CURRICULUM AND INSTRUCTION:

THE TEACHING OF MAPEH

LYCEL C. GONZAGA
MAEd- Educational Management

THE KODALY METHOD

The Kodaly Method is a teaching strategy
in music which was introduced by a
Hungarian composer, Zoltan Kodaly.
This method was adopted by music
teachers from Grades one to six.
Its foundation is based on the rhythm and
the use of a pentatonic or five-tone scale.

The Kodaly Method has the

following components:
a. System of rhythm duration symbols such as
using syllables ta for quarter note, ti for the
eighth note, and ti-di for the sixteenth note, to
indicate one-beat and half-beat tones.
b. Kodaly Scale - A scale using hand signs or
gestures which indicate the notes of the scale,
from lower do to higher do or vice versa. Each
hand position signifies specific characteristics and
mood acting or moving and passive or resting.

The tonic (high and low do) in clenched

fist manifests rest, repose or finality or
passiveness.
The supertonic (re), mediant (mi) and
dominant (so) are in open palm positions.
Subdominant (fa) with thumbs down and
leading tone (ti) with second finger
pointing up signify activity or movement.

BEC LEARNING COMPETENCIES

for music

Melody

 music\16-20\16-20.pdf

THE ORFF-SCHULWERK METHOD

The Orff-Schulwerk Method is a unique
way of teaching music which was
developed by a German composer, Carl
Orff, who was also a music educator.
It utilizes the natural meter of words and
the childs instinctive desire to incorporate
speech, rhythm and movement as the
basis for creating rhythms (e.g., strolling,
skipping, running, swinging, etc.).

BEC LEARNING COMPETENCIES

Rhythm

Rhythmic patterns using quarter notes and eighth notes

Values of notes and rests
Different time signature/meters
Examples:

 Aural awareness of the rhythm and bodily

response
a. rhythmic flow b. Pulse beat c. Accents
Quarter Note - a closed note with a stem.
The stem is in an upward position and is
attached at the right side of the note head
( ). In the downward position, the stem is
attached to the left side of the note head
()
Eighth Note - can take the place of one
quarter note ( = ).

BEC Learning Competency

RHYTHM

 music\16-20\23-29.pdf

THE DALCROZE EURYTHMIC

APPROACH
Eurythmics was introduced by Emil Jacques
Dalcroze, a Swiss teacher and composer.
Eurythmics is a system of coordinating
physical movements with music to help the
participants develop a sense of rhythm.
This approach was based on solfege, piano
improvisations, and eurythmics or rhythmic
movements.

BEC Learning Competency

DYNAMICS

 music\16-20\41-43.pdf

THE CARABO-CONE METHOD

The Carabo-Cone method provides a
sensory-motor approach in the music
foundation and intellectual stimulation for
academic achievement.
It was observed by psychologists Piaget
and Bruner that the learning and thinking
of children are linked to the concrete, the
seeable and the touchable.

BEC LEARNING COMPETENCIES

Form: Unitary (A) - When a song has one section/
part only.
Binary (AB) - a structure of a musical piece having
two distinct parts.
Ternary (ABA) - a kind of structure in music with the
first section ( A )
played both before and after the second section ( B
) thus taking the ( ABA ) form.
Simple Rondo (ABC) - a structure of amusical
piece having three distinct parts.

 music\16-20\41-43.pdf

JUSTINE WARD METHOD

The technique advocated by the Ward series is
to impart music not as dry drill or as memory
work for the child but as something that
animates the childs emotional life and orients
his taste to the finest aesthetical standard
possible.

 The Ward method is the result of ten years

of extensive study and experimentation by
Justine Ward and the staff of music
specialists of the Pius XX School of
Liturgical Music in New York.

 Each volume is accompanied by:

o teachers guide,
o printed chart,
o set of recorded music,
o Seven song books for children and
o a set of lesson plans.

Each volume of the Ward Series contains

a phase of musical development partially
dependent on the preceding grades and
totally essential to the next grade.

BEC LEARNING COMPETENCY

Round Song two-part round

 music\16-20\51-53.pdf

ARTS
Art comes from the Aryan root word ar,
meaning to join or to put together.
The Greek verb artizen, means to
prepare, while the Latin term ars/artis
means everything that is made or
assembled by man.

Art has two major classifications:

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art\77-80.pdf

TEXTURE
Texture is the surface characteristic of any
object when felt by the sense of touch.
It is the element of art that appeals to
touching and feeling whether an objects
surface is smooth or rough, soft or cool or
hot, wet or dry, light or heavy.

 art\88-91.pdf

APPRECIATION OF PAINTINGS

Learners are taught to appreciate arts

1. What they see in the picture
2. What medium or instruction were used
3. What elements of arts were used and
emphasized
4. What principles of design were used
5. What technique/process was utilized
6. What universal/social significance or personal
message of the artist they see in the picture
7. What they can say about the picture

 art\96-99.pdf

Disciplined-based Art Education Strategy

TEACHING STRATEGY
NO.1 RANK ORDER
This strategy gives or allows the students
to choose among competing alternatives
and publicly affirm and explain or defend
their choices.
It demonstrates simply and clearly that
many issues require more thoughtful
considerations.

Example

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TEACHING STRATEGY
NO.2 GUIDED DISCOVERY APPROACH
This teaching strategy has been
commonly used in teaching a variety of
aspects of the school physical education
curriculum, but more particularly when the
teacher wants the students to think about
the application of the movement
principles, concepts or tactics in games.

 p.e\146-150.pdf

TEACHING STRATEGY
NO.3 SELF-APPRAISAL APPROACH
In this strategy, the student is given more
responsibility for his own learning. In effect, the
learner evaluates himself.
However, it is expected that the learner has
experienced both the practice teaching strategy
and the reciprocal strategy prior to being allowed
to self-check his/her own learning.
The learner does not need to be reasonably
proficient before being able to analyze and
evaluate his /her own performance

 p.e\153-157.pdf

TEACHING STRATEGY
NO. 4 MIND MAPPING
Mind Mapping is the process of visually
depicting a central concept with symbols,
images, key words and branches.
Mind Mapping is a reality activity and fun
way to take visual notes, foster creativity,
stretch students thinking skills, make
learning contextual and meaningful, and
promote active involvement with the
learning content.

 p.e\161-163.pdf

TEACHING STRATEGY NO.5

PEER SUPPORT AND COLLABORATIVE
TEACHING/LEARNING STRATEGY
Peer support teaching can be done in pairs or
small groups depending on the activity being
taught.
According to some authorities, peer support
strategies offer greater opportunities for social
interaction, development of communication skills
and empathy for others learning attempts.
Students will be helping each other to learn and
perform tasks.

 p.e\166-168.pdf

TEACHING STRATEGY NO. 1

VALUES WHIPS
This strategy is like voting and
ranking of items/choices.
It provides a simple and rapid means
for the teacher to see how the
students react to various issues or
questions.

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TEACHING STRATEGY NO. 2

MODIFIED TV ACTIVITY
DREAM. . . BELIEVE . . . SURVIVE

Modified TV Activity is a method

which makes learning faster.
It is used in a subject to make
teaching more meaningful to the
students.

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TEACHING STRATEGY NO. 3

LOOP-A-WORD OR CROSSWORD PUZZLES
(EDUCATIONAL GAMES)

Loop-A-Word or Crossword Puzzles are

useful seatwork devices for building
vocabulary and reinforcing concepts.
The teacher and the students themselves
can develop them. A computer-generated
program may be used.
Commercial materials are also available.
This kind of strategy for younger students
must be kept relatively simple.

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TEACHING STRATEGY NO. 4

PROJECTIVE TECHNIQUES
This strategy uses stimuli to encourage students
to discuss real-life problems.
1. Use to acquire personal information about
students as they reveal things about themselves
to others. This can help them solve their
personal problems as well as clarify their beliefs
and attitudes.
2. Caution - when using this technique, keep
goals and objectives clearly in mind. The
stimulus is very important.

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K to 12 Curriculum and Instruction

The Teaching of Music and Arts

K to 12 Curriculum Guide

Basic Reference for Music Content

Basic Reference for Arts

Listening
Reading
Imitating (Re-creating)
Responding
Creating
Performing (including movement)
Evaluating
Analyzing critically
Applying (transference)

 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
selfdevelopment, celebration of his/her
Filipino cultural identity and diversity,
and expansion of his/her world vision.

KEY STAGE STANDARDS:

GRADE LEVEL STANDARDS:

The Teaching Physical

Education

Curriculum Framework

Learning Area Standard

The
learner
demonstrates
understanding of the concept of
physical fitness and physical activity
in
achieving,
sustaining,
and
promoting an active life for fitness
and health

Grade Level Standards

Grade Level Standards

The Teaching of Health

Conceptual Framework of Health Education

HEALTH CONTENT AREAS

Injury Prevention, Safety and First Aid: Discusses the causes,

costs, and prevention of accidents and injuries while performing
various activities at home, in school or in the community. Prevention
can be done through the promotion of safe environments, the
development of safety programs, procedures and services, which
includes first aid education and disaster preparedness programs.

Community and Environmental Health: Situates the learner as an

integral part of the community and the environment, with a great
responsibility of protecting the environment, with the support of
individual and community actions and legislation promoting a
standard of health, hygiene and safety in food and water supply,
waste management, pollution control, pest control, as well as the
delivery of primary health care.

HEALTH CONTENT AREAS

Consumer Health: Focuses on the application
of consumer knowledge and skills in the
effective evaluation, selection and use of health
information, products, and services.
Family Health: Covers information on the
human life cycle and also on family dynamics
that influence an individuals development of
ideals, values and standards of behavior with
regard to sexuality and responsible parenthood.

HEALTH CONTENT AREAS

Growth and Development: Emphasizes developmental
milestones and health concerns during puberty and
adolescence with focus on personal health and the
development of self-management skills to cope with lifes
changes.
Nutrition: Addresses the importance of eating healthy
and establishing good eating habits especially for
children and adolescents as a way to enhance health
and prevent diseases.
Personal Health: Comprises personal health habits and
practices that promote physical, mental, social,
emotional, and moral-spiritual health and prevent or
manage personal health issues and concerns.

HEALTH CONTENT AREAS

Prevention and Control of Diseases and Disorders:
Involves the prevention and control of both communicable
and non-communicable diseases and disorders through
the development of health habits and practices and the
adoption of health programs supported by legislation with
provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention
and control of the use, misuse, and abuse of substances
and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of
substance abuse on the individual, family and society in
general; and the importance of learning and using
resistance skills to protect oneself from drug risk-taking
behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM

Culture-responsive: Uses the cultural knowledge, prior

experiences, and performance styles of the diverse student body to
make learning more appropriate and effective for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and
distribution of diseases in populations, including detection of the
sources and causes of epidemics.

Health and Life skills-based: Applies life skills to specific health

choices and behaviors.

Holistic: Analyzes the interrelationship among the factors that

influence the health status, the areas of health, and the dimensions
of health (physical, mental, social, emotional, moral and spiritual).

Learner-centered: Focuses on the student's needs, abilities,

interests, and learning styles with the teacher as a facilitator of
learning.

CHARACTERISTICS OF THE HEALTH

CURRICULUM
Preventive: Characterizes something that helps people
take positive health action in order to prevent diseases
and to achieve optimum health.
Rights-based: Advances the understanding and
recognition of human rights, as laid down in the
Universal Declaration of Human Rights and other
international human rights instruments.
Standards and outcomes-based: Requires students to
demonstrate that they have learned the academic
standards set on specific content and competencies.
Values-based: Promotes an educational philosophy
based on valuing self, others and the environment,
through the consideration of ethical values as the bases
of good educational practice.

Key Stage Standards

Key Stage Standards

Key Stage Standards

THANK YOU!