This document outlines the curriculum for Grade 8 arts and music courses focused on Asian arts. It includes 4 units for both arts and music: Unit 1 covers Southeast Asia, Unit 2 covers East Asia, Unit 3 covers Central, South and West Asia, and Unit 4 covers traditional Asian theater and festivals. The units describe content standards, performance standards, and learning competencies for students to understand Asian art and music elements and traditions, analyze and evaluate examples, and create their own art and music performances.
There is a lack of creativity and the arts in schools which can lead to increased violence. Learning through the arts engages all the senses as children explore natural materials, local art forms, and their cultural heritage. Incorporating art into the curriculum allows children to appreciate their environment, respect each other, and develop their ideas through activities like drawing, painting and modeling using an interdisciplinary approach.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
This document discusses the importance of art education at the elementary level. It defines art education as including both visual and performing arts. Visual arts involve creating physical art objects using mediums like painting, sculpture, and design. Performing arts are experienced through dance, theatre, music, and puppetry. The document outlines several benefits of art education for children's development, such as personal growth, cognitive stimulation, and improved academic performance. It also describes the wide scope and career opportunities associated with art education, such as careers in teaching, commercial art, film, architecture, and more. Overall, the document advocates for the inclusion of art education at the elementary level to support children's learning and development.
This document discusses arts education and provides guidance on planning arts curriculum. It outlines three goals for arts education: cultural/historical, critical/responsive, and creative/productive. It recommends that arts education be a required subject equivalent to 200 minutes per week, divided between dance, drama, music, and visual art. Effective arts education provides opportunities for creative expression, self-confidence, cultural understanding, and student voice. High-quality planning involves identifying outcomes, assessments, essential questions, themes, activities, and resources. Assessment should evaluate both creative process and products, using tools like rubrics, journals, and demonstrations.
The document discusses Discipline-Based Art Education (DBAE), an educational program developed in the 1980s that promotes art education across four disciplines: art production, art criticism, art history, and aesthetics. The goal of DBAE is to develop students' understanding and appreciation of art by providing knowledge of art theories and contexts as well as opportunities to create and critique art. It aims to make art education more standardized and academic.
Laura J. Martin received her BFA in Art Education from Tennessee Technological University in 2012, graduating summa cum laude with honors and scholarships. She has experience teaching art at the elementary, high school, and private studio levels through student teaching placements and her current position at Uptown Art in Hendersonville, TN. Martin also exhibits her own artwork professionally and plans to enroll in Western Kentucky University's MAE program in Spring 2013 to further her education.
The document provides a daily lesson plan for teaching contemporary Philippine arts from different regions to 11th grade students. It includes objectives to describe various contemporary art forms and their practices from various regions. The lesson plan outlines content on composition of art including elements like line, shape, and principles like balance. It also discusses contemporary art forms like choreography, musical instruments, literary compositions, and theatrical performances. The procedures section describes activities where students will draw their favorite place and present different regional art forms.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and cultural appreciation through visual art, music, creative movement and aesthetics. It discusses how arts experiences can boost self-esteem and skills like problem-solving. National and California standards for arts education are also presented, focusing on artistic perception, creative expression, historical/cultural context, aesthetic valuing, and connections across subjects. Resources for arts education are provided.
There is a lack of creativity and the arts in schools which can lead to increased violence. Learning through the arts engages all the senses as children explore natural materials, local art forms, and their cultural heritage. Incorporating art into the curriculum allows children to appreciate their environment, respect each other, and develop their ideas through activities like drawing, painting and modeling using an interdisciplinary approach.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
This document discusses the importance of art education at the elementary level. It defines art education as including both visual and performing arts. Visual arts involve creating physical art objects using mediums like painting, sculpture, and design. Performing arts are experienced through dance, theatre, music, and puppetry. The document outlines several benefits of art education for children's development, such as personal growth, cognitive stimulation, and improved academic performance. It also describes the wide scope and career opportunities associated with art education, such as careers in teaching, commercial art, film, architecture, and more. Overall, the document advocates for the inclusion of art education at the elementary level to support children's learning and development.
This document discusses arts education and provides guidance on planning arts curriculum. It outlines three goals for arts education: cultural/historical, critical/responsive, and creative/productive. It recommends that arts education be a required subject equivalent to 200 minutes per week, divided between dance, drama, music, and visual art. Effective arts education provides opportunities for creative expression, self-confidence, cultural understanding, and student voice. High-quality planning involves identifying outcomes, assessments, essential questions, themes, activities, and resources. Assessment should evaluate both creative process and products, using tools like rubrics, journals, and demonstrations.
The document discusses Discipline-Based Art Education (DBAE), an educational program developed in the 1980s that promotes art education across four disciplines: art production, art criticism, art history, and aesthetics. The goal of DBAE is to develop students' understanding and appreciation of art by providing knowledge of art theories and contexts as well as opportunities to create and critique art. It aims to make art education more standardized and academic.
Laura J. Martin received her BFA in Art Education from Tennessee Technological University in 2012, graduating summa cum laude with honors and scholarships. She has experience teaching art at the elementary, high school, and private studio levels through student teaching placements and her current position at Uptown Art in Hendersonville, TN. Martin also exhibits her own artwork professionally and plans to enroll in Western Kentucky University's MAE program in Spring 2013 to further her education.
The document provides a daily lesson plan for teaching contemporary Philippine arts from different regions to 11th grade students. It includes objectives to describe various contemporary art forms and their practices from various regions. The lesson plan outlines content on composition of art including elements like line, shape, and principles like balance. It also discusses contemporary art forms like choreography, musical instruments, literary compositions, and theatrical performances. The procedures section describes activities where students will draw their favorite place and present different regional art forms.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and cultural appreciation through visual art, music, creative movement and aesthetics. It discusses how arts experiences can boost self-esteem and skills like problem-solving. National and California standards for arts education are also presented, focusing on artistic perception, creative expression, historical/cultural context, aesthetic valuing, and connections across subjects. Resources for arts education are provided.
This document outlines a lesson plan for teaching students about the arts and crafts of West, South, and Central Asia. The objectives are for students to identify characteristics of arts from these regions, reflect on artifacts, and incorporate design elements into their own creations. The lesson involves students watching videos, discussing traditional crafts, completing activities like making border designs and clay pots, and creating an art exhibit. Formative assessments include a quiz, evaluating student artworks, and a reflection on what students learned.
This document outlines a three-part lesson plan to teach students about how geography and culture influence music in Southeast Asian countries. In the first activity, students research a assigned country and create a presentation about the relationship between the country's geography, culture, and traditional music. The second activity asks students to compose a short piece of music fusing Southeast Asian elements with another genre. The third activity has students research and create artwork depicting a traditional musical instrument from their assigned country and participate in a cultural exchange. The overall goal is for students to understand how geography and culture shape the unique musical traditions of Southeast Asia.
The curriculum map outlines an arts unit on the arts of South, West, and Central Asia. It includes standards, learning competencies, activities and assessments. The unit will teach students about the characteristic elements, features and processes of the arts in countries like India, Iran, Pakistan and Tibet. Students will analyze elements and principles, identify characteristics, and create artworks inspired by these cultures. They will mount an exhibit to showcase their understanding of the rich artistic and cultural traditions of the region.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
1) The document outlines the daily lesson log for an 8th grade arts class, including objectives, content, learning resources, and procedures for lessons about the arts of South, West, and Central Asia.
2) The objectives are focused on analyzing and applying elements of art from different Asian cultures and deriving meaning from artifacts.
3) The content covers the arts of South Asia including India, West Asia such as Iran and Saudi Arabia, and Central Asia including Pakistan and Tibet.
4) Procedures include reviewing cultures and arts, establishing purpose, examples, discussion, practice, assessment, and application to daily life such as celebrating Diwali.
The document provides information about the K to 12 Music curriculum for Grade 7 in the Philippines, including the conceptual framework, philosophy, and content standards. It discusses the music of different regions in the Philippines, including Luzon, Mindoro, Palawan, Visayas, and Mindanao. The curriculum is designed to develop students' understanding of musical elements and processes through performing, creating, listening, and responding to Philippine music.
This document provides information on the K to 12 Curriculum Guide for Arts in the Philippines. It discusses the conceptual framework, which focuses on student-centered, spiral learning of artistic skills and cultural literacy. It emphasizes performance-based and active learning through experiences like creating, performing and critiquing art and music. The guide covers philosophy, rationale and standards for both music and arts education. It aims to develop students' cultural identity and appreciation of Philippine arts while preparing them for careers in creative fields.
This document is a daily learning log for a MAPEH (Music, Arts, Physical Education, and Health) class. It outlines four sessions on Asian Festivals and Theatrical Forms. The objectives are for students to understand how elements like sound, music, and costume are used in Asian performances and how performance is an expression of celebration. Students will analyze different Asian festivals and theatrical forms, create costumes and performances, and participate in a festival. Assessment involves students scoring 80% or above and requiring remedial activities if below 80%.
The document outlines an arts curriculum to help children develop creativity, expression, appreciation of art and culture through experiences in visual art, music, creative movement, and aesthetics using standards from the National Arts Standards and California Visual and Performing Arts Framework. The curriculum provides examples of kindergarten music standards focusing on artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections across subjects.
This document outlines the course descriptions and content for Music, Arts, and Health 8. The Music and Arts portion focuses on introducing Southeast Asian music and arts, including specific genres and styles from countries like Cambodia, Indonesia, Thailand, and performances on instruments like piphat and pinpeat. The quarter's content will cover fabric designs, arts and crafts from various Southeast Asian countries. The Health portion aims to help students become healthy individuals and covers topics like gender and sexuality, teenage concerns, factors affecting sexuality, and developing decision making skills for managing sexuality-related issues.
This document outlines a lesson plan on modern art movements for 10th grade students. The lesson introduces students to impressionism, expressionism, cubism, dadaism, surrealism, and abstract art. Students will analyze how each movement uses elements and principles of art. They will view and discuss examples from different periods. As an activity, students will create their own artworks in the impressionist, expressionist, or cubist styles to demonstrate their understanding of techniques from each movement. The goal is for students to recognize distinguishing characteristics and messages conveyed by visual works across various eras.
This document outlines a lesson plan for teaching students about modern art movements. It will introduce students to Impressionism, Expressionism, Cubism, Dadaism, Surrealism, and Abstract Art through examples and discussions. Students will analyze how these movements used principles of art and experiment with associated techniques. They will also create their own artworks in the styles of Impressionism and Expressionism/Dadaism/Surrealism to demonstrate their understanding.
This document outlines a lesson plan on modern art movements including Impressionism, Expressionism, Cubism, Dadaism, Surrealism, and Abstract Realism. The lesson plan includes objectives, content, learning resources, procedures such as reviewing concepts, presenting examples, discussing new concepts, and developing mastery through student art projects emulating the techniques of different movements. Students will analyze elements and principles of art, identify characteristics of different movements, recognize representative artists, and create their own artworks in the styles of Impressionism and Cubism.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and appreciation for different art forms and cultures. It discusses how experiences in visual art, music, creative movement and aesthetics can boost children's self-esteem and skills in problem-solving, social skills and aesthetic awareness. The curriculum is designed to enhance artistic development through exploration of various media and artistic processes, while avoiding pattern books and allowing for creative expression. National and California standards for the visual and performing arts are also summarized.
The document outlines a lesson plan for teaching arts and crafts of Southeast Asian countries. It includes objectives to identify characteristics of arts/crafts from different Southeast Asian nations, analyze elements of those arts/crafts, and create replicas. Students will research Southeast Asian arts/crafts, discuss elements from countries like Thailand and Cambodia, identify and describe images, and do a hands-on puppet or kite making activity. Their understanding will be evaluated through a quiz.
The document provides an overview of the Grade 10 Music curriculum guide from the Department of Education of the Philippines. It outlines the conceptual framework, philosophy, and rationale of music education. It also includes standards and competencies, as well as content and learning materials for the first and second quarters, focusing on 20th century music styles, Afro-Latin and popular music.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides a daily lesson log for a MAPEH (Music, Arts, Physical Education, and Health) class on the arts of South, West, and Central Asia. The lesson objectives are to analyze elements and principles of art in cultural artifacts from these regions and create inspired artworks. Content includes rangoli and Diwali from India, truck art from Pakistan, and arts from Uzbekistan, Kazakhstan, and Tajikistan. Learning activities involve identifying characteristics of different cultures' arts, analyzing elements and principles, creating rangoli and mobiles, comparing jeepneys and truck art, and evaluating learning.
This document outlines learning activities to help students evaluate music and performances by applying their knowledge of musical elements and styles. Students will listen to different genres and identify their elements, then assess live performances using a rubric. They will also compare two styles through a worksheet and presentation, analyzing similarities and differences in elements, history, and culture. The goal is for students to appreciate and critique music more effectively by understanding how elements and styles contribute to overall sound and impact. Teachers can assess students through evaluations of their participation, identification of elements/styles, and written critiques.
The document outlines an art appreciation course offered at Clarendon College. The 3-unit course aims to provide students with an understanding and appreciation of art through examining its historical and societal contexts. The course covers topics such as the meaning and importance of art, the development of art across cultures and time periods, various art mediums and techniques, artistic elements and principles of design. Assessment methods include quizzes, exams, and individual and group outputs. The course aims to help students develop an understanding and appreciation of art, utilize art for self-expression, discover identity through art, and develop sensitivity to self and community.
This document outlines a lesson plan for teaching students about the arts and crafts of West, South, and Central Asia. The objectives are for students to identify characteristics of arts from these regions, reflect on artifacts, and incorporate design elements into their own creations. The lesson involves students watching videos, discussing traditional crafts, completing activities like making border designs and clay pots, and creating an art exhibit. Formative assessments include a quiz, evaluating student artworks, and a reflection on what students learned.
This document outlines a three-part lesson plan to teach students about how geography and culture influence music in Southeast Asian countries. In the first activity, students research a assigned country and create a presentation about the relationship between the country's geography, culture, and traditional music. The second activity asks students to compose a short piece of music fusing Southeast Asian elements with another genre. The third activity has students research and create artwork depicting a traditional musical instrument from their assigned country and participate in a cultural exchange. The overall goal is for students to understand how geography and culture shape the unique musical traditions of Southeast Asia.
The curriculum map outlines an arts unit on the arts of South, West, and Central Asia. It includes standards, learning competencies, activities and assessments. The unit will teach students about the characteristic elements, features and processes of the arts in countries like India, Iran, Pakistan and Tibet. Students will analyze elements and principles, identify characteristics, and create artworks inspired by these cultures. They will mount an exhibit to showcase their understanding of the rich artistic and cultural traditions of the region.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
1) The document outlines the daily lesson log for an 8th grade arts class, including objectives, content, learning resources, and procedures for lessons about the arts of South, West, and Central Asia.
2) The objectives are focused on analyzing and applying elements of art from different Asian cultures and deriving meaning from artifacts.
3) The content covers the arts of South Asia including India, West Asia such as Iran and Saudi Arabia, and Central Asia including Pakistan and Tibet.
4) Procedures include reviewing cultures and arts, establishing purpose, examples, discussion, practice, assessment, and application to daily life such as celebrating Diwali.
The document provides information about the K to 12 Music curriculum for Grade 7 in the Philippines, including the conceptual framework, philosophy, and content standards. It discusses the music of different regions in the Philippines, including Luzon, Mindoro, Palawan, Visayas, and Mindanao. The curriculum is designed to develop students' understanding of musical elements and processes through performing, creating, listening, and responding to Philippine music.
This document provides information on the K to 12 Curriculum Guide for Arts in the Philippines. It discusses the conceptual framework, which focuses on student-centered, spiral learning of artistic skills and cultural literacy. It emphasizes performance-based and active learning through experiences like creating, performing and critiquing art and music. The guide covers philosophy, rationale and standards for both music and arts education. It aims to develop students' cultural identity and appreciation of Philippine arts while preparing them for careers in creative fields.
This document is a daily learning log for a MAPEH (Music, Arts, Physical Education, and Health) class. It outlines four sessions on Asian Festivals and Theatrical Forms. The objectives are for students to understand how elements like sound, music, and costume are used in Asian performances and how performance is an expression of celebration. Students will analyze different Asian festivals and theatrical forms, create costumes and performances, and participate in a festival. Assessment involves students scoring 80% or above and requiring remedial activities if below 80%.
The document outlines an arts curriculum to help children develop creativity, expression, appreciation of art and culture through experiences in visual art, music, creative movement, and aesthetics using standards from the National Arts Standards and California Visual and Performing Arts Framework. The curriculum provides examples of kindergarten music standards focusing on artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections across subjects.
This document outlines the course descriptions and content for Music, Arts, and Health 8. The Music and Arts portion focuses on introducing Southeast Asian music and arts, including specific genres and styles from countries like Cambodia, Indonesia, Thailand, and performances on instruments like piphat and pinpeat. The quarter's content will cover fabric designs, arts and crafts from various Southeast Asian countries. The Health portion aims to help students become healthy individuals and covers topics like gender and sexuality, teenage concerns, factors affecting sexuality, and developing decision making skills for managing sexuality-related issues.
This document outlines a lesson plan on modern art movements for 10th grade students. The lesson introduces students to impressionism, expressionism, cubism, dadaism, surrealism, and abstract art. Students will analyze how each movement uses elements and principles of art. They will view and discuss examples from different periods. As an activity, students will create their own artworks in the impressionist, expressionist, or cubist styles to demonstrate their understanding of techniques from each movement. The goal is for students to recognize distinguishing characteristics and messages conveyed by visual works across various eras.
This document outlines a lesson plan for teaching students about modern art movements. It will introduce students to Impressionism, Expressionism, Cubism, Dadaism, Surrealism, and Abstract Art through examples and discussions. Students will analyze how these movements used principles of art and experiment with associated techniques. They will also create their own artworks in the styles of Impressionism and Expressionism/Dadaism/Surrealism to demonstrate their understanding.
This document outlines a lesson plan on modern art movements including Impressionism, Expressionism, Cubism, Dadaism, Surrealism, and Abstract Realism. The lesson plan includes objectives, content, learning resources, procedures such as reviewing concepts, presenting examples, discussing new concepts, and developing mastery through student art projects emulating the techniques of different movements. Students will analyze elements and principles of art, identify characteristics of different movements, recognize representative artists, and create their own artworks in the styles of Impressionism and Cubism.
The document outlines an arts curriculum that aims to help children develop creativity, expression, observation skills, and appreciation for different art forms and cultures. It discusses how experiences in visual art, music, creative movement and aesthetics can boost children's self-esteem and skills in problem-solving, social skills and aesthetic awareness. The curriculum is designed to enhance artistic development through exploration of various media and artistic processes, while avoiding pattern books and allowing for creative expression. National and California standards for the visual and performing arts are also summarized.
The document outlines a lesson plan for teaching arts and crafts of Southeast Asian countries. It includes objectives to identify characteristics of arts/crafts from different Southeast Asian nations, analyze elements of those arts/crafts, and create replicas. Students will research Southeast Asian arts/crafts, discuss elements from countries like Thailand and Cambodia, identify and describe images, and do a hands-on puppet or kite making activity. Their understanding will be evaluated through a quiz.
The document provides an overview of the Grade 10 Music curriculum guide from the Department of Education of the Philippines. It outlines the conceptual framework, philosophy, and rationale of music education. It also includes standards and competencies, as well as content and learning materials for the first and second quarters, focusing on 20th century music styles, Afro-Latin and popular music.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides a daily lesson log for a MAPEH (Music, Arts, Physical Education, and Health) class on the arts of South, West, and Central Asia. The lesson objectives are to analyze elements and principles of art in cultural artifacts from these regions and create inspired artworks. Content includes rangoli and Diwali from India, truck art from Pakistan, and arts from Uzbekistan, Kazakhstan, and Tajikistan. Learning activities involve identifying characteristics of different cultures' arts, analyzing elements and principles, creating rangoli and mobiles, comparing jeepneys and truck art, and evaluating learning.
This document outlines learning activities to help students evaluate music and performances by applying their knowledge of musical elements and styles. Students will listen to different genres and identify their elements, then assess live performances using a rubric. They will also compare two styles through a worksheet and presentation, analyzing similarities and differences in elements, history, and culture. The goal is for students to appreciate and critique music more effectively by understanding how elements and styles contribute to overall sound and impact. Teachers can assess students through evaluations of their participation, identification of elements/styles, and written critiques.
The document outlines an art appreciation course offered at Clarendon College. The 3-unit course aims to provide students with an understanding and appreciation of art through examining its historical and societal contexts. The course covers topics such as the meaning and importance of art, the development of art across cultures and time periods, various art mediums and techniques, artistic elements and principles of design. Assessment methods include quizzes, exams, and individual and group outputs. The course aims to help students develop an understanding and appreciation of art, utilize art for self-expression, discover identity through art, and develop sensitivity to self and community.
1. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 17 ARTS -
GRADE 8 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 1
ARTS OF ASIA
Indonesia, Malaysia, Singapore,
Vietnam, Thailand, Cambodia,
Myanmar, Laos
Process:
Drawing of Asian peoples
Iconic gods
Elements:
LINES & COLORS
The Learner…
elements and processes by
synthesizing and applying prior
knowledge and skills
demonstrates understanding of the
salient features of the arts of
Southeast Asia by correlating the art
elements and processes among
culturally diverse Southeast Asian
countries
The Learner...
characteristic elements of the arts of
Southeast Asia
puts up a mini-Southeast Asian art
exhibit using their own artworks
The Learner...
principles (texture, proportion, emphasis, harmony
etc.) in the production of art and crafts
identifies characteristics of arts and crafts found in
Southeast Asia
reflects on and derives the mood, idea, or message
emanating from selected artwork
determines the effectiveness of artwork by
evaluating its utilization and combination of art
elements and principles
evaluates the effectiveness of mood, idea, or
message as depicted by the visual image in the
artwork
traces the external (foreign) and internal
(indigenous) influences that are reflected in an
artwork or in the making of a craft or artifact
Content Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 1
3. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 19 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 2
ARTS OF ASIA
China. Japan and Korea
The Learner…
elements and processes by
synthesizing and applying prior
knowledge and skills
demonstrates understanding of the
salient features of the arts of East Asia
by correlating the art elements and
processes among culturally diverse
East Asian countries
The Learner...
characteristic elements of the arts of
East Asia
puts up a mini-East Asian art exhibit
using their own artworks
The Learner...
principles (texture, proportion, emphasis, harmony
etc.) in the production of art and crafts
identifies characteristics of arts and crafts found in
East Asia
reflects on and derives the mood, idea, or message
emanating from selected artwork
determines the effectiveness of artwork by
evaluating its utilization and combination of art
elements and principles
evaluates the effectiveness of mood, idea, or
message as depicted by the visual image in the
artwork
traces the external (foreign) and internal
(indigenous) influences that are reflected in an
artwork or in the making of a craft or artifact
4. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 20 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 2
The Learner...
uses artwork to derive the traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc)
correlates the development of crafts in specific areas of a country, according to functionality, traditional specialized expertise, and availability of resources
5. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 21 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 3
ARTS OF ASIA
Near East countries
India, Pakistan, Middle East, Israel
The Learner…
elements and processes by
synthesizing and applying prior
knowledge and skills
demonstrates understanding of the
salient features of the arts of Central,
South by correlating the art elements
and processes among culturally
diverse Central, South and Near East
Asian countries
The Learner...
characteristic elements of the arts of
Central, South and Near East Asian
countries
puts up a mini-Central, South and
Near Eastern Asian art exhibit using
their own artworks
The Learner...
principles (texture, proportion, emphasis, harmony
etc.) in the production of art and crafts
identifies characteristics of arts and crafts found in
Central, South and Near East Asian Asia
reflects on and derives the mood, idea, or message
emanating from selected artwork
determines the effectiveness of artwork by
evaluating its utilization and combination of art
elements and principles
evaluates the effectiveness of mood, idea, or
message as depicted by the visual image in the
artwork
traces the external (foreign) and internal
(indigenous) influences that are reflected in an
artwork or in the making of a craft or artifact
6. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 22 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 3
The Learner...
uses artwork to derive the traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc)
correlates the development of crafts in specific areas of a country, according to functionality, traditional specialized expertise, and availability of resources
7. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 23 Content
Content Standards Performance Standards Learning Competencies
Art Gr.8 – UNIT 4
Festivals and Theatrical Forms of
Asia
Lantern Festival- Thailand
Kodo Taiko Drum Festival- Japan
Representative Theatrical
Compositions of Asia
WayangKulit
The Learner…
elements of sound, music, gesture,
movements and costume affect the
creation and communication of
meaning in Asian Festivals and
Theatrical Forms as influenced by
history and culture,
The Learner...
with accessories based on authentic
festival costumes
creates / improvises appropriate
sound, music, gesture, movements
and costume for a chosen theatrical
composition
takes part in a chosen Asian festival
The Learner...
celebrated all over the country throughout the year
reports on the history of the festival and theatrical
composition and its evolution and describes how the
townspeople participate and contribute to its festivity
and gaiety
defines what makes each of the Asian festivals
unique by a visual presentation and report on
selected festivals representing the different Asian
countries
designs with a group the visual components of a
school drama
analyzes the uniqueness of the group that was
given recognition for its performance and explain
what component contributed to their being selected
8. K TO 12 MUSIC AND ARTS K-12 Curriculum Guide - version as of November 22, 2012 Page 11 MUSIC - GRADE 8
Content Content Standards Performance Standards Learning Competencies
Music Gr.8 - UNIT 1
MUSIC OF ASIA
Indonesia, Malaysia, Singapore,
Vietnam, Thailand, Cambodia,
Myanmar, Laos
− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
The Learner…
elements and processes by synthesizing
and applying prior knowledge and skills.
demonstrates understanding of salient
features of Southeast Asian music by
correlating musical elements and
processes to our native forms
The Learner...
music, alone and with others, in
appropriate tone, pitch, rhythm,
expression and style
The Learner...
correlates Southeast Asian music to the lives of the
people
analyzes examples of Southeast Asian music and
describes how the musical elements are used
explains the distinguishing characteristics of
representative Southeast Asian music in relation to history
and culture of the area
performs on available instruments from Southeast Asia,
alone and/or with others
improvises simple rhythmic/harmonic accompaniments
to selected Southeast Asian music
develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in music
explores ways of producing sounds on a variety of
sources that would emulate instruments being studied
evaluates music and music performances applying
knowledge of musical elements and style
9. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 12 Content
Content Standards Performance Standards Learning Competencies
Music Gr.8 - UNIT 2
MUSIC OF ASIA
Review of Elements and Processes
China, Japan and Korea
− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
The Learner…
elements and processes by synthesizing and
applying prior knowledge and skills
demonstrates understanding of salient
features of East Asian music by correlating
musical elements and processes to our
native forms
The Learner...
alone and with others, in appropriate tone,
pitch, rhythm, expression and style
The Learner...
others
people
analyzes examples of East Asian music and
describes how the musical elements are used
explains the distinguishing characteristics of
representative East Asian music in relation to
history and culture of the area
performs on available instruments from East Asia
alone and/or with others
improvises simple rhythmic/harmonic
accompaniments to selected East Asian music
develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in music
explores ways of producing sounds on a variety
of sources that would emulate instruments being
studied
evaluates music and music performances
applying knowledge of musical elements and style
10. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 13 Content
Content Standards Performance Standards Learning Competencies
Music Gr.8 - UNIT 3
MUSIC OF ASIA
Music of Central Asia, South Asia and
Near East countries
India, Pakistan, Middle East, Israel
− Vocal Music
− Instrumental Music
− Cultural Context (History and Traditions)
− Composition
− Social Functions
− Performance Styles/Techniques
The Learner…
elements and processes by synthesizing
and applying prior knowledge and skills
demonstrates understanding of salient
features of music from Central Asia, South
Asia and Near East countries by correlating
musical elements and processes to our
native forms
The Learner...
Asia and Near East countries’ music, alone
and with others, in appropriate tone, pitch,
rhythm, expression and style
The Learner...
Near East countries alone and/with others
listens to music from Central Asia, South Asia and
Near East countries
correlates Central Asia, South Asia and Near East
countries’ music to the lives of the people
analyzes examples of Central, South Asia and Near
East countries’ music and describes how the
elements are used
explains the distinguishing characteristics of
representative Central, South Asia and Near East
countries’ music in relation to the culture of the area
performs on available instruments from Central
Asia, South Asia and Near East countries alone
and/or with others
improvises simple rhythmic/harmonic
accompaniments to selected Central Asia, South Asia
and Near East countries’ music
develops musical awareness and creativity in
expressing oneself while doing the fundamental
processes in music
explores ways of producing sounds on a variety of
sources that would emulate instruments being studied
evaluates music and music performances applying
knowledge of musical elements and style
11. K TO 12 MUSIC AND ARTS K-12
Curriculum Guide - version as of
November 22, 2012 Page 14 Content
Content Standards Performance Standards Learning Competencies
Music Gr.8 - UNIT 4
Traditional Asian Theater Music
− Kabuki
− Wayang Kulit
− Peking Opera
The Learner…
features Asian traditional music by
correlating musical elements and processes
to our native forms
The Learner...
music and theater, alone and with others, in
appropriate tone, pitch, rhythm, expression
and style
The Learner...
through Asian musical and theatrical forms
illustrates how the different elements of music
contribute to creating the dramatic action in Asian
traditional musical and theatrical forms
creates/improvises appropriate sound, music,
gesture, movements, and costume for a rendition of a
chosen Asian traditional musical and theatrical form
sings songs appropriate for a rendition of a chosen
Asian traditional musical and theatrical form
performs on available Asian musical instruments or
improvised musical instruments for a rendition of a
chosen Asian traditional musical and theatrical form