K to 12 Curriculum Guide for Music and Arts

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K to 12 Curriculum Guide for Music and Arts

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  • Good eve sir ! may i ask for a copy of this curriculum guide for music and arts. Pls
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  • Good afternoon sir. Can I please have a copy of this curriculum guide? I need it for my report on the Teaching of Music and Arts in our subject Principles of Teaching2. Please send it to my email: megumimalik@gmail.com THANK YOU.
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  • Good afternoon sir, can you send me a copy of this curriculum guide to my account at johnericabon@gmail.com.. thank you sir..
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  • good day!! can i have a copy of this curriculum guide? thank you!!
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  • hi...good evening sir, can I have a copy of this, this is my gmail account...christianduatin@gmail.com I will really appreciate it sir because I need it in my Principles of Teaching II.
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K to 12 Curriculum Guide for Music and Arts

  1. 1. Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideMUSIC and ART( Grade 1 to Grade 10)January 2012
  2. 2. 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.
  3. 3. 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.
  4. 4. 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.
  5. 5. 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
  6. 6. 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
  7. 7. 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)
  8. 8. 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.
  9. 9. 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.
  10. 10. K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 10MUSIC(Grade 1 to Grade 10)
  11. 11. 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.
  12. 12. 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
  13. 13. 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
  14. 14. 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.
  15. 15. 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.
  16. 16. 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.
  17. 17. 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.
  18. 18. 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.
  19. 19. 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.
  20. 20. 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.
  21. 21. 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.
  22. 22. 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
  23. 23. 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‖
  24. 24. 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
  25. 25. 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.
  26. 26. 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.
  27. 27. 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.
  28. 28. 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.
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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.
  33. 33. 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)
  34. 34. 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.
  35. 35. 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.
  36. 36. 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.
  37. 37. 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.
  38. 38. 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.
  39. 39. 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
  40. 40. 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.
  41. 41. 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.
  42. 42. 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.
  43. 43. 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.
  44. 44. 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.
  45. 45. 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.
  46. 46. 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.
  47. 47. 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.
  48. 48. 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.
  49. 49. 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,
  50. 50. 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.
  51. 51. 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.
  52. 52. 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.
  53. 53. 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.
  54. 54. K TO 12 MUSIC AND ARTK to 12 – Curriculum Guide - version as January 31, 2012 54ART(Grade 1 to Grade 10)
  55. 55. 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.
  56. 56. 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,
  57. 57. 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.
  58. 58. 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.
  59. 59. 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.
  60. 60. 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
  61. 61. 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.
  62. 62. 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,
  63. 63. 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.
  64. 64. 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.

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