 1. Basic Reference for Music and Art Content

 

Music Elements

Arts

Elements and Principles

Music Processes

 

Art Processes

and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
and Principles Music Processes   Art Processes -creating) Shape/Form -creating) Texture *
-creating) Shape/Form -creating)
-creating) Shape/Form -creating)
-creating) Shape/Form -creating)
-creating) Shape/Form -creating)

-creating)

Shape/Form

Shape/Form

Shape/Form
-creating)

-creating)

-creating)
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
  Art Processes -creating) Shape/Form -creating) Texture * Contrast *No formal instruction in harmony
Texture * Contrast

Texture

Texture * Contrast
*
*

Contrast

Texture * Contrast
Shape/Form -creating) Texture * Contrast *No formal instruction in harmony (transference) from K to 3
Shape/Form -creating) Texture * Contrast *No formal instruction in harmony (transference) from K to 3
Shape/Form -creating) Texture * Contrast *No formal instruction in harmony (transference) from K to 3
Shape/Form -creating) Texture * Contrast *No formal instruction in harmony (transference) from K to 3

*No formal instruction in harmony

(transference)
(transference)
(transference)

(transference)

from K to 3

 
Shape/Form -creating) Texture * Contrast *No formal instruction in harmony (transference) from K to 3  

LEARNING AREA STANDARD:

KEY STAGE STANDARDS:

K to 12 BASIC EDUCATION CURRICULUM

The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision.

K - 3

4 6

7 10

The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.

The learner demonstrates understanding of basic elements and concepts through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.

The learner demonstrates understanding of salient features of music and art of the Philippines and the world, through appreciation, analysis, and performance, for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

K to 12 BASIC EDUCATION CURRICULUM

GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards

Grade 1

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding.

Grade 2

The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.

Grade 3

The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.

Grade 4

Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 5

Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.

Grade 6

Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 7

The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.

Grade 8

The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 9

The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 10

The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

K to 12 BASIC EDUCATION CURRICULUM

GRADE 10

 

CONTENT

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

GRADE 10- FIRST QUARTER

 

MODERN ART

The learner…

The learner…

The learner…

 

a. Impressionism

1. art elements and processes by synthesizing and applying prior knowledge and skills

1. performs/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements

1. analyze art elements and principles in the production of work following a specific art style from the various art movements

b. Expressionism

c. Cubism

d. Dadaism

A10EL-Ib-1

e. Surrealism

f. Abstract Realism

 

g. Pop Art

2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon

   

h. Op Art

2. recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art)

2. identify distinct characteristics of arts from the various art movements

 

i. Performance Art

j. Happenings and Mob

A10EL-Ia-2

I. Principles of Art

3. identify representative artists and Filipino counterparts from the various art movements

 

1. Rhythm, Movement

 

A10EL-Ia-3

2. Balance

3. Emphasis

 

4. Harmony, Unity, and Variety

 

4. reflect on and derive the mood, idea, or message from selected artworks

 

5. Proportion

A10PL-Ih-1

II.

Process:

 

6. Painting and/ or Drawing

5. determine the role or function of artworks by evaluating their utilization and combination of art elements and principles

 

7. Sculpture and Assemblage

8. Mounting an exhibit:

 

2.1 Concept

A10PL-Ih-2

2.2 Content / Labels

2.3 Physical layout

 
 

6. use artworks to derive the traditions/history of the various art movements

A10PL-Ih-3

K to 12 BASIC EDUCATION CURRICULUM

 

CONTENT

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

MODERN ART

1. art elements and processes by synthesizing and applying prior knowledge and skills

1. performs/ participate competently in a presentation of a creative impression

7. compare the characteristics of artworks produced in the various art movements

 

a. Impressionism

A10PL-Ih-4

b. Expressionism

c. Cubism

(verbal/nonverbal) from the various art movements

 

d. Dadaism

 

8. create artworks guided by techniques and styles of the various art movements (e.g., Impasto, Encaustic, etc.)

 

e. Surrealism

2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and

other external phenomenon

 

f. Abstract Realism

2. recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art)

A10PR-Ic-e-1

g. Pop Art

h.

Op Art

i. Performance Art

 

j. Happenings and Mob

9. describe the influence of iconic artists belonging to the various art movements

 

I. Principles of Art

A10PR-Ic-e-2

1. Rhythm, Movement

 

10. apply different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the various art movements (e.g., the use of industrial materials or found objects, Silkscreen Printing, etc.)

 
 

2. Balance

 

1. Emphasis

2. Harmony, Unity, and Variety

3. Proportion

II. Process:

A10PR-Ic-e-3

 

4. Painting and/ or Drawing

5. Sculpture and Assemblage

6. Mounting an exhibit:

6.1 Concept

 

6.2 Content / Labels

11. evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements

 

6.3 Physical layout

A10PR-If-4

 

12. show the influences of Modern Art movements on Philippine art forms

A10PR-I-f-5

K to 12 BASIC EDUCATION CURRICULUM

 

CONTENT

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

     

13. mount exhibit using completed artworks influenced by Modern Art movements

A10PR-I-g-6

GRADE 10- SECOND QUARTER

 

TECHNOLOGY-BASED ART

The learner…

The learner…

1. The learner…

 

I.

Computer/Digital Arts

new technologies that allow new expressions

in arts using art elements and processes

create a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating to a selected topic from the different learning areas using available technologies, e.g., food and fashion

1. identify art elements in the technology-based production arts

A10EL-IIb-1

1.

Cellular Phones (photos and videos)

2.

Computer-generated Images

2. identify distinct characteristics of arts

during in the 21st century in terms of:

2.1 production

 

3.

Digital Photography (DLSR and Point-and-Shoot)

 

4.

Video Games

5.

A10EL-IIa-2

 

Digital Painting and Imaging Videos TV & Film

 

2.2 functionalityrange of audience reach

II.

Principles of Art

3. identify artworks produced by technology from other countries and their adaptation by Philippine artists

 

6.

Rhythm, Movement

7.

Balance

A10EL-IIa-3

8.

Emphasis

9.

Harmony, Unity, and Variety Proportion

 

4. realize that technology is an effective and vibrant tool for empowering a person to express his/her ideas, goals, and advocacies, which elicits immediate action

 

III.Process:

10. computer manipulation

11. light setting

A10PL-IIh-1

12. digital enhancements

13. printing

 

14. digital circulation

5. determine the role or function of artworks by evaluating their utilization

A10PL-IIh-2

K to 12 BASIC EDUCATION CURRICULUM

 

CONTENT

PERFORMANCE

   

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

TECHNOLOGY-BASED ART

new technologies that allow new expressions in arts using art elements and processes

create a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating to a selected topic from the different learning areas using available technologies, e.g., food and fashion

and combination of art elements and principles

 

I. Computer/Digital Arts

6. use artworks to derive the traditions/history of a community (e.g., landscapes, images of people at work and play, portrait studies, etc.)

 

1. Cellular Phones (photos and videos)

A10PL-IIh-3

2. Computer-generated Images

 

3. Digital Photography (DLSR and Point-and-Shoot)

4. Video Games

 

7. compare the characteristics of artworks in the21st century

 

5. Digital Painting and Imaging Videos TV & Film

A10PL-IIh-4

II. Principles of Art

8. create artworks that can be locally assembled with local materials, guided by

 

6. Rhythm, Movement

A10PR-IIc-e-1

7. Balance

21st-centurytechniques

8. Emphasis

9. Harmony, Unity, and Variety Proportion

9. describe the influence of technology in the 21st centuryon the evolution of various forms of art

 

III. Process:

A10PR-IIc-e-2

10. computer manipulation

 

11. light setting

10. apply different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of 21st- centuryart (e.g., the use of graphic software like Photoshop, InDesign, etc.)

 

12. digital enhancements

13. printing

14. digital circulation

A10PR-IIb-e-3

11. evaluate works of art in terms of artistic concepts and ideas using criteria

A10PR-IIf-4

K to 12 BASIC EDUCATION CURRICULUM

 

CONTENT

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

       

appropriate for the style or form

 

12.

mount an exhibit of completed technology- based artworks

A10PR-II-g-5

GRADE 10- THIRD QUARTER

 

MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES

The learner…

The learner…

The learner

 

I. Photography

1. art elements and processes by synthesizing and applying prior knowledge and skills

create artworks using available media and natural resources on local topics, issues, and concerns such as environmental advocacies ecotourism, and economic

1. identify art elements in the various media-based arts in the Philippines

A10EL-IIIb-1

 

1. George Tapan

2. John Chua

 

II.Film

2. identify representative artists as well as distinct characteristics of media- based arts and design in the Philippines

 
 

1. Brillante Mendoza

2. new technologies that allow new

and livelihood projects

A10EL-IIIa-2

2. Maryo J. de los Reyes

3. Laurice Guillen

expressions in the arts

III.

Animation

3. realize that Filipino ingenuity is distinct, exceptional, and on a par with global standards

 

4. Animation Council of the Philippines

 

A10PL-IIIh-1

5. Philippine Animation Studio Inc.

 

4. determine the role or function of artworks by evaluating their utilization and combination of art elements and principles

 

IV.

Print Media

6. Advertisements

A10PL-IIIh-2

7. Comic books

V.

Digital Media

5. use artworks to derive the traditions/history of a community

 

8.

Webpage Design

A10PL-IIIh-3

9.

Game Development

VI.

Innovations in Product & Industrial Design

1. art elements and processes by synthesizing and

create artworks using available media and natural resources on local topics,

6. create artworks that can be assembled with local materials

A10PR-IIIc-e-1

K to 12 BASIC EDUCATION CURRICULUM

   

CONTENT

 

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

10.

Kenneth Cobonpue, Monique Lhuillier, Josie Natori, Lulu Tan Gan, Ditas Sandico-Ong, Rajo Laurel, Aze Ong

 

applying prior knowledge and skills

issues, and concerns such as environmental advocacies ecotourism, and economic

7. describe the characteristics of media- based arts and design in the Philippines

A10PR-IIIc-e-2

2.

new technologies that allow new expressions in the arts

and livelihood projects

VII.

Principles of Art

8. apply different media techniques and processes to communicate ideas, experiences, and stories (the use of software to enhance/animate images like Flash, Movie Maker, Dreamweaver, etc.)

 

11.

Rhythm, Movement

 

12.

Balance

13.

Emphasis

A10PR-IIIc-e-3

14.

Harmony, Unity, and VarietyProportion

VIII.

Process:

 

15.

painting

9. evaluate works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form of media-based arts and design

 

16.

drawing

17.

constructing

18.

assembling

A10PR-IIIf-4

19.

printing

20.

carving

 

10. mount a media-based exhibit of completed artworks

A10PR-IIIg-5

GRADE 10- FOURTHQUARTER

 

ORIGINAL PERFORMANCE WITH THE USE OF MEDIA

The learner…

The learner…

The learner…

 

1.

how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of

1.

create appropriate costumes, props, set accessories, costumes improvised lighting and other décor for Philippine plays

1.

explains how an idea or theme is communicated in a selected performance through the integration of musical sounds, songs, dialogue and dance

I. Philippine Theater Groups

1. PETA

2. Repertory Philippines

A10EL-IVb-4

3. Trumpets

4. Tanghalang Pilipino

5. New Voice Company

   

K to 12 BASIC EDUCATION CURRICULUM

 

CONTENT

PERFORMANCE

   
 

CONTENT

STANDARDS

STANDARDS

LEARNING COMPETENCY

CODE

 

6.

Atlantis Productions

meaning in a theater play/performance incorporated with media

2. create/improvise appropriate sound, music, gesture, and movements for a chosen theatrical composition

2. analyzes examples of plays based on theatrical forms, and elements of art as applied to performance

 

II.

Local Performing Groups

A10EL-IVa-2

III.

Roles in a production

7.

director

   

8.

actor

2. theater and performance as a synthesis of arts

 

3. illustrate how the different elements are used to communicate the meaning

 

9.

choreographer

3. participate in an original performance inspired by local Philippine stories, myths, and events relevant to current issues

A10EL-IVc-3

10.

stage manager

11.

light designer

   

12.

set designer

4. define the uniqueness of each original performance

A10PL-IVh-1

IV.

Elements of Art as Applied to an Original Performance:

 

5. design with a group the visual components of a school play (stage design, costume, props, etc.)

 

13. Sound & Music

14. Gesture, Movement, and Dance

A10PR-IVe-1

15. Costume, Mask, Makeup, and Accessories

6. assume the role of a character as an actor/performance, or production staff (director, choreography, light designer, stage manager)

 

16. Spectacle

A10PR-IVh-2

V.

Principles of Art

17. Rhythm, Movement

18. Balance

7. analyze the uniqueness of the group that was given recognition for its performance and explain what component contributed to its selection

 

19. Emphasis

20. Harmony, Unity, and Variety

21. Proportion

A10PR-IVh-3

VI.

Process

22. Designing for stage, costume,

8. contribute to the conceptualization of an original performance

 

and props of a selected theatrical play

A10PR-IVd-4

23. Choreographing movement patterns and figures

9. choreograph the movements and gestures needed in the effective delivery of an original

A10PR-IVf-g-5

K to 12 BASIC EDUCATION CURRICULUM

CONTENT

CONTENT

STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY

CODE

performance with the use of media

10. improvise accompanying sound and rhythm needed in the effective delivery of an original performance with the use of different media

A10PR-IVf-g-6

K to 12 BASIC EDUCATION CURRICULUM

CODE BOOK LEGEND

Sample: A10PR-If-4

LEGEND

SAMPLE

Learning Area and Strand/ Subject or Specialization

Art

First Entry

Grade Level

Grade 10

A10

Arabic Number

Competency

Evaluate works of art in terms of artistic concepts and ideas using criteria from the various art movements

4

Uppercase Letter/s

Domain/Content/ Component/ Topic

Process

PR

-

Roman Numeral

*Zero if no specific quarter

Quarter

First Quarter

I

Lowercase Letter/s

*Put a hyphen (-) in between letters to indicate more than a specific week

Week

Week six

f

-

DOMAIN/ COMPONENT

CODE

Elements

EL

Principles

PL

Processes

PR

Quarter I: Music of the 20th Century

Quarter I MUSIC OF THE 20TH CENTURY

CONTENT STANDARDS

The learner demonstrates understanding of

1. The 20th century music styles and characteristic features.

PERFORMANCE STANDARDS

The learner

1. Creates musical pieces using a particular style of the 20th century.

LEARNING COMPETENCIES

The learner

1. Listens perceptively to selected 20th century music.

2. Describes distinctive musical elements of given pieces in 20th century styles.

3. Relates 20th century music to its historical and cultural background.

4. Explains the performance practice (setting, composition, role of composers/performers, and audience) of 20th century music.

5. Sings melodic fragments of given Impressionism period pieces.

6. Explores other arts and media that portray 20th century elements through video films or live performances.

7. Creates short electronic and chance music pieces using knowledge of 20th century styles.

From the Department of Education curriculum for MUSIC Grade 10 (2014)

1

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MUSIC Teacher’s Guide

QUARTER I MUSIC OF THE 20TH CENTURY

Sessions 1, 2, 3, 4, and 5 IMPRESSIONISM TO MODERN NATIONALISM

I. SUBJECT MATTER

A. Topic:

20th Century Musical Styles:

Impressionism to Modern Nationalism

Sub-topics: Impressionism Expressionism Neo-Classicism Avant-Garde Modern Nationalism

Composers (Debussy, Ravel, Schoenberg, Bartok, Stravinsky, Prokofieff, Poulenc, Stockhausen, Glass, Cage, Bernstein, Varese, and Gershwin)

B. DVD/CD recordings, video clips, or recordings from YouTube/ internet of Impressionistic, Expressionistic, Neo-Classicist, Avant Garde, and Modern Nationalistic music

Materials:

CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 players

Visual arts pictures of Impressionistic, Expressionistic, and Modern Nationalistic paintings

Charts of music scores

C. Music Grade 10 LM - Pages 3-24

Reference:

II. LESSON PROPER

A. PRELIMINARYACTIVITY

1. Review: Concepts on previous lessons on Romantic Music.

2

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

2. Motivation

Quarter I: Music of the 20th Century

a. Display pictures or posters of the paintings of impressionist painter Claude Monet, expressionist Jose Joya, and post-impressionist Van Gogh on the wall or board of the classroom. Let the students go around to view the pictures.

b. Display and discuss pictures on action painting by Jackson Pollock.

c. On a piece of pad paper, have the students describe each of the pictures in their own words (5 minutes). Collect their works.

d. Call some volunteer students to read their descriptions or observations. Connect these to the new lesson.

B. DEVELOPMENTALACTIVITY

1. Have the students listen to CD recordings or watch video clips from

YouTube on Impressionist, Expressionist, Neo-Classicist, Avant-Garde, and Modern Nationalist music, while looking at the pictures of the

paintings.

2. Ask them to analyze the characteristics and styles of each through discussion and sharing of insights.

3. Let them compare the paintings with their counterpart in music, in terms of the elements and characteristics of each.

4. Ask them to share their impressions, experiences, thoughts, and feelings after listening to the music and discussing all these.

C. INTEGRATION

1. Integration of Music with Arts, Literature, and History through the use of paintings and music recordings.

2. Role playing - Call on volunteer students to depict the socio-historical context of one of the musical movements studied, Modern Nationalism, which incorporated folk songs and indigenous music.

Infusion of values: Belief in the power of the mind and its ability to achieve one’s goals and control situations.

3

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MUSIC Teacher’s Guide

D.

GENERALIZATION

The 20th century styles of impressionism and expressionism provided composers with the opportunity to express their thoughts based on outside impressions as well as ideas and expressions based on their inner convictions.

Other forms that emanated included neo-classicism, which is a return to the classical form and structure using modern harmonies and techniques of composition; avant garde, which deals with the parameters of sound in space; and Modern Nationalism, which is a combination of nationalist thematic materials with the modern techniques of composition.

III. WHAT TO KNOW

Let the students answer the following:

1. What group of people inspired many of Bartok’s compositions?

2. Which Russian composer created the music for the ballet The Firebird?

3. Who is considered the foremost impressionist?

4. What kind of musical style is attributed to Schoenberg and Stravinsky?

5. Who was the target audience of Prokofieff’s Peter and the Wolf?

6. Give an example of a musical work of each of the composers below. Write the title in the blanks.

Composer

Musical Work

Debussy

Ravel

Schoenberg

Stravinsky

Bartok

Prokofieff

Poulenc

Gershwin

Glass

Bernstein

4

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

IV. WHAT TO PROCESS

Quarter I: Music of the 20th Century

Listening Activity: Works of 20th Century Composers

1. You will play excerpts of any (one) of the following musical examples:

Debussy

Claire de Lune, La Mer, Children’s Corner Suite

Ravel

Miroirs, Sonatine, Daphnis et Chloe, Jeux d’Eau, Bolero

Schoenberg

Verklarte Nacht, Violin Concerto, Piano Concerto, Gurrelieder

Bartok

String Quartet no. 4, Allegro, Mikrokosmos, Barbaro,

Stravinsky

Music for Strings The Rite of Spring, Petrouchka, The Firebird Suite

Prokofieff

Romeo and Juliet (ballet), Piano Sonatas

Gershwin

An American in Paris, Porgy and Bess, Rhapsody in

Bernstein

Blue, Someone to Watch Over Me Tonight from West Side Story, Clarinet Sonata

Glass

Einstein on the Beach, Satyagraha, Akhnaten

Poulenc

Concerto for Two Pianos, Dialogues des Carmelites

2. Let the students listen carefully to each excerpt and be able to recognize the distinct musical style of each composer.

3. Let them choose a composition that they like. Let them write a short reaction

Listen carefully to each excerpt and be able to recognize the

paper on it.2.

distinct musical style of each composer.

4. Based on this activity, let the students write a brief profile of the composer of the pieces played in a bond paper to be submitted the following meeting.

V. WHAT TO UNDERSTAND

A. Name the Composer, Title of the Music, Musical Style, and Description

1. After the Listening Activity, you will prepare selected excerpts of compositions by Debussy, Ravel, Schoenberg, Bartok, Stravinsky, Prokofieff, Poulenc, Glass, Bernstein, and Gershwin.

2. Divided into four teams, with each team forming a line.

3. As you play a few measures of the first excerpt, let the first student in each line goes to the board and writes the name of the composer. The

5

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MUSIC Teacher’s Guide

second student will write the title of the music. The third student will write the musical style. Then, the fourth student will write a description of the music in one phrase.

4. The team that writes the correct answers first, scores four (4) points.

5. The same procedure goes on until all the students in the line have had their turn.

6. Assign one student to tally the scores and announce the winners. The team with the highest score is the winner. In case of a tie, the first team to finish is the winner.

7. After proclaiming the winners, the scorer will ask this question: What was the most significant thing that you have learned from this activity?

VI. WHAT TO PERFORM

A. Performance Activity 1:

Video Clips / Watching Live /TV Performances

Video Clips

1. Divide the class into four groups by having them count off from 1 to 4.

2. Have the students create and explore other arts (multi-media) that portray 20th century musical styles (impressionism, expressionism, jazz, avant garde) through a 10-minute video clip or MTV using their digital cameras or mobile phones.

3. Let them show and discuss their video works in class.

Watching Live / TV Performances

1. Divide the class into groups. Assign groups who will re-enact what they watched. Assign other groups to do the video recording.

2. Have the students watch live performances of musical concerts, if available in their area, or let them watch live concerts recorded on TV or the internet (YouTube).

3. Let them re-enact in class what they have watched.

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Quarter I: Music of the 20th Century

4. Let the groups assign members to make a 10-minute audio video presentation, while the other members re-enact what they have seen on live concerts and on TV and internet.

5. Have the groups show and discuss their video works in class.

B. Performance Activity 2:

Singing or Humming Musical Fragments

1. Play several musical excerpts of selected 20th century composers. and briefly discuss the title, composer, and musical style of each.

2. Let the class listen carefully to each excerpt and be able to recognize the distinct musical style of each composer.

3. Have the students sing or hum some melodic fragments (portion only)

of any of the following excerpts of 20th century music, together with the recordings:

a. Claude Debussy’s Claire de Lune

b. Leonard Bernstein’s West Side Story

c. George Gershwin’s Rhapsody in Blue

d. Ravel’s Bolero

e. Any work of minimalist composers, Philip Glass or Meredith Monk

f. Any work of nationalist composers, Erik Satie or Bela Bartok.

4. Based on the melodic fragments of the excerpts that they sang or hummed, they should be able to aurally identify the different selected works of the composers of the 20th century by naming the title and composer in a random short quiz (5 points).

5. Have the students choose a composition that they like. Ask them to write a brief profile about the composer, and to also give their personal reactions about the music on a one whole sheet of bond paper.

6. Let them submit it in class the next meeting.

Evaluation Activity: “Drawing Lots”

1. After the above singing or humming activity, prepare a box containing slips of paper with the names of Debussy, Ravel, Gershwin, Bernstein, Glass, Monk, Satie, and Bartok written on them.

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MUSIC Teacher’s Guide

2. Divide the class into four groups. Each group will choose four representatives who will be assigned as contestants.

3. Each contestant will draw a composer’s name from the box and must say three sentences about his compositional technique or musical style, his major contribution to modern music, and one work that shows his compositional style.

4. The rest of the groups will evaluate each contestant’s answer by flashing a card or paper marked “CORRECT” or “WRONG.” Each correct answer earns a point.

5. The group with the highest number of points wins the contest.

C. Performance Activity 3: Film Showing or Video Watching

1. Have the students research on the 20th century musical play West Side Story written by Leonard Bernstein.

2. Instruct them to watch any video clip of West Side Story on the internet or YouTube.

3. Let them write a reaction paper explaining the following elements of the performance:

a. Setting

b. Musical compositions

c. Role of composer and lyricist

d. Role of performers (actors, actresses)

e. Role of the audience (students)

f. Sound and musical direction

g. Script / screenplay

h. Props, costumes, lighting

4. Divide the class into groups. Ask them these questions: Did you like what you watched? Why or why not?

5. Have them explain their answers on a one whole sheet of bond paper. Let each group report their answers in class.

D. Performance Activity 4:

Singing Songs from West Side Story

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Quarter I: Music of the 20th Century

1. The students may opt to do this as an individual or group activity. Groups will be divided into four.

2. Let the students listen to the songs Tonight, Maria, Somewhere, and America from video or recordings of West Side Story. Ask them to draw lots for the song to sing.

3. Have them sing and perform their song in class, with or without accompaniment. They may also sing with the recordings.

4. Let those students who are not performing act as judges for the performance evaluation.

5. Judges will have five placards, score cards, or paper sheets marked:

BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.

6. Judges will display a score card after evaluating the performance.

7. One student may be assigned to tabulate the scores after the performance.

8. Select and announce the “Best Performance” award.

E. Performance Activity 5:

Live Concert or Recording or Music Video

Let the students choose the activity that they are interested in.

1. Class Concert – Live Performance

a. Group the students into four. The first two groups will do the class concert.

b. Have the group leader assign each member to do any of the following:

singing, dancing, choreography, musical directing, playing an instrument (either as accompaniment to the song or dance, or a solo performance or as a band). They may use props and costumes, if needed.

c. Let the groups perform in class their own original interpretation of the songs from West Side Story.

2. Recording or Music Video: Individual or Group Activity

a. Have the remaining two groups choose their members.

b. Let them record the performance of their classmates using a cassette recorder, or make a music video using a cellular phone, digital camera, or video camera.

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MUSIC Teacher’s Guide

c. Have them play the recorded performance or show the music video to their classmates. The groups in the video or recording will choose the “Best Performers.”

d. You will also rate the students’ performance based on the criteria below.

e. Choose the “Best Video Presentation” based on creativity (50%) and presentation (50%).

Evaluation of Performing Activities

Let the students answer the following:

Rating scale: 5

=

Very Good

2

=

Poor

4

=

Good

1

=

Needs Follow-up

3

=

Fair

Rate scores are based on your performance quality.

1.

How well did I perform the songs from West Side Story?

2

How well can I identify the different musical genres based on instrumentation, text, and purpose?

3.

How well can I describe the characteristics of each through listening to their melody, harmony, rhythm, text, and mass appeal?

4.

How well did I participate in the performance of the different activities?

Teacher’s Rating of the Students’ Performance

1. Musicianship (60%)

a. compositional concepts presented

b. musical elements

c. technique

2. Ensemble coordination (20%)

3. Ensemble organization (20%)

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VII. EVALUATION

Let the students answer the following:

Quarter I: Music of the 20th Century

1. What are the styles of 20th century classical music studied in this lesson?

2. Explain briefly how these styles have counterparts in the visual arts, particularly in painting.

VIII. ENRICHMENT ACTIVITIES / ASSIGNMENT

A. Let the students answer the following:

1. Which of the styles that you studied do you like best?

2. Explain your answer in essay form.

B. Encourage the students to search for the following video on YouTube and to view it for additional inights on 20th century music:

Young People’s Concert: What is Impressionism by Leonard Bernstein

They may also search for Bernstein’s other video lectures on music.

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MUSIC Teacher’s Guide

QUARTER I MUSIC OF THE 20TH CENTURY

Sessions 6, 7, and 8 20TH CENTURY MUSICAL STYLES:

ELECTRONIC AND CHANCE MUSIC

I. SUBJECT MATTER

A. Topic:

20th Century Musical Styles: Electronic and Chance Music

Sub-topics : Electronic Music Chance Music Composers (Cage, Stockhausen, Varese)

B. DVD / CD recordings /video clips/ recordings from YouTube or the internet of Electronic and Chance Music

Materials :

CD/VCD/DVD/Karaoke players, computers, laptops, netbooks, tablets, i pads, mobile phones, MP3/MP4 players

Pictures, slides, video clips of musical gadgets used especially in Electronic Music

Sound makers like stones, rice, radios, horns, and kitchen utensils

C. Music Grade 10 LM. Pages 25-30

Reference:

II. LESSON PROPER

A. PRELIMINARYACTIVITY

1. Review: Let the students go over the concepts they have learned about Impressionism, Expressionism, Modern Nationalism, Neo-Classicism and Avant-Garde Music.

2. Motivation:

a. Hold a “Chance Music Experience.” Ask one student to simulate a performance concert sitting in front of the piano, keyboard, singing with a microphone, just holding a guitar, or holding any other musical instrument for 3 minutes without playing these.

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Quarter I: Music of the 20th Century

b. Discuss the performance and get reactions and observations from the class. What did they think? hear? see? feel? touch? smell?

c. Use the experience as a bridge to the topic of the lesson.

B. DEVELOPMENTALACTIVITY

1. Let the students listen attentively to CD recordings of Electronic and Chance Music.

2. Ask them to define/describe each of the two musical styles introduced in the recordings they listened to.

3. Discuss the history, characteristics, and operations of the two kinds of musical styles.

4. Have the students experiment with sounds on materials they had brought to class to create Chance Music. Divide the class into four or five groups, each with a written plan of what to accomplish.

5. Perform this experiment with a live concert of the two musical styles in the classroom.

6. Use new electronic equipment (if available) to listen to different sounds from the instruments (Example: synthesizer, cassette tape recorder, DVD player, karaoke, and others that you may think of).

C. INTEGRATION

1. Integrate the use of electronic equipment, if available, and other materials that can produce sound as well as the use of modern technology gadgets in Music with lessons in Physics, Vocational Education, and Technology and Livelihood Education (TLE).

2. Show a picture of an action painting by Jackson Pollock and compare it with chance music.

Infusion of values: Appreciation of the beauty of nature and the realization of their contribution to the environment.

D. GENERALIZATION

The modern musical tradition experimented with new sounds in classical music through such styles as Electronic Music and Chance Music. Through this experimentation, the novelty of sounds emanating from sources other than the traditional musical instruments played a major role in the compositions being created.

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MUSIC Teacher’s Guide

III. WHAT TO KNOW

Have the students answer thed following:

1. Who was the French composer known as the “Father of Electronic Music?

2. What are some of the new musical approaches of Cage?

3. What is meant by musique concrete used by Stockhausen?

4. Give an example of a musical work by Varese, Stockhausen, and Cage. Write your answers on the blanks below.

Composer

Musical Work

Varese

Stockhausen

Cage

IV. WHAT TO PROCESS

Listening Activity: Works of 20th Century Composers

1. Play excerpts of any (one) of the following musical examples:

Cage

4’33"; Metamorphosis, for piano; Five Songs, for contralto soloist and piano; Music for Wind Instruments, for wind quintet

Stockhausen

Etude, Electronic STUDIES I and II, Gesang der Junglinge, Kontakte, Momente, Hymnen

Varese

Hyperprism for wind and percussion, Octandre for seven wind instruments and double bass, Intégrales for wind and percussion, Ionisation for 13 percussion players

2. Have the students listen carefully to each excerpt and be able to recognize the distinct musical style of each composer.

3. Let them choose a composition that they like, and then write a short reaction paper on the composition and the profile of the composer.

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Quarter I: Music of the 20th Century

4. Have them submit this on one whole sheet of bond paper during the next meeting. At random, choose students to read their reactions in class.

V. WHAT TO UNDERSTAND

Name the Composer, Title of the Music, Musical Style, and Description

1. After the Listening Activity, prepare selected excerpts of compositions by Stockhausen, Cage, and Varese.

2. Divide the class into four teams, with each team forming a line.

3. As you play a few measures of the first excerpt, have the first student in each line goes to the board and writes the name of the composer. The second student will write the title of the music. The third student will write the musical style. Then, the fourth student will write a description of the music in one phrase.

4. The team that writes the correct answers first, scores four (4) points.

5. The same procedure goes on until all the students in the line have had their turn.

6. Assign one student to be the scorer. The team with the highest score is the winner. In case of a tie, the first team to finish is the winner.

7. The scorer will announce the winners and then ask them this question:

What was the most significant thing that you have learned from this activity?

VI. WHAT TO PERFORM

A. Activity 1:

Experimentation with the Sounds of 20th Century Music Systems

Let the students do the following activity:

1. Chance Music – Put small items inside a bag. Include coins, pens, pins, small bells, and other articles with percussive sounds. Pour the bag’s contents on a hard surface. Then, using a cellphone or other available device, record the sounds that are produced.

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MUSIC Teacher’s Guide

Put the items back in the bag. Then unload the same, while once again recording the sounds being produced. Note the changes between the two sets of sounds recorded.

2. Electronic Music Create short electronic music pieces using your knowledge of 20th century musical styles.

B. Performance Activity 2:

Original Chance and Electronic Music

Have the students do the following:

Rate scores are based on the elements of music such as rhythm, melodic appeal, harmony and texture, tempo and dynamics, timbre, and overall musical structure

BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.

.

1.

The class will be divided into four groups.

2.

Each group will create an original five-minute performance of Chance Music and Electronic Music (if available) to be performed in class.

3.

Those who are not performing will act as judges for the performance evaluation.

4.

Judges will have five placards, score cards, or paper sheets marked:

BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP. They will display these score card after evaluating each performance.

5.

One student may be assigned to tabulate the scores after the performance.