:

K to 12 CURRICULUM
FRAMEWORK
MUSIC and ARTS -
GRADE 8
 Activity 1
Group participants into 5
 Group 1 – List down the features of the K to 12 Music
and Arts Curriculum Framework
 Group 2 – List down five expectations from Music and
Arts learners
 Group 3 - List down five elements in Music and Arts.
 Group 4 – List down three processes in teaching Music
and Arts that can make students globally competitive
 Group 5 – List down 5 macro skills in Music and Arts and
discuss how they interplay with one another towards
attaining functional literacy
 K TO 12 MUSIC AND ARTS

The Curriculum Framework of Music and Art

Education
Philosophy and Rationale
Music Education
 MUSIC is both an AURAL and TEMPORAL art.

 All elements and processes are interwoven

artistically into a “TAPESTRY” moving in TIME and in
diverse HISTORICAL and CULTURAL contexts.

 The nature of music is expressive, ongoing and

creative.
A student must learn to “hear”,
“speak” and
“think” in the medium of music.
 The K-12 Music Curriculum advocates the
SPIRAL
MULTICULTURAL and
INTEGRATIVE
approaches in music education
and current philosophical thought
in contemporary general
education.
Features of Music
1. Music and Arts curricula focus on the
learner as recipient of the knowledge,
skills, and values necessary for
artistic expression and cultural
literacy.
2. The design of the curricula:
 Student/child- centered
 based on spiral progression of
processes (simple-complex)
 performance-based learning (hand-
on)
 Empowered learners- development of his/her
cultural identity and expansion of his/her vision
in the world.
 Performance-based disciplines.
 Development of multiple intelligences of the
learners (spatial, intrapersonal, linguistic,
kinesthetic etc.
 Multi-cultural and integrative approach
Expected Outcomes
 Produce graduates who are cultural literate
and develop the artistic expression and
globally competent in the field of music and
arts.

 Interacting with others

 Understanding and learning other

content areas
 Fending for themselves in whatever
field of endeavor they may trudge.
 BASIC REFERENCES FOR MUSIC AND ART
Art Elements
Music Elements Music Processes and Art Processes
Principles
• Rhythm • Listening • Color •
• Melody • Reading • Line Seeing/Observin
• Tempo • Imitating (re- • g
• Form creating) Shape/Form • Reading
• Timbre • Responding • Value • Imitating (re-
• Dynamics • Creating • Texture creating)
• Tempo • Performing • Rhythm • Responding
• Texture (including • Balance • Creating
• Harmony* movement) • Emphasis • Performing
• Evaluating • Proportion (including
* No formal • Analyzing • Harmony movement)
instruction in critically • Evaluating
harmony from K • Applying • Analyzing
to 3 (transference critically
• Applying
(transference)
Learning Area
Music
Learning Area Standard K to 12
The learner demonstrates understanding of:
 Basic concepts and processes in music through:
 Appreciation, analysis and performance for:
 His/her self-development,
 Celebration of his/her Filipino cultural identity and
diversity
 Expansion of his/her world vision.
Key Stage Standard K to 3
The learner demonstrates understanding of:
 Fundamental processes through:
 Performing, Creating and Responding, aimed
towards:
 Development of Appreciation of music, and
 Acquisition of basic knowledge and skills.
Key Stage Standard 4 to 6
The learner demonstrates
understanding of:
Basic elements and concepts
through:
Performing, creating and responding,
aimed towards:
 Development of appreciation of
music and
Acquisition of basic knowledge and
skills
Key Stage Standard 7 to 10
 The learner demonstrates understanding of:
 Salient features of music and art of the Philippines
and the world, through:
 Appreciation, analysis, and performance, for self-
development,
 Celebration of Filipino cultural identity and diversity
and
 Expansion of one’s world vision.
Key Stage Standard 11 to 12
The learner demonstrates understanding of
and proficiency in the chosen art form or genre,
through:
 Appreciation, Analysis, and Performance, for:
 Self-development
 Celebration of Filipino cultural identity and diversity
 Expansion of one’s world vision for
 Professional preparation and aesthetic growth.
Grade 8 Music Curriculum
Framework
Grade Level Standard
Grade 8
The learner demonstrates understanding of salient
features of Asian music and arts through:
 appreciation
 analysis
 performance for self-development,
 the celebration of Filipino cultural identity and
diversity,
 and the expansion of one’s world vision.
SCOPE AND SEQUENCE FOR GRADE 8 – MUSIC
EDUCATION (TOPICS)

Music Gr.8 - UNIT 1

MUSIC OF ASIA
Review of Elements and Processes
Music of Southeast Asia

Indonesia, Malaysia, Singapore, Vietnam, Thailand,

Cambodia, Myanmar, Laos
− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
 SCOPE AND SEQUENCE FOR GRADE 8 – MUSIC EDUCATION

Music Gr.8 - UNIT 2

MUSIC OF ASIA
Review of Elements and Processes
Music of East Asia

China, Japan and Korea

− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
 SCOPE AND SEQUENCE FOR GRADE 8 – MUSIC EDUCATION

Music Gr.8 - UNIT 3

MUSIC OF ASIA
Review of Elements and Processes
Music of Central Asia, South Asia and Near East
countries

India, Pakistan, Middle East, Israel

− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
 BASIC REFERENCES IN TEACHING MUSIC EDUCATION

Music Elements Music Processes

• Rhythm • Listening
• Melody • Reading
• Tempo • Imitating (re-creating)
• Form • Responding
• Timbre • Creating
• Dynamics • Performing (including
• Tempo movement)
• Texture • Evaluating
• Harmony* • Analyzing critically
• Applying (transference
* No formal instruction in
harmony from K to 3
SCOPE AND SEQUENCE FOR GRADE 8 – MUSIC EDUCATION

Music Gr.8 - UNIT 4

Traditional Asian Theater Music

− Kabuki
− Wayang Kulit
− Peking Opera
Guiding Principles in Teaching
Music Education
 Teaching will be differentiated according to
the students’ needs, abilities and interest

 Effective strategies , pedagogies will be used

to quality assure learning.

 Presence/interweaving of multiple
intelligences of the different K,S,A for artistic
and cultural literacy.
 Teach by heart and appreciation.
 THERE ARE TEACHERS,
SUPERVISORS , and ADMINISTRATORS
WHO
INSPIRE
PERSPIRE,
EXPIRE
NEAR EXTINCTION ARE THOSE WHO
REFUSE
TO INNOVATE!
THANK YOU , K!