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K to 12 Curriculum Guide for Music and Arts

K to 12 Curriculum Guide for Music and Arts

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    K to 12 Curriculum Guide for Music and Arts K to 12 Curriculum Guide for Music and Arts Presentation Transcript

    • Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideMUSIC and ART( Grade 1 to Grade 10)January 2012
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 2CONCEPTUAL FRAMEWORKThe Music and Art curricula focus on the learner as both the recipient and instructor of the knowledge, skills, and values necessary for artisticexpression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills andgrounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music andart to the development of his/her own cultural identity and the expansion of his/her vision of the world.As Music and Art are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creativeexpression, 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, andcreating. (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 byRonald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of thePhilippines, 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 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 3PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATIONMusic 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 ofpurposes, 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 musicis 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 describesthis characteristic as a ―continuous state of becoming.‖ Like the other arts, music is a creative avenue for man’s individual quest for self- expression andfulfillment.On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to bedeveloped. The student must learn to ―hear,‖ ―speak,‖ and ―think‖ in the medium of music. Simultaneously, growth and development in the skills that enablethe 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 theSPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary generaleducation. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebratehis/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 4PHILOSOPHY AND RATIONALE FOR ART EDUCATIONArt 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 toenhance 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. Art records, reflects, and rearranges man’s life and existence.Art is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinctway 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 KINESTHETICINTELLIGENCES ” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops andincreases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multipleintelligences of a student through the arts. The K-12 Art and Music Curriculum seeks to address these needs of our students for the 21stCentury.The 21stCentury is a different world: it is highly visual , with a proliferation of images seen not only in static media like magazines, books, paintings andposters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies likeipads, 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 guideeducators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty anddepth 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 individualexpression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from thePhilippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship toprofessionals in various art-related fields so the student can discover and consider the different career opportunities in art.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 5Figure 1. The Curriculum Framework of Music and Art Education
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 6Figure 2. Content of Music and Art per Grade Level
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 7Table 1. Basic Reference for Music and Art ContentMusic Elements Arts Elements and Principles Music Processes Art Processes Rhythm Melody Form Timbre Dynamics Tempo Texture Harmony **No formal instruction in harmonyfrom K to 3 Color Line Shape/Form Texture Rhythm Balance Repetition* Contrast Emphasis Proportion Harmony/Unity Listening Reading Imitating (re-creating) Responding Creating Performing (includingMovement) Evaluating Analyzing critically Applying (transference) Seeing/Observing Reading Imitating (re-creating) Responding Creating (original works) Performing (different artprocesses) Evaluating Analyzing critically Applying (transference)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 8LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art throughappreciation, analysis and performance for his/her self-development, celebration of his/her Filipino culturalidentity and diversity, and expansion of his/her world vision.KEY STAGE STANDARDS:K – 3 4 – 6 7 – 10The learner demonstrates understanding offundamental processes throughperforming, creating, and responding,aimed towards the development ofappreciation of music and art, andacquisition of basic knowledge and skills.The learner demonstrates understanding ofbasic elements and concepts throughperforming, creating, and responding, aimedtowards the development of appreciation ofmusic and art, and acquisition of basicknowledge and skills.The learner demonstrates understanding ofsalient features of music and art of thePhilippines and the world, throughappreciation, analysis, and performance, forself-development, the celebration of Filipinocultural identity and diversity, and theexpansion of one’s world vision.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 9GRADE LEVEL STANDARDS:Grade Level Grade Level StandardsGrade 1The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating,listening and observing, and responding.Grade 2The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening andobserving, and responding.Grade 3The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, andresponding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.Grade 4Through 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 5Through 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 6Through 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 7The learner demonstrates basic understanding of the fundamental processes in music and art through performing, creating,listening and observing, and responding towards appreciation of the cultural richness of the different provinces in thePhilippinesGrade 8The learner demonstrates understanding of salient features of Asian music and art, through appreciation, analysis, andperformance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s worldvision.Grade 9The learner demonstrates understanding of salient features of Western music and art from different historical periods,through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity anddiversity, and the expansion of one’s world vision.Grade10The learner demonstrates understanding of salient features of contemporary music and art, through appreciation, analysis,and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’sworld vision.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 10MUSIC(Grade 1 to Grade 10)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 11MUSIC – GRADE 1*Content Content Standards Performance Standards Learning CompetenciesI. RHYTHM What is sound? Distinctionbetween sound and silence Steady beats (ostinato) Simple rhythmic patternsThe learner… demonstrates basicunderstanding of sound,silence and rhythm. develops musicalawareness and creativity inexpressing himself/herselfwhile doing thefundamental processes inmusic.The learner... identifies the differencebetween sound and silenceaccurately.The learner... associates icons with sound andsilence within a rhythmic pattern. maintains a steady beatwhen chanting, walking,tapping, clapping andplaying musical instruments. performs claps, taps, chants, walks,and plays musical instruments inresponse to sound with the correctrhythm- In groupings of 2s.- In groupings of 3s.- In groupings of 4s. performs echo clapping. plays simple ostinatopatterns on classroominstruments and other soundsources . creates simple ostinato patterns ingroupings of 2s, 3s, and 4s throughbody movements. plays simple ostinato patterns onclassroom instruments or othersound sourcesEx. Sticks, drums, triangle, nails,coconut shells, bamboo, emptyboxes, etc.II. MELODY  demonstratesundertsanding of pitch andsimple melodic patterns. matches the correct pitch oftones with other soundsources. identifies the pitch of tone as- high.- low.*Every quarter/grading period includes the teaching of the 7 elements of Music (from Rhythm to Texture) following the expanded spiral progression approach.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 12Content Content Standards Performance Standards Learning Competencies Pitch Simple machinespatternsThe Learner... The Learner... The Learner... responds to high and low tonesthrough body movements, singing,and playing other sources of sounds. matches the melody of asong with correct pitchvocally . sings in pitch.- Rote singing Greeting songs Counting songs- Echo singingIII. FORM Musical lines Beginnings and endingsin Music demonstratesunderstanding of the basicconcepts of musical lines,beginnings and endings ismusic, and repeats inmusic. shows recognition of patternchanges with bodymovement. associates geometricshapes to indicateunderstanding of same-different patterns. identifies musical lines as- Similar or- Dissimilar- through movements andgeometric shapes or objects.IV. TIMBRE Sound Quality Distinction betweensinging and talking demonstratesunderstanding of the basicconcepts of timbre. uses voice and othersources of sound to producea variety of timbres. responds to differences insound quality withappropriate movement. identifies the source of sounds- Wind, wave, swaying of thetrees, animal sounds, soundsproduced by machines,transportation, through bodymovements.V. DYNAMICS  demonstratesunderstanding of the basicconcepts of dynamics. uses dynamic levels toenhance poetry , chants,drama, and musical stories. interprets througn body movementsthe dynamics of a song.Ex.- Small movement –soft- Big movement - loud
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 13Content Content Standards Performance Standards Learning Competencies Sound volume Distinction betweenloudness and softnessin MusicThe Learner... The Learner... shows dynamic changeswith movements. uses terms ―loud‖ and ―soft‖to identify volume changes.The Learner... associates dynamics with themovements of animals.- Elephant walk – loud- Tiny steps of dwarf – softVI. TEMPO Sound Speed Distinction betweenfastness and slownessin Music demonstratesunderstanding of the bsicconcepts of tempo. uses varied tempo toenhance poetry , chants,drama, and musical stories. correlates tempo changeswith movements. uses terms ―fast‖ and ―slow‖to identify tempo changes. demonstrates the concept of tempothrough movement. responds to varied tempo withmovement or dance.- Slow movement with slowmusic- Fast movement with fastmusic mimics animal movements.- Horse –fast- Carabao –slowVII. TEXTURE Sound Quality Distinction between―thin‖ and ―thick‖ inMusic demonstratesunderstanding of the basicconcepts and texture. distinguishes between singlemusical line and multiplemusical lines which occursimultaneously. show awareness of textureby using visual images. demonstrates the concept of textureby singing two-part round.Examples:- Are you Sleeping- Row Your Boat
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 14MUSIC – GRADE 2Content Content Standards Performance Standards Learning CompetenciesI. RHYTHM Sound and silence Steady beats (ostinato) Simple Rhythmic PatternsThe learner… distinguishes between soundand silence. demonstrates understanding ofsteady beats. demonstrates understanding ofrhythmic patterns.The learner… identifies the differencebetween sound and silence. maintains a steady beat whenchanting, walking, tapping,clapping and playing musicalinstruments. plays simple ostinato patternson classroom instruments andother sound sources.The learner… associates visual images with sound andsilence within a rhythmic pattern. claps, taps, chants, walks, and playsmusical instruments in response tosound with the correct rhythm- in groups of 2s.- in groups of 3s.- in groups of 4s. imitates and replicates a simple series ofrhythmic sounds (i.e. ―echo clapping‖). creates simple ostinato patterns ingroupings of 2s, 3s, and 4s through bodymovements. plays simple ostinato patterns onclassroom instruments or other soundsources.- Ex. Sticks, drums, triangle, nails,coconut shells, bamboo, emptyboxes, etc.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 15Content Content Standards Performance Standards Learning CompetenciesII. MELODY Pitch Simple Melodic ContourThe learner… demonstrates high and lowtones through singing orplaying musical instruments distinguishes high and higher,low and lower tones. recreates simple melodicpatterns correlates melodic patterns tovisual imagery.The learner… matches the correct pitch oftones vocally. distinguishes high and higher,low and lower pitches of tones. correlates musical pitches tovisual imagery. matches the melody of a songwith correct pitch. echoes simple melodicpatterns. illustrates appropriately themelodic contour withmovement.The learner… identifies the pitch of tones as- high .- low.- higher – lower. responds to pitch range of tones throughbody movements, singing, and playingsources of sounds. demonstrates high and low tones throughsinging or playing musical instruments. sings with correct pitch using- rote songs.- echo songs.- simple children’s melodies. illustrates the melodic contour through- body staff- writing the melodic line ―on the air‖line notationIII. FORM Musical Lines  distinguishes same or differentmusical lines. recognizes rhythmic andmelodic pattern changes. correlates geometric shapes toindicate understanding ofsimilar-dissimilar lines. identifies musical lines as- similar- dissimilarthrough movements and geometric shapesor objects.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 16Content Content Standards Performance Standards Learning Competencies Beginnings and Endings inMusic Repeats in MusicThe learner… identifies the beginning and theend of a song. recognizes repetitions within asong.The learner… creates rmelodic rhythmic orintroduction and ending ofsongs. repeats the designated musicallines in a song.The learner… demonstrates the beginning and endingof song through movements and sounds(instrumental and vocal). indicates repeated musical passagesthrough movements. echoes repetitions of musical lines.IV. TIMBRE Introduction to VoiceProduction Differentiation in SoundQuality Introduction of MusicalInstruments sings with pleasing vocalquality on pitch. recognizes the differencebetween speaking and talking. responds to differences insound quality coming from avariety of sound sources. uses voice and other sourcesof sound to produce a varietyof timbres. responds to differences insound quality with appropriatemovement. associates common musicalinstruments by their sound andimage. sings a song using appropriate breathcontrol. identifies the source of sounds: Ex: wind, waves, swaying of thetrees, animal sounds, soundsproduced by machines,transportation, etc. replicates different sources of soundsand associate them with bodymovements. identifies common musical instrumentsby their sound and image.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 17Content Content Standards Performance Standards Learning CompetenciesV. DYNAMICS Sound Volume in MusicThe learner… distinguishes between ―loud‖and ―soft‖ in music. distinguishes between―louder‖ and ―softer‖ inmusic.The learner… applies dynamic levels toenhance poetry, chants,drama, and musical stories. shows dynamic changes withmovements. uses appropriate terminologyto indicate understanding ofvolume variations.The learner… distinguishes ―loud,‖ ―medium,‖ and―soft‖ in recorded music. replicates ―loud,‖ ―medium,‖ and ―soft‖vocally or with instruments. interprets through body movements thedynamics of a song.- Ex. small movement – soft- medium movement – mediumvolume- big movement – loud associates movements of animals todynamics.- Ex. elephant walk – loud- man walking – medium- tiny steps of dwarf – soft uses terms loud, louder, soft and softerto identify volume variations.VI. TEMPO Sound Speed in Music  distinguishes between ―fast,‖―faster,‖ ―slow,‖ and ―slower.‖ uses varied tempi to enhancepoetry , chants, drama, andmusical stories. distinguishes ―slow,‖ ―slower,‖ ―fast,‖ and―faster‖ in recorded music. replicates ―slow,‖ ―slower,‖ ―fast,‖ and―faster‖ vocally or with instruments.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 18Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… shows tempo variations withmovements. uses terms ―fast,‖ ―faster,‖―slow,‖ and ―slower‖ to identifytempo variations.The learner… demonstrates tempo variations throughmovements. responds to tempo variations withmovement or dance.- slow movement with slow music- fast movement with fast music. mimics animal movements.- horse – fast- man walking – moderate- carabao –slow responds to the correct tempo of a songas guided by the hand signal of theteacher.(e.g.) The teacher’s slow hand movementmeans “slow” while fast” hand movementmeans “fast.”VII. TEXTURE Musical Layering  distinguishes between thinnessand thickness of musical soundthrough layering of sound. distinguishes between singlemusical line and multiplemusical lines which occursimultaneously shows awareness of texture bycorrelating visual images tomusic. demonstrates the concept of texture bysinging rounds- Ex. ―Are you Sleeping?‖- ―Row, Row Your Boat‖ identifies musical density usingrecorded music.- Ex. music with layered orchestrationvs. music with single instrumentaccompaniments.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 19MUSIC – GRADE 3Content Content Standards Performance Standards Learning CompetenciesI. RHYTHM Sound and silence Steady beats (ostinato) Simple Rhythmic PatternsThe learner... distinguishes betweensound and silence. demonstratesunderstanding of steadybeats. demonstratesunderstanding of rhythmicpatterns.The learner... identifies the differencebetween sound and silence. maintains a steady beat whenchanting, walking, tapping,clapping and playing musicalinstruments. plays simple ostinato patternson classroom instruments andother sound sources.The learner... associates icons with sound and silencewithin a rhythmic pattern. claps, taps, chants, walks, and playsmusical instruments in response tosound with the correct rhythm.- in groupings of 2s, 3s, and 4s- echo clapping- marching- dancing the waltz singing Rhythm and Action Songs. creates simple ostinato patterns ingroupings of 2s, 3s, and 4s through bodymovements. plays simple ostinato patterns onclassroom instruments or other soundsources. creates ostinato patterns in differentmeters using combination of differentsound sources.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 20Content Content Standards Performance Standards Learning CompetenciesII. MELODY Pitch Melodic Lines Melodic Patterns andContourThe learner... distinguishes low, medium,high tones. demonstrates high. mediumand low tones while singingor playing musicalinstruments . recreates simple melodicpatterns.The learner... matches the correct pitch oftones vocally or with aninstrument. matches the melody of a songin correct pitch vocally.The learner... identifies the pitch of a tone as:- high – higher- moderately high – higher- moderately low - lower- low - lower correlates movement to pitch variations. sings entire simple songs in pitch:- Favorite Children’s Songs Ex. ―Do –Re- Mi‖ ―What Can We Do Today‖- Folksongs Ex. ―Manang Biday‖ ―Paruparong Bukid‖ ―Atin Cu Pung Singsing‖III. FORM Musical Lines  distinguishes same, similar,or different musical lines recognizes pattern changes. distinguishes between similarpatterns, different patterns, andsame patterns. identifies musical lines as- similar- same- differentthrough movements and geometric shapesor objects.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 21Content Content Standards Performance Standards Learning Competencies Musical Beginning, Middle,and End Music RepeatsThe learner... identifies the beginning,middle, and the end of asong recognizes repetitionswithin a song.The learner... identifies the beginning andending of a song. recognizes the repetitions in asong by singing the repeatedparts independently.The learner... confidently renders a song givingappropriate emphasis on the beginningand on the end. performs repetitions of musical linesindependently.IV. TIMBRE Voice Production Techniques Differentiation in SoundQuality Introduction of MusicalInstruments sings with pleasing vocalquality on pitch. recognizes the differencebetween speaking andtalking. recognizes differences insound quality coming froma variety of sound sources. applies vocal techniques toproduce a pleasing vocalquality:- using head tones- employing proper breathing- using the diaphragm compares the use of the voicein speaking and in singing. uses the voice and othersources of sound to produce avariety of timbres. responds to differences insound quality with appropriatemovement. sings with pleasing vocal quality- using head tones- employing proper breathing- using the diaphragm identifies and compares the voices of :- classmates as they sing or talk- selected popular singers inrecordings. recognizes musical instruments throughsound.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 22Content Content Standards Performance Standards Learning CompetenciesV. DYNAMICS Sound Volume in Music Conducting and DynamicsThe learner...The learner distinguishesbetween ―loud‖ ―medium‖ and―soft‖ in music.The learner responds toconducting symbols indicatingvariances in dynamics.The learner... distinguishes among a range ofdynamics. correlates movement tochanges and variations indynamics. uses terms ―loud,‖ ―medium,‖and ―soft‖ (louder, softer) toidentify volume changes andvariations.The learner... uses varied dynamics to enhance poetry,chants, drama, songs and musicalstories. sing songs with dynamics following thehand signal of the teacher for ‖loud‖ and―soft.‖- Ex. Teacher’s palm down means“soft” and palm up means “loud.”- Hands moving farther from eachother means sound becomes louder. interprets the dynamics of a songthrough body movements.- Ex: small movement –soft- big movement – loud associates dynamics to the movementsof animals.- Ex: elephant walking – loud- mice scurrying – softVI. TEMPO Sound Speed in Music  distinguishes between―fast‖ ―moderate‖ and ―slow‖in music. distinguishes among a range oftempi. uses tempo levels to enhance poetry,chants, drama, and musical stories. sings songs with designated tempi.- Ex. Lullabye – slow- Joyful songs – fast
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 23Content Content Standards Performance Standards Learning Competencies Conducting and TempoThe learner... responds to conductingsymbols indicatingvariances in tempo.The learner... correlates movement tochanges and variations intempo. uses terms ―fast,‖ ―moderate,‖and ―slow‖ (―faster,‖ ―slower‖etc.) to identify tempo changesand variations.The learner... responds with movement to tempochanges.(i.e. doing locomotor and non-locomotormovements to a variety of tempi inrecorded music. sing songs following the hand signals ofthe teacher to indicate tempo andvariations. mimics animal movements according tospeed.- horse –fast- carabao –slow- turtle –slow- rabbit –fast- dog-fastVII. TEXTURE Musical Layering  distinguishes betweenthinness and thickness ofmusical sound throughlayering of sound. distinguishes between singlemusical lines and multiplemusical lines which occursimultaneously. demonstrates the concept of texture bysinging two-part rounds.- Ex. ―Are you Sleeping?‖- ―Row, Row Your Boat‖ demonstrates the concept of texture bysinging partner songs.- Ex. ―Leron, Leron Sinta‖- ―Pamulinawen‖- ―Little Indians‖- ―He’s Got the Whole World in HisHands‖
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 24MUSIC – GRADE 4Content Content Standards Performance Standards Learning CompetenciesI. RHYTHM Musical Symbols andConcepts:- Notes and rests- Meters- Rhythmic Patterns- Simple Time SignaturesThe learner... recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to rhythm.The learner... organizes notes and restsaccording to simple meters. creates rhythmic patterns insimple time signatures. creates a simple one- measureostinato pattern. responds to metric pulses ofmusic heard with appropriateconducting patterns.The learner... identifies different notes ( , , , ) andrests ( , , , ). identifies accented and unaccentedpulses. places the accent (>) on the notes ofrecorded music. uses the bar line to indicate groupings ofbeats in , , . demonstrates rhythmic patterns byclapping. demonstrates the essence of the timesignatures , , .II. MELODY Musical Symbols andConcepts:- Intervals- Scales- Melodic Contours- Patterns of successivepitches of a C Major scalerecognizes the musical symbolsand demonstrates understandingof concepts pertaining to melody. identifies successive soundingof two pitches. aurally and visually recognizesexamples of melodic intervals. identifies the pitch names oflines and spaces in the treblestaff. identifies the pitch name of each lineand space of the G-clef staff.FDBGE
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 25Content Content Standards Performance Standards Learning Competencies identifies the pitch names ofthe C Major scale. identifies melodic contours. performs and analyzes melodicmovement and range. creates simple melodies.ECAF identifies the pitch names of notes onthe ledger lines and spaces below theG-clef staff (middle C and D). identifies the stepwise / skipwisemovements of notes. identifies the melodic movement as- no movement- upward stepwise- downward stepwise- upward skipwise- downward skipwise. performs melodic intervals in the correctpitch. identifies the highest and lowest notesin a given piece and determines therange. performs his/her own created melody.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 26Content Content Standards Performance Standards Learning CompetenciesIII. FORM Musical PhrasesThe learner... demonstratesunderstanding of musicalphrasing and phrases.The learner... demonstrates understanding ofsimilar and contrasting musicalphrases.The learner... identifies, performs, and analyzes similarand contrasting musical phrases.IV. TIMBRE Sound density in vocal andinstrumental sounds demonstratesunderstanding of variationsof sound density in music(lightness and heaviness)as applied to vocal andinstrumental music. distinguishes vocal andinstrumental sounds. actively participates in a groupperformance to demonstratedifferent vocal and instrumentalsounds. identifies as vocal or instrumental arecording of the following: solo duet trio ensemble aurally and visually identifies differentinstruments. participates actively in group singing andensemble playing.V. DYNAMICS Volume of musical sound  recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to volume inmusic. uses appropriate musicalterminology to indicatevariations in dynamics. identifies and applies forte and piano todesignate loudness and softness in amusical example.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 27Content Content Standards Performance Standards Learning CompetenciesVI. TEMPO Speed of musical soundThe learner... recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to speed inmusic.The learner... uses appropriate musicalterminology to indicatevariations in tempo.The learner... identifies and applies largo (slow) andpresto (fast) to designate speed in amusical example.VII. TEXTURE Densities of musical sound  recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to texture inmusic. aurally and visually recognizesexamples of horizontal 2-partvocal or instrumental texture. aurally Identifies the texture of a musicexample. performs two-part rounds and partnersongs with others. aurally and visually identifies an ostinatoor descant in a musical example.VIII. HARMONY Simultaneous sounding oftwo tones/pitches recognizes the musicalsymbols and demonstratesunderstanding of harmonicintervals. aurally and visually recognizesexamples of harmonic intervals. identifies and applies harmonic interval(2 pitches) in a musical example. creates and performs examples ofharmonic interval (2 pitches) with others.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 28MUSIC – GRADE 5Content Content Standards Performance Standards Learning CompetenciesI. RHYTHMMusical Symbols andConcepts: Notes and rests Meters Rhythmic Patterns Simple Time SignaturesThe learner… recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to rhythm.The learner… organizes notes and rests insimple meters. recognizes rhythmic patternsusing quarter, half note, dottedhalf, dotted quarter and eighthnotes in simple time signatures. responds to metric pulses ofmusic heard with appropriateconducting patterns.The learner… visually and aurally identifies the kinds ofnotes in a song , , . , . , , ,, accurately identifies the duration of notesand rests. creates different rhythmic patterns usingnotes and rests of different timesignatures( , , ). performs with a conductor.II. MELODYMusical Symbols andConcepts: Accidentals F-Clef Intervals Scales Melodic Contours recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to melody. identifies the accidentals thatraise and lower pitch (sharpsand flats). identifies the accidental thatrestores the initial pitch (♮). aurally and visually identifies thesymbols for sharp (#), flat (b) andnatural (♮ ) . aurally and visually identifies the pitchnames of each line and space on the FClef.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 29Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… identifies the pitch names oflines and spaces in the bassstaff or F Clef. identifies melodic contours. demontrates and analyzesmelodic movement and range. creates simple melodiesThe learner… identifies the notes of the intervals –primes, 2nds, 3rds, 4ths, 5ths, andoctaves in the C Major Scale. identifies the melodic contour of amusical example identifies the melodic movement of amusical example. determines the range of a musicalexample. performs his/her own created simplemelody.III. FORM Melodic Rhythmic demonstratesunderstanding of musicalphrasing and phrases. identifies, demonstrates, andanalyzes melodic and rhythmicphrases. compares musical phrases. determines if the melodic phrase andrhythmic phrases are:- same- similar- contrasting
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 30Content Content Standards Performance Standards Learning CompetenciesIV. TIMBRE Vocal and InstrumentalSoundsThe learner... demonstratesunderstanding of variationsof sound density in music(lightness and heaviness)as applied to vocal andinstrumental music.The learner... distinguishes vocal andinstrumental sounds. participates in a groupperformance to demonstratedifferent vocal and instrumentalsounds. creates a variety of soundsemanating from the enviromentusing available sound sources.The learner... identifies the following vocal timbres: soprano alto tenor bass describes the characteristics of eachtype of voice. aurally and visually identifies differentinstruments in: rondalla drum and lyre band bamboo group/ensemble (angklung) other local indigenous ensembles actively participates in ensemble,singing, and playing. performs a variety of created naturesounds using available sound sources.V. DYNAMICS Variations of Volume inmusical sound recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to volume inmusic. uses appropriate musicalterminology to indicatevariations in dynamicsespecifically:- piano (p),- mezzo piano (mp)- forte (f)- mezzo forte (mf)- crescendo and identifies and applies the followingdynamics to musical selections:- piano (p),- mezzo piano (mp)- forte (f)- mezzo forte (mf)- crescendo and decrescendo
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 31Content Content Standards Performance Standards Learning CompetenciesdecrescendoVI. TEMPO Variations of Speed inmusical soundThe learner… recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to speed inmusic.The learner… uses appropriate musicalterminology to indicatevariations in tempo:- allegro- moderato- andante- vivace- ritardando- accelerandoThe learner… identifies and applies the following tempi:- allegro- moderato- andante- vivace- ritardando- accelerandoVII. TEXTURE Densities of musical sound  recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to texture inmusic. aurally and visually recognizesexamples of horizontal 3-partvocal or instrumental texture. aurally Identifies the texture of a musicalexample. performs 3-part rounds and partnersongs with others.VIII. HARMONY Introduction of the MajorTriad recognizes the musicalsymbols and demonstratesunderstanding of harmonicintervals. identifies the intervals of majortriads:- C major- F major- G major illustrates through a vocal or instrumentalensemble the following major triads:- C major- F major- G major
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 32MUSIC – GRADE 6Content Content Standards Performance Standards Learning CompetenciesI. RHYTHMMusical Symbols andConcepts: Notes and rests Meters Rhythmic Patterns Time Signatures ConductingThe learner… illustrates the concept ofrhythm by applying notesand rests, rhythmic patterns,and time signatures forappropriate mastery andacquisition of skills.The learner… creates rhythmic patterns usingquarter, eighth and sixteenthnotes and rests, in , , and6/8 time signatures. responds to beats in musicheard with appropriateconducting patterns of , ,and 6/8.The learner… identifies the notes / rests used in aparticular song, , , ●, ● differentiates between , , 6/8 timesignatures. demonstrates the conducting patterns of, , and 6/8 time signatures. creates rhythmic patterns in 6/8 timesignatures. identifies through conducting therelationship of the 1stand last measure inan incomplete measure.II. MELODY Intervals Major Scales Minor Scales illustrates the concept ofmelody by using intervalsand major scales, forappropriate mastery andacquisition of skills. recognizes the pattern ofsuccessive pitches in theminor scale. reads notations of simplesongs based on the C Major, GMajor, and F Major scales. creates simple melodies basedon the notes of the C Major, GMajor, and F Major scales. demonstrates the ability to sing, read,and write musical notations in the key ofC Major, G major, and F Major. performs self-composed melodies in CMajor, G major, and F Major. analyzes the melodic patterns found indifferent songs in C Major, G major, andF Major.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 33Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… identifies the pitch names ofthe scales of C minor, Gminor, and F minor. applies learned concepts ofmelody and other elements tocomposition and performance.The learner… creates simple melodies in the relativeminor scales of C minor, G minor, andF minor. sings and plays solo or with group songsin C Major, G Major, and F Major.III. FORM Structure of Musical Forms Musical Symbols- Repeats of MusicalPhrases- Return of Musical Phrases- Ending of Musical Phrases demonstrates understanding ofthe concept of form by applyingthem to repeated, similar, andcontrasting melodic andrhythmic musical phrases. recognizes and applies themusical symbols indicated byrepeat marks and D.C., DalSegno, Al Fine, and D.C alFine. recognizes the design orstructure of simple musicalforms: unitary binary (AB) ternary (ABA) identifies simple musical forms. identifies and applies indicatorsof repeated, return, and endingof musical phrases. illustrates the concept of formindicated by repeat marks andD.C, Dal Segno. Al Fine andD.C al Fine. identifies simple musical forms.- unitary- binary (AB)- ternary (ABA) analyzes the musical forms of songssung. demonstrates the ability to use thedifferent repeat marks that are related toform:- Da Capo (D.C.)- Dal Segno (D.S.)- Al Fine (up to the end)- D.C. at Fine (repeat from thebeginning until the word Fine)- ║: :║- ┌───┐┌───┐- 2(ending 1, ending 2)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 34Content Content Standards Performance Standards Learning CompetenciesIV. TIMBRE Introduction of MusicalInstrumentsThe learner… applies the concept oftimbre through recognizingmusical instruments aurallyand visually.The learner… identifies visually and aurallythe instrumental sections of theWestern orchestra. distinguishes aurally the soundof each section of the Westernorchestra. identifies aurally the sound of asingle instrument in any sectionof the Western orchestra.The learner… differentiates the characteristics of eachinstrument in each section of theorchestra. describes the characteristics of soundquality of the different instruments of theorchestra.V. DYNAMICS Variations in dynamics applies a wide variety ofdynamic levels todemonstrate understandingof the concept of dynamics identifies and demonstratesvaried dynamic levels in musicheard and performed:- piano (p)- pianissimo (pp)- mezzo piano (mp)- forte (f)- mezzo forte (mf)- fortissimo (ff)- crescendo- decrescendo applies the proper dynamics markings:- piano (p)- pianissimo (pp)- mezzo piano (mp)- forte (f)- mezzo forte (mf)- fortissimo (ff)- crescendo- decrescendo shows appreciation for beauty of songsproperly sung with dynamics.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 35Content Content Standards Performance Standards Learning CompetenciesVI. TEMPO Variations of TempiThe learner… illustrates the concept ofvarious tempi forappropriate mastery andacquisition of skills.The learner… identifies and demonstratestempi in music heard andperformed:- Allegro- Andante- Ritardando- AccelerandoThe learner… distinguishes between ritardando andaccelerando as used in a song. demonstrates the different kinds of tempiby following tempo marks using a familiarsong.- Ex: ―Pandangguhan” identifies the different tempi in a givensong or music.VII. TEXTURE Variations in Texture- Monophony- Homophony- Polyphony illustrates the concept oftexture as monophonic(one voice), homophonic(voice andaccompaniment), andpolyphonic (many voices). aurally identifies the texture ofmusical examples. distinguishes monophonic,homophonic, and polyphonictextures. applies primary chords (I, IV, V)as accompaniment to simplesongs. identifies, compares, and contrastsmonophonic, homophonic, andpolyphonic textures through musicalexamples.VIII. HARMONY Primary Chords illustrates the concept ofharmony through theintervals that constitute theprimary chords of a majorand minor scales. identifies the primary chordsof major scales of C, F, and Gand the primary chords ofminor scales of C, F, and G. distinguishes the sound of amajor chord from a minorchord. identifies the primary chords (I, IV, V). identifies the notes of the primary chords. applies primary chords asaccompaniment to simple songs. identifies the primary chords of the majorand minor scales.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 36MUSIC – GRADE 7Content Content Standards Performance Standards Learning CompetenciesMusic Grade 7 - FIRST QUARTER/FIRST GRADING PERIOD Review of Elements andProcesses Music of Luzon (Highlandsand Lowlands)- Vocal Music- Instrumental Music- Cultural Context(History and Traditions)- Composition- Social Functions- PerformanceStyles/TechniquesThe learner... demonstratesunderstanding of musicalelements and processesof Philippine music,particularly the music ofLuzon highlands andlowlands. develops musicalawareness and creativityin expressing oneselfwhile doing thefundamental processes inmusic.The learner… analyzes musicalelements and processesof Philippine music. correlates Philippinemusic to the Philippineculture. performs examples ofPhilippine music, aloneand with others, inappropriate tone, pitch,rhythm, expression andstyle.The learner… analyzes examples of Philippine musicfrom Luzon and describes how themusical elements are used. explains the distinguishingcharacteristics of representativePhilippine music from Luzon in relationto history and culture of the area. analyzes the relationship of functionsof Philippine music from Luzon to thelives of the people. sings representative Philippine music. songs from Luzon (highlands andlowlands) alone and/or with others. performs on available instrumentsfrom Luzon, alone and/or with others. improvises simple rhythmic/harmonicaccompaniments to selectedPhilippine music from Luzon. explores ways of producing sounds ona variety of sources that wouldemulate instruments being studied.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 37Content Content Standards Performance Standards Learning CompetenciesThe Learner... The Learner... The Learner... evaluates music and musicperformances applying knowledgeof musical elements and style.Music Grade 7 - SECOND QUARTER/SECOND GRADING PERIOD Music of Mindoro, Palawan,and the Visayas- Vocal Music- Instrumental Music- Cultural Context (Historyand Traditions)- Composition- Social Functions- Performance Styles /Techniques demonstratesunderstanding of musicalelements and processesof Philippine music,particularly the music ofMindoro, Palawan and theVisayas. develops musicalawareness and creativityin expressing oneselfwhile doing thefundamental processes inmusic. analyzes musicalelements and processesof Philippine music. correlates Philippinemusic to Philippineculture. performs examples ofPhilippine music, aloneand with others, inappropriate tone, pitch,rhythm, expression andstyle. analyzes examples of Philippinemusic from Mindoro, Palawan, andthe Visayas, and describes how themusical elements are used. explains the distinguishingcharacteristics of representativePhilippine music from Mindoro,Palawan, and the Visayas, inrelation to history and culture of thearea. analyzes the relationship offunctions of Philippine music fromMindoro, Palawan, and the Visayasto the lives of the people. sings accurately representativesongs from Mindoro, Palawan, andthe Visayas, alone and / or withothers. performs on available instrumentsmusic from Mindoro, Palawan, andthe Visayas, alone and / or withothers.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 38Content Content Standards Performance Standards Learning CompetenciesThe Learner... The Learner... The Learner... improvises simple rhythmic /harmonic accompaniments toselected Philippine music fromMindoro, Palawan, and the Visayas. explores ways of producing soundson a variety of sources that wouldemulate the instruments beingstudied. evaluates music and musicperformances applying knowledgeof musical elements and style.Music Grade 7 - THIRD QUARTER/THIRD GRADING PERIOD Music of Mindanao- Vocal Music- Instrumental Music- Cultural Context (Historyand Traditions)- Composition- Social Functions- Performance Styles /Techniques demonstratesunderstanding of musicalelements and processesof Philippines music,particularly the music ofMindanao. develops musicalawareness and creativityin expressing oneselfwhile doing thefundamental processes inmusic. analyzes musicalelements and processesof Philippine music. correlates Philippinemusic to Philippineculture. performs examples ofPhilippine music, aloneand with others, inappropriate tone, pitch,rhythm, expression andstyle. analyzes examples of Philippinemusic from Mindanao and describeshow the musical elements are used. explains the distinguishingcharacteristics of representativePhilippine music from Mindanao inrelation to history and culture of thearea. analyzes the relationship offunctions of Philippine music fromMindanao to the lives of the people. sings accurately representativePhilippine songs from Mindanao,alone and/or with others. performs on available instrumentsmusic from Mindanao.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 39Content Content Standards Performance Standards Learning CompetenciesThe Learner... The Learner... The Learner... improvises simple rhythmic /harmonic accompaniments toselected Philippine music fromMindanao. explores ways of producing soundson a variety of sources that wouldemulate the instruments beingstudied. evaluates music and musicperformances applying knowledgeof musical elements and style.Music Grade 7 - FOURTH QUARTER/FOURTH GRADING PERIOD RepresentativeCompositions of thePhilippines- Harana- Balitaw- Kundiman- Nationalistic Songs- Instrumental Prominent FilipinoComposers- Nicanor Abelardo- Francisco Santiago- Francisco Buencamino,Sr. demonstratesunderstanding ofrepresentativecompositions of thePhilippines andappreciation of prominentFilipino composers. analyzes musicalelements and processesof Philippine music. correlates Philippinemusic to Philippineculture. recognizes thecontributions of the primeexponents of Philippinemusic . give values to Philippineculture as a vehicletowards national identityand unity. describes how a specific idea orstory is communicated throughPhilippine Traditional MusicalForms. illustrates how the different elementsof music are combined in creatingPhilippine Traditional MusicalForms. creates / improvises appropriatesound, music, gesture, movements,and costume for a rendition ofparticular Philippine TraditionalMusical Forms. researches and analyzes the lives,works, and influences of early
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 40Content Content Standards Performance Standards Learning Competencies- Antonio Molina- Antonino Buenaventura- Lucio San Pedro- Rodolfo Cornejo- Julian Felipe- Juan Nakpil- Lucrecia KasilagFilipino composers. performs examples of earlyPhilippine music, alone and withothers.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 41MUSIC – GRADE 8Content Content Standards Performance Standards Learning CompetenciesMusic Grade 8 - FIRST QUARTER/FIRST GRADING PERIODMUSIC OF ASIA Review of Elements andProcesses Music of Southeast AsiaIndonesia, Malaysia,Singapore, Vietnam, Thailand,Cambodia, Myanmar, Laos- Elements of Music- Vocal Music- Instrumental Music- Cultural Context (Historyand Traditions)- Composition- Social Functions- Performance Styles /TechniquesThe learner... demonstrates anunderstanding of musicalelements and processes bysynthesizing and applyingprior knowledge and skills. demonstratesunderstanding of salientfeatures of Southeast Asianmusic by correlatingmusical elements andprocesses to our nativeforms.The learner... analyzes musical elementsand processes of SoutheastAsian Music. correlates music to theSoutheast Asian culture. performs examples ofSoutheast Asian music, aloneand with others, in appropriatetone, pitch, rhythm,expression and style.The learner... analyzes an example of folk music fromSoutheast Asia, and describe how themusical elements are used. ascribes the distinguishingcharacteristics of representative folkmusic from Southeast Asia to the historyand culture of the area. analyzes the relationship of functions ofmusic from Southeast Asia to the livesof the people. sings representative folk songs fromSoutheast Asia, alone and/or withothers. performs on available instruments fromSoutheast Asia, alone and / or withothers. improvises simple rhythmic / harmonicaccompaniments to selected folk musicfrom Southeast Asia. explores ways of producing sounds on avariety of sources that would emulateinstruments being studied.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 42Content Content Standards Performance Standards Learning Competencies evaluates music and musicperformances applying knowledge ofmusical elements and style.Music Grade 8 - SECOND QUARTER/SECOND GRADING PERIOD Review of Elements andProcesses Music of East AsiaChina, Japan, Korea- Elements of Music- Vocal Music- Instrumental Music- Cultural Context (Historyand Traditions)- Composition- Social Functions- Performance Styles /TechniquesThe learner... demonstrates anunderstanding of musicalelements and processesby synthesizing andapplying prior knowledgeand skills. demonstratesunderstanding of salientfeatures of East Asianmusic by correlatingmusical elements andprocesses to our nativeforms.The learner... analyzes musical elementsand processes of East Asianmusic. correlates music to East Asiancultures. performs examples of EastAsian music, alone and withothers, in appropriate tone,pitch, rhythm, expression andstyle.The learner... analyzes examples of folk music fromEast Asia, and describe how themusical elements are used. ascribes the distinguishingcharacteristics of representative folkmusic from East Asia to the history andculture of the area. analyzes the relationship of functions ofmusic from East Asia to the lives of thepeople. sings representative folk songs fromEast Asia, alone and/or with others. performs on available instruments fromEast Asia, alone and / or with others. improvises simple rhythmic / harmonicaccompaniments to selected folk musicfrom East Asia.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 43Content Content Standards Performance Standards Learning Competencies explores ways of producing sounds on avariety of sources that would emulateinstruments being studied. evaluates music and musicperformances, applying knowledge ofmusical elements and style.Music Grade 8 - THIRD QUARTER/THIRD GRADING PERIOD Review of Elements andProcesses Music of Central Asia,South Asia, and Near EastcountriesIndia, Pakistan, Middle East,Israel- Elements of Music- Vocal Music- Instrumental MusicThe learner... demonstrates anunderstanding of musicalelements and processes bysynthesizing and applying priorknowledge and skills. demonstrates understanding ofsalient features of Central Asia,South Asia, and Near Eastcountries music by correlatingmusical elements andprocesses to our native forms.The learner... analyzes musical elements andprocesses of Central Asian,South Asian, and Near Eastcountries music. correlates music to the CentralAsian, South Asian, and NearEast countries culture. performs examples of CentralAsian, South Asian, and NearEast countries music, aloneand with others, in appropriatetone, pitch, rhythm, expressionand style.The learner... analyzes examples of folk music fromCentral Asia, South Asia, and Near Eastcountries, and describe how the musicalelements are used. ascribes the distinguishing characteristicsof representative folk music from CentralAsia, South Asia, and Near Eastcountries to the history and culture of thearea. analyzes the relationship of functions ofmusic from Central Asia, South Asia, andNear East countries to the lives of thepeople. sings accurately representative folksongs from Central Asia, South Asia, andNear East countries, alone and/or withothers. performs on available instruments fromCentral Asia, South Asia, and Near Eastcountries, alone and / or with others.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 44Content Content Standards Performance Standards Learning Competencies- Cultural Context (Historyand Traditions)- Composition- Social Functions- Performance Styles /Techniques improvises simple rhythmic / harmonicaccompaniment to selected folk musicfrom Central Asia, South Asia, and NearEast countries. explores ways of producing sounds on avariety of sources that would emulateinstruments being studied. evaluates music and musicperformances, applying knowledge ofmusical elements and style.Music Grade 8 - FOURTH QUARTER/FOURTH GRADING PERIOD Asian Traditional Music andTheater- Sarsuela- Kabuki- Wayang Kulit- Peking OperaThe learner... demonstratesunderstanding of salientfeatures of AsianTraditional Music andTheater by correlatingmusical elements andprocesses to our nativeforms.The learner... analyzes musical elements andprocesses of Asian TraditionalMusic and Theater. correlates Asian TraditionalMusic and Theater to Asiancultures. performs examples of AsianTraditional Music and Theater,alone and with others, inappropriate tone, pitch, rhythm,expression and style.The learner... describes how an idea or story iscommunicated through Asianmusical and theatrical forms. illustrates how the different elementsof music contribute to creating thedramatic action in Asian traditionalmusical and theatrical forms. creates / improvises appropriatesound, music, gesture, movements,and costume for a rendition of achosen Asian traditional musical andtheatrical form.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 45MUSIC – GRADE 9Content Content Standards Performance Standards Learning CompetenciesMusic Grade 9 - FIRST QUARTER/FIRST GRADING PERIOD Music of the RenaissancePeriod- Composer Palestrina Music of the BaroquePeriod- Composers: Bach HandelThe learner... demonstrates understandingof salient features of musicfrom different historicalperiods. demonstrates thecommonalities anddifferences of music fromdifferent cultures of theworld; its functions; the rolesof musicians in society; andthe conditions under whichmusic is typically performed.The learner... performs examples of musicfrom different periods of musichistory, alone and with others,in appropriate tone, pitch,rhythm, expression and style. performs / participates in apresentation of a creativeImpression (verbal/nonverbal)on the different historicalperiods.The learner... sings accurately alone and/or with othersrepresentative examples of songs of theRenaissance and Baroque period. improvises simple rhythmic/harmonicaccompaniments to selected songs analyzes an example of music from theRenaissance and Baroque and describehow the musical elements are used. explores ways of producing sounds on avariety of sound sources that would besimilar to the sound of the instrumentstudied. analyzes the relationship of functions ofthe music of the Renaissance and theBaroque to the lives of the people inthose times. correlates the distinguishingcharacteristics of representative musicfrom the Renaissance and the Baroquein relation to history and culture. evaluates music and musicperformances using knowledge ofmusical elements and style.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 46Content Content Standards Performance Standards Learning CompetenciesMusic Grade 9 - SECOND QUARTER/SECOND GRADING PERIOD Music of the ClassicalPeriod- Composers: Mozart Haydn BeethovenThe learner... demonstratesunderstanding of salientfeatures of music fromdifferent historical periods. demonstrates thecommonalities anddifferences of music fromdifferent cultures of theworld; its functions; theroles of musicians insociety; and the conditionsunder which music istypically performed.The learner... performs examples of musicfrom different periods of musichistory, alone and with others,in appropriate tone, pitch,rhythm, expression and style. performs/ participates in apresentation of a creativeImpression on the differenthistorical periods.The learner... sings accurately alone and/or with othersrepresentative examples of songs of theClassical Period. improvises simple rhythmic/harmonicaccompaniments to selected songs. analyzes examples of music from theClassical period and describes how themusical elements are used. explores ways of producing sounds on avariety of sound sources that would besimilar to the sound of the instrumentstudied. analyzes the relationship of functions ofthe music of the Classical Period to thelives of the people in those times. correlates the distinguishingcharacteristics of representative musicfrom the Classical Period in relation tohistory and culture. evaluates music and musicperformances using knowledge ofmusical elements and style.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 47Content Content Standards Performance Standards Learning CompetenciesMusic Grade 9 - THIRD QUARTER/THIRD GRADING PERIOD Music of the RomanticPeriod- Composers: Tchaikovsky Chopin Verdi Puccini Wagner LisztThe learner... demonstratesunderstanding of salientfeatures of music fromdifferent historical periods. demonstrates thecommonalities anddifferences of music fromdifferent cultures of theworld; its functions; theroles of musicians insociety; and the conditionsunder which music istypically performed.The learner... performs examples of musicfrom the different periods aloneand with others, in appropriatetone, pitch, rhythm, expressionand style. participates in a presentation ofa creative interpretation of thedifferent historical periods.The learner... sings accurately alone and/or with othersrepresentative examples of songs of theClassical Period. improvises simple rhythmic/harmonicaccompaniments to selected songs. analyzes examples of music from theClassical period and describes how themusical elements are used. explores ways of producing sounds on avariety of sound sources that would besimilar to the sound of the instrumentstudied. analyzes the relationship of functions ofthe music of the Classical Period to thelives of the people in those times. correlates the distinguishingcharacteristics of representative musicfrom the Classical Period to history andculture. evaluates music and musicperformances using knowledge ofmusical elements and style.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 48Content Content Standards Performance Standards Learning CompetenciesMusic Grade 9 - FOURTH QUARTER/FOURTH GRADING PERIOD Western and Eastern MusicComparedThe learner... demonstrates anunderstanding of musicalelements and processes bysynthesizing and applying priorknowledge and skills. demonstrates understanding ofsalient features of WesternMusic by comparing musicalelements and processes toAsian Music.The learner... analyzes common musicalelements and processes ofWestern music. compares the functions ofmusic to Western and Asiansociety and culture. performs examples of Westernand Asian music, alone andwith others, in appropriate tone,pitch, rhythm, expression andstyle.The learner... describes how an idea or story iscommunicated in Western society througha musical presentation illustrates how the different elements arecombined in Western music. creates / improvises appropriate sound,music, gesture, movements, and costumefor a particular presentation about achosen historical period. makes a presentation highlighting thedifferences and similarities betweenWestern and Eastern Music.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 49MUSIC – GRADE 10Content Content Standards Performance Standards Learning CompetenciesMusic Grade 10 - FIRST QUARTER/FIRST GRADING PERIOD Music of the Post-Romanticism Period Sound Sources Musical Systems- Composers: Debussy Stravinsky Schoenberg Popular Music of the 20s tothe 50s- Genres: Ragtime Big Band Sound Broadway Musical Jazz Rock and RollThe learner... demonstrates understanding ofsalient features ofcontemporary music. demonstrates thecommonalities and differencesof music from different culturesof the world; its functions; theroles of musicians in society;and the conditions under whichmusic is typically performed.The learner… distinguishes characteristics ofrepresentative music genresand styles from a variety ofcultures and historical periods. interprets in diverse waysone’s understanding andappreciation of Post-Romanticism and the PopularMusic of the 20s to the 50s. demonstrates, through apresentation or performance,the divergence of Post-Romanticism music and thepopular mainstream music ofthe 20s to the 50s.The learner… correlates the distinguishingcharacteristics of representative Post-Romanticism and Popular Music of the20s to the 50s to history and culture. analyzes examples of music from thePost-Romanticism and Popular Musicof the 20s to the 50s, and describe howthe musical elements are used. analyzes the relationship and functionsof Post-Romanticism and PopularMusic of the 20s to the 50s, in the livesof the people. sings alone and/or with othersrepresentative examples of Post-Romanticism and Popular Music of the20s to the 50s. performs on available instruments,alone and/or with others, examples ofmusic from the Post-Romanticism andPopular Music of the 20s to the 50s,
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 50Content Content Standards Performance Standards Learning CompetenciesThe learner...The learner... The learner... improvises simple rhythmic/harmonicaccompaniments to selected Post-Romanticism and Popular Music of the20s to the 50s. explores ways of producing soundsthat would be similar to the sound ofthe instruments studied.Music Grade 10 - SECOND QUARTER/SECOND GRADING PERIOD Popular Music of the 60sto the 90s- Performers and Genres: Beatles Peter, Paul and Mary Motown Sound Rhythm and Blues Soul/Gospel Rap demonstratesunderstanding of salientfeatures of contemporarymusic. demonstrates thecommonalities anddifferences of music fromdifferent cultures of theworld; its functions; theroles of musicians insociety; and the conditionsunder which music istypically performed. participates in diverse ways inartistic and culturalperformances of Popular Musicof the 60s to the 90s. interprets in diverse waysone’s understanding andappreciation of Popular Musicof the 60s to the 90s. sings accurately alone and/or with othersrepresentative examples of PopularMusic of the 60s to the 90s. performs on available instruments aloneand/or with others. improvises simple rhythmic/harmonicaccompaniments to selected PopularMusic of the 60s to the 90s. analyzes examples of Popular Music ofthe 60s to the 90s and describes how themusical elements are used. explores ways of producing sounds thatwould be similar to the sound of theinstruments studied. analyzes the relationship and functionsof Popular Music of the 60s to the 90s tothe lives of the people.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 51Content Content Standards Performance Standards Learning Competencies correlates the distinguishingcharacteristics of representative music tohistory and culture.Music Grade 10 - THIRD QUARTER/THIRD GRADING PERIOD Contemporary PhilippineMusic- Composers: Lucio San Pedro Felipe Padilla de Leon Rodolfo Cornejo Lucresia Kasilag Jose Maceda Manuel Maramba Ramon Santos Ryan Cayabyab Chino Toledo- Performers: Lea Salonga OPM Artists Oscar Yatco Cecile Licad Gilopez Kabayao Jovita Fuentes UP Madrigals Andrea Veneracion Loboc SingersThe learner… demonstratesunderstanding of salientfeatures of contemporarymusic. demonstrates thecommonalities anddifferences of music fromdifferent cultures of theworld; its functions; theroles of musicians insociety; and the conditionsunder which music istypically performed.The learner… participates in diverse ways inartistic and culturalperformances of 20th and 21stcentury music.The learner… correlates the distinguishingcharacteristics of representativePhilippine 20thand 21stcentury to historyand culture. sings accurately alone and/or with othersrepresentative examples of Philippine20thand 21stcentury songs performs on available Philippine 20thand21st century instruments or improvisedinstruments alone and/or with others improvises simple rhythmic/harmonicaccompaniments to selected Philippine20thand 21stcentury songs. analyzes an example of 20thand 21stcentury Philippine music and describeshow the musical elements are used. explores ways of producing sounds on avariety of sound sources that would besimilar to the sound of the instrumentsstudied.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 52Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… interprets in diverse waysone’s understanding andappreciation of 20thand 21stcentury music.The learner… analyzes the relationship of functions of20thand 21stcentury Philippine music tothe lives of the people in the presenttime. evaluates music and musicperformances using knowledge ofmusical elements and style.Music Grade 10 - FOURTH QUARTER/FOURTH GRADING PERIOD Music and Media  demonstrates anunderstanding of musicalelements and processes bysynthesizing and applyingprior knowledge and skills. demonstrates anunderstanding of salientfeatures of ContemporaryMusic by comparingmusical elements. demonstratesunderstanding of theinterrelationship betweenmusic, technology, andmedia. analyzes musical elementsand processes ofContemporary Music. correlates the functions ofmusic to modern society andculture. demonstrates skills in usingvarious media and technologyto create musical work andpresentations. describes how an idea or story iscommunicated through a musicalpresentation. performs examples of ContemporaryMusic, alone and with others, inappropriate tone, pitch, rhythm,expression and style. illustrates how the different elements arecombined in music and mediapresentation. creates / improvises appropriate sound,music, gesture, movements, andcostume for a chosen presentation. makes a presentation highlighting thedifferences and similarities betweencontemporary music in the Philippinesand the world.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 53Content Content Standards Performance Standards Learning Competencies evaluates music and musicperformances using knowledge ofmusical elements and style.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 54ART(Grade 1 to Grade 10)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 55CONTENT OF ARTTHEMES 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 SchoolGrade 2: My Neighborhood, My CommunityGrade 3: My Province, My RegionGrade 4: Cultural Communities in the PhilippinesGrade 5: History of the PhilippinesGrade 6: The Philippines in the Present TimesGrade 7: The Three Island Groups in the Philippines: Luzon, Visayas and MindanaoGrade 8: Our Asian NeighborsGrade 9: The Western CountriesGrade 10: The Middle East, Africa, and the AmericasGrade 11: Contemporary Times and the New MediaGrade 12: Art Related CareersDOMAINS 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’sHIGHER ORDER THINKING SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and values which gradually become morecomplicated and multi-faceted through each grade level.A. Creative Expression or Art Production : through Drawing, Painting, Printmaking, Sculpture,Crafts, and New MediaB. 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.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 56ART - GRADE 1Content Content Standards Performance Standards Learning CompetenciesGrade 1 - FIRST QUARTERProcess: DRAWING portraits persons animals plants, flowers houses, furnitureElements: shapes lines texture..Principles: balance proportion varietyThe learner… understands that ART is allaround and is created bydifferent people. understands that artists usedifferent tools and materials increating ART. sees that artists use differentlines, shapes and colors whenthey draw natural or man-made objects. demonstrates anunderstanding that a drawingcan be realistic or imaginary;useful and decorative. understands that drawingscan express one’s ideasabout oneself, one’s familyand neighborhood.The learner… distinguishes and is able toidentify the different kinds ofdrawings : portraits group portraits landscapes cityscapes on-the-spot drawingsof nature. uses different drawing tools –pencil, crayons, piece ofcharcoal , a stick on differentpapers, sinamay, leaves, treebark, and other local materials.to create his drawing. observes and sees the detailsin a person’s face, in plantsand animals, in a view, to beable to show its shape andtexture.The learner… creates a portrait of himself and hisfamily which shows that the face hasbalance and proportion . draws different animals – his pets, andcommon animals found in the countryshowing different shapes and textures. draws different kinds of plants, leavesand flowers showing a variety ofshapes, lines and color. distinguishes and is able to identify thedifferent kinds of drawings : portraits group portraits landscapes cityscapes on-the-spot drawings of nature. uses different drawing tools – pencil,crayons, piece of charcoal , a stick ondifferent papers, sinamay, leaves,
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 57Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… creates a view-finder tohelp him/her select aparticular view to drawThe learner… tree bark, and other local materials .tocreate his drawing. observes and sees the details in aperson’s face, in plants and animals, in aview, to be able to show its shape andtexture.* draws the selected view seen through theview-finderGrade 1 - SECOND QUARTERProcess: PAINTINGCreating colors fromnatural material.and fromman-made materialsElements: Colors natural colors primary colors secondary colors knows that colors are seen inthe surroundings - in bothnatural and man-made objects demonstrates understandingthat colors can come fromnature, like colored flowers,seeds, barks. and it can alsobe manufactured and boughtin a store. understands that colors havenames, and have groups andcan be produced by mixing twoor more colors. uses his creativity to createpaints from nature and foundmaterials, and brushes fromtwigs, cloth and othermaterials. creates a harmonious designby using primary colors inpainting geometric shapesarranged in a balancedpattern. selects certain colors to painthis design, to show a specificfeeling or mood. experiments on painting using differentpainting tools and paints and producedifferent colors. draws a design out of repeated abstractand geometric shapes like in a paroland paints it in primary and secondarycolors. paints a design based on thePhilippine jeepney or fiesta décor usingprimary colors.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 58Content Content Standards Performance Standards Learning Competencies Shapes geometric shapes organic shapesPrinciples: harmony rhythm balanceThe learner... appreciates the Filipino’s lovefor bright colors as seen in thefiestas and their creativity inmaking artistic designs forparols appreciates the power ofcolors to create a specificmood or feeling.The learner...* observes the variety of colors inPhilippine flowers and chooseand paint the colors closest to it selects colors that will createa certain feeling and mood ina scene.* appreciates and talks about thelandscape he painted and and thelandscapes of othersThe learner... creates a design inspired byPhilippine flowers or objectsusing the colors seen. paints a landscape choosingspecific colors to create a certain feelingor mood.Grade 1 - THIRD QUARTERProcess: PRINTMAKINGThis process allows theartist to copy the imagehe creates several times. Kinds of prints: Nature print Object prints Stencil printsElements: Texture Shape realizes that man since longago, has been making prints incaves and stone walls. understands that differentnatural and man-made objectscan be used to make a print. knows that prints make itpossible for many people tohave a copy of an artist’sartwork. sees that prints use actualtexture as part of the design distinguishes between a printand a drawing or painting. identifies a print from natureand one made from a man-made object replicates repeated patterns innature, in the environment andin works of art identifies different kinds oftextures and shapes in nature,in the surroundings and in art. creates a print by rubbing pencil orcrayon on paper placed on top of atextured object (coin, corrugatedpaper, textured leaves, bark, etc) creates a print by using his finger orpalm or any part of his body andapplying dyes or paint and pressing itto create an impression. creates a print using objects fromnature: leaves, stones, shells, flowers,seeds, bark, scales, animal skin etc.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 59Content Content Standards Performance Standards Learning CompetenciesPrinciples: Prints can be repeated alternated emphasizedThe learner… understands that prints can berepeated, alternated oremphasized to create a design.The learner… has the skill to manipulatenatural and man-made objects,apply paint or dyes and printon a surface to repeat thedesign identifies artistically designedprints in the works displayed.and in his own work.The learner… creates a print using found objects(eraser; block of wood or plastic; toy,fork, piece of cloth, cup) repeats a design by the use of stencil(recycled paper, plastic, cardboard,leaves, and other materials) and printson paper, cloth, sinamay, bark, or awall.Grade 1 - FOURTH QUARTERProcess: 3-D works andSCULPTUREElements: shape(3-dimension -it has height, depthand width) texture – feel of thesurfacePrinciples: proportion - parts areof the proper size and sees that ancient Filipinosused clay to make jars fortheir rice, water, and foodand for their utensils. understands that a 3-dimensional object hasheight, width and depth: like aball, a cube, a mango, ananimal, a book, a person. Anartist uses many materials tocarve or shape a 3D object. understands that differentmaterials can be used increating a 3-dimensionalobject:clay or wood (human oranimal figure)bamboo (furniture, bahay can distinguish between a 2-dimensional and 3-dimensional artwork and statethe difference. observes the characteristics ofanimals in terms of shape andtexture of their skin andtranslates this into a 3Dsculpture by using differentmarking tools. uses his/her creativity inrecycling discarded materialsand uses it to create a maskand a useful object. appreciates the creativity oflocal and indigenouscraftsmen and women who shapes animal and human figures outof clay, flour-salt mixture, or paper-mache using different techniques creates mobiles out of recycledcardboard and paper, baskets, leaves,string and decorates it with foundobjects. constructs a mask out of cardboard,glue, found materials, bilao, paper plate,string, seeds and other found materialslike the Ati-atihan masks of Aklan. creates a useful 3D object: a pencil holder, bowl, container, usingrecycled materials like plastic bottles carves a decorative pendant out ofdough clay , real clay or paper mache.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 60Content Content Standards Performance Standards Learning Competenciesweight so that thesculpture is balanced. Emphasis is createdby using unusualdecorative materialsthat are big, or colorful,or unusual.kubo) stone ( Philippine mortar &pestle)- softwood ( trumpo- paper, cardboard,( masks)found material – parol,sarangolamarble - religious statues. realizes that the Philippines isrich with different materialsthat the indigenous peopleand artists carve and shape tocreate various objects.create artistic and usefulthings out of recycledmaterials like the parol,maskara, local toys, masks. can select 3D objects that arewell proportioned, balancedand show emphasis in design
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 61ART - GRADE 2Content Content Standards Performance Standards Learning CompetenciesGrade 2 - FIRST QUARTERProcess: DRAWING- portrait of two or morepeople in one work- body in motion- still life of fruits/plants(drawing from life)imaginary landscapeElements: different lines natural shapes colors - contrastingPrinciples: variety of lines, shapes proportion of body parts,fruits contrast of shapesThe learner... sees that each person inthis world has a uniqueface (some are round,oval, square faced) andeach has a different bodyshape (some are tall, fat,thin, small, big) - showingthe variety of humanbeings in this world. realizes that artists havedrawn or painted portraitsof persons to capture theirlikeness, and theircharacter. ( Philippine artists whomade portraits: DamianDomingo, Simon Flores,Juan Luna, Amorsolo ) appreciates the variety ofshapes of Philippineplants, leaves and fruitsand their contrastingcolors.The learner... learns to observedistinctions between facialfeatures of persons: like shape of the eyes,nose, lips, head; andtexture of the hair and canshow these in a drawing. observes the position of thearms, legs and body whena person is doing an action,and portrays this in anaction-drawing. appreciates the differentstyles of Filipino artistswhen they create portraits. translates his imaginationinto a drawing that otherscan appreciate and see. can point out the contrastbetween shapes andcolors of different fruits orplants and flowers in one’swork and in the work ofothers.The learner... draws a portrait of two or morepersons – his friends, his family,showing the differences in the shapeof their facial features. shows motion or action in thedrawing of human bodies composes the different fruits orplants to show overlapping of shapesand the contrast of colors and shapesin his colored drawing,* draws from an actual still lifearrangement. creates an imaginary landscape orworld from a dream or a story.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 62Content Content Standards Performance Standards Learning CompetenciesGrade 2 – SECOND QUARTERProcess: PAINTINGfishes and sea creaturesor wild forest animalsdesigns: lines, shapestricycles, jeepneysElements: colors – primarysecondary shapes – organicgeometric textures –spottedfurryshiny, slimyPrinciples: repetition contrast rhythmThe learner... notes the variety of theshapes, designs on thecovering and skin of fishesand sea creatures; colorsand shapes are repeated orcontrasted observes that local man-made objects like tricyclesand jeepneys are paintedwith a variety of lines,shapes and designs thatmake each one unique. generalizes that eachperson can create his owndesign by using two ormore kinds of lines, colorsand shapes and repeatingor contrasting them, so thatthere is rhythm.The learner... describes the lines, shapesand textures seen in thedifferent sea or forestanimals using visual artwords. points out the contrasts inthe colors, , shapes,textures between two ormore animals. can work harmoniously witha group in painting adesign for a tricycle orjeepney that shows unitywhile using a variety oflines, shapes and colors. displays control in the useof painting tools andmaterials to paint thedifferent line, shapes andcolors in his work or in awork done with othersThe learner... points out the unique shapes, colors,texture and design of the skin coveringof different fishes and sea creaturesor of wild forest animals from picturesor memory, and draws with pencil orcrayon these sea or forest animals intheir habitat showing their uniqueshapes and features paints the drawing of animals to showthe variety of colors and texturesfound in the skin covering of theseanimals. with a group, draws the outline of atricycle or jeepney on a big paper,and paints the design of lines andshapes that show repetition, contrastand rhythm,
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 63Content Content Standards Performance Standards Learning CompetenciesGrade 2 - THIRD QUARTERProcess: PRINTMAKINGbanana trunk printsfern printseraser printsfound object printscut out designscard makingElements: shapes textures colorsPrinciples: repetition of motif contrast of motif & colorThe learner... realizes that designs forprints can be found inmany natural objects:leaves, cut trunk ofbanana stalks, shape oftwigs, grass, flat stones. sees that patterns createdby man usually repeat aline, shape or color tocreate a harmoniousdesign. observes that any objectthat has a flat surface andhas a specific shape canbe painted and printed tocreate a design ( aneraser, sides of a popsiclestick; a slice of kamote orpotato; corn cob) realizes that prints areneeded to multiply anartist’s design and make itavailable to many people.The learner... shows facility in making aclear print from natural andmanmade objects. Is able to create aconsistent pattern bymaking two or three printsthat are repeated oralternated in shape orcolor. can print multiple copies ofhis design so that he canhave several cards orpapers that can beexchanged or given as gifts. carves a shape or letter onan eraser or kamote whichcan be painted and printedseveral times.The learner... experiments with natural objects(leaves, twig, sliced vegetables,banana stalks, bark of trees,etc.) bydabbing dyes or paints on the surfaceand presses this on paper or cloth,sinamay and any other material tocreate a print. collects man-made objects with a flatsurface and dab dyes or paint beforepressing it on paper or any cloth tocreate a print. creates a print by repeating,alternating or contrasting the color orsize or texture of the prints. creates prints for a card and makesseveral copies or editions of the printso the cards can be exchanged withother people.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 64Content Content Standards Performance Standards Learning CompetenciesGrade 2 - FOURTH QUARTERProcess: SCULPTURE and3-D CRAFTS- box figure sculpture- kites and boats- paper mache animals- clay figuresElements: animal shapes geometric shapes texturePrinciples: proportion balanceThe learner... realizes that all man-madeobjects and toys in thisworld were created byartists and craftsmen usinglocal or manufacturedmaterials. sees the artistry of differentlocal craftsmen in creating: taka, paper machehorses and otheranimals in Paete,Laguna sarangola, or kitesmade by artists banca, native boatsfrom Cavite, andcoastal towns. sees that 3-D humanfigures can be made ofdifferent materials: clay, wood, foundmaterials, recycledobjects, wire, metal,bamboo.The learner... is able to create a free-standing balanced figuremade of boxes and foundmaterial. discovers the traditionalway of making a sarangola,which is an old iconic toyof the Philippnes and canmake it fly. learns the steps in makinga paper mache animalfigure using an armature. demonstrates beginningskill in the method ofcreating 3-dimensional freestanding figures out ofdifferent materials.The learner... creates an imaginary robot orcreature using different sizes ofboxes, coils, wires, bottle caps andother found material putting themtogether with glue, wires, tape. constructs a native kite from thinbamboo sticks, papel de japon glueand string and tests its design(proportion and balance) by flying it. molds an animal shape using papermache on wire or bamboo armatureor framework, showing the animal inaction. creates a clay human figure that isbalanced and can stand on its own.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 65ART - GRADE 3Content Content Standards Performance Standards Learning CompetenciesGrade 3 - FIRST QUARTERProcess: DRAWINGpeople in the communityon-the-spot sketching ofplants, trees orbuildingsgeometric line designsElements: lines can showmovementtexture is created byusing different linesshape of naturalobjects are free inform or organic.Principles: balance of sizecontrast of textureThe learner… understands that figuresdrawn small make themappear far, while figuresdrawn big appear near. understands that in alandscape, what we drawnearest us is theforeground; the objectsbehind the foreground arein the middle ground, whileobjects farthest away are inthe background, and bydoing this there is balance realizes that every singleleaf, flower branch innature has its own uniquetexture appreciates that artistscreate visual textures byusing a variety of lines andcolors.The learner... varies the size of personsin the drawing, to indicateits distance from theviewer. shows the illusion of spacein his drawing by drawingthe objects and persons indifferent sizes shows a work of art basedon his/ her closeobservation of naturalobjects in his/ hersurrounding noting itssize, shape and texture composes an originaldesign using only two kindslines and contrasting itstype and size.The learner... creates a pencil or pen drawing of ascene in daily life, where people in thecommunity show their occupation bythe action they are doing, sketches and colors a view of theirneighborhood with houses andbuildings indicating the foreground,middleground and the background bythe size of the objects. sketches on-the-spot outside or nearthe school to draw a plant, flowers or atree showing the different texturesand shape of each part, using only apencil or black crayon or ballpen. creates a geometric design bycontrasting two kinds of lines in termsof type or size.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 66Content Content Standards Performance Standards Learning CompetenciesGrade 3 - SECOND QUARTERProcess: PAINTINGfruits and plants (still life)scene at a time of daywild animal (close-up)Elements: Colormix colors to create tints,shades and neutralcolorsShapeanimals have shapesadapted to their needs.Textureis created by variety oflinesPrinciples: Harmonycolors, shapes and linesthat complement eachother create harmonyand a mood of thepainting.The learner... perceives how harmony iscreated in an artworkbecause of complementarycolors and shapes. realizes that new tints andshades of colors can becreated by mixing two ormore colors. appreciates that nature isso rich for no two animalshave the same shape, skincovering and color sees that there is harmonyin nature as seen in thecolor of landscapes atdifferent times of the day.Ex: landscapes ofFelix HidalgoFernando AmorsoloJonahmar SalvosaStill lifes ofAraceli DansJorge PinedaAgustin GoyThe learner... sharpens his/her vision byclose observation of naturalobjects like fruits, plantsand animals and noting itscolor, shape and texture. applies his/her knowledgeof planes in a landscape(foreground, middle groundand background) inpainting a landscape. observes that severalFilipino artists have paintedlandscapes in their ownparticular style and canidentify what makes eachartist unique in his use ofcolors to create harmony.The learner... paints a still life by observing thedifferent shapes, color and texture offruits, drawing them overlapping andchoosing the right colors for each fruit. paints a landscape at a particular timeof the day and selects colors thatcomplement each other to create amood. observes the characteristics of a wildanimal by making several pencilsketches, and painting it later, addingthe texture of its skin covering.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 67Content Content Standards Performance Standards Learning CompetenciesGrade 3 - THIRD QUARTERProcess: PRINTMAKING(stencils)T-shirt /cloth printposter printsduffel bag printElements: Shapeletter stencilslogo designsabstract shapes ColorComplementary colorsPrinciples: Repetitionof letters and logosand shapes Emphasisof shapes by contrastThe learner... understands that a printcan be made from objectsfrom nature that printsmade by artists can berealistic or abstract realizes that a print designcan be duplicated manytimes by hand or bymachine and can beshared with others. observes that a good printdesign uses repetition ofshapes or lines andemphasis through contrastof shapes and lines understands that designerswho create special printsfor T-shirts, bags, andother products are able toearn a living from sellingtheir products. understands thatprintmaking is an oldtradition done in ancientcivilizations: Mesapotamia,Egypt, China, Japan andThe learner... exhibits basic skills inmaking a design for a printand producing severalclean copies of the print can design an attractivelogo or message aboutthe environment withletters and abstract shapesto be used for a print can manipulate a stencilwith adequate skill toproduce a clean print for amessage, slogan or logofor a Tshirt, poster or bag. can produce at least 3good copies of the printusing complementarycolors and contrastingshapes.The learner... writes a slogan or logo of a fewwords about the environment orrelated messages to be printed on T-shirts, posters or banners or bags. creates and cuts a stencil from paperor plastic sheets to be used formultiple prints on cloth or hard paper. creates a print for a shirt, bag or aposter using letter stencils orabstract designs using his/herselected message and prints severalcopies..
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 68Content Content Standards Performance Standards Learning CompetenciesIndia.Grade 3 – FOURTH QUARTERProcess: SCULPTURE andCRAFTSpuppets on a stickimaginary masksElements: SHAPES ,human and animals COLORSprimary,secondary,tertiary TEXTURESvisual and actualPrinciples: Emphasisby Variation of shapesand texture CONTRASTof colorsThe learner... demonstrates knowledge ofdifferent styles of puppetsmade In the Philippines(from Teatro Mulat andAnino Theater). Puppetrybegan in China and Indiaand was practiced inThailand, Indonesia,Malaysia and Vietnam andlater in Europe. appreciates variations ofpuppets in terms ofmaterial, structure, shapes,colors and intricacy oftextural details. understands that puppetrywas used to tell stories,legends and myths, instillvalues and to entertainchildren and adults; andthat master puppeteerswere honored in theircountry.The learner... demonstrates basic skill inconstructing a puppetmade from a hard materialand stick, which can bemanipulated.. demonstrates ability todecorate the puppet usingdesigns that would give it aspecific and uniquecharacter. is able to manipulate thepuppet to act out acharacter in a storytogether with other puppets is able to design a maskthat uses recycledmaterials and naturalobjects.The learner... constructs a simple puppet based on acharacter in a legend, myth or storyusing recycled cardboard, bark of atree or any hard material and bamboostick or twig. applies designs of varied shapes andcolors on his/her puppet to show theuniquecharacter of the puppet. acts as puppeteer together withothers, in a performance of the story,using the puppet he/she created. creates a mask or headdress that isimaginary in design using found andrecycled material, inspired by localfestivals.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 69Content Content Standards Performance Standards Learning Competencies Demonstratesunderstanding that masksof imaginary designs arecreated during Phil.festivals (Maskara Festivaland Ati-atihan ) andreligious rituals (Moriones)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 70ART - GRADE 4Content Content Standards Performance Standards Learning CompetenciesGrade 4 - FIRST QUARTERProcess: DRAWINGdrawing of figures fromcultural communitiescrayon etching ofethnic designscrayon resist ofscenes from culturalcommunitiesElements: LINES- organic andgeometricCOLORS – primarySHAPES – stylizedbased on naturePrinciples: REPETITION of motifsRHYTHMThe learner... demonstratesunderstanding andappreciation of the richvariety of culturalcommunities in thePhilippines and theiruniqueness.LUZON- Ivatan, Ifugao,Kalinga, Bontok,Gaddang,Agta VISAYAS – Ati MINDANAO- Badjao,Mangyan, Samal,Yakan,ubanon,Manobo,Higaonon, Talaandig,Matigsalog, Bilaan,T’boli, Tiruray, Mansaka,Tausug. identifies specific clothing,objects and designs ofthe cultural com-munitiesand applies it to a drawingof the attire andaccessories of one of thesecultural groups. sees a design used by thecultural group and adaptsThe learner... is able to describe anddistinguish distinctivecharacteristics of severalcultural communities interms of attire. bodyaccessories, religiouspractices and lifestyle. can translate his/herresearch of the artisticdesigns of the culturalcommunities into acontemporary design. writes a comparativedescription of the housesand utensils used by selectcultural groups fromdifferent provincesThe learner... creates a drawing after close studyand observation of one of the culturalcommunities’ way of dressing andaccessories. adapts an indigenous cultural motifinto a contemporary design in acrayon etching produces a crayon resist on any ofthese topics: the unique design ofthe houses, household objects,practices or rituals of one of thecultural groups..
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 71Content Content Standards Performance Standards Learning Competenciesthis to create acontemporary design.Grade 4 - SECOND QUARTERProcess: PAINTINGimp. landscape in a province(indigenous houses)mural paintingElements: SHAPES – showingforeground, middle groundand background COLOR – to show moodand atmospherePrinciples: PROPORTION ofhouses, buildings, fields,mountains, sky in a landscapeThe learner... views pictures of localitieswhere different culturalcommunities live andunderstands that eachgroup has distinct housesand practices. (refer toFilipino Heritage series fordetails about the differentcultural communities andPhilippine AncestralHouses byFernandoZialcita, Martin Tinio, Jr.) uses cultural references tocreate paintings thatreflect the realities of thecultural groups’ life. realizes that the culturalcommunities in thePhilippines need to behonored and their cultureappreciated by presentday Filipinos, since theirculture will disappear if it isnot protected andpreserved.The learner... can distinguish the attire,accessories, lifeways ofselected culturalcommunities from differentparts of the country. can compare thegeographical location,practices, festivals, andcultural practices of thedifferent cultural groups. realizes that the choice ofcolors to use in alandscape gives the moodor feeling of the painting. understands that themural is an effective visualnarrative or story that caninform people aboutPhilippine culturalcommunities.The learner... creates a preliminary sketch of thelandscape of one of the culturalcommunities based on research andobservation paints the sketched landscape usingcolors appropriate to the reality of thecultural community’s lifeways. combines his/her individuallandscapes with the landscapes ofotherswithin the class to create amural which they will put up for theirclass and their school to appreciate.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 72Content Content Standards Performance Standards Learning CompetenciesGrade 4 - THIRD QUARTERProcess: PRINTMAKINGrelief prints- glue printcardboard printfound objects printElement: TEXTUREfrom a variety ofmaterials LINESOrganic, geometric COLORSearth or natural colorsPrinciples: CONTRASTsmooth vs. roughcurves vs. straight linessmall shapes vs. BigThe learner... discovers that there areother printmakingtechniques using othermaterials done by craftsartists from our country andfrom other countries(China, Japan, Africa,Europe) understands the principleof relief prints – theembossed textured shapeswill be printed while thedepressed parts will serveas empty space providingcontrast. understands that reliefprints are more interestingand harmonious if there isa balance of textured areasand smooth areas; bigshapes and small shapes. knows that ethnic designsfrom the Phil. culturalcommunities can be usedto make contemporaryreliefs and prints fordecoration of walls/textiles.The learner... uses additive process increating a relief master byadding and gluing strings,cardboard, found objectsand glues objects withvaried textures to create aninteresting relief. Uses subtractive processby carving or cutting outlines and shapes from themaster plate. prints reliefs with adequateskill to produce clean printswith a particular designmotif (repeated oralternating) on a wall or abig space. assesses if prints done byothers are well-printed andif the designs areharmonious. presents research on reliefprints created by craftsmenof other countries.The learner... makes sketches or studies of ethnicmotifs and creates a design out ofrepeating, alternating or radiating themotif. creates the relief mold using foundmaterial: hard foam; cardboardshapes glued on wood; string andbuttons, old screws, metal parts gluedon wood or cardboard produces with his/her group. multiplecopies of the relief print usingindustrial paint or natural dyes tocreate decorative borders on a wall inclass or the school or for a play orfor a decorative panel.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 73Content Content Standards Performance Standards Learning CompetenciesGrade 4 - FOURTH QUARTERProcess: SCULPTURE and3-D crafts Textile craft: tie-dye(one color; 2 colors) Mat weaving (buri)Elements: COLOR – dyes canbe combined to createnew colorsPrinciples: REPETITIONof motifs, colorsThe learner... researches on textiletraditions like tie-dye –done in China, India,Japan, Indonesia in theolden times and presently,in other countries and alsoin the Philippines – like theT’bolis who create theirTinalak mats by tie-dyeingabaca strands. realizes that this craft of tie-dye is a long process anddemands patience andhard work since there areseveral steps to befollowed. Sees the intricate designsof mats woven in: Basey,Samar buri mats Iloilo bamban mats Badjao & Samal mats Laminusa mats of Tawi-tawi Romblon buri matsand notes the uniquecharacteristic of each.The learner... appreciates the intricatesteps involved in tie-dyeingfor cloth and weaving asseen in the abacatapestries (T’nalak) done bythe T’bolis and theintricately designed matsdone in other provinces. understands that textilecrafts like tie-dye demandspractice and faithfulrepetition of the steps toproduce good designs is able to replicatetraditional skills like tie-dyeand mat weaving that isstill being practiced by localcraftsmen from indigenouscommunities.The learner: creates original tie-dye designs byfollowing traditional steps in dyeingtextiles using one color and twocolors as applied to T-shirts or anycotton cloth. researches on tie-dyed crafts of theT’boli and presents designs made bythem ; presents research on tie-dyedproducts of other countries tocompare their designs and colors. presents pictures or actual samples ofdifferent kinds of mat weavingtraditions in the Philippines creates a small mat using coloredburi strips or any material that can bewoven, showing different designs:square, checkered, zigzag, andstripes.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 74ART - GRADE 5Content Content Standards Performance Standards Learning CompetenciesGrade 5 - FIRST QUARTERProcess: DRAWINGdrawing from archeologicalartifactdrawing Philippine housesand buildings, churchesfrom different historicalperiods (on-the-spot)Elements: LINES – crosshatchingto simulate 3-dimensionaleffect. SHAPES – geometric3 dimensionPrinciples: RHYTHM – repeatedmotifs BALANCE – symmetricaland asymmetricalThe learner... understands that we areinfluenced by events,practices, the culture offoreigners who have cometo our country by way oftrade (Chinese and otherAsians) or by way ofcolonizing us (Spaniards,Americans, Japanese) realizes that our being anarchipelago and beingstrategically located hasmade us part of a vibranttrading tradition (Chinesemerchants, Galleon Trade,Silk traders) sees from archeologicalartifacts that the form of ourhouses, our clothes,language, lifestyle –utensils, food, pottery,furniture, etc.. areinfluenced by foreignerswho have come to ourshores.(manunggul jar, balanghai,bahay na bato, kundiman,The learner... is able to give the illusion ofdepth and 3-dimensionalityby the use of cross-hatching and shading indrawings (old pottery,boats, jars, musicalinstruments) shows details ofarchitectural features of abahay kubo, a torogan, abahay na bato, simbahan,carcel, etc) and is able toname the significant parts. can talk and describe thedifferent artifacts andarchitectural buildingsfound in their locality andin different parts of thePhilippines.The learner... creates 3-dimensional drawings fromimportant archeological artifacts seenin books and the museums (NationalMuseum and its branches in the Phil)and in old buildings or churches in thecommunity. after looking around the community,draws old houses, churches orbuildings on the spot, and creates amural with the drawings of the othersof their community. creates a mini-exhibit with labels onPhilippine artifacts and houses aftercompleting drawings with the wholeclass.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 75Content Content Standards Performance Standards Learning CompetenciesGabaldon schools,vaudeville, Spanish –inspired churchesGrade 5 - SECOND QUARTERProcess: PAINTINGlandscapes of importantplaces in the community(natural or man-made)Elements: LINE(one-point perspectiveIn landscape drawing) COLORComplementaryPrinciples: HARMONYcreated through theright proportion of partsThe learner... identifies important naturaland historical places intheir community thattourists usually go to orthat has been designatedWorld Heritage Site, orsites that local peoplevalue.(ex: rice terraces inBanawe, Batad; PaoayChurch and Miag-aoChurch landscape ofBatane, Callao Caves inCagayan; old houses ofTaal, Batangas; thetorogan in Marawi) is able to name and pointout the architecturalfeatures or natural featuresof the place afterobservation from picturesor an actual visit to theplace. realizes that artists in allperiods, have paintedlandscapes of beautiful orThe learner... trains his/her visualperception by noting andnaming the significantdetails in the place orlandscape to be able tosketch it faithfully. chooses complementarycolors to produce aharmonious painting of theselected landscape or site. compares the work of twoartists/persons looking orpainting the same placeand compare thedifference in their ―style‖. appreciates the skill andartistry of Philippinepainters and artists inpainting differentlandscapes of thePhilippines and is able todescribe what makes eachartist unique.The learner... draws on the spot sketches of thesignificant natural or man-madeplaces in their community selects one of the sketches andcreates a preliminary drawing for apainting of that particular landscape,using complementary colors. utilizes one-point perspective to paintthe landscape, designating objects inthe foreground, middle ground andbackground area to give depth to thelandscape selects complementary color inpainting to create a harmoniouslandscape.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 76Content Content Standards Performance Standards Learning Competenciessignificant places in theirprovince or country andthey have their own stylesin painting.(ex: Fabian dela Rosa;Fernando Amorsolo,Carlos Francisco, VicenteManansala,Jose Blanco,Victor Edades,JuanArellano, PrudencioLamarroza, MannyBaldemor)Grade 5 - THIRD QUARTERProcess: PRINTMAKINGlinoleum or rubber printor wood printof a Philippinemythological creatureElements: LINEThick, thin, jagged lines TEXTUREribbed, fluted, woven,carved .Principles: CONTRASTThe learner... explores a new printmakingtechnique, using a sheet ofthin rubber (used for solesof shoes) or linoleum orany soft wood that can becarved or gouged to createdif. lines and textures designs a mythologicalcreature from readingstories about them.( Mariang Makiling, BernardoCarpio, dwende, capre, sirena,Darna, diwata, DalagangMagayon, etc) appreciates the richness ofThe learner... demonstrates beginningskill in creating a lino,rubber or wood print bysafe use of carving toolsand carving a variety ofindentations to createtextures and lines. is able to produce severalgood editions of the sameprint that are well-inkedand evenly printed. Is able to create variationsfrom the same print byusingThe learner... follows the step by step process ofcreating a print : sketching the drawingindicating areas to be carved outand areas that will remain. carving the image on the rubberor wood using sharp cuttingtools doing a preliminary rubbing finally inking the plate withprinting ink placing paper over it , rubbing the
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 77Content Content Standards Performance Standards Learning Competenciesof carved texturedareas, solid areasof thick textured linesand fine linesthe traditional Philippinemyths and legends fromthe local community andfrom different parts of thecountry.different colors of ink inprinting the master plate.back of the paper to get theimpression of the print. repeating the process to getseveral editions of the print. works with the class, to produce acompilation of their prints tocreate a book or calendar whichthey can give as gifts, sell ordisplay in the walls of their schoolGrade 5 - FOURTH QUARTERProcess: SCULPTURE AND3-D CRAFTSConstructing a PAROLElements: COLORprimary colorssecondary colors SHAPEGeometric shapeOrganic shapesPrinciples: REPETITION; colors,ShapesBALANCE – of theStructure and shapeThe learner... appreciates the manyvariations in the geometricdesign and materials of thePhilippine parol,particularly the onescoming from Pampanga. knows that unknowncraftsmen are behind theartistry and design of theaward-winning parols,which show creativity andimagination in their use ofnatural and geometricshapes and colors andlocal materials. understands the historicalconnection to Mexico andThe learner... demonstrates fundamentalconstruction skills inmaking a 3-dimensionalparol that is balanced, andartistic with repeateddecorations and colors. shows knowledge ofdesign by his/her repetitionof colors and shapes in themaking of the parol. traces Philippine historicalroots to Mexico and Spainas seen in our Christmasdecorations like the parolwith the belen.The learner... is able to construct the framework ofthe star-shaped parol out of thinpliable bamboo sticks with ends tiedwith string. uses different colors of thetransparent papel de japon to coverthe bamboo framework with glue andoverlap it with different shapes andcolors to create new designs adds decorative tassels and fringesto make the parol move in the wind,making it a colorful mobile with lights.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 78Content Content Standards Performance Standards Learning Competenciesthe religious significance ofthe parol to Philippinetraditions in the celebrationof the Christmas season.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 79ART - GRADE 6Content Content Standards Performance Standards Learning CompetenciesGrade 6 - FIRST QUARTERProcess: DRAWING, NEW TECHNOLOGIESanimation, digital art,computer art anddrawing big murals,designs for VCDs,posters , websitesElements: LINE, SHAPE TEXTUREproducing these usingtechnologyPrinciples: CONTRAST, EMPHASISThe learner... understands that with thepresence of newtechnologies, newinstruments can be used fordrawingex: sketching w/computer,coloring with omputerdoing floor planslayouting a magazinepage doing productdesign painting a hugemural. knows that art processes,elements and principlesstill apply even with the useof technologies realizes that the visual artscan now be shared, seenand produced digitally andthat people can appreciate,critique, comment on one’sartworks.The learner... uses his/her regulardrawing skills applied to anew medium (technology)and updates his/herknowledge on the newdigital tools for art that isavailable. uses the internet andcreates a website todisseminate and promoteone’s own drawings andartworks and share theseto a bigger audience thanthe school population. goes through the steps ofanimation artists as he/shecreates an original cartooncharacter on the computer. promotes his/her province(and other products) bydesigning a website, a logoand an attractive homepage.The learner... researches on artists, drawings andartworks that can be accessedthrough the internet from all periods(the past, through museum websites,the present through blogs, Flickr,Tumblr, etc) and share these with theclass. creates a drawing (portrait,landscape, event) and uploads it onthe internet and reports on how manypeople accessed it or reacted to it. creates an original character that canbe put in a cartoon, animation or aspart of a website using variousshapes, lines, textures. creates a website about yourprovince , composing a home pagethat gives information about yourprovince that will interest others
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 80Content Content Standards Performance Standards Learning CompetenciesGrade 6 - SECOND QUARTERProcess: PAINTINGmural on environmentproduct designex: attractive trashcansElements: COLORprimary, secondaryand neon colors CONTRASTof lines, shapesThe learner... knows that a mural is aneffective way to give amessage about specificways to save the localenvironment using wordsand visuals to support themessage, and by usingbright and contrastingcolors and shapes. researches on design ofmurals about theenvironment as seen in theinternet, or in magazines,T-shirts, on TV, etc..andanalyze its visualcomposition. knows that well-designedand attractive productsattract people to use it,thus, a well designed trashcan would be used bypeople.The learner: works with a groupcooperatively to complete awall-size piece of paintingor mural that will attract theviewer. writes a public messagethat will attract and beremembered by the people,for them to think and act forthe environment; uses bright colors for theletters of the message anduse meaningful images tocatch the eye of theviewer. understands that utilitarianproducts like a trash can,needs to be well-designedfor people to be attracted touse it. ―Form followsfunction”The learner: plans the composition and design of amural with a message about theenvironment, together with a group. selects the site of the mural and withthe group, enlarge the design bysketching and later painting it. chooses an unusually shapedcontainer to be a trash can and paintsit with attractive colors so the publicwill immediately throw their trashthere.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 81Content Content Standards Performance Standards Learning CompetenciesGrade 6 - THIRD QUARTERProcess: PRINTMAKINGSilk-screen printingon cloth and paperfor a commercialquantityElements: SHAPESLetters and geometricshapes COLORSprimary blended withsecondary and tertiarycolors.Principles: CONTRASTof shapes and colors HARMONYof letters, shapes, colorsThe learner... understands that digitaltechnology has speeded upthe printing of original designsand made it accessible tomany, as seen in T-shirts andposter designs realizes that originality andcreativity of the artist is stillneeded for the design ofproducts, but duplicatingmachines can copy it easily(discuss concept of copyrightand intellectual property ofartists, musicians) knows that design principlesstill apply for any new design(contrast of colors, shapesand lines produces harmony)done by hand or by use ofmachine.The learner... is able to replicate what aproduct designer (anentrepreneur or businessman/woman) does in reallife as a profession creates an original designbased on specifications produces his/her ownprints and duplicates themor selects a printer toproduce many T-shirts promotes and advertisessale of the T-shirts, byleaflets, advertising postersor using the internetbusiness sites submits a report of theresults of the businessproject.The learner... creates an original design for a T-shirtthat promotes the culture of one’sprovince or region. sources silk screen printers andcompares their prices and quality ofprinting and choose one to silkscreentheir selected design. (survey)or creates his/her own silkscreen prints (production) organizes an event with the class wherethe T-shirt products can be sold(promotion, marketing, sales)
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 82Content Content Standards Performance Standards Learning CompetenciesGrade 6 - FOURTH QUARTERProcess: SCULPTURE andNEW MEDIAphotography andvideo of places andlocal eventsElements: COLORsubdued and vibrantquiet vs. busyPrinciples: CONTRASTof art elements makesthe viewer alert andwatchfulThe learner... realizes that in the presentworld, events happen soquickly that it has to berecorded immediatelythrough a camera, videocam or cellphone withcamera /video functions,and by any person. knows that television, filmand internet are visualmedia that transmitsevents, thoughts,oppressions, violence,tragedies, immediately,making it accessible toeveryone, thus upholdingthe democratic right ofpeople to know.( discuss (the Arab Springuprisings, the EDSA II, thetsunami of Japan, theearthquake and floods in thePhil. and other events thatare immediately witnessedby people around the worldvia the internet) knows that knowledge ofthe new technology isneeded to live and workThe learner... exhibits artistry inrecording a visual event –the images captured arefocused, well-composed,and gives the messageintended in an effective andmemorable manner. enhances the visualevent recorded by creativeediting and by the use ofcolor, by cropping, byadding sounds, music or anarrative. produce a visual report thatproves that more andmore, the moving image isthe potent means ofcommunication as seen invideo boards installed inpublic places –malls, wallsof buildings, elevators,stores, anywhere wherepeople are in the locality.The learner... records an event: a disaster, acelebration, a school function, aperformance, a speech of animportant person, through severalmeans: camera, recorder, video, cellphone, etc.. adds his comments to the event whilepresenting it before the class, to adda personal dimension to the AVpresentation. Sends his/her recording of an event toanother person, uploads it on theweb, shares it with the general public. creates a campaign (asking for helpfor flood victims; raise funds for anenvironment project; invite people to ahistorical or cultural site in one’sprovince) and uploads it on the net. monitors the results of the eventthrough internet.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 83Content Content Standards Performance Standards Learning Competenciesproductively in the presentworld.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 84ART - GRADE 7Content Content Standards Performance Standards Learning CompetenciesGrade 7 - FIRST QUARTERProcess: DRAWING & PAINTINGDrawing and painting ofthe folk art motifs, designs foundin artifacts of the cultural groups iLuzon, Visayas, MindanaoElements: LINESorganic, curvilineargeometric, linear COLORSnature-based hues; dyesprimary colorssecondary, tertiary colorsPrinciples: REPETITION andRHYTHM of colors,shapes and lines.The learner... appreciates the distinctivedesigns, color schemes,figures and objects comingfrom the culturalcommunities found in thethree island groups. Luzon: weaving – Abra,kalinga, Vakul, pahiyas,higantes, barong Visayas – hablon,piyaya, Mindanao- kulintang,malong, torogan sees the strong influence ofthe Spanish (400 yrs) andAmericans (50 yrs)colonizers on Phil. cultureand lifeways (houses,churches, celebrations,education, food, dailyutensils, clothing,accessories(paintings of churches andplazas; pictures of cottagesat John Hay, TeachersCamp; Vigan, Taal,Batangas, Iloilo, Bacolod-these places have bahay naThe learner... creates a AV presentationwith a group that comparesthe distinct artistic designsof artifacts coming from thedifferent culturalcommunities from the threeisland groups of thePhilippines and explainswhat inspired or influencedthe design. writes a comparative visualreport on the influences ofthe Spanish and theAmericans in thearchitecture of thePhilippines, particularly inthe churches and thehouses around the plaza,and the distinct featuresfound in it.The learner... joins a group to do a research on theculture of some indigenouscommunities coming from one islandand creates an audio-visualpresentation (drawings, paintings) forthe class. joins a group to write a report on howthe Spaniards and the Americansinfluenced the culture of the Filipinos, publishes the report with illustrationsin a class publication. recreates a typical Phil. plaza bydrawing/painting during the Spanishtimes and make a mural of this.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 85Content Content Standards Performance Standards Learning Competenciesbato.Grade 7 - SECOND QUARTERProcess: PRINTMAKING andNEW MEDIAstill pictures- camera films- videoclip- videocam- cellphones- screen printing of design-Elements: SHAPES, COLORSFilm is a series of movingscenes; color sets moodPrinciples: CONTRASTis created when oppositesare combined: quiet colors andloud colors; slow action andfrantic movement.The learner... realizes that still pictures,film and moving imageshave a visual language andartistic elements differentfrom still drawings andpaintings understands that a storycan be told through a shortfilm with emphasis onimages, color and music orsound, with dialogue not anecessary component.(Cinemalaya films; awardwinning TV ads; otherawarded indie films by DitsiCasimiro, etc) can take pictures or recordan event using a cellphoneand other recording devices,and these can be sharedwith others immediately. knows that an originaldesign can be replicatedmany times through the useof a duplicating machine.(Team Manila designs ofPhil. icons, maps, placesThe learner... Is able to make a shortstoryboard of the series ofshots he is going to film andthe kind of shots he willtake, to be able to tell hisstory. can analyze short films,video productions andmovies and appreciatesthe development of thenarrative through differentshots employed, the use ofvisual clues and the use ofcolor, music. can select well-composedphotos and analyze itscomposition to showbalance, emphasis andproportion of shapes andlines.The learner... narrates a short story, an event, acelebration, a tragedy, using acamera, cellphone or videocam torecord it and present the event. has to make quick decisions aboutthe angle of the shots, the kind ofshots (close-up, long-shot,topshot,etc) and the composition ofthe shots while he is in the process ofrecording. shares the series of events herecorded to tell his story andpresents it and allows his classmatesto critique his pictures or film. Is able to make a short storyboard ofthe series of shots he is going to takeand kind of shots, to be able to tell hisstory. can analyze short films, videoproductions and movies andappreciate the development of thenarrative through different shots, useof visual clues and use of color,music.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 86Content Content Standards Performance Standards Learning Competenciesfor shirts, bags,hats,;Also Island Souvenirsdesign for differentprovinces)Grade 7 - THIRD QUARTERProcess: SCULPTURE and3D ASSEMBLAGECreation of: installation of natureobjects of Jun Yee assemblage of metalparts to create a musicinstrument by Lirio Metal scraps sculptureof Ral Arogante Sack cloth, seeds,shells, buttons Wallhanging by Ching Abad Sculpture- bicycle parts–PicassoPutting up a Mini MuseumElements: TEXTUREof found and naturalobjects SHAPEThe learner... knows that modernsculptors and craftsmenuse any material in theirenvironment to create a 3Dwork. sees that amongindigenous groups, it iscommon to create musicalinstruments, pots andfishing and huntingweapons, weave cloths,construct houses,according to their owndistinct. designs using localmaterials.Mt. Province –bamboobased music instrumentsand metal gongs,Woven baskets for food,rice.Visayas – guitars, T’boli,-molded bells, jewelry,figurines.Tie-dye abacatapestry.Maranaos bronzeThe learner... exhibits in his/herassemblage that thematerial is not important,but the creativity andimagination of the artist increating an artisticassemblage reports that in indigenouscommunities, constructing.,carving, weaving andcreating what they need ispart of their lifestyle andmakes them self-sufficient. looks at his/her ownassemblage and those ofothers and he can judgewhich work is mostcreative and at the sametime artistic.The learner... gathers material from his surroundingthat is considered trash, and with agroup, recycles this material to bepart of an assemblage (plasticbottles, caps; tetra packs, straws, tinfoil wrappers, etc..) which will be acreative sculpture. collects pictures of, or actual 3Dartifacts from different parts of thecountry and research on its source,material, source of design, use, andput up a mini- museum , whereeach artifact is displayed and labeledproperly for students to appreciate.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 87Content Content Standards Performance Standards Learning Competenciesorganic and natural shapesPrinciples: CONTRAST EMPHASIScast metal jars, gongs,weapons. observes local craftsmenas they carve or createlocal crafts and note theirmastery of the design andmaterial, which was passedon from generation togeneration.Grade – 7 FOURTH QUARTERProcess: VISUAL ARTS INDRAMA & FESTIVALSBaguio – PanagbengaLucban- PahiyasBacolod- MaskaraAklan – Ati-atihanDavao –KaamulanHoly Week- Moriones,SantaCruzan PasyonZarzuela –Bulacan & LuzonprovincesMoro-moro – differentprovincesElements: COLOR TEXTUREThe learner... Identifies the uniquefestivals, dramas,celebrated all over thecountry throughout theyear, and state the reasonfor its celebration knows that the Filipinopeople love a festival,religious ritual or dramawhere they are required towear special attires andcostumes that showcreativity and artistry since this is part of a streetor public performance.where there is music anddancing.The learner... creates his/her own festivalattire with accessoriesbased on authenticpictures of the festivals andjoins the drama group orfestival community tocelebrate the event. appreciates the innateartistry of the townspeoplewho join yearly in thefestivities enthusiasticallycreate an entirely newcostume,accessories and décor everyyear; create a photo-essayabout an outstanding localactor in a festival or dramaThe learner... designs with a group the visualcomponents of a school drama orparticipates in a town fiesta to create:the costumes or attire, mask,headdresses, and accessories anddécor and venue and stage design reports on the history of the festivaland its evolution and describes howthetownspeople participate andcontribute to its festivity andgaiety. analyzes the uniqueness of the groupthat was given recognition for itsperformance to explain whatcomponent contributed to their being
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 88Content Content Standards Performance Standards Learning Competenciescostumes, masks,accesories, decor forvenue and stagePrinciples: CONTRAST RHYTHM appreciates the uniquenessof festivals like the―Pahiyas” which thetownsfolk prepare for,weeks in advance bycreating the colorful leaf-like kiping which hangs asdécor for their homes. defines what makes eachof the Philippine festivalsunique by a visualpresentation and report. ofselected festivalsrepresenting Luzon,Visayas and Mindanao.selected;
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 89ART - GRADE 8Content Content Standards Performance Standards Learning CompetenciesGrade 8 – FIRST QUARTERProcess: DRAWING ofAsian peoples- their attire,accessories, and artifacts-iconic gods, culturalsymbols.Elements: LINES & COLORSof their attires and artifactsPrinciples: CONTRAST andBALANCE of thevarious lines, colors in thedesigns of their culturalartifacts.The learner... appreciates the differentattires and accessories ofthe people from differentAsian countries showingthe rich variety anduniqueness of each interms of design, color,material and meaning.(see the SEAsian countriesand the other Asiancountries) understands the beliefs,values, practices of thedifferent Asian peoplesfrom their artifacts forworshiping, celebrating,feasting, working. connects the similaritiesbetween these countriesand our own country from areview of their culture andtheir icons and explainsthese connectionsbecause of geography,migration patterns, tradingroutes and other factors.The learner... demonstrates throughhis/her drawings andresearches that thecountries in the Asianregion are so rich in livingculture and so diverse indressing, religion, the arts,dances, music, artifacts andlanguage. presents in a timeline andposter, how the valuesand the individual culturesof these Asian countriesinfluenced Philippineculture in language, food,music and arts. identifies the countries withits unique art forms,designs, materials, colorsand identify similar motifsand artifacts among thedifferent Asian countries..The learner... draws the Asians who live incountries near the Philippines, in theirfull native attire with accessories andin full color. researches on each of these Asiansand how their culture is similar ordifferent from ours. sketches musical instruments fromthe different Asian countries that aremade from bamboo and comment onthe similarities and differences. selects one important cultural iconconnected to an Asian country anddraws it and talks about itssignificance. puts up a mini-Asian exhibit with thedrawings, researches the class madefor other students to appreciate.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 90Content Content Standards Performance Standards Learning CompetenciesGrade 8 – SECOND QUARTERProcess: PAINTINGof landscapes and placesfrom the different AsiancountriesElements: COLORScomplementary colors andtertiary colors. LINES, SHAPESthat are related to symbols ofthat country.Principles: REPETITIONof motifs and designsThe learner... selects the colors anddesigns most apt for thatcountry in painting theirlandscapes and scenery. understands that colorshave special significancefor the people of a countryrelated to their religion,beliefs and values. knows the iconic sitesconnected to each Asiancountry and its significanceto them.Brunei (Sultan Omar AliSaifudin Mosque)Cambodia ( Angkor WatTemple)Indonesia (BorobudurTemple)Lao PDR (That LuangTemple)Myanmar ( ShwedagonPagoda)Malaysia (MasjidJameTemple) Philippines (RiceTerraces) Singapore (ThianHock Keng Temple) Thailand(Sukhothai complex)Vietnam ( Minh Mang tomb)The learner... identifies cultural designsand motifs unique to eachAsian country by drawingthem delineating the lines,shapes symbols and colorsused. researches on thesignificance of the building,temple or site for thatcountry and its uniqueartistic features. compares the level ofcraftsmanship andarchitectural skills of thedifferent Asian peoples asseen in their buildingssignificant landscapes andsites, by creating a muralfor each country.The learner... makes a pencil sketch of the selectedlandscape or building from a selectedAsian country. selects the colors to be used inpainting the landscape for each of theAsian countries show the details of the temple orbuildings to be drawn and paintedand the surrounding landscape oftrees, mountains, seas, following thestyle of painting of that country research on details and importance ofthat site and write a short explanatorypiece to go with the paintedlandscape.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 91Content Content Standards Performance Standards Learning CompetenciesGrade 8 - THIRD QUARTERProcess: PRINTMAKING andMIXED MEDIABatik textile designsInternet access to Asiancountries data baseElements: LINE, SHAPEof traditional batik motifs COLORSof batik dyesPrinciples: REPETITION ofMotifs, lines and colorsThe learner... studies the process andsteps in making traditionalbatik as practiced inIndonesia using textile dye. understands the intricaciesand long process involvedin creating batik of morethan one color searches in the internet forbatik methods and designsnot only from Indonesia butalso from other countriesand compare methods andmaterials used.The learner... prepares an AVpresentation todemonstrate thecraftsmanship and artistryinvolved in creating batikdesigns that are intricateand traditional as seen inIndonesia and China. applies his/her research onbatik and creates his ownbatik-designed cloth. analyzes which batik-designed cloth done by thestudents is well-designedand well-made.The learner... studies and applies the ancientmethod of creating batik designs onnatural cotton cloth using melted waxand natural dyes. creates a batik design with one colorand with 2 colors of textile dyes for atable cloths or decorative panel. displays finished batik cloths and withthe class, hold a batik exhibit anddemo for the other students andinclude articles about batik aspracticed in other countries.Grade 8 - FOURTH QUARTERProcess: SCUPTURE and 3-D ARTInstallations or sculptureusing local materialsElements : SHAPESfound in cultural icons of theAsian countriesThe learner... researches on commonmaterials used in thedifferent Asian countriesthat are also found in thePhilippines. understands thatinstallations/ sculpturesmade of local materials is aThe learner... exhibits knowledge ofconstruction skills neededto create an installationthat will withstand theweather and the elements. designs an installationthat complements orblends in with the space itThe learner... gathers common materials found inthe locality: bamboo, wood, stalks ofcorn, talahib, tikiw, nipa leaves,coconut shells etc. to create aninstallation works with a group to conceptualizethe installation they will create in aspace in the school ground or
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 92Content Content Standards Performance Standards Learning CompetenciesPrinciples: REPETITIONof motifs, designscommon tradition of Asianartists.Bamboo – for musicalinstruments and householdutensils and for décorduring festivitiesWood – for statues;furnitureStone - for temples,buildingsMetal - for musicalInstrumentsis put in. compares the installationhis/her group created withthose created by othersand analyzes if it hasrepetition of motifs, colorsand shapes in its design.community uses all available material to createan installation that will be integratedwith the space it will be put in. lets other students interact with theirinstallation and give their opinionabout it.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 93ART - GRADE 9Content Content Standards Performance Standards Learning CompetenciesGrade 9 - FIRST QUARTERProcess: DRAWING andPAINTINGexposure of our artists toSpanish religious art andengraving, printingEuropean artistic traditionsAmerican moderntraditionsPainting in a particularstyleElements and Principles:were dictated by the styleof the European schoolsof art where our expatriateFilipino artists went: topicswere from classic antiquityand allegoricalThe learner... sees the strong influence ofSpanish religious art inFilipino artists in theengravings and prints:(Nicolas dela Cruz BagayandFrancisco Suarez)in portraits done in theEuropean style:―miniaturismo”- Simon FloresLetras y figures- DamianDomingo In landscapes, and largescale paintings ofEuropean schools of art:Juan Luna “Spoliarium”(gold medal)Felix Hidalgo “VirginesChristianas(silver medal in the MadridExposition of 1884) notes the Americaninfluence in Phil. artists :Naturalists/Romantics:The learner… replicates the style ofminiaturismo by SimonFlores or the style ofminiaturismo by artistDamian Domingo in adrawing or painting traces the foreigninfluences (Spanish,European and American)that strongly affected ourartists by an analysis oftheir works. categorizes Philippineartists according to thedifferent historical periodsand the style of theirworks. traces the foreigninfluences (Spanish,European and American)that strongly affected ourartists by an analysis oftheir works. categorizes works ofPhilippine artists accordingThe learner... researches on the painters who werepopular during the Spanish periodpainting portraits and finds thereasons and circumstances thatbrought this about creates a drawing based on the―letras y figuras‖ style of Domingousing the letters of own name creates an AV presentation of thetwo expatriate artists (Luna , Hidalgo)and compares their works and stylesand cite European artists who usedthis allegorical style of painting. chooses the group he/she will belongto in debating on the big controversybetween the Romantic Realists ledby Amorsolo and the Moderns led byEdades paint or draw a landscape or portraitfollowing a particular artistic style ofone of the Phil.Artists.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 94Content Content Standards Performance Standards Learning CompetenciesAmorsolo, Fabian delaRosa, Jorge PinedaModernists: led by VictorioEdades Botong Francisco,Galo Ocampo.to the different historicalperiods and the style oftheir works.Grade 9 - SECOND and THIRD QUARTERProcess: PRINTMAKING andNEW MEDIA(American Influence)Making a magazine onPhilippine Art:Photographs LayoutingFonts and letteringIllustration Promotions,marketingElements and Principles:Lines and Shapesdeciding on the style andphysical layout of themagazineThe learner... and his/her group divide thework involved in creating amagazine so that each willdo their assignment realizes that the layout, thefonts, the illustrations andphotos have to beintegrated and cohesivefollowing a style and formatthat the group will decideon. Each job in a magazineentails a special skill andknowledge of technology :camera, computers andprinters entrepreneurshipThe learner… learns the different steps inpublishing a magazinetogether with his group. realizes the different artisticand technical skills neededin putting together apublication does the promotions,pricing and marketing ofthe magazine to raisefunds to print the magazine.The learner... researches and writes the articles onthe style of art of the Filipino artistsduring the different historical periods. takes the needed pictures or createsthe illustrations to accompany thearticles chooses the fonts and prints thearticles layouts the article with the picturesand illustrations prints the whole work and binds it.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 95Content Content Standards Performance Standards Learning CompetenciesGrade 9 - FOURTH QUARTERProcess: 3D INSTALLATIONCreating a booth aboutPhilippine Art for thestudentsElements and Principles: Designing a booth and itsContents Designing a poster toadvertise The booth Layoutingpictures, labels Installing a video programThe learner... understands thecomponents needed ininstalling an informationalbooth about Philippine Artintended for teenagers so itwill catch their interest: articles and blurbs attractive pictures andartworks pictures of the artistsand reproductions oftheir work clear labels.The learner... functions as a member of aworking group similar to anadvertising agency ormarketing and promotionsfirm measures the ability of thegroup to accomplish anassignment on time bypracticing cooperativebehavior and working underpressure. gets the feedback of theaudience to gauge theimpact of the booth on theintended audience.The learner... divides the work among the membersof the group so that the booth isattractive and informational for thedifferent ages of students of theschool with his/her group creates a time planassigns the work, prepares thematerials needed so that the boothwill be finished on time. works on the booth within the timegiven and schedules who will man thebooth at different times of the day andgets feedback from the visitors tocheck its impact on the students
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 96ART - GRADE 10Content Content Standards Performance Standards Learning CompetenciesGrade 10 - FIRST and SECOND QUARTERProcess: PHOTOGRAPHY, FILM & ANIMATIONParts and functions of theCamera and videocamElements & Principles: composition of lines,shapes, color composition of shots continuity of images color scheme background sound, music modelsThe learner... researches on the stepsand the equipment neededfor his selected process reads on the different well-known artists for each ofthese fields and if possibleconduct interviewsphotographer:George TappanJohn Chuafilm: Brilliante MendozaMaryo delos ReyesDitsi CasimiroAnimation: Animation orgs.The learner… understands the requiredskills for each of thesedifferent modern day artprofessions by apprenticingto a professional for aperiod of time. exposes himself/herself tothe needs andrequirements of the joband learns from the experts is able to complete aportfolio of his/her works inthe selected art formchoosing a particular topicrelated to the arts.The learner... selects a topic or theme to explore thebasic elements in photography or filmor animation interviews artists in theseprofessions –photographerfilm maker, animation artist applies what one has learned fromthe interviews and lets theprofessional comment on his works prepares a project plan for twoquarters on the selected artprofession and implements it with thegroup. presents his/her photographs orvideo films during a multi-mediaexhibit and gets feedback from theaudience and viewers.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 97Content Content Standards Performance Standards Learning CompetenciesGrade 10 - THIRD and FOURTH QUARTERProcess: PRODUCT DESIGN Fashion designer Window displaydesigner Landscape designer Av Presentationdesigner Furniture designer Accessories designer Book. MagazinedesignerElements and Principles: Art – Line shape,color and texture and thedifferent principles areapplied to their different works.The learner... researches on the differentart careers and lists therequired skills (artistic andtechnological) for thecareer he selects interviews professionalsfrom the selected careerand gets advice on thepreparation needed for thatcareer. describes a well-knowdesigner in the field chosenand creates a pictorial ofthe works of that designer.The learner... selects a particular designprofession and creates aproject plan of productdesigns he/she willproduce. interviews a local productdesigner and his/herprocess of creating his/herdesigns; inspirations for hisdesigns and his/her way ofmaking a living from hisdesigns simulates the tasks that theproduct designer goesthrough for the neededpreparation, productionand the promotion of hisworks. reflects in writing and isable to project if this is theprofession he can considerlater by the experiences hehas gone throughThe learner... Prepares a project plan that includesthe selected art career he/she willconcentrate on.Includes activities in the project assessment of skillslearner has possibleresources/artists to interview and spendtime with schedule of workon additional skills toacquire projected outputafter two quartersresources needed presents the work of 2 semesters in afinal exhibit where the products aredisplayed and can be assessed andlater can be sold.
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 98CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUMMUSIC and ART-------------------------------------------------------------------------------------------------------A. Learning Area Team (LAT) Review with designated LAT CONVENORDate: September 20, 2011NAME DESIGNATION OFFICE/SCHOOL1. Dennis Faustino - ConvenorHeadmaster Marys School of Sagada and All Saints ESof Bontoc2. Alice Panares – Art Coordinator Commissioner NCAA3. Maurica Borromeo-Music Coordinator Retired - Dean, UP College of Music UP College of Music Extension4. Cecilia Tusing ES – I DepEd Division of Batangas5. Rosendo Cacap ES Di6. Myrna Parakikay Division Music Coordinator Division of Makati City7. Alvenia Palu-ay SEPS CD - BEE8. Jocelyn Guadalupe9. Sr. Mary Placid Abejo (retired) Dean, College of Music St. Scholastica College10. Paraluman Giron (retired) Chair, K – 10 TWG DepEdB. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 CompetenciesVenue: DAP, Tagaytay CityDate: September 7-9, 2011 (MUSIC)NAME DESIGNATION OFFICE/SCHOOL1. Elena T. Eustacio2. Ma. Teresa Caringal3. Ruthmabelel E. ReyesVenue: DAP, Tagaytay CityDate: September 7-9, 2011 (ART)NAME DESIGNATION OFFICE/SCHOOL1. John Gepullano Division Art Coordinator DepEd2. Virginia Fernandez EPS BEE, DepED
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 99C. Workshop on the Development of Learning Competencies and Teaching GuidesVenue: DAP,Tagaytay City (ARTS)Date: July 18-19, 2011NAME DESIGNATION OFFICE/SCHOOL1. Virginia Fernandez EPS BEE, DepED2. Adulfo S. Amit Teacher DepED Manila3. Ansel Guillien G. Samson Teacher DepED Rizal4. Cherry Joy P. Samoy Teacher DepED Olongapo5. Juan G. Gepullano Division Art Coordinator DepEd6. Amihan R. Fenis Teacher DepED Rizal7. Veronica E. Ramirez Teacher DepEd8. Teresita Gracia EPS BEE – DepED C.O.Venue: DAP,Tagaytay City (MUSIC)Date: July 18-19, 2011NAME DESIGNATION OFFICE/SCHOOL1. Ma. Chit Singayan EPS BEE – CDD2. Dr. Dennis Faustino Headmaster, St. Marys School of Sagada and All SaintsES of Bontoc3. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension4. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College5. Ms. Lillian Luna EPS II DepEd – BSE6. Concepcion F. Pasumbal Education Program Supervisor Division of Manila7. Cecilia E Tusing ES – I Division of Batangas8. Belinda R. Anido Teacher Division of Manila9. Fe V. Enguerro EPS – II IV - Calabarzon10. Jannet F. Labre Documentor DepEdD. Writeshop on the Finalization of the Curriculum StandardsVenue: RELC, CALABARZONDate: May 19-21,2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Dennis Faustino Headmaster, St. Marys School of Sagada and All SaintsES of Bontoc
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 1002. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension3. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College4. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University5. Ms. Virginia Tolentino Retired, former Department Head,MAPE (DepEd Manila)DepEd - Manila Div6. Ms. Lillian Luna EPS II DepEd – BSE7. Ms. Pilar Montes Teacher DepEd, Region IV MIMAROPA8. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts9. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School10. Crisostomo V. Velasco Jr. Teacher I/Documentor A. F. G. Bernardino Memorial Trade SchoolE. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and StandardsVenue: DAP,Tagaytay CityDate: May 10-13,2011NAME DESIGNATION OFFICE/SCHOOL11. Dr. Dennis Faustino Headmaster, St. Marys School of Sagada and All SaintsES of Bontoc12. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension13. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College14. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University15. Ms. Virginia Tolentino Retired, former Department Head,MAPE (DepEd Manila)DepEd - Manila Div16. Ms. Lillian Luna EPS II DepEd – BSE17. Ms. Pilar Montes Teacher DepEd, Region IV MIMAROPA18. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts19. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School20. Crisostomo V. Velasco Jr. Teacher I/Documentor A. F. G. Bernardino Memorial Trade SchoolF. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards1. Regions IV-A, IV-B,V and NCRVenue: Bulwagan ng KarununganDate: April 27, 2011
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 101NAME DESIGNATION OFFICE/SCHOOL1. Jayson D. Antazo Teacher I Regional Pilot School for the Arts2. Salvacion Y. Ramio Teacher Paco Catholic School3. Carmela M. Buhain Professor Philippine Normal University4. Susana A. Gabiola Education Program Supervisor I Deped – Lucena City5. Manuel V. Fernandez Master Teacher II Deped – Commonwealth E.S.6. Oliver M. Eusebio Teacher III Deped7. Lourdes R. Siobal Teacher II Caloocan8. Roldan V. Gacutan Teacher I Deped – Oriental Mindoro9. Rosemarie P. Tungol Teacher III Deped – Division of Navotas City10. Concepcion F. Pasumbal Education Program Supervisor DepEd11. Maricel G. Reyes Teacher DepEd12. Pilar L. Montes Teacher DepEd13. Rosalita SL. Bartolome Teacher DepEd14. Rogelio F. Ambilis Teacher DepEd2. Regions I,II,III and CARVenue: Teachers’ Camp, Baguio CityDate: April 29, 2011NAME DESIGNATION OFFICE/SCHOOL1. Angelica O. Dañguilan, Ph.D Teacher SHS, Solano Nueva Vizcaya2. Rose H. Radin Master Teacher II San Juan Central School3. Georgina M. Kumalao Teacher III Bontoc Central School4. Ruby P. Tanciongco, Ph. D. ES II Dep. Ed. RO III5. Jonathan A. Froda, Ph. D. Principal II Dep. Ed. Kayapa East District6. Cherrie Lou Q. Javier Teacher III Quirino Central High School7. Virginia T. Lupian Teacher Deap. Ed. CAR - RO8. Marietta B. Aguiguin Learning Area Coordinator SLU- Laboratory Elem. Sch.9. Miriam L. Najera ES II Dep. Ed. RO I10. Blesilda T. Unite, Ph.D. EPS Deped R0211. Evelyn Rodriguez Teacher I Deped12. Mary Anne Bernadette M. Samson Division Coordinator for Music and Arts Deped - Division of Pampanga13. Alejandro I. Icban Teacher III Bataan National High School
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 1023. Regions VI,VII and VIIIVenue: Ecotech, Lahug Cebu CityDate: May 4, 2011NAME DESIGNATION OFFICE/SCHOOL1. Orlando G. Cezar Jr. PESS Coordinator Division of Bago City, R-IV2. Nancy M. Dion ES-I MAPEH Samar Division, R-VIII3. Alan U. Bana Teacher II/Division Music Coordinator Negros Oriental, R - VII4. Cecilia Monica B. Arcenas Master Teacher I Division of Capiz, R-VI5. Bebiano A. Tuayon Teacher III Negros Oriental, R – VII6. Miriam P. Braganza EPS II R - VII7. Liezl B. Ambaic MAPEH Coordinator USJ-R Cebu8. Jude Iledar Teacher Deped 69. Razil Grace R. Caldino Teacher Deped RO 610. Peppard G. Ramirez Teacher Deped – Samar11. Sr. Nory B. Espulgar SM School Head Sisters of Mary School4. Regions IX,X and ARMMVenue: RELC, Cagayan de Oro CityDate: May,2011NAME DESIGNATION OFFICE/SCHOOL1. Raul R. Cabatingan Teacher Deped – Agusan del Sur2. Rayfrocina T. Abao EPS – I Deped – Agusan del Norte3. Nimfa Naneto SST – III ASNAS4. Deity Brenda L. Parada Master Teacher – I Deped – Surigao City5. Mari Jean F. Sebastian Teacher – I Deped R 96. Norvina Tubongbanua ES – II Deped R 97. Ryan Montera Teacher CUBED8. Emenioneth F. Coordoncillo Teacher Dep. Ed. Lanao del Norte9. Amelia R. Avila Teacher Dep. Ed. CARAGA10. Elizabeth A. Bautista EPS – II DepEd – Regional Office5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)Venue: RELC, Davao Cityand CARAGADate: May 6, 2011
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 103NAME DESIGNATION OFFICE/SCHOOL1. Herman Aldous R. Bodikey Jr. EPS Davao del Sur2. Felix Antecristo Teacher Davao del Sur3. Esther E. Udtohan Teacher Panabo City4. Merliza M. Murray Teacher Maguindanao I5. Consuelo B. Tindoc ES – I Maguindanao II Division6. Dr. Purificacion S. Yambao EPS DepEd – RO XI7. Joy M. Rainos Teacher DepEd – Tagum National Trade SchoolTagum City Division8. Joenary D. Silao Teacher DepEd – Norala Central Elem. SchoolSouth Cotabato Division9. Milagros L. Saceda Head Teacher III DepEd – Sta. Ana National High SchoolG. Workshop on the K to 12 Curriculum MappingVenue: DAP, Tagaytay CityDate: March 16-18,2011NAME DESIGNATION OFFICE/SCHOOL1. Lilian Luna EPS SDD – BSE2. Myrna Parakikay Teacher Division of Makati City3. Marivic Tolitol EPS CDD – BSE4. Jose Tuguinayo, Jr EPS CDD – BSE5. Nancy Pascual Teacher Division of Makati City6. Virgina Fernandez EPS CDO – BEE7. Ma. Paz Levita Galapir EPS SDD – BEE8. Ronald Castillo Teacher Division of Apayao9. Isabelo Magbitang Suervisor City School Supervisor, Manila10. Alve Paluay Teacher Curriculum Specialist11. Dr. Larry Gabao Professor PNU12. Dr. Fernando Josef EPS BSE13. Dr. Evelina Veronica Professor UE – College of Education14. Roy Concepcion Documentor CDD – BEE
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 104SECRETARIATNAME DESIGNATION1. Rachelle C. Fermin DepEd2. Prescy Ong DepEd3. Magdalena Mendoza DAP4. Tristan Suratos DAP5. Kimberly Pobre DAP6. Cristina Villasenor DAP7. Lani Garnace DAP8. Kidjie Saguin DAP9. Maria Boncan Accountant, DepEd10. Daylinda Guevarra Accountant, DepEd11. Fenerosa Maur Accountant, DepEd12. Divina Tomelden Accountant, DepEd13. Nilva Jimenez Disbursing Officer, DepEdFACILITATORS/ SUPPORT TEAMNAME DESIGNATION1. Irene C. De Robles CDD – BEE2. Jose Tuguinayo, Jr. CDD – BSE3. Marivic Abcede CDD – BSE4. Mirla Olores SPED – BEE5. Simeona Ebol CDD – BEE6. Fe Villalino SDD – BEEADVISORY TEAMNAME DESIGNATION1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd5. D. Paraluman R. Giron Chair, K – 10 TWG6. Dr. Avelina T. Liagas Consultant, TEC, DepEd7. Dr. Dina Ocampo Dean, COE, UP Diliman
    • K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 1058. Dr. Ester Ogena President, PNU9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms andStandards10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.11. Dr. Merle Tan Director, UP – NISMED12. Dr. Cristina Padolino President, CEU13. Mr. Napoleon Imperial CHED14. Diane Decker Consultant, MTB – MLE15. Dr. Nelia Benito Director, NETRC16. Dr. Socorro Pilor Director, IMCS17. Dr. Beatriz Torno Executive Director, TEC18. Dr. Carolina Guerrero Director, BALS19. Dr. Irene Isaac Director, TESDA20. Dr. Imelda Taganas Director, TESDA