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Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue,
Pasig City

K to 12 Curriculum Guide
MUSIC AND ARTS
(Grade 1 to Grade 10)

January 2013
CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic
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 Curriculum Guide version as of January 2013 MUSIC AND ARTS 2


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. Through a language and medium of its own, music conveys ideas and feelings in a way that
addresses the human spirit, and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a
continuing art. Aaron Copland describes this characteristic as a ―continuous state of becoming. 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 sounds
needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in
the skills that enable the application of the 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 thought
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 instills, within every individual Filipino learner, pride in his/her own
cultural identity.

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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 21st
Century.

The 21st 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 and interactive, involving the viewer to react, comment and
utilize these visuals through the Internet. Teaching Art to students is one way for them to process and interpret the barrage of images and sounds, in a
critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts,
crafts, and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The
modules guide educators and provide 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.

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Figure 1. The Curriculum Framework of Music and Art
Education

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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 Art per Grade Level

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Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes

 Rhythm  Color  Listening  Seeing/Observing

 Melody  Line  Reading  Reading

 Form  Shape/Form  Imitating (re-creating)  Imitating (re-creating)

 Timbre  Texture  Responding  Responding

 Dynamics  Rhythm  Creating  Creating (original works)

 Tempo  Balance  Performing (including movement)  Performing (different art


processes)

 Texture  Repetition *  Evaluating  Evaluating


Contrast

 Harmony *  Analyzing critically  Analyzing critically


 Emphasis

*No formal instruction in harmony  Applying (transference)  Applying (transference)


 Proportion
from K to 3

 Harmony/Unity

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LEARNING AREA STANDARD: 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.

KEY STAGE STANDARDS:

K-3 4-6 7 – 10

The learner demonstrates The learner demonstrates The learner demonstrates


understanding of fundamental understanding of basic elements understanding of salient features of
processes through and concepts through music and art of the Philippines
performing, creating, and performing, creating, and and the world, through appreciation,
responding, responding, aimed towards the analysis, and performance, for self-
aimed towards the development of development of appreciation of development, the celebration of
appreciation of music and art, and music and art, and acquisition of Filipino cultural identity and diversity,
acquisition of basic knowledge and basic knowledge and skills. and the
skills. expansion of one’s world vision.

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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.

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MUSIC
(Grade 1 to Grade 10)

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MUSIC - GRADE 1

Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…


I. DYNAMICS
 Sound Volume
 Distinction
Between Loudness
and Softness in
Music  demonstrates  uses dynamic levels to enhance  interprets through body movements the
understanding of the poetry, chants, drama, and dynamics of a song
basic concepts of musical stories o small movement – soft
dynamics  shows dynamic changes with o big movement – loud
movements  associates dynamics with the movements
 uses the terms loud and soft to of animals
identify volume changes o elephant walk – loud
o tiny steps of a dwarf – soft

II. TEMPO
 Sound Speed
 Distinction
Between Fastness  demonstrates  uses varied tempo to enhance  demonstrates the basic concept of tempo
and Slowness in understanding of the poetry, chants, drama, and through movement
Music basic concepts of musical stories  responds to varied tempo with movement
tempo  correlates tempo changes with or dance
movements o slow movement with slow music
 uses terms ―fast‖ and ―slow‖ to o fast movement with fast music
identify tempo changes  mimics animal movements
o horse – fast
o carabao – slow

III. TIMBRE
 Sound Quality  demonstrates  uses voice and other sources of  identifies the source of sounds
 Distinction Between understanding of the sound to produce a variety of o wind, wave, swaying of the trees,

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Singing and Talking basic concepts of timbres animal sounds, sounds produced
timbre  responds to differences in sound by machines, transportation,
quality with appropriate movement through body movements

The learner… The learner… The learner…


IV. RHYTHM
 Distinction
Between Sound
and Silence  demonstrates basic  identifies the difference between  associates icons with sound and silence
understanding of sound and silence accurately within a rhythmic pattern
 Steady Beats sound, silence and
(ostinato) rhythm

 develops musical  maintains a steady beat when  performs claps, taps, chants, walks and
 Simple Rhythmic awareness and chanting, walking, tapping, plays musical instruments in response to
Patterns creativity in clapping, and playing musical sound with the correct rhythm
expressing instruments o in groupings of 2s
himself/herself while o in groupings of 3s
doing the fundamental o in groupings of 4s
processes in music  performs echo clapping

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 plays simple ostinato patterns on  creates simple ostinato patterns in
classroom instruments and other groupings of 2s, 3s, and 4s through body
sound sources including body movements
parts and movements  plays simple ostinato patterns on
classroom instruments or other sound
sources
o sticks, drums, triangles, nails,
coconut shells, bamboo, empty
boxes, etc.

V. FORM
 Musical Lines
 Beginnings,
Endings and  demonstrates  shows recognition of pattern  identifies musical lines through
Repeats in Music understanding of the changes with body movement movements, geometric shapes or objects
basic concepts of  associates musical forms with as
musical lines, geometric shapes to indicate o similar
beginnings and understanding of o dissimilar
endings in music, and o same patterns  identifies pattern changes through body
repeats in music o different patterns movement
o beginnings
o endings
o repeats

VI. MELODY

 Pitch
 demonstrates  matches the correct pitch of tones  identifies the pitch of the tone as high or
understanding of pitch with other sound sources low
 Simple Melodic and simple melodic  responds to high and low tones through
Patterns patterns body movements, singing, and playing
other sources of sounds

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 matches the melody of a song with  participates in echo singing
the correct pitch vocally  sings in pitch
o greeting songs o rote singing
o counting songs  greeting songs
o action songs  counting songs
 sings simple melodic patterns o echo singing
 sings simple melodic patterns
o ( so –mi, mi –so, mi – re-do)

VII. TEXTURE
 Distinction Between
Thin and Thick in
Music  demonstrates  distinguishes between single  identify sounds alone, sounds together
understanding of the musical line and multiple musical  demonstrates the concept of texture by
basic concepts of lines which occur simultaneously singing two-part round
texture  shows awareness of texture by o Are You Sleeping, Brother John?
using visual images o Row, Row, Row Your Boat
 sings songs using the concepts of
texture
o Are You Sleeping, Brother
John?
o Row, Row, Row Your Boat

Scope and Sequence for Grade 1 TGs &LMs

First Quarter:

1 – Dynamics Second Quarter: Third Quarter: Fourth Quarter

2 – Tempo 5 – Rhythm (part 1) 9 – Rhythm (part 4) 13 – Melody (part 2)

3 – Timbre 6 – Rhythm (part 2) 10 – Form 14 – Texture

4 – Review of Unit 1 7 – Rhythm (part 3) 11 – Melody (part 1) 15 – Review of All

8 – Review of Unit 2 12 – Review of Unit 3 16 - Evaluation

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MUSIC - GRADE 2

Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…


I. RHYTHM

 Sound and Silence

 distinguishes between  identifies the difference between sound  associates visual images with
sound and silence and silence sound and silence within a
 demonstrates rhythmic pattern
understanding of sound
 Steady Beats (ostinato) and silence

 demonstrates  claps, taps, chants, walks, and


understanding of steady plays musical instruments in
beats response to sound with the
 maintains a steady beat when chanting,
correct rhythm
walking, tapping, clapping, and playing
musical instruments o In groups of 2s
o In groups of 3s
 Simple Rhythmic o In groups of 4s
Patterns
 imitates and replicates a simple
series of rhythmic sounds (i.e.
echo clapping)
 plays simple ostinato patterns on  creates simple ostinato
classroom instruments or other sound patterns in groupings of 2s, 3s,
sources and 4s through body
e.g. movements
 demonstrates o sticks, drums, triangles, nails,  writes stick notation on the
understanding of coconut shells, bamboo, empty board to represent the sound
rhythmic patterns boxes etc. heard
 creates and performs simple rhythmic  claps the written notation to
 develops musical accompaniments to a given song show steady beats
awareness and creativity o divides the notation into
in expressing measures by 2s, 3s,
and 4s to show rhythmic

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himself/herself while patterns
doing the fundamental  plays simple ostinato patterns
processes in music on classroom instruments or
other sound sources
e.g.
o sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes
etc.
II. MELODY

 Pitch  identifies the pitch of tones as


o High
 demonstrates  matches the correct pitch of tones o Low
understanding of the vocally o Higher
basic concepts of pitch
 distinguishes high and higher, low and o Lower
 demonstrates high and  responds to pitch range of
low tones through lower pitches of tones
tones through body
singing or playing  correlates melodic patterns to visual
imagery movements, singing, and
musical instruments playing sources of sounds
 distinguishes high and  matches the melody of a song with
 demonstrates high and low
higher, low and lower correct pitch
tones through singing or
tones playing musical instruments
 Simple Melodic Contour
 sings with correct pitch using
o rote songs
o echo songs
o simple children’s
 demonstrates
melodies
understanding of simple
melodic patterns  illustrates the melodic contour
 recreates simple  echoes simple melodic patterns with movement
melodic patterns  illustrates appropriately the melodic  illustrates the melodic contour
through
 correlates melodic contour with movement
o body staff
patterns to visual  sings simple melodic patterns o writing the melodic line
imagery  sings with correct pitch ―on the air‖
o rote songs o line notation
o action songs  associates melodic patterns to
visual imagery

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o children’s songs  echoes/recreates simple
melodic patterns
 responds to pitch range of
tones through body
movements, singing, and
playing sources of sounds
 demonstrates high and low
tones through singing or
playing musical instruments
III. FORM

 Musical Lines  identifies musical lines as


o similar
 distinguishes same or  recognizes rhythmic and melodic o dissimilar
different musical lines pattern changes through movements and
 correlates geometric shapes to indicate geometric shapes or objects
understanding of
o similar lines
 Beginnings and Endings o dissimilar lines
in Music
 creates melodic rhythmic or
introduction and ending of songs
 demonstrates the beginning
and ending of a song through
 Repeats in Music movements and sounds
 identifies the beginning (instrumental and vocal)
and ending of a song  repeats the designated musical lines in
a song

 indicates repeated musical


passages through movements
 echoes repetitions of musical
lines

 recognizes repetitions
within a song

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IV. TIMBRE

 Introduction to Voice
Production  sings a song using appropriate
 demonstrates  uses voice and other sources of sound breath control
understanding of the to produce a variety of timbres
 Differentiation in Sound basic concepts of timbre
Quality
 sings with pleasing vocal
quality on pitch  identifies the source of sounds
 responds to differences in sound quality e.g.
with appropriate movement
wind, waves, swaying of the
 associates common musical trees, animal sounds, sounds
 recognizes the instruments by their sound and image
produced by machines,
 Introduction to Musical difference between  animates a given story using voice,
body sounds and objects to produce a transportation, etc.
Instruments speaking and talking variety of timbres

 responds to differences
 replicates different sources of
in sound quality coming
sounds and associate them
from a variety of sound
with body movements
sources
 identifies the common musical
instruments by their sounds
and image
 recognizes the difference
between speaking and talking
 responds to differences in
sound quality coming from a
variety of sound sources
 sings with pleasing vocal
quality on pitch
V. DYNAMICS

 Sound Volume
 Distinction Between  distinguishes between ―loud‖
Loudness and Softness  demonstrates  applies dynamic levels to enhance and ―soft‖ in music
in Music understanding of the rhymes, chants, drama, and musical  distinguishes between ―louder‖
basic concepts of stories and ―softer‖ in music
dynamics  shows dynamic changes with  distinguishes ―loud,‖ ―medium.‖

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movements and ―soft‖ in recorded music
 uses appropriate terminology to  replicates ―loud,‖ ―medium,‖
indicate understanding of volume and ―soft‖ vocally or with
variations instruments
 interprets through body
 sings a given song with appropriate
movements the dynamics of a
dynamics
song
o small movement – soft
o medium movement –
medium
o big movement – loud
 associates movements of
animals to dynamics
e.g.

elephant walk – loud

man walking – medium

tiny steps of a dwarf – soft

 uses the terms loud, louder,


soft, softer – to identify volume
variations

VI. TEMPO
 distinguishes ―slow,‖
 Sound Speed  uses varied tempi to enhance rhymes, ―slower,‖―fast,‖ and ―faster‖ in
 Distinction Between chants, drama, and musical stories
 demonstrates recorded music
Fastness and Slowness  demonstrates tempo variations through
in Music understanding of the  replicates ―slow,‖
movements
basic concepts of tempo ―slower,‖―fast,‖ and ―faster‖
 uses the terms ―fast,‖ ―faster,‖ ―slow,‖ vocally or with instruments
and ―slower‖ to identify tempo
variations  correlates tempo changes with
movements
 responds to tempo variations
with movement or dance
o slow movement with
slow music
o fast movement with fast

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music
 mimics animal movements
o horse – fast
o man walking –
moderate
o carabao – slow
 responds to the correct tempo
of a song as guided by the
hand signal of the teacher
e.g.

The teacher’s slow hand


movement means “slow” while
fast hand movement means
“fast.”

VII. TEXTURE  identifies musical density using


 sings songs using the concept of recorded music
 Musical Layering  demonstrates texture by singing ―rounds‖ e.g.
 Distinction Between Thin understanding of the e.g.
and Thick in Music basic concepts of o music with layered
texture o ―Are You Sleeping, Brother orchestration versus
John?‖ music with single
o ―Row, Row, Row Your Boat‖ instrument
accompaniments
 shows awareness of texture by
correlating visual images to
music
*(songs may vary according to mother tongue)  distinguishes between single
musical line and multiple
musical lines which occur
simultaneously
 distinguishes between thinness
and thickness of musical sound
through layering of sound

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MUSIC - GRADE 3

Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…


I. RHYTHM
 Sound and Silence  associates icons with sound and
silence within a rhythmic pattern
 demonstrates  identifies the difference between
understanding of sound sound and silence
 Steady Beats (ostinato) and silence  maintains a steady beat when
chanting, walking, tapping,
clapping, and playing musical
instruments
 performs simple ostinato patterns on
 demonstrates classroom instruments and other
understanding of steady sound sources  plays simple ostinato patterns on
beats classroom instruments and other
sound sources

 claps, taps, chants, walks, and


plays musical instruments in
response to sound with the
correct rhythm
o In groups of 2s, 3s, and
4s
o echo clapping
o marching
 Simple Rhythmic Pattern o dancing the waltz
 demonstrates  creates and performs simple
understanding of rhythmic accompaniments to a given  creates simple ostinato patterns
rhythmic patterns song in groupings of 2s, 3s, and 4s
through body movements
 sings with correct rhythm
 creates ostinato patterns in
different meters using
combination of different sound
sources

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II. MELODY

 Pitch  identifies the pitch of a tone as:


 sings the melody of a song with
o high – higher
correct pitch
 Melodic Lines o moderately high – higher
 demonstrates o moderately low – lower
 Melodic Patterns and understanding of the o low – lower
Contour concepts of melody
o pitch  matches the correct pitch of
o melodic lines tones vocally or with an
o melodic patterns instrument
and contour
through singing and  correlates movement to pitch
playing musical variations
instruments
 matches the melody of a song in
correct pitch vocally

 recreates simple melodic


patterns and contour

 sings entire simple songs in


pitch
o Favorite Children’s
Songs
 ―Do – Re – Mi‖
 ―What Can We Do
Today‖
o Folksongs
 ―ManangBiday‖
 ―ParuparongBukid‖
 ―Atin Cu
PungSingsing‖

III. FORM

 Musical Lines
 demonstrates  performs a chosen song showing the  recognizes pattern changes

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understanding of the basic concepts of musical lines,
basic concepts of musical beginnings, endings and repeats  identifies musical lines as
form through body movements o similar
o same
o different
through movements and
geometric shapes or objects
 Musical Beginning,
Middle, and End
 identifies the beginning, middle,
and ending of a song

 renders a song confidently,


giving appropriate emphasis on
the beginning and on the end
 Music Repeats
 recognizes repetitions within a
song

 performs repetitions of musical


lines independently

IV. TIMBRE

 Voice Production
 demonstrates  sings with pleasing vocal
Techniques  applies vocal techniques to produce
understanding of the quality:
a pleasing vocal quality:
concepts of timbre o using head tones
o using head tones
o employing proper
o employing proper breathing
breathing
o using the diaphragm
o using the diaphragm

 sings with pleasing vocal quality and


in pitch
 Differentiation in Sound
Quality

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 recognizes the difference
between speaking and singing

 identifies and compares the


voices of:
o classmates as they sing
or talk
o selected popular singers
in recordings

 compares the use of the voice in


speaking and in singing

 responds to differences in sound


 uses the voice and other sources of quality with appropriate
sound to produce a variety of timbres movement

 Introduction to Musical  recognizes differences in sound


Instruments quality coming from a variety of
sound sources

 recognizes musical instruments


through sound

V. DYNAMICS

 Sound Volume in Music


 demonstrates  distinguishes between ―loud,‖
understanding of the ―medium,‖ and ―soft‖ in music
concepts of dynamics  sings songs with proper dynamics
following basic conducting gestures
 associates dynamics to the
movements of animals
e.g.
o elephant walking – loud
o mice scurrying – soft

 uses terms ―loud,‖ ―medium,‖


and ―soft‖ (louder, softer) to

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 24


identify volume changes and
variations

 uses varied dynamics to


enhance poetry, chants, drama,
songs and musical stories

 Conducting and  correlates movement to changes


Dynamics and variations in dynamics

 responds to conducting
 interprets the dynamics of a
symbols indicating
variances in dynamics song through body movements
o small movement – soft
o big movement – loud

 responds to conducting gestures


following the hand signal of the
teacher for ―loud‖ and ―soft‖
e.g.
o Teacher’s palm down
means “soft” and palm
up means “loud.”
o Hands moving farther
from each other mean
sound becomes louder.

VI. TEMPO

 Sound speed in music


 demonstrates  enhances poetry, chants, drama, and
understanding of the musical stories using a variety of
concepts of tempo tempi
 sings songs with designated tempi  distinguishes between fast,
e.g. moderate, and slow in music
o Lullaby – slow
o Joyful songs – fast  responds with movement to
tempo changes

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 25


(i.e. doing locomotor and non-
locomotor movements) to a
variety of tempi in recorded
music

 mimics animal movements


according to speed
o horse – fast
 Conducting and Tempo o carabao – slow
o turtle – slow
o rabbit - fast
o dog – fast
 responds to conducting  sings songs with proper tempo
symbols indicating
variances in tempo
following basic conducting gestures  correlates movement to changes
and variations in tempo

 uses terms fast, moderate, and


slow (faster, slower etc.) to
identify tempo changes and
variations

VII. TEXTURE

 Musical Layering
 demonstrates  distinguishes between thinness
understanding of the and thickness of musical sound
concepts of texture  sings through layering of sound
o ―two-part rounds‖  distinguishes between single
o ―partner songs‖ musical lines and multiple
musical lines which occur
simultaneously

 demonstrates the concept of


texture by singing ―two-part
rounds‖
e.g.
o ―Are You Sleeping,
Brother John?‖

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 26


o ―Row, Row, Row Your
Boat‖

 demonstrates the concept of


texture by singing ―partner songs
e.g.
o ―Leron, LeronSinta‖
o ―Pamulinawen‖
o ―Ten Little Indians‖
o ―He’s Got the Whole
World in His Hands‖

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 27


MUSIC - GRADE 4

Content Content Standards Performance Standards Learning Competencies


The learner... The learner... The learner…
I. RHYTHM

 Musical Symbols and  recognizes the musical  organizes notes and rests  identifies different notes
Concepts: symbols demonstrates according to simple meters
understanding of
- Notes and Rests concepts pertaining to  creates rhythmic patterns in
- Meters rhythm simple time signatures
- Rhythmic Patterns and rests
- Simple Time  demonstrates the  creates a simple one- measure
Signatures essence of the time 2 3 4 ostinato pattern  identifies accented and
signatures 4, 4, 4 unaccented pulses
 responds to metric pulses of
music heard with appropriate  places the accent (>) on the notes
conducting patterns of recorded music

 uses the bar line to indicate


groupings of beats in 2 3 4
4, 4, 4
 demonstrates rhythmic patterns
by clapping

II. MELODY  recognizes the musical  identifies successive sounding of  identifies the pitch name of each
symbols and two pitches line and space of the G-clef staff
 Musical Symbols and demonstrates
Concepts: understanding of  recognizes examples of melodic
concepts pertaining to intervals, aurally and visually F
- Intervals melody D
- Scales  identifies the pitch names of lines B
- Melodic Contours and spaces in the treble(G-clef) G
- Patterns of staff E
successive pitches of a
C Major scale

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 28


E
C
A
F
 identifies the pitch names of the C
Major scale

 identifies the pitch names of notes


on the ledger lines and spaces
below the G-clef staff (middle C
and D)
 identifies melodic contours
 recognizes the use of G- Clef

 performs and analyzes melodic  identifies the stepwise / skip wise


movement and range movements of notes

 identifies the melodic movement


as:
- no movement
- upward stepwise
- downward stepwise
- upward skip wise
- downward skip wise

 performs melodic intervals in the


correct pitch

 creates simple melodies  identifies the highest and lowest


notes in a given piece and
determines the range

 performs his/her own created


melody

III. FORM

 Musical Phrases  demonstrates  sings similar and contrasting  identifies, performs, and analyzes

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 29


understanding of musical musical phrases similar and contrasting musical
phrasing and phrases phrases
o melodic
o rhythmic

IV. TIMBRE

 Sound density in vocal  demonstrates  distinguishes vocal and  identifies as vocal or instrumental,
and instrumental sounds understanding of instrumental sounds a recording of the following:
variations of sound o solo
density in music (lightness o duet
and heaviness) as applied o trio
to vocal and instrumental o ensemble
music
 identifies different instruments
aurally and visually

 classifies the different musical


instruments
o stringed
o woodwind
o brass wind
o percussion

 participates actively in a group  participates actively in group


performance to demonstrate singing and ensemble playing
different vocal and instrumental
sounds

V. DYNAMICS
 recognizes the musical  uses appropriate musical  recognizes the use of piano (p)
 Volume of Musical Sound symbols and terminology to indicate variations and forte (f) in a musical score
demonstrates in dynamics
understanding of  identifies and applies forte and
concepts pertaining to piano to designate loudness and
volume in music softness in a musical example
o singing
o playing instrument

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 30


VI. TEMPO

 Speed of Musical Sound  recognizes the musical  uses appropriate musical  identifies and applies largo (slow)
symbols and terminology to indicate variations and presto (fast) to designate
demonstrates in tempo speed in a musical example
understanding of
concepts pertaining to
 correlates body movements with
speed in music  creates and performs body the tempo of a musical example
movements appropriate to a
given tempo

VII. TEXTURE

 Densities of Musical Sound  recognizes the musical  recognize examples of horizontal  identifies the texture of a music
symbols and 2-part vocal or instrumental example aurally
demonstrates texture, aurally and visually
understanding of  performs two-part rounds and
concepts pertaining to partner songs with others
texture in Music
 identifies aurally and visually an
ostinato or descant in a musical
example

VIII. HARMONY
 Simultaneous Sounding of  recognizes the musical  recognizes examples of harmonic  identifies and applies harmonic
Two Tones/Pitches symbols and intervals, aurally and visually interval (2 pitches) in a musical
demonstrates example
understanding of
harmonic intervals  creates and performs examples of
harmonic interval (2 pitches) with
others

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 31


MUSIC - GRADE 5

Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

I. RHYTHM

 Musical Symbols and


Concepts  recognizes the musical
o Notes and Rests symbols and  organizes notes and rests in  identifies the kinds of notes and
o Meters demonstrates simple meters rests used in a song, visually and
o Rhythmic Patterns understanding of aurally
o Simple Time concepts pertaining to
Signatures rhythm  recognizes rhythmic patterns  identifies accurately the duration
using quarter note, half note, of notes and rests in
dotted half note, dotted quarter 2 3 4 time signatures
note, and eighth note in simple 4, 4, 4
time signatures

 creates different rhythmic patterns


using notes and rests in different
time signatures as:
2 3 4
4, 4, 4
 responds to metric pulses of
music heard with appropriate
conducting patterns  performs with a conductor
o choral
o instrumental

II. MELODY
 recognizes the musical  identifies the accidentals that raise
 Musical Symbols and symbols and and lower pitch (sharps and flats)  identifies the symbols for sharp ( #
Concepts demonstrates
), flat (♭),and natural (♮ ), aurally
o Accidentals understanding of
 identifies the accidental that and visually
o F-clef concepts pertaining to
o Intervals melody restores the initial pitch ( ♮) -
o Scales natural sign  identifies the pitch names of each

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 32


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

(Pentatonic, C line and space on the F Clef,


major, G major ) aurally and visually
o Melodic Contours
 reads /sings notes in different
scales
o pentatonic scale
o C Major scale
o G Major scale
 identifies the pitch names of lines
and spaces in the bass staff or F  identifies the notes of the intervals
Clef in the C Major scale:
o primes
o 2nds
o 3rds
o 4ths
o 5ths
o octaves
 identifies melodic contours
 identifies the melodic contour of a
musical example
 identifies the melodic contour in
the following scales:
o C Major
o G Major
o Pentatonic

 identifies the melodic movement


 demonstrates and analyzes of a musical example
melodic movement and range
 determines the range of a musical
 creates simple melodies example

 performs his/her own created


melody

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 33


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

III. FORM

 Melodic
 identifies, demonstrates, and  determines if the melodic phrases
 Rhythmic  demonstrates
analyzes melodic and rhythmic and rhythmic phrases are:
understanding of musical
phrases o same
phrasing and phrases
o similar
 compares musical phrases o contrasting

.
IV. TIMBRE

 Vocal and Instrumental  demonstrates  distinguishes vocal and  identifies the following vocal
Sounds understanding of instrumental sounds timbres:
variations of sound o soprano
density in music (lightness o alto
and heaviness) as applied o tenor
to vocal and instrumental o bass
music
 describes the characteristics of
each type of voice

 participates in a group  identifies aurally and visually


performance to demonstrate different instruments in:
different vocal and instrumental o rondalla
sounds o drum and lyre band
o bamboo group/ensemble
(angklung)
o other local indigenous
ensembles

 participates actively in musical


ensemble
o choral
o instrumental

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Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

 performs a variety of created


 creates a variety of sounds nature sounds using available
emanating from the environment sound sources
using available sound sources

V. DYNAMICS

 Variations of Volume in  recognizes the musical  uses appropriate musical  identifies and applies the following
Musical Sound symbols and terminology to indicate variations dynamics to musical selections:
demonstrates in dynamics, specifically: - piano (p)
understanding of - piano (p) - mezzo piano (mp)
concepts pertaining to - mezzo piano (mp) - forte (f)
volume in music - forte (f) - mezzo forte (mf)
- mezzo forte (mf) - crescendo
- crescendo and decrescendo
and decrescendo

VI. TEMPO

 Variations of Speed in  recognizes the musical  identifies and applies the following
 uses appropriate musical
Musical Sound symbols and tempi:
terminology to indicate variations
demonstrates - largo
in tempo:
understanding of - presto
- largo
concepts pertaining to
speed in music
- presto
- allegro
- allegro
- moderato
- moderato
- andante

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 35


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

- andante - vivace

- vivace - ritardando

- ritardando - accelerando

- accelerando

VII. TEXTURE
 identifies the texture of a musical
 Densities of Musical Sound piece aurally
 recognizes examples of horizontal
 recognizes the musical 3-part vocal or instrumental
symbols and texture, aurally and visually  performs 3-part rounds and
demonstrates partner songs
understanding of
concepts pertaining to
texture in music

VIII. HARMONY
 identifies the intervals of major  illustrates through a vocal or
 Introduction to Major Triad  recognizes the musical triads: instrumental ensemble the
symbols and - C major following major triads:
demonstrates - C major
- F major
understanding of
harmonic intervals - G major
- F major

- G major

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 36


MUSIC - GRADE 6

Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

I. RHYTHM

Musical Symbols and  creates rhythmic patterns using  identifies the notes / rests used in
Concepts:  illustrates the concept of half, quarter, eighth and sixteenth a particular song
 Notes and Rests rhythm by applying notes notes and rests, in
2 3 4
 Meters and rests, rhythmic 2 3 4 and 6 time signatures  differentiates between 4, 4, 4
 Rhythmic Patterns patterns, and time 4, 4, 4 8 and 6 time signatures
 Time Signatures signatures for appropriate 8
 Conducting mastery and acquisition of  responds to beats in music heard
 demonstrates the conducting
skills with appropriate conducting
2 3 4 patterns of 2 3 4 and 6
patterns of 4, 4, 4 8
and 6 4, 4, 4
8 time signatures

 creates rhythmic patterns in


2 3 4 and 6 time signatures
4, 4, 4 8

 identifies through conducting the


relationship of the first and last
measure in an incomplete
measure
II. MELODY

 Intervals  reads notations of simple songs  demonstrates the ability to sing,


 Major Scales based on the C Major, G Major, read, and write musical notations
 Minor Scales  illustrates the concept of and F Major scales in the key of C Major, G major,
melody by using and F Major
intervals in major scales,
for appropriate mastery
and acquisition of skills  creates simple melodies in C  performs self-composed melodies
 recognizes the pattern of Major, G Major, and F Major in C Major, G major, and F Major
keys

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 37


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

successive pitches in the scales


minor scale
 analyzes the melodic patterns
found in different songs in C
Major, G major, and F Major keys

 identifies the pitch names of notes


in the following scales:
 creates simple melodies in the o a minor
following minor scales o e minor
o a minor o d minor
o e minor
o d minor
 sings and plays solo or with group,
 applies learned concepts of melodies/songs in C Major, G
melody and other elements to Major, and F Major
composition and performance

III. FORM

 Structure of Musical  demonstrates  recognizes the design or structure  identifies simple musical forms
Forms understanding of the of simple musical forms: o strophic
 Musical Symbols concept of form by o strophic o unitary
o Repeats of Musical applying them to o unitary o binary (AB)
Phrases repeated, similar, and o binary (AB) o ternary (ABA)
o Return of Musical contrasting melodic and o ternary (ABA)
Phrases rhythmic musical phrases  analyzes the musical forms of
o Ending of Musical
songs sung
Phrases
 recognizes and applies o strophic
the musical symbols E.g. Leron Leron Sinta,
indicated by repeat marks Sitsiritsit
and D.C., Dal Segno, Al Silent Night
Fine, and D.C. al Fine
o unitary
E.g. Happy Birthday

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 38


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

Joy to the World


Bahay Kubo
Ili-ili Tulog Anay

o binary (AB)
E.g. Paruparong Bukid
Ang Bayan Ko
Pamulinawen

o ternary (ABA)
E.g. Tinikling
(ABC)
E.g. Lupang Hinirang
 identifies and applies indicators of
repeated, return, and ending of  demonstrates the ability to use the
musical phrases different repeat marks that are
related to form:
o Da Capo (D.C.)
 illustrates the concept of form o Dal Segno (D.S.)
indicated by repeat marks and Da o Al Fine (up to the end)
Capo, Dal Segno, Al Fine and o D.C. al Fine (repeat from
D.C. al Fine the beginning until the
word Fine)
o ║: :║
o ┌───┐┌───┐
o 2
(ending 1, ending 2)

IV. TIMBRE

 Introduction of Musical  applies the concept of  identifies visually and aurally the  differentiates the characteristics of
Instruments timbre through instrumental sections of the each instrument in each section of
recognizing musical Western orchestra the orchestra
instruments aurally and

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 39


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

visually  distinguishes aurally the sound of  describes the characteristics of


each section of the Western sound quality of the different
orchestra instruments of the orchestra

 identifies aurally the sound of a


single instrument in any section of
the orchestra

V. DYNAMICS

 Variations in dynamics  applies a wide variety of  identifies and demonstrates varied  applies the proper dynamics
dynamic levels to dynamic levels in music heard and markings in vocal and
demonstrate performed: instrumental music
understanding of the - piano (p) - piano (p)
concept of dynamics - pianissimo (pp) - pianissimo (pp)
- mezzo piano (mp) - mezzo piano (mp)
- forte (f) - forte (f)
- mezzo forte (mf) - mezzo forte (mf)
- fortissimo (ff) - fortissimo (ff)
- crescendo - crescendo

- decrescendo - decrescendo

 shows appreciation for beauty of


songs properly sung with
dynamics

VI. TEMPO

 Variations of Tempi  illustrates the concept of  distinguishes between ritardando


 identifies and demonstrates tempi
various tempi for and accelerando as used in a
in music heard and performed: song
appropriate mastery and - Allegro
acquisition of skills  demonstrates the different kinds of
- Andante tempi by following tempo marks

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 40


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

- Ritardando using a familiar song


- Accelerando Ex: “Pandangguhan”
- Largo
- Presto
 identifies the different tempi in a
- Vivace
given song or music

VII. TEXTURE

 Variations in Texture  illustrates the concept of  identifies aurally the texture of


- Monophony texture as monophonic musical pieces
- Homophony (one voice), homophonic  identifies, compares, and
- Polyphony contrasts monophonic,
(voice and  distinguishes monophonic, homophonic, and polyphonic
accompaniment), and homophonic, and polyphonic
polyphonic (many voices) textures through musical pieces
textures
 demonstrates different textures in
 applies primary chords (I, IV, V) as music
accompaniment to simple songs
o Vocal
- solo voice
- solo voice with
accompaniment
- duet, partner songs,
round songs

o Instrumental
- solo
- ensemble

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 41


Content Content Standards Performance Standards Learning Competencies

The learner… The learner… The learner…

VIII. HARMONY

 Primary Chords  identifies the primary chords of  identifies the primary chords (I, IV,
major scales of C, F, and G and V)
 illustrates the concept of the primary chords of its relative
harmony through the
intervals that constitute
minor scales (am, dm, em)  identifies the notes of the primary
the primary chords of chords
major and minor scales in  distinguishes the sound of a
music major chord from a minor chord  applies primary chords as
accompaniment to simple songs

 identifies the primary chords of


the major and minor scales

 Harmony in Group  shows acquired skills through


Performances group performance

 demonstrates harmony in
group performances  performs with a group
o choir
o rondalla
o lyre band
o rhythm band

*The sequence of elements depends on the materials used in the lesson.

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 42


MUSIC - GRADE 7

Content Content Standards Performance Standards Learning Competencies

Music Gr.7 – UNIT 1

 Review of Elements and The Learner… The Learner... The Learner...


Processes
demonstrates  performs examples of  listens to songs from Luzon (highlands and
 Music of Luzon understanding of Philippine music, alone low lands)
(Highlands and Lowlands) musical elements and and with others, in  correlates Philippine music from Luzon
processes of Philippine appropriate tone, pitch, (highlands and lowlands) to the lives of the
− Vocal Music music, particularly the rhythm, expression and people
− Instrumental Music music of Luzon style  analyzes examples of Philippine music from
− Cultural Context (History highlands and lowlands Luzon and describes how the musical
and Traditions) elements are used
− Composition  explains the distinguishing characteristics of
− Social Functions representative Philippine music from Luzon
− Performance
in relation to history and culture of the area
Styles/Techniques
 performs on available instruments from
Luzon, alone and/or with others
 improvises simple rhythmic/harmonic
accompaniments to selected Philippine
music from Luzon
 develops musical awareness and creativity
in expressing oneself while doing the
fundamental processes in music
 explores ways of producing sounds on a
variety of sources that would emulate
instruments being studied
 evaluates music and music performances
applying knowledge of musical elements
and style

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 43


Content Content Standards Performance Standards Learning Competencies

Music Gr.7 - UNIT 2

 Music of Mindoro, The Learner… The Learner... The Learner...


Palawan, other Luzon
Island Provinces, and demonstrates performs examples of  listens to songs from Mindoro, Palawan, other
the Visayas understanding of Philippine music, from Luzon Island Provinces, and the Visayas
musical elements and Mindoro, Palawan, other  correlates Philippine music from Mindoro,
processes of Philippine Luzon Island Provinces, and Palawan, other Luzon Island Provinces, and the
− Vocal Music music, particularly the the Visayas alone and with Visayas to the lives of the people
− Instrumental Music music of Mindoro, others, in appropriate tone,  analyzes examples of Philippine music from
− Cultural Context Palawan, other Luzon pitch, rhythm, expression and Mindoro, Palawan, other Luzon Island Provinces,
(History and Island Provinces, and style and the Visayas and describes how the musical
Traditions) the Visayas elements are used
− Composition  explains the distinguishing characteristics of
− Social Functions representative Philippine music from Mindoro,
− Performance Styles Palawan, other Luzon Island Provinces, and the
/ Techniques Visayas in relation to history and culture of the
area
 performs on available instruments from Mindoro,
Palawan, other Luzon Island Provinces, and the
Visayas, alone and/or with others
 improvises simple rhythmic/harmonic
accompaniments to selected Philippine music
from Mindoro, Palawan, other Luzon Island
Provinces, and the Visayas
 develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in music
 explores ways of producing sounds on a variety
of sources that would emulate instruments being
studied
 evaluates music and music performances
applying knowledge of musical elements and
style

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 44


Content Content Standards Performance Standards Learning Competencies

Music Gr.7 - UNIT 3

 Music of Mindanao The Learner… The Learner... The Learner...

− Vocal Music  demonstrates performs examples of  analyzes examples of Philippine music from
− Instrumental Music understanding of Philippine music from Mindanao and describes how the musical
− Cultural Context musical elements and Mindanao, alone and with elements are used
(History and processes of Philippines others, in appropriate tone,  explains the distinguishing characteristics of
Traditions) music, particularly the pitch, rhythm, expression and
− Composition music of Mindanao style representative Philippine music from
− Social Functions Mindanao in relation to history and culture of
− Performance Styles the area
/ Techniques  analyzes the relationship of functions of
Philippine music from Mindanao to the lives of
the people
 sings accurately representative Philippine
songs from Mindanao, alone and/or with
others
 performs on available instruments music from
Mindanao
 improvises simple rhythmic / harmonic
accompaniments to selected Philippine
music from Mindanao
 explores ways of producing sounds on a
variety of sources that would emulate the
instruments being studied
 explores ways of producing sounds on a
variety of sources that would emulate the
instruments being studied

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 45


Content Content Standards Performance Standards Learning Competencies

Music Gr.7 - UNIT 4

 Representative Theatrical The Learner… The Learner... The Learner...


Compositions of the
Philippines  demonstrates performs representative describes how a specific idea or story is
understanding of theatrical compositions communicated through Philippine theater
- Dance Drama representative theater alone and with others in clear musical forms
- Komedya compositions of the tone and correct pitch illustrates how the different elements of music
- Moro-moro Philippines rhythm, expression, and style are combined in creating Philippine theater
- Sarsuela musical forms
creates / improvises appropriate sound, music,
performs a sample of any of gesture, movements, and costume for a
the theater forms in rendition of particular Philippine theater musical
appropriate tone, pitch, forms
rhythm, expression and style researches and analyzes the lives, works, and
influences of early Filipino composers
performs examples of Philippine theater music,
alone and with others
analyzes musical elements and processes of
Philippine theater music
correlates Philippine theater music to
Philippine culture
recognizes the contributions of the prime
exponents of Philippine theater music
gives value to Philippine culture as a vehicle
towards national identity and unity
creates/improvises appropriate sound, music,
gesture, movements, and costume for a
rendition of a chosen Philippine theater form

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 46


MUSIC - GRADE 8

Content Content Standards Performance Standards Learning Competencies

Music Gr.8 - UNIT 1

MUSIC OF ASIA The Learner… The Learner... The Learner...

 Review of Elements demonstrates  performs examples of  sings songs from Southeast Asia alone
and Processes understanding of musical Southeast Asian music, and/with others
 Music of Southeast elements and processes alone and with others, in  listens to music from Southeast Asia
Asia by synthesizing and appropriate tone, pitch,  correlates Southeast Asian music to the lives
applying prior knowledge rhythm, expression and of the people
Indonesia, Malaysia, and skills. style  analyzes examples of Southeast Asian music
Singapore, Vietnam, Thailand, and describes how the musical elements are
Cambodia, Myanmar, Laos demonstrates
used
understanding of salient
 explains the distinguishing characteristics of
− Vocal Music features of Southeast
representative Southeast Asian music in
− Instrumental Music Asian music by
− Cultural Context correlating musical relation to history and culture of the area
(History and elements and processes  performs on available instruments from
Traditions) to our native forms Southeast Asia, alone and/or with others
− Composition  improvises simple rhythmic/harmonic
− Social Functions accompaniments to selected Southeast Asian
− Performance music
Styles/Techniques  develops musical awareness and creativity in
expressing oneself while doing the
fundamental processes in music
 explores ways of producing sounds on a
variety of sources that would emulate
instruments being studied
 evaluates music and music performances
applying knowledge of musical elements
and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.8 - UNIT 2

MUSIC OF ASIA The Learner… The Learner... The Learner...

 Review of Elements demonstrates performs examples of East  sings songs from East Asia alone and/with
and Processes understanding of Asian music, alone and with others
 Music of East Asia musical elements and others, in appropriate tone,  listens to music from East Asia
processes by pitch, rhythm, expression and  correlates East Asian music to the lives of the
China, Japan and Korea synthesizing and style people
applying prior  analyzes examples of East Asian music and
− Vocal Music knowledge and skills describes how the musical elements are used
− Instrumental Music
 explains the distinguishing characteristics of
− Cultural Context demonstrates
(History and understanding of salient representative East Asian music in relation to
Traditions) features of East Asian history and culture of the area
− Composition music by correlating  performs on available instruments from East
− Social Functions musical elements and Asia alone and/or with others
− Performance processes to our native  improvises simple rhythmic/harmonic
Styles/Techniques forms accompaniments to selected East Asian music
 develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in music
 explores ways of producing sounds on a variety
of sources that would emulate instruments
being studied
 evaluates music and music performances
applying knowledge of musical elements and
style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.8 - UNIT 3

MUSIC OF ASIA The Learner… The Learner... The Learner...

 Review of Elements demonstrates performs examples of Central  sings songs from Central Asia, South Asia
and Processes understanding of musical Asia, South Asia and Near East and Near East countries alone and/with
 Music of Central Asia, elements and processes countries’ music, alone and others
South Asia and Near by synthesizing and with others, in appropriate tone,  listens to music from Central Asia, South
East countries applying prior knowledge pitch, rhythm, expression and Asia and Near East countries
and skills style  correlates Central Asia, South Asia and Near
India, Pakistan, Middle East, East countries’ music to the lives of the
Israel demonstrates people
understanding of salient
 analyzes examples of Central, South Asia
− Vocal Music features of music from and Near East countries’ music and
− Instrumental Music Central Asia, South Asia describes how the elements are used
− Cultural Context and Near East countries
 explains the distinguishing characteristics of
(History and by correlating musical
Traditions) elements and processes representative Central, South Asia and Near
− Composition to our native forms East countries’ music in relation to the
− Social Functions culture of the area
− Performance  performs on available instruments from
Styles/Techniques Central Asia, South Asia and Near East
countries alone and/or with others
 improvises simple rhythmic/harmonic
accompaniments to selected Central Asia,
South Asia and Near East countries’ music
 develops musical awareness and creativity
in expressing oneself while doing the
fundamental processes in music
 explores ways of producing sounds on a
variety of sources that would emulate
instruments being studied
 evaluates music and music performances
applying knowledge of musical elements
and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.8 - UNIT 4

 Traditional Asian Theater The Learner… The Learner... The Learner...


Music
demonstrates performs examples of Asian  describes how an idea or story is
− Kabuki understanding of salient Traditional music and theater, communicated through Asian musical and
− Wayang Kulit features Asian traditional alone and with others, in theatrical forms
− Peking Opera music by correlating appropriate tone, pitch, rhythm,
musical elements and expression and style  illustrates how the different elements of
processes to our native music contribute to creating the dramatic
forms action in Asian traditional musical and
theatrical forms

 creates/improvises appropriate sound,


music, gesture, movements, and costume
for a rendition of a chosen Asian traditional
musical and theatrical form

 sings songs appropriate for a rendition of a


chosen Asian traditional musical and
theatrical form

 performs on available Asian musical


instruments or improvised musical
instruments for a rendition of a chosen
Asian traditional musical and theatrical form

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MUSIC - GRADE 9

Content Content Standards Performance Standards Learning Competencies

Music Gr.9 - UNIT 1

MUSIC OF THE The Learner… The Learner... The Learner...


RENAISSANCE PERIOD
demonstrates  performs in a presentation of  sings representative examples of songs
 Composer understanding of salient a creative interpretation of the Renaissance and Baroque period
- Palestrina features of music from (verbal/non-verbal) on the alone and/with others
different historical periods different historical periods  listens to examples of music from the
MUSIC OF THE BAROQUE demonstrates the using the representative Renaissance and Baroque period
PERIOD commonalities and music  improvises simple rhythmic/harmonic
differences of music from accompaniments to selected songs with
 Composers different cultures of the available musical instruments
- Bach world; its functions; the  analyzes an example of music from the
- Handel roles of musicians in Renaissance and Baroque and describe
society; and the conditions how the musical elements are used
under which music is  explores ways of producing sounds on a
typically performed variety of sound sources that would be
similar to the sound of the instrument
studied
 analyzes the relationship and functions of
the music of the Renaissance and the
Baroque to the lives of the people in
those times
 correlates the distinguishing
characteristics of representative music
from the Renaissance and the Baroque in
relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.9 - UNIT 2

MUSIC OF THE CLASSICAL The Learner… The Learner... The Learner...


PERIOD
demonstrates  performs in a presentation  sings accurately alone and/or with
 Composers understanding of salient of a creative interpretation others representative examples of
- Mozart features of music from (verbal/non-verbal) on the songs of the Classical period
- Haydn different historical periods different historical periods  listens to examples of music from the
- Beethoven using the representative Classical period
demonstrates the music  improvises simple rhythmic/harmonic
commonalities and accompaniments to selected songs
differences of music with available music instruments
from different cultures of  analyzes an example of music from the
the world; its functions; Classical Period and describe how the
the roles of musicians in musical elements are used
society; and the  explores ways of producing sounds on
conditions under which a variety of sound sources that would
music is typically be similar to the sound of the
performed instrument studied
 analyzes the relationship and functions
of the Classical music to the lives of
the people in those times
 correlates the distinguishing
characteristics of representative
Classical music in relation to history
and culture
 evaluates music and music
performances using knowledge of
musical elements and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.9 - UNIT 3

MUSIC OF THE ROMANTIC The Learner… The Learner... The Learner...


PERIOD
demonstrates understanding  performs in a presentation of a  sings accurately alone and/or with others
 Composers of salient features of music creative interpretation representative examples of songs of the
- Tchaikovsky from different historical (verbal/non-verbal) on the Romantic period
- Chopin periods different historical periods  listens to examples of music from the
- Verdi using the representative music Romantic period
- Puccini demonstrates the  improvises simple rhythmic/harmonic
- Wagner commonalities and accompaniments to selected songs with
- Liszt differences of music from available musical instruments
different cultures of the  analyzes an example of music from the
world; its functions; the Romantic Period and describe how the
roles of musicians in musical elements are used
society; and the conditions  explores ways of producing sounds on a
under which music is variety of sound sources that would be
typically performed similar to the sound of the instrument
studied
 analyzes the relationship and functions of
the Romantic music to the lives of the
people in those times
 correlates the distinguishing characteristics
of representative Romantic music in
relation to history and culture
 evaluates music and music performances
using knowledge of musical elements and
style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.9 - UNIT 4

WESTERN OPERA MUSIC The Learner… The Learner... The Learner...

- Renaissance demonstrates an  performs examples of  describes how an idea or story is


- Baroque understanding of musical Western Opera Music alone communicated in Western society
- Classical elements and processes by and/or with others, in through a musical presentation
- Romantic synthesizing and applying appropriate tone, pitch,
prior knowledge and skills rhythm, expression and style  illustrates how the different elements are
combined in Western opera music

 creates / improvises appropriate sound,


music, gesture, movements, and
costume for a chosen opera

 makes a presentation highlighting the


differences and similarities between
Renaissance, Baroque, Classical and
Romantic opera

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MUSIC - GRADE 10

Content Content Standards Performance Standards Learning Competencies

Music Gr.10 - UNIT 1

MUSIC OF THE POST- The Learner… The Learner... The Learner...


ROMANTICISM PERIOD
demonstrates  performs a presentation of  sings accurately alone and/or with others
 Sound sources understanding of salient the divergence of Post- representative examples of songs of the
 Musical Systems features of contemporary Romantic music and the Post-Romantic Period & Popular Music
 Composers music popular mainstream music of of the 20’s to the 50’s
- Debussy the 20’s to the 50’s  listens to examples of music from the
- Stravinsky demonstrates the Post-Romanticism period
- Schoenberg commonalities and  improvises simple rhythmic/harmonic
differences of music from accompaniments to selected songs using
POPULAR MUSIC OF THE 20’S different cultures of the available musical instruments
TO THE 50’S world; its functions; the  analyzes examples of music from the
roles of musicians in Post-Romantic Period and Popular Music
 Genres society; and the conditions of the 20’s to the 50’sand describe how
- Ragtime under which music is the musical elements are used
- Big Band Sound typically performed  analyzes the relationship and functions of
- Jazz the music of the Post-Romantic Period
- Rock & Roll and the Popular music of the 20’s to the
50’s to the lives of the people in those
times
 correlates the distinguishing
characteristics of representative music
from the Post-Romantic Period and
Popular music of the 20’s to the 50’s in
relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.10 - UNIT 2

POPULAR MUSIC OF THE 60’S The Learner… The Learner... The Learner...
TO THE PRESENT
demonstrates  performs artistic and cultural  sings accurately alone and/or with others
 Genres understanding of salient presentations on the representative examples of songs of the
features of music from different music genres of the Popular music from 60’s to the present
- Rock and Roll different historical periods Popular music from the 60’s  listens to examples of Popular music
- Folk music to the present from the 60’s to the present
- Progressive Rock demonstrates the  improvises simple rhythmic/harmonic
- Heavy Metal commonalities and accompaniments to selected songs
- Psychedelic Rock differences of music from using available musical instruments
- Pop different cultures of the  analyzes examples of music from the
- Blues world; its functions; the 60’s to the present and describes how
- Country roles of musicians in the musical elements are used
- Rhythm and Blues society; and the  explores ways of producing sounds on a
- Soul conditions under which variety of sound sources that would be
- Bossa Nova music is typically similar to the sound of the instrument
- Salsa performed studied
- Punk
 analyzes the relationship of functions of
- Disco
- Glam Rock the Popular music of the 60’s to the
- Reggae present to the lives of the people in each
- Cumbia decade
- Hard Rock  correlates the distinguishing
- Alternative Rock characteristics of the different genres of
- Hip-hop & Rap music in relation to history and culture
- Electronic music  evaluates music and music
- Indie Rock performances using knowledge of
- Grunge musical elements and style
- Contemporary R&B
- Nu Metal & Rapcore

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Content Content Standards Performance Standards Learning Competencies

Music Gr.10 - UNIT 3

CONTEMPORARY PHILIPPINE The Learner… The Learner... The Learner...


MUSIC
demonstrates  performs artistic and  sings accurately alone and/or with
 Composers understanding of salient cultural presentations of others representative examples of
- Lucio San Pedro features of contemporary Philippine Contemporary songs by Contemporary Philippine
- Felipe Padilla de Leon music Music music composers
- Rodolfo Cornejo  listens to examples of Contemporary
- Lucresia Kasilag demonstrates the Philippine music
- Jose Maceda commonalities and  improvises simple rhythmic/harmonic
- Manuel Maramba differences of music accompaniments to selected songs
- Ramon Santos from different cultures of using available musical instruments
- Ryan Cayabyab the world; its functions;  analyzes an example of Contemporary
- Chino Toledo the roles of musicians in Philippine music and describe how the
- Ernani Cuenco society; and the musical elements are used
- Antonio Molina conditions under which  explores ways of producing sounds on
- Levi Celerio music is typically a variety of sound sources that would
performed be similar to the sound of the
 Performers instrument studied
- Lea Salonga  analyzes the relationship of functions of
- OPM Artists
the Contemporary Philippine music to
- Oscar Yatco
the lives of the Filipinos
- Cecile Licad
 correlates the distinguishing
- Gilopez Kabayao
- Jovita Fuentes characteristics of representative
- UP Madrigals Contemporary Philippine music in
- Andrea Veneracion relation to history and culture
- Loboc Singers  evaluates music and music
- Honorata ―Atang‖ De performances using knowledge of
La Rama musical elements and style

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Content Content Standards Performance Standards Learning Competencies

Music Gr.10 - UNIT 4

 CONTEMPORARY The Learner… The Learner... The Learner...


MUSICALS
demonstrates  performs samples of  describes how an idea or story is
 MUSIC AND MEDIA understanding of salient Contemporary music used in communicated through a musical
features of Contemporary Musicals and/or media, alone presentation
music by comparing and/or with others in  sings accurately alone and/or with others
musical elements appropriate tone, pitch, representative examples of songs of the
rhythm, expression and style Classical period
demonstrates an  performs Contemporary music on
understanding of musical  presents a musical work available musical instruments and/or
elements and processes by created through the use of media
synthesizing and applying media & technology  illustrates how the different elements are
prior knowledge and skills combined in music and media
presentation
demonstrates  creates / improvises appropriate sound,
understanding of the inter- music, gesture, movements, and
relationship between costume for a chosen presentation
music, technology, and  makes a presentation highlighting the
media differences and similarities between
contemporary musicals in the Philippines
and the world

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ARTS
(Grade 1 to Grade 10)

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 59


CONTENT OF ART

THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)

Kindergarten and Grade 1: Myself, my Family and School


Grade 2: My Neighborhood, My Community
Grade 3: My Province, My Region
Grade 4: Cultural Communities in the Philippines
Grade 5: History of the Philippines
Grade 6: The Philippines in the Present Times
Grade 7: The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao
Grade 8: Our Asian Neighbors
Grade 9: The Western Countries
Grade 10: The Middle East, Africa, and the Americas
Grade 11: Contemporary Times and the New Media
Grade 12: Art Related Careers

DOMAINS OR DISCIPLINE AREAS IN TEACHING ART:

There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops the student’s HIGHER ORDER THINKING
SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12. In a SPIRAL PROGRESSION APPROACH,
beginning with very simple concepts, activities and values which gradually become more complicated and multi-faceted through each grade level.

A. Creative Expression or Art Production: ………………………………… through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Media
B. Artistic Perception or Art Appreciation: ………………………………… of the Elements of Art (line, color, shape and texture)
of the Principles of Art (repetition, contrast, rhythm, balance, emphasis,
harmony, proportion and unity)
C. Historical, Cultural Context or Art History: …………………………… of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle
East, and Africa
D. Artistic and Critical Analysis or Art Criticism: …………………………… of one’s work and peers, Philippine artists, and art masterpieces from the
world

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
GRADE 1
Grade 1 - FIRST QUARTER
I. Process: The learner… The learner… The learner…
DRAWING
− portraits demonstrates creates a portrait of himself tells that ART is all around and is created by
− family portraits understanding of lines, and his family which shows different people
− persons shapes and texture, and the elements and principles
− school, furniture principles of balance, of art identifies different lines, shapes, texture used by
proportion and variety artists in drawing
II. Elements: through drawing
shapes distinguishes and identifies the different kinds of
lines drawings:
texture − portraits
− family portraits
III. Principles: − school ground
balance − on-the-spot drawings of home/school
proportion surroundings
variety
uses different drawing tools materials - pencil,
crayons, piece of charcoal, a stick on different
papers, sinamay, leaves, tree bark, and other
local materials to create his drawing

observes and sees the details in a person’s


face/body, in a view, to be able to show its
shape and texture

creates a drawing to express ones ideas about


oneself, one’s family , home and school

draws different animals (pets) showing different


shapes and textures

draws different kinds of plants showing a variety


of shapes, lines and color

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies

creates a view-finder to help him/her select a


particular view to draw

Grade 1 - SECOND QUARTER


I. Process: The Learner

PAINTING demonstrates creates a harmonious design identifies colors seen in the surroundings - in
− Creating colors from understanding of colors natural and man-made both natural and man-made objects
natural material and and shapes, and the objects to express ideas
from man-made materials principles of harmony, using colors and shapes, and expresses that colors have names, and have
rhythm and balance harmony groups and can be produced by mixing two or
II. Elements: through painting more colors

Colors paints a design based on the Philippine jeepney


− natural colors or fiesta décor and shapes using primary colors
− primary colors arranged in balanced pattern
− secondary colors
experiments on painting using different
Shapes painting tools and paints and produce different
− geometric shapes colors
− organic shapes
draws a design out of repeated abstract and
III. Principles:
geometric shapes like in a parol and paints it in
primary and secondary colors
harmony uses his creativity to create paints from nature
rhythm and found materials, and brushes from twigs,
balance cloth and other materials

creates a design inspired by Philippine flowers


or objects found in school

paints a home/school landscape or design


choosing specific colors to create a certain
feeling or mood

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
appreciates and talks about the landscape he
painted and the landscapes of others
Grade 1 - THIRD QUARTER
I. Process: demonstrates creates a print using objects identifies a print from nature and one made from
PRINTMAKING understanding of texture from nature and found a man-made object
− This process allows the and shapes and prints that objects at home and in
− artist to copy the image can be repeated, school that show repetition,
− he creates several times alternated and alternation and emphasis distinguishes between a print and a drawing or
emphasized through painting
Kinds of prints: printmaking
− Nature print
− Object prints identifies different kinds of textures and shapes
− Stencil prints in nature, in the surroundings and in art (home
and school)
II. Elements:
Texture
Shape creates a print by rubbing pencil or crayon on
paper placed on top of a textured objects from
III. Principles: nature and found objects
Prints can be
− repeated creates a print by using his finger or palm or any
− alternated part of his body and applying dyes or paint and
− emphasized pressing it to create an impression

replicates repeated patterns in nature, in the


environment and in works of art at home and in
school

identifies artistically designed prints in the works


displayed and in his own work

repeats a design by the use of stencil (recycled


paper, plastic, cardboard, leaves, and other
materials) and prints on paper, cloth, sinamay,
bark, or a wall

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies

Grade 1 - FOURTH QUARTER


I. Process: demonstrates creates a useful 3-Dimensional distinguishes between a 2-dimensional and 3-
3-Dimension works and understanding of texture object/sculpture using found dimensional artwork and states the difference
SCULPTURE and 3-D shapes, and objects and recycled materials
principle of proportion and creates human figures out of clay, flour-salt
II. Elements: emphasis through 3-D mixture, or paper-mache using different
shape (3-dimension it has works and sculpture techniques
height, depth and width)
creates mobiles out of recycled cardboard and
texture - feel of the surface paper, baskets, leaves, string and decorates it
with found objects
III. Principles:
Proportion - parts are of constructs a mask out of cardboard, glue, found
the proper size and weight materials, bilao, paper plate, string, seeds and
so that the sculpture is other found materials like the Ati-atihan masks
balanced. of Aklan

Emphasis is created by identifies different materials can be used in


using unusual decorative creating a 3-dimensional object:
materials that are big, or − clay or wood (human or animal figure)
colorful, or unusual. − bamboo (furniture, bahay kubo)
 softwood (trumpo)
 paper, cardboard, (masks)
− found material - parol, sarangola

uses his/her creativity in recycling discarded


materials and uses it to create a mask and a
useful object

creates a useful 3D object:


− a pencil holder, bowl, container, using
recycled materials like plastic bottles

appreciates the creativity of local and


indigenous craftsmen and women who create
artistic and useful things out of recycled

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
materials like the parol, maskara, local toys,
masks

can select 3D objects that are well proportioned,


balanced and show emphasis in design

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
GRADE 2
Grade 2 - FIRST QUARTER
I. Process: The learner... The learner... The learner...
DRAWING
− portrait of two or more demonstrates creates a composition/design draws a portrait of two or more persons - his
people in one work understanding on lines, by translating one’s friends, his family, showing the differences in
− body in motion shapes and colors as imagination or ideas that the shape of their facial features (shape of eyes,
− still life of fruits/plants elements of art, and others can see and appreciate nose, lips, head, and texture of the hair
(drawing from life) variety, proportion and
imaginary landscape contrast as principles of art shows motion or action in the drawing of human
through drawing bodies
II. Elements:
different lines points out the contrast between shapes and
natural shapes colors of different fruits or plants and flowers in
colors - contrasting one’s work and in the work of others

III. Principles: composes the different fruits or plants to show


variety of lines, shapes overlapping of shapes and the contrast of colors
proportion of body parts, and shapes in his colored drawing,
fruits
contrast of shapes draws from an actual still life arrangement

creates an imaginary landscape or world from a


dream or a story

appreciates the different styles of Filipino artists


when they create portraits

plants portraits of persons to capture their


likeness and character

Grade 2 - SECOND QUARTER

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
I. Process: The learner... The learner... The learner...
PAINTING
− fishes and sea creatures
or wild forest animals
− designs: lines, shapes, demonstrates creates harmoniously with a points out the unique shapes, colors, texture
tricycles, jeepneys understanding of using group a composition or design and design of the skin covering of different
two or more kinds of lines, for a tricycle or jeepney that fishes and sea creatures or of wild forest
colors and shapes, and shows unity while using a animals from pictures or memory, and draws
II. Elements: repeating or contrasting so variety of lines, shapes and with pencil or crayon these sea or forest
colors that there is rhythm colors animals in their habitat showing their unique
− primary shapes and features
− secondary

describes the lines, shapes and textures seen in


shapes animals in the community using visual art words
− organic
− geometric
paints the drawing of animals to show the
variety of colors and textures found in the skin
textures covering of these animals
− spotted
− furry
− shiny, slimy points out the contrasts in the colors, shapes,
textures between two or more animals

III. Principles:
repetition creates a design by using two or more kinds of
contrast lines, colors and shapes and repeating or
rhythm contrasting them, so that there is rhythm

with a group, draws the outline of a tricycle or


jeepney on a big paper, and paints the design of
lines and shapes that show repetition, contrast
and rhythm, with a group harmoniously

uses with control the use of painting tools and


materials to paint the different line, shapes and
colors in his work or in a work done with others

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies

Grade 2 - THIRD QUARTER

I. Process: The learner... The learner... The learner...


PRINTMAKING
− banana trunk prints
− fern prints
− eraser prints demonstrates creates a print from natural and experiments with natural objects (leaves, twig,
− found object prints understanding of shapes, man-made objects that can be sliced vegetables, banana stalks, bark of trees,
− cut out designs textures, colors and repeated or alternated in shape etc.) by dabbing dyes or paints on the surface
− card making repetition of motif, contrast or color and presses this on paper or cloth, sinamay and
of motif and color any other material to create a print

II. Elements: creates a print by repeating,


shapes alternating or contrasting the collects man-made objects with a flat surface
textures color or size or texture of the and dab dyes or paint before pressing it on
colors prints paper or any cloth to create a print

III. Principles: shows facility in making a clear creates a consistent pattern by making two or
repetition of motif print from natural and three prints that are repeated or alternated in
contrast of motif & color manmade objects shape or color

creates prints for a card and makes several


copies or editions of the print so the cards can
be exchanged with other people

carves a shape or letter on an eraser or kamote


which can be painted and printed several times

Grade 2 - FOURTH QUARTER

I. Process: The learner... The learner... The learner...


SCULPTURE and 3-D
CRAFTS
− box figure sculpture

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Content Content Standards Performance Standards Learning Competencies
− kites and boats  demonstrates  creates a 3-dimensional free creates a free-standing balanced figure made of
− paper mache animals understanding of shapes, standing balance figure using boxes and found material
− clay figures texture, and proportion different materials (found
and balance through materials, recycled, local or
sculpture and 3- manufactured) creates an imaginary robot or creature using
Elements: dimensional crafts different sizes of boxes, coils, wires, bottle caps
− animal shapes and other found material
− geometric shapes
− texture
identify the artistry of different local craftsmen in
creating:
II. Principles: − taka, paper mache horses and other animals
proportion in Paete, Laguna
balance − sarangola, or kites made by artists
− banca, native boats from Cavite, and coastal
towns

 constructs a native kite from thin bamboo


sticks, papel de japon glue and string and tests
its design (proportion and balance)

learns the steps in making a paper mache


animal figure using an armature

 molds an animal shape using paper mache on


wire or bamboo armature or framework,
showing the animal in action

show the beginning skill in the method of


creating 3-dimensional free standing figures out
of different materials
− clay, wood, found materials, recycled objects,
wire, metal, bamboo

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Content Content Standards Performance Standards Learning Competencies
creates a clay human figure that is balanced
and can stand on its own

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GRADE 3
Grade 3 - FIRST QUARTER
I. Process: The learner… The learner… The learner…
DRAWING
− people in the
province/region on-the-
spot sketching of plants, demonstrates creates an artwork of people in distinguishes the size of persons in the drawing,
trees or building understanding of lines, the province/region on-the-spot to indicate its distance from the viewer
geometric line designs texture, shapes and sketching of plants, trees or
balance of size, contrast buildings and geometric line
of texture through drawing designs shows the illusion of space in drawing by
II. Elements: drawing the objects and persons in different
Lines sizes
− lines can show shows a work of art based on
movement close observation of natural
texture is created by using objects in his/ her surrounding creates a pencil or pen drawing of a scene in
different lines noting its size, shape and daily life, where people in the province/region
shape of natural objects texture show their occupation by the action they are
are free in form or organic doing

III. Principles: tells that in a landscape, the nearest object


Balance drawn is the foreground; the objects behind the
− balance of size foreground are the middle ground, while
Contrast objects farthest away are the background, and
− contrast of texture by doing this there is balance

sketches and colors a view of the


province/region with houses and buildings
indicating the foreground, middleground and the
background by the size of the objects

sketches on-the-spot outside or near the school


to draw a plant, flowers or a tree showing the
different textures and shape of each part, using
only a pencil or black crayon or ballpen

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Content Content Standards Performance Standards Learning Competencies

creates a geometric design by contrasting two


kinds of lines in terms of type or size

appreciates that artists create visual textures by


using a variety of lines and colors

Grade 3 - SECOND QUARTER

I. Process: The learner... The learner... The learner...


PAINTING
− fruits and plants (still life)
scene at a time of day
wild animal (close-up) demonstrates creates an artwork of people in perceives how harmony is created in an artwork
understanding of lines, the province/region on-the-spot because of complementary colors and shapes
texture, shapes and sketching of plants, trees and
II. Elements: balance of size, contrast buildings and geometric line
Color of texture through drawing designs paints a still life by observing the different
− mix colors to create tints, shapes, color and texture of fruits, drawing them
shades and neutral overlapping and choosing the right colors for
colors applies knowledge of planes in each fruit
a landscape (foreground,
middle ground and
Shape background) in painting a creates new tints and shades of colors by
− animals have shapes landscape mixing two or more colors
− adapted to their needs

paints a landscape at a particular time of the


Texture day and selects colors that complement each
− is created by variety of other to create a mood
lines
appreciates that nature is so rich for no two
animals have the same shape, skin covering
III. Principles: and color
Harmony
− colors, shapes and lines

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Content Content Standards Performance Standards Learning Competencies
that complement each observes the characteristics of a wild animal by
other create harmony making several pencil sketches, and painting it
and a mood of the later, adding the texture of its skin covering
painting

sees that there is harmony in nature as seen in


the color of landscapes at different times of the
day
Ex:

− landscapes of Felix Hidalgo, Fernando


Amorsolo, Jonahmar Salvosa

− Still life’s of Araceli Dans, Jorge Pineda,


Agustin Goy

appreciates the Filipino artists painted


landscapes in their own particular style and can
identify what makes each artist unique in his
use of colors to create harmony

Grade 3 - THIRD QUARTER

I. Process: The learner... The learner... The learner...


PRINTMAKING (stencils)
− T-shirt /cloth print
− poster prints
− duffel bag print demonstrates exhibits basic skills in making a tells that a print can be made from objects from
understanding of shapes, design for a print and nature that prints made by artists can be
colors and principle producing several clean copies realistic or abstract
II. Elements: repetition and emphasis of the print
Shape through printmaking
− letter stencils (stencils) writes a slogan or logo of a few words about the
− logo designs environment correlated messages to be printed
− abstract shapes on T-shirts, posters or banners or bags
Color manipulates a stencil with

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Content Content Standards Performance Standards Learning Competencies
− Complementary colors adequate skill to produce a
clean print for a message,
slogan or logo for a T-shirt, designs an attractive logo or message about the
III. Principles: poster or bag environment with letters and abstract shapes to
Repetition be used for a print
− of letters and logos and
shapes  produces at least 3 good
copies of print using creates and cuts a stencil from paper or plastic
complementary colors and sheets to be used for multiple prints on cloth or
Emphasis contrasting shapes hard paper
− of shapes by contrast

realizes that a print design can be duplicated


many times by hand or by machine and can be
shared with others

observes that a good print design uses


repetition of shapes or lines and emphasis
through contrast of shapes and lines

creates a print for a shirt, bag or a poster using


letter stencils or abstract designs using his/her
selected message and prints several copies

Grade 3 - FOURTH QUARTER

I. Process: The learner... The learner... The learner...


SCULPTURE and
CRAFTS
− puppets on a stick
− imaginary masks demonstrates creates a single puppet based identifies different styles of puppets made In the
understanding of shapes, on character in legend, myth or Philippines (from Teatro Mulat and Anino
colors, textures, and story using recycled hard Theater)
II. Elements: emphasis by variation of material
SHAPES shapes and texture and
− human and animals contrast of colors through constructs a simple puppet based on a

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Content Content Standards Performance Standards Learning Competencies
COLORS sculpture and crafts creates a mask or headdress character in a legend, myth or story using
− primary that is imaginary in design recycled cardboard, bark of a tree or any hard
− secondary using found and recycled material and bamboo stick or twig
− tertiary materials
TEXTURES
− visual and actual decorates a puppet using designs that would
demonstrates basic skill in give it a specific and unique character
constructing a puppet made
III. Principles: from a hard material and stick,
Emphasis which can be manipulated applies designs of varied shapes and colors on
− by Variation of shapes puppets to show the unique character of the
and texture puppet
CONTRAST
− of colors
manipulates a puppet to act out a character in a
story together with other puppets

appreciates variations of puppets in terms of


material, structure, shapes, colors and intricacy
of textural details

acts as puppeteer together with others, in a


performance of the story, using the puppet
he/she created

designs a mask that uses recycled materials


and natural objects

creates a mask or headdress that is imaginary


in design using found and recycled material,
inspired by local festivals

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GRADE 4
Grade 4 - FIRST QUARTER
I. Process: The learner... The learner... The learner...
DRAWING
− drawing of figures from
cultural communities
− crayon etching of demonstrates practices variety of culture in distinguishes distinctive characteristics of
ethnic designs understanding of lines, the community by way of attire, several cultural communities in terms of attire,
− crayon resist of scenes colors, shapes, repetition body accessories, religious body accessories, religious practices and
from cultural of motifs, and rhythm and practices and lifestyle lifestyle
communities appreciates the rich
culture in the community
through drawing creates unique design of appreciates the rich variety of cultural
II. Elements: houses, and other household communities in the Philippines and their
LINES objects used by the cultural uniqueness
− organic and geometric groups − LUZON- Ivatan, Ifugao, Kalinga, Bontok,
COLORS Gaddang, Agta
− primary − VISAYAS - Ati
SHAPES writes a comparative − MINDANAO- Badjao, Mangyan,Samal,
− stylized based on nature description of houses and Yakan, ubanon,Manobo, Higaonon,
utensils used by select cultural Talaandig, Matigsalog, Bilaan, T’boli,
groups from different provinces Tiruray, Mansaka, Tausug
III. Principles:
REPETITION
− of motifs creates a drawing after close study and
RHYTHM observation of one of the cultural communities’
way of dressing and accessories

 identifies specific clothing, objects and designs


of the cultural communities and applies it to a
drawing of the attire and accessories of one of
these cultural groups

translates research of the artistic designs of the


cultural communities into a contemporary
design

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adapts an indigenous cultural motif into a


contemporary design in a crayon etching

produces a crayon resist on any of the topics:


the unique design of the houses, household
objects, practices or rituals of one of the cultural
groups

Grade 4 - SECOND QUARTER

I. Process: The learner... The learner... The learner...


PAINTING
− imp. landscape in a
province
− (indigenous houses) demonstrates creates a sketch and paints a  views pictures of localities where different
− mural painting understanding of shapes, landscape and mural using cultural communities live and understands that
colors and the proportion shapes and colors appropriate each group has distinct houses and practices
of houses, building, fields, to the cultural community way
II. Elements: mountains, sky in a of life
SHAPES landscape through distinguishes the attire, accessories, life ways
− showing foreground, painting of selected cultural communities from different
middle ground and realizes that the choice of parts of the country
background colors to use in a landscape
COLOR gives the mood or feeling of compares the geographical location, practices,
− to show mood and the painting festivals, and cultural practices of the different
atmosphere cultural groups

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III. Principles: creates a preliminary sketch of the landscape of


PROPORTION one of the cultural communities based on
of houses, buildings, research and observation
fields, mountains, sky in
a landscape
paints the sketched landscape using colors
appropriate to the reality of the cultural
community’s life ways

combines his/her individual landscapes with the


landscapes of others within the class to create a
mural which they will put up for their class and
their school to appreciate

creates mural or story about cultural


communities

honors the cultural communities and their


culture

Grade 4 - THIRD QUARTER

I. Process: The learner... The learner... The learner...


PRINTMAKING
− relief prints- glue print
cardboard print found
objects print demonstrates creates relief prints and print discovers the principle of relief prints and
understanding of texture, found objects using ethnic appreciates that relief prints are more
lines, colors, and contrast designs interesting and harmonious
II. Element: and other printmaking

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Content Content Standards Performance Standards Learning Competencies
TEXTURE techniques through
− from a variety of printmaking
materials presents research on relief creates a relief master using additive and
LINES prints created by craftsmen of subtractive processes
− Organic, geometric other countries
COLORS prints reliefs with adequate skill to produce
− earth or natural colors produces multiple copies of clean prints with a particular design motif
relief print using industrial (repeated or alternating) on a wall or a big
paint or natural dyes to create space
III. Principles: decorative borders on an a wall
CONTRAST in class or the school or for a
− smooth vs. rough play or for a decorative panel creates the relief mold using found material:
− curves vs. straight lines hard foam; cardboard shapes glued on wood;
− small shapes vs. Big string and buttons, old screws, metal parts
glued on wood or cardboard

sketches or studies the ethnic motifs and


creates a design by repeating, alternating or
radiating the motif

Grade 4 - FOURTH QUARTER

I. Process: The learner... The learner... The learner...


SCULPTURE and 3-D
crafts
− Textile craft:
 tie-dye (one color; 2 demonstrates applies individually the intricate researches on textile traditions like tie-dye -done
colors) understanding on color procedures in tie-dyeing in in China, India, Japan, Indonesia in the olden
 Mat weaving (buri) (dyes) and repetition of clothes or T-shirts and times and presently, in other countries and also
motifs, colors through compares it with one another in the Philippines - like the T’bolis who create
sculpture and 3-D crafts their Tinalak mats by tie-dyeing abaca strands
II. Elements:
practices traditional skills in

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Content Content Standards Performance Standards Learning Competencies
COLOR mat weaving from indigenous appreciates the intricate steps involved in tie-
− dyes can be combined to material like abaca tapestries dyeing for cloth and weaving as seen in the
create new colors abaca tapestries (T’nalak) done by the T’bolis
and the intricately designed mats done in other
replicates traditional skills like provinces
III. Principles: tie-dye and mat weaving that is
REPETITION still being practiced by local
− of motifs, colors craftsmen from indigenous observes the intricate designs of mats woven
communities in:
− Basey, Samar buri mats
− Iloilo bamban mats
researches on tie-dyed crafts of − Badjao & Samal mats
the T’boli and presents designs − Laminusa mats of Tawi-tawi
made by them ; presents − Romblon buri mats and notes the unique
research on tie-dyed products characteristic of each
of other countries to compare
their designs and colors
emphasizes textile crafts like tie-dye demands
practice and faithful repetition of the steps to
produce good designs

creates original tie-dye designs by following


traditional steps in dyeing textiles using one
color and two colors as applied to T-shirts or
any cotton cloth

presents pictures or actual samples of different


kinds of mat weaving traditions in the
Philippines

creates a small mat using colored buri strips or


any material that can be woven, showing
different designs: square, checkered, zigzag,
and stripes

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GRADE 5
Grade 5 - FIRST QUARTER
I. Process: The learner... The learner... The learner...
DRAWING
− drawing from
archeological artifact demonstrates
drawing Philippine understanding of lines, creates different artifact and identifies events, practices, and culture
houses and buildings, shapes and principles of architectural buildings found in influenced by foreigners who have come to our
churches from different rhythm and balance the locality and on different country by way of trade
historical periods (on- through drawing from parts of the Philippine using
the-spot) archeological artifacts cross-hatching lines and
− drawing of Philippine geometric dimensions with realizes that our being an archipelago and being
houses, buildings and rhythm and balance strategically located has made us part of a
II. Elements: churches from other vibrant trading tradition (Chinese merchants,
LINES historical periods using put up an exhibit on Philippine Galleon Trade, Silk traders)
− crosshatching to cross hatching lines to Articrafts and Philippine
simulate 3-dimensional simulate 3-dimensional houses from different historical sees from archeological artifacts that the form of
effect effect, geometric 3- periods, the miniature or our houses, our clothes, language, lifestyle -
SHAPES dimension shapes with replica utensils, food, pottery, furniture, etcetera are
− geometric 3 dimension principles on rhythm and influenced by foreigners who have come to our
balance shores.(manunggul jar, balanghai, bahay na
bato, kundiman, Gabaldon schools, vaudeville,
III. Principles: Spanish - inspired churches
RHYTHM
− repeated motifs
BALANCE gives the illusion of depth and 3-dimensionality
− symmetrical and by the use of cross-hatching and shading in
asymmetrical drawings (old pottery, boats, jars, musical
instruments)

shows details of architectural features of a


bahay kubo, a torogan, a bahay na bato,
simbahan, carcel, etc) and is able to name the
significant parts

 talks and describes the different artifacts and


architectural buildings found in their locality and
in different parts of the Philippines

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creates 3-dimensional drawings from important


archeological artifacts seen in books and the
museums (National Museum and its branches
in the Phil) and in old buildings or churches in
the community

draws old houses, churches or buildings on the


spot, and creates a mural with the drawings of
the others of their community

creates a mini-exhibit with labels on Philippine


artifacts and houses after completing drawings
with the whole class

Grade 5 - SECOND QUARTER


I. Process: The learner... The learner... The learner...
PAINTING
− landscapes of important
places in the community creates sketches of the identifies important natural and historical places
(natural or man-made) demonstrates significant natural or man- in their community that tourists usually go to or
understanding oflines, made place in the community that has been designated World Heritage Site,
II. Elements: colors and harmony using complimentary colors or sites that local people value(ex: rice terraces
LINE through painting and in Banawe, Batad; Paoay Church and Miag-ao
− (one-point perspective In explains/illustrates Church landscape of Batanes, Callao Caves in
landscape drawing) landscapes of important draws/paints best-liked Cagayan; old houses of Taal, Batangas; the
COLOR historical plans in the important historical places torogan in Marawi)
− Complementary community, (natural or
man-made) using one-
point perspective in  names and points out the architectural features
III. Principles: landscape drawing in or natural features of the place after observation
HARMONY complimentary colors from pictures or an actual visit to the place
− created through the right create through the right
proportion of parts proportion of part realizes that artists in all periods, have painted
landscapes of beautiful or significant places in
their province or country and they have their
own styles in painting(ex: Fabian dela Rosa;

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Fernando Amorsolo, Carlos Francisco, Vicente
Manansala,Jose Blanco, Victor Edades,Juan
Arellano, Prudencio Lamarroza, Manny
Baldemor)

uses visual perception by noting and naming the


significant details in the place or landscape to
be able to sketch it faithfully by

appreciates the skill and artistry of Philippine


painters and artists in painting different
landscapes of the Philippines and is able to
describe what makes each artist unique

draws on the spot sketches of the significant


natural or man-made places in their community

− selects one of the sketches and creates a


preliminary drawing for a painting of that
particular landscape, using complementary
colors

− utilizes one-point perspective to paint the


landscape, designating objects in the
foreground, middle ground and background
area to give depth to the landscape

− selects complementary color in painting to


create a harmonious landscape

Grade 5 - THIRD QUARTER


I. Process: The learner... The learner... The learner...
PRINTMAKING
− linoleum or rubber print explores new printmaking creates variety of prints using explores a new printmaking technique, using a
or wood print of a techniques, reading thick, thin, jagged lines, ribbed, sheet of thin rubber (used for soles of shoes) or

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Philippine mythological stories, traditional fluted, woven, carved texture linoleum or any soft wood that can be carved or
creature Philippine myths using and contrast of solid areas of gouged to create dif. lines and textures
line, texture and contrast thick textured and fine lines
II. Elements: designs a mythological creature from reading
LINE stories about them(Mariang Makiling, Bernardo
− Thick, thin, jagged lines Carpio, dwende, capre, sirena, Darna, diwata,
TEXTURE Dalagang Magayon, etc)
− ribbed, fluted, woven,
carved appreciates the richness of the traditional
Philippine myths and legends from the local
III. Principles: community and from different parts of the
CONTRAST country
− of carved textured areas,
solid areas of thick shows beginning skill in creating a lino, rubber
textured lines and fine or wood print by safe use of carving tools and
lines carving a variety of indentations to create
textures and lines

 produces several good editions of the same


print that are well-inked and evenly printed

 creates variations from the same print by using


different colors of ink in printing the master plate

follows the step by step process of creating a


print :
− sketching the drawing indicating areas to be
carved out and areas that will remain
− carving the image on the rubber or wood
using sharp cutting tools
− doing a preliminary rubbing
− finally inking the plate with printing ink
− placing paper over it , rubbing the back of the
paper to get the
− impression of the print
− repeating the process to get several editions
of the print
− works with the class, to produce a compilation

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Content Content Standards Performance Standards Learning Competencies
of their prints to create a book or calendar
which they can give as gifts, sell or display in
the walls of their school

Grade 5 - FOURTH QUARTER


I. Process: The learner... The learner... The learner...
SCULPTURE AND 3-D
CRAFTS demonstrates fundamental appreciates the many variations in the
− Constructing a PAROL construction skills in making a geometric design and materials of the Philippine
demonstrates 3-D dimensional parol that is parol, particularly the ones coming from
understanding of colors, balance, and artistic with Pampanga
II. Elements: shapes, repetition and repeated decoration and colors
COLOR balance through sculpture knows that unknown craftsmen are behind the
− primary colors and 3-dimensional crafts artistry and design of the award-winning parols,
− secondary colors construct a 3-D craft using which show creativity and imagination in their
SHAPE primary and secondary colors, use of natural and geometric shapes and colors
− Geometric shape geometric and organic shapes, and local materials
− Organic shapes repetition of colors and shapes
and balance of the structure understands the historical connection to Mexico
and shape and the religious significance of the parol to
III. Principles: Philippine traditions in the celebration of the
REPETITION Christmas season
− colors, Shapes
BALANCE shows knowledge of design by his/her repetition
− of the Structure and of colors and shapes in the making of the parol
shape
traces Philippine historical roots to Mexico and
Spain as seen in our Christmas decorations like
the parol with the belen

 constructs framework of the star-shaped parol


out of thin pliable bamboo sticks with ends tied
with string

uses different colors of the transparent papel de


japon to cover the bamboo framework with glue
and overlap it with different shapes and colors

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Content Content Standards Performance Standards Learning Competencies
to create new designs

adds decorative tassels and fringes to make the


parol move in the wind, making it a colorful
mobile with lights

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GRADE 6
Grade 6 - FIRST QUARTER
I. Process: The learner... The learner... The learner...
DRAWING,
− NEW TECHNOLOGIES demonstrates creates website and original explores that with the presence of new
 animation, digital art, understanding in exploring character that can be put in a technologies, new instruments can be used for
computer art and new technologies using cartoon or animation using drawing
drawing big murals, line, shape, texture various shapes, lines and − ex: sketching w/computer, coloring with
designs for VCDs, elements and principles of textures computer doing floor plans lay outing a
posters , websites contrast and emphasis magazine page doing product design painting
through drawing a huge mural
II. Elements:
LINE,  realizes that art processes, elements and
SHAPE principles still apply even with the use of
TEXTURE technologies
− producing these using
technology  discovers that the visual arts can now be
shared, seen and produced digitally and that
III. Principles: people can appreciate, critique, comment on
CONTRAST one’s artworks
 EMPHASIS
uses regular drawing skills applied to a new
medium (technology) and updates knowledge
on the new digital tools for art that is available

uses the internet and creates a website to


disseminate and promote one’s own drawings
and artworks and share these to a bigger
audience than the school population

creates an original cartoon character on the


computer following the steps of animation

designs a website, a logo and an attractive


home page to promote one’s province and
itsproducts

researches on artists, drawings and artworks

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
that can be accessed through the internet from
all periods (the past, through museum websites,
the present through blogs, Flickr, Tumblr, etc)
and share these with the class

creates a drawing (portrait, landscape, event)


and uploads it on the internet and reports on
how many people accessed it or reacted to it

creates a website about the province ,


composing a home page that gives information
about your province that will interest others

Grade 6 - SECONDQUARTER

I. Process: The learner... The learner... The learner...


PAINTING
− mural on environment demonstrates chooses and points unusually recognizes that a mural is an effective way to
product design ex: understanding of painting shaped container to be a trash give a message about specific ways to save the
attractive trash cans a mural on environment can with environment product local environment using words and visuals to
product design using design using primary, support the message, and by using bright and
primary, secondary, neon secondary neon colors and contrasting colors and shapes
II. Elements: colors and contrast of contrast of lines and shapes
COLOR lines and shapes researches on design of murals about the
− primary, secondary and environment as seen in the internet, or in
neon colors magazines, T-shirts, on TV, etcetera and
CONTRAST analyze its visual composition
− of lines, shapes
appreciates that well-designed and attractive
products attract people to use it, thus, a well
designed trash can would be used by people

works with a group cooperatively to complete a


wall-size piece of painting or mural that will
attract the viewer

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
writes a public message that will attract and be
remembered by the people, for them to think
and act for the environment;

discovers that utilitarian products like a trash


can, needs to be well-designed for people to be
attracted to use it ―Form follows function‖

plans the composition and design of a mural


with a message about the environment,
together with a group

selects site of mural and with the group,


enlarge the design by sketching and later
painting it

chooses an unusually shaped container to be a


trash can and paints it with attractive colors so
the public will immediately throw their trash
there

Grade 6 - THIRD QUARTER


I. Process: The learner... The learner... The learner...
PRINTMAKING
− Silk-screen printing on demonstrates creates an original design for a understands that digital technology has speeded
cloth and paper for a understanding of T-shirt that promotes the up the printing of original designs and made it
commercial quantity printmaking design using culture of one’s province or accessible to many, as seen in T-shirts and
silkscreen printing with region poster designs
letters and geometric
II. Elements: shapes, primary blended realizes the originality and creativity of the artist
SHAPES with secondary and needed for the design of products, although
− Letters and geometric tertiary colors, contrast of duplicating machines can copy it easily
shapes shapes and colors, (discusses concept of copyright and intellectual
COLORS harmony of letters, shapes property of artists, musicians)
− primary blended with and color
secondary and tertiary knows that design principles still apply for any
colors new design (contrast of colors, shapes and
lines produces harmony) done by hand or by

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
use of machine

III. Principles: replicates a product designer (an entrepreneur


CONTRAST or business man/woman) in real life as a
− of shapes and colors profession
HARMONY
− of letters, shapes, colors creates an original design based on
specifications

produces own prints and duplicates them or


selects a printer to produce many T-shirts

promotes and advertises sale of the T-shirts, by


leaflets, advertising posters or using the internet
business sites

submits a report of the results of the business


project

sources silk screen printers and compares their


prices and quality of printing and choose one to
silkscreen their selected design (survey) or
creates his/her own silk screen prints
(production)

organizes an event with the class where the T-


shirt products can be sold (promotion,
marketing, sales)

Grade 6 – FOURTH QUARTER

I. Process: The learner... The learner... The learner...


SCULPTURE and NEW
MEDIA demonstrates produces and exhibits artistry classifies Learning Competencies that in the
− photography and video understanding of sculpture in recording a visual event and present world, events happen so quickly that it
of places and local and new media such a visual report that proves that has to be recorded immediately through a
events internet, video cam, cell more and more the moving camera, video cam or cell phone with camera
phone, visual media and image is the potent means of /video functions, and by any person

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
II. Elements: others needed to live communication
COLOR productively
− subdued and vibrant identifies visual media such as television, film
− quiet vs. busy and internet that transmits events, thoughts,
demonstrates skills in oppressions, violence, tragedies, immediately,
III. Principles: sculpture and photography making it accessible to everyone, thus
CONTRAST and other new media upholding the democratic right of people to
− of art elements makes using color and contrast know.(discuss the Arab Spring uprisings, the
the viewer alert and EDSA II, the tsunami of Japan, the earthquake
watchful and floods in the Phil. and other events that are
immediately witnessed by people around the
world via the internet)

expresses knowledge of new technology


needed to live and work productively in the
present world

records an event: a disaster, a celebration, a


school function, a performance, a speech of an
important person, through several means:
camera, recorder, video, cell phone, etcetera

creates artistry in recording a visual event - the


images captured are focused, well-composed,
and gives the message intended in an effective
and memorable manner

enhances the visual event recorded by creative


editing and by the use of color, by cropping, by
adding sounds, music or a narrative

gives comments to an event while presenting


before the class, to add a personal dimension to
the AV presentation

sends one’s recording of an event to another


person, uploads it on the web, shares it with the

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K TO 12 ART
Content Content Standards Performance Standards Learning Competencies
general public

creates a campaign (asking for help for flood


victims; raise funds for an environment project;
invites people to a historical or cultural site in
one’s province) and uploads it on the net

monitors the results of an event through internet

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ARTS - GRADE 7

Content Content Standards Performance Standards Learning Competencies


Art Gr.7 - UNIT 1
The Learner… The Learner... The Learner...
Arts of Luzon (Highlands and
Lowlands)  demonstrates understanding  creates an artwork  analyzes art elements (color, line, shape,
of art elements and showing the etc.) and principles (texture, proportion,
Elements of Art processes by synthesizing characteristic elements emphasis, harmony etc.) in the production of
and applying prior knowledge of the arts of Luzon art and crafts
 Line and skills (Highlands and
 Shape and Form Lowlands  identifies characteristics of arts and crafts in
 Value  demonstrates understanding specific areas in Luzon known for their
 Color of the salient features of the products (e.g. papier mache from Paete,
 Texture arts of Luzon (highlands and Ifugao wood sculptures, Cordillera jewelry
 Space lowlands) by correlating the and pottery, Ilocos weaving & pottery, etc)
art elements and processes
Principles of Art among culturally diverse  reflects on and derives the mood, idea, or
communities in the country message emanating from selected artwork
 Rhythm
 Balance  determines the effectiveness of artwork by
 Emphasis evaluating its utilization and combination of
 Harmony art elements and principles
 Variety
 Movement  evaluates the effectiveness of mood, idea, or
 Proportion message as depicted by the visual image in
 Unity the artwork

Process  traces the external (foreign) and internal


 Drawing and Painting (indigenous) influences that are reflected in
 Sculpture and an artwork or in the making of a craft or
Assemblage artifact

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Content Content Standards Performance Standards Learning Competencies
UNIT 1
The Learner...

 creates crafts that can be locally assembled


with local materials, guided by local
traditional techniques

 reflects on and derives the mood, idea, or


message emanating from selected artwork

 uses artwork to derive the traditions/history


of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)

 correlates Philippine art to Philippine culture,


traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices

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Content Content Standards Performance Standards Learning Competencies
Art Gr.7 – UNIT 2
Arts of Mindoro, Palawan, The Learner… The Learner... The Learner...
other Luzon Island Provinces,
and the Visayas  demonstrates an  creates an artwork  analyzes art elements (color, line, shape,
understanding of art showing the etc.) and principles (texture, proportion,
elements and characteristic elements emphasis, harmony etc.) in the production of
Elements of Art processes by of the arts of Mindoro, art and crafts
synthesizing and Palawan, other Luzon
 Line applying prior Island Provinces and  identifies characteristics of arts and crafts in
 Shape and Form knowledge and skills the Visayas specific areas in Mindoro, Palawan, other
 Value Island Provinces and the Visayas
 Color  demonstrates
 Texture understanding of  reflects on and derives the mood, idea, or
salient features of arts message emanating from selected artwork
Principles of Art and crafts of Mindoro,
Palawan, other Luzon  determines the effectiveness of artwork by
 Rhythm island provinces and evaluating its utilization and combination of
 Balance the Visayas by art elements and principles
 Emphasis correlating art
 Harmony elements and  evaluates the effectiveness of mood, idea, or
 Variety processes among message as depicted by the visual image in
 Movement culturally diverse the artwork
communities in the
 Proportion
 Unity
country  traces the external (foreign) and internal
(indigenous) influences that are reflected in
Process an artwork or in the making of a craft or
 Drawing and Painting artifact
 Sculpture and
Assemblage

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Content Content Standards Performance Standards Learning Competencies
UNIT 2
The Learner...

 creates crafts that can be locally assembled


with local materials, guided by local
traditional techniques

 reflects on and derives the mood, idea, or


message emanating from selected artwork

 uses artwork to derive the traditions/history


of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)

 correlates Philippine art to Philippine culture,


traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices

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Content Content Standards Performance Standards Learning Competencies
Art Gr.7 – UNIT 3
The Learner… The Learner... The Learner...
Arts of Mindanao
 demonstrates  creates an artwork  analyzes art elements (color, line, shape,
Elements of Art understanding of art showing the etc.) and principles (texture, proportion,
elements and processes characteristic emphasis, harmony etc.) in the production
 Line by synthesizing and elements of the of art and crafts
 Shape and Form applying prior arts of Mindanao
 Value knowledge and skills  identifies characteristics of arts and crafts
 Color in specific areas in Mindanao
 Texture  demonstrates
understanding of the  reflects on and derives the mood, idea, or
Principles of Art salient features of the message emanating from selected artwork
arts of Mindanao by
 Rhythm correlating the art  determines the effectiveness of artwork by
 Balance elements and processes evaluating its utilization and combination of
 Emphasis among culturally diverse art elements and principles
 Harmony communities in the
 Variety country  evaluates the effectiveness of mood, idea,
 Movement or message as depicted by the visual
 Proportion image in the artwork
 Unity
 traces the external (foreign) and internal
Process (indigenous) influences that are reflected in
 Drawing and Painting an artwork or in the making of a craft or
artifact
 Sculpture and
Assemblage

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Content Content Standards Performance Standards Learning Competencies
UNIT 3
The Learner...

 creates crafts that can be locally assembled


with local materials, guided by local
traditional techniques

 reflects on and derives the mood, idea, or


message emanating from selected artwork

 uses artworks to derive the traditions/history


of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)

 correlates Philippine art to Philippine culture,


traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices

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Content Content Standards Performance Standards Learning Competencies
Art Gr.7 – UNIT 4
Festivals and Theatrical Forms The Learner… The Learner... The Learner...

 Baguio- Panagbenga  demonstrates  creates appropriate  identifies the festivals and theatrical forms
 Lucban – Pahiyas understanding of how festival attire with celebrated all over the country throughout the
 Bacolod – Maskara elements of sound, music, accessories based on year
 Aklan – Ati-atihan gesture, movements and authentic festival
 Davao- Kaamulan costume affect the creation costumes  reports on the history of the festival and
 Marinduque- and communication of theatrical composition and its evolution and
Moriones meaning in Philippine  creates/improvises describes how the townspeople participate
 SantaCruzan Festivals and Theatrical appropriate sound, and contribute to its festivity and gaiety
 Pasyon Forms as influenced by music, gesture,
history and culture movements and  defines what makes each of the Philippine
costume for a chosen festivals unique by a visual presentation and
theatrical composition report of selected festivals representing
Representative Theatrical Luzon, Visayas and Mindanao
Compositions of the  takes part in a chosen
Philippines festival or in a  designs with a group the visual components of
performance in a a school drama
 Shadow Puppet Play theatrical play
 Dance Drama  analyzes the uniqueness of the group that
 Komedya was given recognition for its performance and
 Moro-moro explain what component contributed to their
being selected
 Sarswela

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ARTS - GRADE 8

Content Content Standards Performance Standards Learning Competencies


Art Gr.8 – UNIT 1
ARTS OF ASIA The Learner… The Learner... The Learner...

 Review of Elements  demonstrates  creates an artwork showing the  analyzes art elements (color, line,
and Processes understanding of art characteristic elements of the shape, etc.) and principles (texture,
 Art of Southeast Asia elements and processes arts of Southeast Asia proportion, emphasis, harmony etc.) in
by synthesizing and the production of art and crafts
Indonesia, Malaysia, applying prior knowledge  puts up a mini-Southeast Asian
Singapore, Vietnam, Thailand, and skills art exhibit using their own  identifies characteristics of arts and
Cambodia, Myanmar, Laos artworks crafts found in Southeast Asia
 demonstrates
Process: understanding of the  reflects on and derives the mood, idea,
salient features of the arts or message emanating from selected
Drawing of Asian peoples of Southeast Asia by artwork
correlating the art
 Attire elements and processes  determines the effectiveness of artwork
 Accessories among culturally diverse by evaluating its utilization and
 Artifacts Southeast Asian combination of art elements and
 Iconic gods countries principles
 Cultural symbols
 evaluates the effectiveness of mood,
Elements: idea, or message as depicted by the
LINES & COLORS visual image in the artwork

 Attires  traces the external (foreign) and internal


 Artifacts (indigenous) influences that are reflected
in an artwork or in the making of a craft
or artifact

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 1
The Learner...

 reflects on and derives the mood, idea,


or message emanating from selected
artwork

 uses artwork to derive the


traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of a country, according to
functionality, traditional specialized
expertise, and availability of resources

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 2
ARTS OF ASIA The Learner… The Learner... The Learner...

 Art of East Asia  demonstrates  creates an artwork showing the  analyzes art elements (color, line,
understanding of art characteristic elements of the shape, etc.) and principles (texture,
China. Japan and Korea elements and processes arts of East Asia proportion, emphasis, harmony etc.) in
by synthesizing and the production of art and crafts
applying prior knowledge  puts up a mini-East Asian art
and skills exhibit using their own  identifies characteristics of arts and
artworks crafts found in East Asia
 demonstrates
understanding of the  reflects on and derives the mood, idea,
salient features of the arts or message emanating from selected
of East Asia by correlating artwork
the art elements and
processes among  determines the effectiveness of artwork
culturally diverse East by evaluating its utilization and
Asian countries combination of art elements and
principles

 evaluates the effectiveness of mood,


idea, or message as depicted by the
visual image in the artwork

 traces the external (foreign) and internal


(indigenous) influences that are reflected
in an artwork or in the making of a craft
or artifact

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 2
The Learner...

 reflects on and derives the mood, idea,


or message emanating from selected
artwork

 uses artwork to derive the


traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of a country, according to
functionality, traditional specialized
expertise, and availability of resources

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 3

ARTS OF ASIA The Learner… The Learner... The Learner...

 Art of Central Asia,  demonstrates  creates an artwork showing the  analyzes art elements (color, line,
South Asia and Near understanding of art characteristic elements of the shape, etc.) and principles (texture,
East countries elements and arts of Central, South and proportion, emphasis, harmony etc.) in
processes by Near East Asian countries the production of art and crafts
India, Pakistan, Middle East, synthesizing and
Israel applying prior  puts up a mini-Central, South  identifies characteristics of arts and
knowledge and skills and Near Eastern Asian art crafts found in Central, South and Near
exhibit using their own East Asian Asia
 demonstrates artworks
understanding of the  reflects on and derives the mood, idea,
salient features of the or message emanating from selected
arts of Central, South artwork
by correlating the art
elements and  determines the effectiveness of artwork
processes among by evaluating its utilization and
culturally diverse combination of art elements and
Central, South and principles
Near East Asian
countries  evaluates the effectiveness of mood,
idea, or message as depicted by the
visual image in the artwork

 traces the external (foreign) and internal


(indigenous) influences that are reflected
in an artwork or in the making of a craft
or artifact

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 3
The Learner...

 reflects on and derives the mood, idea,


or message emanating from selected
artwork

 uses artwork to derive the


traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 correlates the development of crafts in


specific areas of a country, according
to functionality, traditional specialized
expertise, and availability of resources

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Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 4
Festivals and Theatrical The Learner… The Learner... The Learner...
Forms of Asia
 demonstrates  creates appropriate festival  identifies the festivals and theatrical forms
understanding of how attire with accessories based celebrated all over the country throughout
 Lantern Festival- elements of sound, on authentic festival costumes the year
Thailand music, gesture,
 Kodo Taiko Drum movements and costume  creates / improvises  reports on the history of the festival and
Festival- Japan affect the creation and appropriate sound, music, theatrical composition and its evolution
communication of gesture, movements and and describes how the townspeople
meaning in Asian costume for a chosen participate and contribute to its festivity
Representative Theatrical Festivals and Theatrical theatrical composition and gaiety
Compositions of Asia Forms as influenced by
history and culture,  takes part in a chosen Asian  defines what makes each of the Asian
 Kabuki festival festivals unique by a visual presentation
 Wayang Kulit and report on selected festivals
 Peking Opera representing the different Asian countries

 designs with a group the visual


components of a school drama

 analyzes the uniqueness of the group that


was given recognition for its performance
and explain what component contributed
to their being selected

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ARTS - GRADE 9

Content Content Standards Performance Standards Learning Competencies


Art Gr.9 – UNIT 1
ARTS OF THE The Learner… The Learner... The Learner...
RENAISSANCE AND THE
BAROQUE PERIOD  demonstrates  performs / participates  analyzes art elements (color, line,
understanding of competently in a shape, etc.) and principles (texture,
Renaissance Artists media techniques presentation of a creative proportion, emphasis, harmony etc.) in
and processes and impression (verbal/non the production of arts
 Michelangelo the elements and
verbal) on the
principles of arts used  reflects on and derives the mood, idea,
 Leonardo Da Vinci Renaissance and Baroque
in the art works of the or message emanating from selected
 Raphael Renaissance and Art artwork
 Bramante Baroque Period as
 Brunelleschi influenced by history  determines the effectiveness of artwork
and culture by evaluating its utilization and
combination of art elements and
principles

 uses artwork to derive the


traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 compare the characteristics of artworks


during the Renaissance and Baroque
period

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Content Content Standards Performance Standards Learning Competencies
Art Gr.9 – UNIT 1
 describes the influence of selected
Baroque Artists artists during the Renaissance and
Baroque period on the evolution of
 Caravaggio various forms of art
 Rubens
 Velazquez  applies different media techniques
and processes to communicate
 Rembrandt
ideas, experiences and stories
 Bernini showing the characteristics of
Renaissance and Baroque artworks

 evaluates work of art in terms of


artistic concepts, ideas using criteria
appropriate for the style or form

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Art Gr.9 – UNIT 2
ARTS OF THE The Learner… The Learner... The Learner...
NEO-CLASSICAL PERIOD
 demonstrates  creates an  analyzes art elements
understanding of artwork (color, line, shape,
Neo-Classical Artists media showing the etc.) and principles
techniques and characteristic (texture, proportion,
 David processes and elements of the emphasis, harmony
 Ingres the elements and arts during the etc.) in the production
principles of arts Neo-Classical of art
 Francisco Goya used in the art period
works during the  reflects on and
Neo-classical derives the mood,
Period as idea, or message
influenced by emanating from
history and selected artwork
culture
 determines the
effectiveness of
artwork by evaluating
its utilization and
combination of art
elements and
principles

 uses artwork to derive


the traditions/history
of a specific culture
(e.g. landscapes,
images of people at
work and play,
portrait studies, etc)

 compares the
characteristics of
artworks during the
Neo-Classical period
to the artworks of the
previous period

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Content Content Standards Performance Standards Learning Competencies
Art Gr.9 – UNIT 2
The Learner...

 describes the influence of selected


artists during the Neo-Classical period
on the evolution of various forms of art

 applies different media techniques and


processes to communicate ideas,
experiences and stories showing the
characteristics of Neo-Classical arts

 evaluates work of art in terms of artistic


concepts, ideas using criteria
appropriate for the style or form

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Content Content Standards Performance Standards Learning Competencies
Art Gr.9 – UNIT 3
ARTS OF THE ROMANTIC The Learner… The Learner... The Learner...
PERIOD
 demonstrates  creates an artwork  analyzes art elements (color, line,
understanding of media showing the characteristic shape, etc.) and principles (texture,
Artists of the Romantic techniques and elements of the arts proportion, emphasis, harmony etc.) in
Period processes and the during the Romantic the production of art
elements and principles period
 Delacroix of arts used in Romantic  reflects on and derives the mood, idea,
 Goya Period as influenced by or message emanating from selected
 Gericault history and culture artwork

 determines the effectiveness of artwork


by evaluating its utilization and
combination of art elements and
principles

 uses artwork to derive the


traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 compares the characteristics of artworks


during the Romantic period to the
artworks of the previous period

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Content Content Standards Performance Standards Learning Competencies
Art Gr.9 – UNIT 3
The Learner...

 describes the influence of selected


artists during the Romantic period on the
evolution of various forms of art

 applies different media techniques and


processes to communicate ideas,
experiences and stories showing the
characteristics of arts during the
Romantic period

 evaluates work of art in terms of artistic


concepts, ideas using criteria
appropriate for the style or form

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Content Content Standards Performance Standards Learning Competencies
Art Gr.9 – UNIT 4

The Learner… The Learner... The Learner...


WESTERN MUSICAL PLAY
 demonstrates  participates in a performance  explains how an idea or theme is
Basic Elements of Musical understanding of how of an excerpt from a selected communicated in a selected musical
Play/Theater elements of sound, Western musical play play through the integration of musical
music, gesture, sounds, songs, dialogue and dance
 Music movements and costume
 Character affect the creation and  analyzes examples of musical
 Theme communication of plays/theatre
 Plot meaning in a musical
 Dialogue play as influenced by
history and culture  illustrates how the different elements
Elements of Artistic used in a musical play contribute in
Expression communicating meaning
 Line
 Color  creates a reaction paper on the musical
 Shape play/theatre viewed
 Rhythm
 Space  designs with a group the visual
 Sound components of a school musical play
 Texture
 assume the role of a character in a
 Movement
chosen musical play and describe how
you feel

 analyzes the uniqueness of the group that


was given recognition for its performance
and explain what component contributed
to their being selected

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ARTS - GRADE 10

Content Content Standards Performance Standards Learning Competencies


Art Gr.10 – UNIT 1
Impressionistic & The Learner… The Learner... The Learner...
Expressionistic Art
 demonstrates understanding of media  creates an artwork  analyzes art elements (color, line,
Impressionism techniques and processes and the elements showing the shape, etc.) and principles (texture,
 Manet and principles of arts used in the art works of characteristic of proportion, emphasis, harmony
 Monet the Impressionists and Expressionists as Impressionism etc.) in the production of arts
 Cezanne influenced by history and culture
 Van Gogh  creates an artwork  reflects on and derives the mood,
 Renoir showing the idea, or message emanating from
 Delacroix characteristics of selected artwork
Expressionism Expressionism
 Matisse  determines the effectiveness of
 Kandinsky artwork by evaluating its utilization
 Munch and combination of art elements
 Hartley and principles
 Picasso
 uses artwork to derive the
 Pollock
traditions/history of a specific
 Warhol
culture (e.g. landscapes, images of
 Klee people at work and play, portrait
 Lichenstein studies, etc)
 Dali
 compare the characteristics of
artworks during the Impressionism
and Expressionism

 describes the influence of selected


artists during the Impressionism
and Expressionism on the
evolution of various forms of art

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 114


Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 1
The Learner… The Learner... The Learner...

 applies different media techniques


and processes to communicate
ideas, experiences and stories
showing the characteristics of
Impressionism & Expressionism

 evaluates work of art in terms of


artistic concepts, ideas using criteria
appropriate for the style or form

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 115


Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 2
The Learner… The Learner... The Learner...

21st Century ART  demonstrates  creates an artwork  analyzes art elements (color, line,
understanding of media showing the shape, etc.) and principles (texture,
Technology Based Art: techniques and characteristic of 21st proportion, emphasis, harmony etc.) in
processes and the Century Art the production of arts
 Digital Photography elements and principles
- Cyndy Sherman of arts used in the art  reflects on and derives the mood, idea,
 Video & Film works of the 21st or message emanating from selected
- Steven Spielberg Century Art as artwork
- James Cameron influenced by history
and culture  determines the effectiveness of
 Computer Generated Art
artwork by evaluating its utilization and
- Pipilotti Rist combination of art elements and
principles
 Cell phone Art
 uses artwork to derive the
traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)

 compare the characteristics of artworks


during the 21st Century

 describes the influence of selected


artists during 21st Century on the
evolution of various forms of art

 applies different media techniques and


processes to communicate ideas,
experiences and stories showing the
characteristics of 21st Century Art

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 116


Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 2
The Learner… The Learner... The Learner...

 applies different media techniques


and processes to communicate
ideas, experiences and stories
showing the characteristics of 21st
Century

 evaluates work of art in terms of


artistic concepts, ideas using criteria
appropriate for the style or form

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Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 3
The Learner… The Learner... The Learner...

CONTEMPORARY PHILIPPINE ART  demonstrates  creates an artwork  analyzes art elements (color, line,
understanding of showing the shape, etc.) and principles (texture,
Technology Based Art: media techniques and characteristics of proportion, emphasis, harmony etc.)
processes and the Contemporary in the production of arts
 Photography elements and Philippine Art
- George Tappan principles of arts used  reflects on and derives the mood,
- John Chua in Contemporary idea, or message emanating from
 Film Philippine Art as selected artwork
- Brillante Mendoza influenced by history
- Mario Delos Reyes
and culture  determines the effectiveness of
artwork by evaluating its utilization
- Laurice Guillen
and combination of art elements and
principles
 Animation
- Animation Council of  uses artwork to derive the
the Philippines traditions/history of a specific culture
- Philippine Animation (e.g. landscapes, images of people at
work and play, portrait studies, etc)
Studio, Inc.
 compare the characteristics of
Contemporary Philippine artworks

 describes the influence of selected


Contemporary Philippine artists on the
evolution of various forms of art

 applies different media techniques


and processes to communicate ideas,
experiences and stories showing the
characteristics of Contemporary
Philippine Art

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 118


Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 3
The Learner… The Learner... The Learner...

 applies different media techniques


and processes to communicate
ideas, experiences and stories
showing the characteristics of
Contemporary Philippine Art

 evaluates work of art in terms of


artistic concepts, ideas using criteria
appropriate for the style or form

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Content Content Standards Performance Standards Learning Competencies
Art Gr.10 – UNIT 4
The Learner… The Learner... The Learner...

PHILIPPINE THEATER IN  demonstrates  participates in a performance  explains how an idea or theme is


THE 21ST CENTURY understanding of how of an excerpt from a selected communicated in a selected musical
elements of sound, musical play from any of the play through the integration of musical
Philippine Theater Groups music, gesture, Philippine theater groups sounds, songs, dialogue and dance
movements and costume
 PETA affect the creation and  analyzes examples of musical
 Repertory Philippines communication of plays/theatre
 Trumpets meaning in a musical
play as influenced by
 Tanghalang Pilipino
history and culture  illustrates how the different elements
 New Voice Company used in a musical play contribute in
 Music Down South communicating meaning

 creates a reaction paper on the musical


play/theatre viewed

 designs with a group the visual


components of a school musical play

 assume the role of a character in a


chosen musical play and describe how
you feel

 analyzes the uniqueness of the group that


was given recognition for its performance
and explain what component contributed
to their being selected

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 120


GLOSSARY OF TERMS

Abaka - isang uri ng saging na katutubo sa Pilipinas na ginagawang matibay na lubid at sako

Abstract – likhang sining na hindi tulad ng tunay na bagay

Analogo – kumbinasyon ng mga kulay na magkakalapit s ―color wheel

Antigo – mga bagay na may

Anyo – hugis o porma

Arkitekto –ang gumagawà ng anyo o plano ng bahay o anumang gusalì

Artipisyal na tekstura- tekstura ng artipisyal na bagay tulad ng prutas na plastic

Asimetrikal-impormal na balance

Ati-atihan – kasayahan para kay Sto. Nino na ginaganap sa ikatlong linggo ng Enero

Balangkas- guhit na nagpapakita ng hugis ng isang bagay

Balanse –magkatulad na timbang

Bantog – kilalang kilala

Batik – paglalagay ng disenyo sa tela o damit sa pamamagitan ng pagtatakip sa ibang bahagi na di dapat lagyan ng kulay

Biswal – nakikita

Biswal na Pagdama – pag- unawa sa mga bagay na namamasid o nakikita

Biswal na Tekstura – teksturang nakikilala sa pamamagitan ng pagtingin o pagmamasid

Bornay – tapayan na may ibat ibang hugis at disenyo na yari sa luwad o putik

Brotsa –gamit sa pagpipinta na yari sa ibat’ ibang hibla

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Bulol – imahen na inulit sa kahoy

Canao – isang socioreligious seremonya ng Igorots na ginaganap bilang pagpapasalamat para sa isang mapagbigay na ani

Dalawang Dimensyon – kaanyuan ng nakaalsang bagay

Dalubhasa – may kasanayan sa paggawa; bihasa o eksperto sa isang gawain

Dibuho – disenyo o pagkakaayos ng mga bagay

Dinagyang – pagdiriwang na ginaganap tuwing ikaapat na Linggo ng Enero sa Iloilo upang alalahanin ang pagiging kristiyano ng mga katutubo at
pagpaparangal kay Sto. Nino.

Disenyong Etniko – uri ng dibuho na katutubo sa isang grupo ng tao

Disenyong Manobo –kilala sa kanilang tato na gumagamit ng karayom, bamboo at iba pang gamit at pinapahiran ng ―kulipapa wood charcoal‖ at ang
disenyong sarimanok.

Elemento ng Sining – katangiang matatagpuan sa isang gawaing pansinining tulad ng linya, hugis, kulay at tekstura

Espasyo –paligid ng ibat’ ibang bagay sa likhang sining

Etching –pagkayod sa pamamagitan ng matulis na bagay

Etniko – katutubo sa isang lugar

Gilingan -isang mabigat na batong ginagamit sa paggiling ng mga butil o butong bunga ng mga halaman o pananim, katulad ng galapong

Habi – binubuo ng mga patayong hibla na kung tawagin ay ―warp‖ at mga hiblang isinaksak na kung tawagin ay ―weft‖

Halad –isang relihiyosong pagdiriwang na ginaganap tuwing ika-15 ng Oktubre sa Talisay, Cebu City upang parangalan si Sta. Teresa de Avila

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Hugis – anyo o porma ng isang bagay

Ibalong –kasayahan na ipinagdiriwang sa Legazpi, Albay tuwing ikalawang linggo ng Oktubre

Igorot – ang mga katutubong tao mula sa Mountain Provinces at Cordilleras.

Ikat –uri ng paghahabi kung saan ang mga panahi ay kinukulayan muna bago habihin

Inabel –hinabing ―cotton yarn‖ o istambre na tinatawag na ―sagut‖

Intensity – katingkaran ng isang kulay

Iskultura – sining ng pag-uukit o paglililok; sining na may tatlong dimensyon

Kadayawan – pagdiriwang sa Davao bilang pasasalamat sa masaganang ani

Kapusyawan –nagsasaad ng kaliwanagan ng kulay

Katutubong Sining – uri ng likhang sining na likas sa isang lugar o grupo ng mga tao

Kiping –makulay na hugis dahong palamuti na yari sa pinagiling at pinatuyong bigas na kalimitang ginagamit sa Pahiyas festival

Komposisyon – disenyo

Konserbatibo –matiyagang sinisikap na makuha ang kaanyuan ng isang hugis

Kultura –tumutukoy sa aktibidad ng sangkatauhan

Kumbinasyon ng mga kulay – pagsasama- sama ng mga kulay na kahali- halina sa paningin o may tanging layunin

Laminosa –banig na gawa sa Jolo

Likas –nagmumula sa kalikasan

Linya – element ng sining na nagmula sa tuldok

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M

Magaspang – maligasgas ang salat

Makaluma –gamit at mga likhang sining na sinasabing sinauna at pinahalagahan sa mahabang panahon

Malamlam – hindi matingkad

Malawak sa Paningin – mukhang malawak sa paningin

Malong – yari sa habing tradisyonal na "tube skirt" na isinusuot ng mga Muslim

Mapusyaw ang kulay – hindi maliwanag na kulay; malamlam

Marionette – mataas na uri ng puppet

Monokromatiko –kumbinasyon ng isang kulay na may kapusyawan at kadiliman

Monumento – yari sa batong hugis ng tao o bagay bilang pagbibigay halaga

Montage – paglikha ng larawan sa pamamagitan ng pagtatagpi tagpi ng mga bagay ng mga bagay mula sa magasin at iba pa

Moriones –pagdiriwang na ginaganap tuwing Semana Santa sa Marinduque

Mosaic – larawan o disenyo na binubuo ng pinagdikit dikit na maliliit na piraso ng papel, balat ng itlog, bato, butones at iba pang mga bagay

Muebles –sinauna o lumang gamit sa tahanan tulad ng aparador, upuan at iba pa

Mural – malaking larawan na ipininta sa pader o sa malaking papel na idinikit sa dingding

Museo –lugar o isang sulok na pinaglalagakan ng mga lumang kagamitan na may kinalaman sa mga nakaraang kasaysayan

Nangingibabaw- nangunguna , napapansin agad

Nililok – iniukit

Pagbibigay –diin –pagbibigay halaga

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Paghahabi – paglalala

Paglilimbag – pag-iiwan ng bakas

Paglilipat ng Disenyo – pagsasalin ng dibuho

Paglilok – pag- ukit

Pahiyas –isang makulay na pagdiriwang ng pasasalamat para sa masaganang ani para kay San Isidro Labrador, ang patron ng mga magsasaka

Palamuti – dekorasyon

Pamana ng Lahi –mga sining na kinikilalang yaman ng bansa

Pamayanan – pook na maraming mag-anak ang namumuhay

Pangalawang Kulay – kulay na hinango sa batayang kulay

Pangatlong Kulay – nabubuong kulay sa pagitan ng pangunahing kulay at pangalawang kulay

Pangkat Etniko – katutubo sa isang lugar

Pangunahing Kulay – batayang kulay; kulay na walang halo: pula, asul, dilaw

Patadyong – maluwag na palda na kalimitang isinusuot ng mga babae sa Visayas na may makulay na disenyong ―checkered‖

Patapong Bagay – bagay na di na kailangan o patapon na

Pinagbenga –pagdiriwang bilang pagpapahalaga sa mga bulaklak ng Baguio

Pinyasan –kasayahan na ginaganap sa Daet, Camarines Norte bilang pagpapahalaga sa napakatamis nilang pinya

Proporsyon –ang guhit o bagay na magkatimbang ang laki o hugis

Pulp – balat ng kahoy o mga halaman na isinasangkap sa mga gawaing sining

Puppet – isang uri ng manika

Ramadan –ay isang kaganapang pang-relihiyon ng mga Muslim na nagaganap tuwing ika-siyam na buwan sa kalendaryong Islam

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Ritmo – makikita sa pamamagitan ng pag-uulit at pag-uugnay ng mga elemento ng sining

Saliksik – mga kaalamang pinaghahanap

Salit-salit – salisihan

Sangkap – ang mga kasangkapan ng isang gagawing bagay

Sarimanok –maalamat na ibon ng mga Maranao na nagmula sa Mindanao

Selebrasyon – mga kaganapang may paksa na pinaghandaan o binibigyang pansin

Semitrikal – pormal; may pagtitimbang timbang

Sentro ng Kawilihan – pinakamahalagang bahagi ng larawn o disenyo

Sinauna – antigo

Sinaunang Bagay – mga bagay na may kalumaan na

Sining Biswal – sining na nakikita

T’boli –mga katutubong tao na matatagpuan sa South Cotabato ng southern Mindanao

Taka –(papier mache)- mga ginupit 0 pira pirasong papel na pinagdikit dikit hanggang sa makabuo ng hugis

Tanghalan – lugar na pinagdadausan

Tatlong Dimensyong Lawak – lawak na nagpapakita ng taas, lapad at kapal; porma o hugis ng bagay na may harapan, tagiliran at likuran

Tatsulok – bagay o guhit na nagpapakita ng tatlong sulok

Tekstura –elemento ng sining na tumutukoy sa katangiang panlabas na anyo ng isang bagay na nahihipo, nadarama at nakikita

Teksturang Artipisyal – mga bagay na ginawa ng tao na itinulad sa mga tunay at likas na bagay

Teksturang Biswal– mga larawan ng bagay na nakikita o namamasid

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Teksturang Tunay – katangiang nakikita sa tunay na bagay

Tinalak – T'nalak ay isang uri ng telang gawa sa abaka na ekslusiboong nililikha ng mga etnikong T'boli sa Timog Kotabato, Mindanao, sa Pilipinas.

Tuas –Tuas – kawayan na may iba’t ibang haba na nilalagyan sa loob ng buhangin upang makalikha ng tunog

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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

MUSIC and ARTS

A. Workshop on the Refinement of K to 12 Music and Arts


Date: July 9-13, 2012

NAME DESIGNATION SCHOOL/OFFICE


1. Blesseda Cahapay BEE-CDD
2. Virginia Fernandez BEE-SDD
3. Lillian N. Luna BSE-CDD
4. Christine N. Graza-Magboo BSE-SDD

B. Workshop on the Finalization of Learning Competencies


Venue: DAP, Tagaytay City
Date: August 8-12, 2011

NAME DESIGNATION OFFICE/SCHOOL


VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
FLORA RAMOS Principal Division of Lucena City
FE PABILONIA Principal Division of Quezon
CHERRY JOY SAMOY Teacher Olongapo National HS
TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

C. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue: DAP,Tagaytay City
Date: July 18-22, 2011

NAME DESIGNATION OFFICE/SCHOOL


VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
AMIHAN FINES Principal Division of Manila
ANSEL GUILLEN SAMSON Teacher Olongapo National HS
CHERRY JOY SAMOY Teacher Olongapo National HS

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 128


TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

D. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue: DAP, Tagaytay City
Date: July 11-15, 2011

NAME DESIGNATION OFFICE/SCHOOL


VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
AMIHAN FINES Principal Division of Manila
ISABELO MAGBITANG Retired Art Coordinator Division of Manila
TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

Consultant
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Dennis Faustino Headmaster,St. Mary's School of Sagada and All St. Mary's School, All Saints
Saints ES of Bontoc, Music Teacher and Teacher
Trainor, Professional Director of Musical Theater
and Opera ( University of the Philippines,
University of Santo Tomas, Tanghalang Pilipino,
Manila Theater Guild, Washington State University,
University of Minnesota and Teatro Latino de
Minnesota) , Department Chairman for Fine and
Performing Arts Intenational School Manila

E. Writeshop on the Finalization of the Curriculum Standards


Venue: RELC, CALABARZON
Date: May 19-21,2011

F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue: DAP,Tagaytay City
Date: May 10-13,2011

NAME DESIGNATION OFFICE/SCHOOL


2. Dr. Dennis Faustino Headmaster,St. Mary's School of Sagada and All Saints St. Mary's School, All Saints
ES of Bontoc, Music Teacher and Teacher Trainor,
Professional Director of Musical Theater and Opera (

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 129


University of the Philippines, University of Santo
Tomas, Tanghalang Pilipino, Manila Theater Guild,
Washington State University, University of Minnesota
and Teatro Latino de Minnesota) , Department
Chairman for Fine and Performing Arts Intenational
School Manila
3. Prof. Mauricia Borromeo Former Dean College of Music University of the UP College of Music Extension
Philippines, Former Chair Humanities Division of the
National Research Council of the Philippines, Vice Head
Committee on Music National Commission on Culture
and the Arts, President Piano Teachers Guild of the
Philippines, Currently Board Member of the Philippine
Center for Gifted Education, Currently Vice-President
for Planning Philippine Society for Music Education
4. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College
5. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University
6. Ms. Virginia Tolentino Retired, former Department Head, MAPE (DepEd DepEd - Manila Div
Manila), Music Specialist Detailed at DepEd Central
Office ( Center for Cultural Education)
7. Ms. Lillian Luna EPS II DepEd – BSE
8. Ms. Pilar Montes DepEd, Region IV MIMAROPA
9. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts
10. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School

G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards

1. Regions IV-A, IV-B,V and NCR


Venue: Bulwagan ng Karunungan

Date: April 2011

2. Regions I,II,III and CAR


Venue: Teachers’ Camp, Baguio City

Date: April 29, 2011

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 130


NAME DESIGNATION OFFICE/SCHOOL
1. Angelica O. Dañguilan, Ph.D SHS, Solano Nueva Vizcaya
2. Rose H. Radin Master Teacher II San Juan Central School
3. Georgina M. Lumalao Bontoc Central School Bontoc Central School
4. Ruby P. Tanciongco, Ph. D. Dep. Ed. RO III
5. Jonathan A. Froda, Ph. D. Dep. Ed. Kayapa East District
6. Cherrie Lou Q. Javier Teacher III Quirino Central High School
7. Virginia T. Lupian Deap. Ed. CAR - RO
8. Marietta B. Aguiguin SLU- Laboratory Elem. Sch.
9. Miriam L. Najera Dep. Ed. RO I

3. Regions VI,VII and VIII


Venue: Ecotech, Lahug Cebu City

Date: May 4, 2011

NAME DESIGNATION OFFICE/SCHOOL


1. Oyando G. Cezar PESS Coordinator Division of Bago City, R-IV
2. Nancy M. Dion ES-I MAPEH Samar Division, R-VIII
3. Alan U. Bana Teacher II/Division Music Coordinator Negros Oriental, R - VII
4. Cecilia Moniel B. Arcenas Master Teacher I Division of Capiz, R-VI
5. Bebiano A. Tuayon Teacher III Negros Oriental, R – VII
6. Miriam P. Braganza EPS II R - VII
7. Liezl B. Ambaic MAPEH Coordinator USJ-R Cebu

4. Regions IX,X and ARMM


Venue: RELC, Cagayan de Oro City

Date: May, 2011

5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)


Venue: RELC, Davao City and CARAGA
Date: May 6, 2011

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 131


NAME DESIGNATION OFFICE/SCHOOL
1. Herman Aldous R. Bodikey Jr. Davao del Sur
2. Felix Antecristo Davao del Sur
3. Esther E. Udtohan Panabo City
4. Merliza M. Murray Maguindanao I
5. Consuelo B. Tindoc Maguindanao II Division
6. Dr. Purificacion S. Yambao EPS
7. Joy M. Rainos DepEd – Tagum National Trade School, Tagum City
Division
8. Joenary D. Silao DepEd – Norala Central Elem. School, South Cotabato
Division

H. Workshop on the K to 12 Curriculum Mapping


Venue: DAP, Tagaytay City
Date: March 16-18, 2011

NAME DESIGNATION OFFICE/SCHOOL


1. Lilian Luna SDD – BSE
2. Myrna Parakikay Division of Makati City
3. Marivic Tolitol CDD – BSE
4. Jose Tuguinayo, Jr CDD – BSE
5. Nancy Pascual Division of Makati City
6. Virgina Fernandez CDO – BEE
7. Ma. Paz Levita Galapir SDD – BEE
8. Ronald Castillo Division of Apayao

SECRETARIAT

NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Rozelyn M. Buyucan DepEd
4. Magdalena Mendoza DAP

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 132


5. Tristan Suratos DAP
6. Kimberly Pobre DAP
7. Cristina Villasenor DAP
8. Lani Garnace DAP
9. Kidjie Saguin DAP
10. Maria Boncan Accountant, DepEd
11. Daylinda Guevarra Accountant, DepEd
12. Fenerosa Maur Accountant, DepEd
13. Divina Tomelden Accountant, DepEd
14. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/ SUPPORT TEAM

NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE

ADVISORY TEAM

NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. D. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Liagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman
8. Dr. Ester Ogena President, PNU

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 133


9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards
10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.
11. Dr. Merle Tan Director, UP – NISMED
12. Dr. Cristina Padolino President, CEU
13. Mr. Napoleon Imperial CHED
14. Diane Decker Consultant, MTB – MLE
15. Dr. Nelia Benito Director, NETRC
16. Dr. Socorro Pilor Director, IMCS
17. Dr. Beatriz Torno Executive Director, TEC
18. Dr. Carolina Guerrero Director, BALS
19. Dr. Irene Isaac Director, TESDA

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 134