Академический Документы
Профессиональный Документы
Культура Документы
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.
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.
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.
Music Elements Arts Elements and Principles Music Processes Art Processes
Harmony/Unity
K-3 4-6 7 – 10
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.
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,
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
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
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
First Quarter:
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
recognizes repetitions
within a song
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.‖
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
III. FORM
Musical Lines
demonstrates performs a chosen song showing the recognizes pattern changes
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
V. 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
VI. TEMPO
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
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
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
III. FORM
Musical Phrases demonstrates sings similar and contrasting identifies, performs, and analyzes
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
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
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
I. RHYTHM
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
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
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
- 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
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
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
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
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
VI. TEMPO
VII. TEXTURE
o Instrumental
- solo
- ensemble
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
demonstrates harmony in
group performances performs with a group
o choir
o rondalla
o lyre band
o rhythm band
− 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
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
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
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
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
THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)
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
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
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
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
Grade 6 - SECONDQUARTER
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
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
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
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
compares the
characteristics of
artworks during the
Neo-Classical period
to the artworks of the
previous period
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)
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
Abaka - isang uri ng saging na katutubo sa Pilipinas na ginagawang matibay na lubid at sako
Asimetrikal-impormal na balance
Ati-atihan – kasayahan para kay Sto. Nino na ginaganap sa ikatlong linggo ng Enero
Batik – paglalagay ng disenyo sa tela o damit sa pamamagitan ng pagtatakip sa ibang bahagi na di dapat lagyan ng kulay
Biswal – nakikita
Bornay – tapayan na may ibat ibang hugis at disenyo na yari sa luwad o putik
Canao – isang socioreligious seremonya ng Igorots na ginaganap bilang pagpapasalamat para sa isang mapagbigay na ani
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 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
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
Ikat –uri ng paghahabi kung saan ang mga panahi ay kinukulayan muna bago habihin
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
Kumbinasyon ng mga kulay – pagsasama- sama ng mga kulay na kahali- halina sa paningin o may tanging layunin
Makaluma –gamit at mga likhang sining na sinasabing sinauna at pinahalagahan sa mahabang panahon
Montage – paglikha ng larawan sa pamamagitan ng pagtatagpi tagpi ng mga bagay ng mga bagay mula sa magasin at iba pa
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
Museo –lugar o isang sulok na pinaglalagakan ng mga lumang kagamitan na may kinalaman sa mga nakaraang kasaysayan
Nililok – iniukit
Pahiyas –isang makulay na pagdiriwang ng pasasalamat para sa masaganang ani para kay San Isidro Labrador, ang patron ng mga magsasaka
Palamuti – dekorasyon
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‖
Pinyasan –kasayahan na ginaganap sa Daet, Camarines Norte bilang pagpapahalaga sa napakatamis nilang pinya
Ramadan –ay isang kaganapang pang-relihiyon ng mga Muslim na nagaganap tuwing ika-siyam na buwan sa kalendaryong Islam
Salit-salit – salisihan
Sinauna – antigo
Taka –(papier mache)- mga ginupit 0 pira pirasong papel na pinagdikit dikit hanggang sa makabuo ng hugis
Tatlong Dimensyong Lawak – lawak na nagpapakita ng taas, lapad at kapal; porma o hugis ng bagay na may harapan, tagiliran at likuran
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
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
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
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
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
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
G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
SECRETARIAT
NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Rozelyn M. Buyucan DepEd
4. Magdalena Mendoza DAP
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