This document outlines the key stage standards and scope and sequence for music education from Kindergarten to Grade 12 in the Philippines. It includes the elements and processes of music, as well as the philosophy and rationale for music education. The scope and sequence provides examples of the musical elements, genres, and regions that will be covered in each grade level. It also references Republic Act 4723, which mandates the importance of teaching music in elementary and secondary school curricula.

1. K to 12
MUSIC AND ART

4. BASIC REFERENCES FOR MUSIC AND ART
Music Elements Music Processes
Art Element and
Principle
Art Processes
• Rhythm
• Melody
• Tempo
• Form
• Timbre
• Dynamics
• Tempo
• Texture
• Harmony*
* No formal
instruction in
harmony from K to 3
• Listening
• Reading
• Imitating (re-
creating)
• Responding
• Creating
• Performing
(including movement)
• Evaluating
• Analyzing critically
• Applying
(transference
• Color
• Line
• Shape/Form
• Value
• Texture
• Rhythm
• Balance
• Emphasis
• Proportion
• Harmony
• Seeing/Observing
• Reading
• Imitating (re-
creating)
• Responding
• Creating
• Performing
(including
movement)
• Evaluating
• Analyzing critically
• Applying
(transference)

5. Philosophy and Rationale
Music Education
• MUSIC is both an AURAL and TEMPORAL art.
• All elements and processes are interwoven
artistically into a “TAPESTRY” moving in TIME
and in diverse HISTORICAL and CULTURAL
contexts.
• The nature of music is expressive, ongoing
and creative.

6. • A student must learn to “hear”, “speak” and
“think” in the medium of music.
• The K-12 Music Curriculum advocates the
• SPIRAL
• MULTICULTURAL and
• INTEGRATIVE
approaches in music education and
current philosophical thought in
contemporary general education.

7. Learning Area
Music
Learning Area Standard K to 12
The learner demonstrates understanding of:
• Basic concepts and processes in music through:
• Appreciation, analysis and performance for:
• His/her self-development,
• Celebration of his/her Filipino cultural identity
and diversity
• Expansion of his/her world vision.

8. Key Stage Standard K to 3
The learner demonstrates understanding of:
• Fundamental processes through:
• Performing, Creating and Responding, aimed
towards:
• Development of Appreciation of music, and
• Acquisition of basic knowledge and skills.

9. Key Stage Standard 4 to 6
The learner demonstrates understanding
of:
• Basic elements and concepts through:
• Performing, creating and responding,
aimed towards:
• Development of appreciation of music
and
• Acquisition of basic knowledge and skills

10. Key Stage Standard 7 to 10
• The learner demonstrates understanding of:
• Salient features of music and art of the
Philippines and the world, through:
• Appreciation, analysis, and performance, for
self-development,
• Celebration of Filipino cultural identity and
diversity and
• Expansion of one’s world vision.

11. Key Stage Standard 11 to 12
The learner demonstrates understanding of
and proficiency in the chosen art form or genre,
through:
• Appreciation, Analysis, and Performance, for:
• Self-development
• Celebration of Filipino cultural identity and
diversity
• Expansion of one’s world vision for
• Professional preparation and aesthetic growth.

12. Grade Level Standard
Grade 1
The learner demonstrates basic
understanding of the fundamental
processes in music, through:
• Performing
• Creating
• Listening
• Observing and Describing
• Responding

13. Grade Level Standard
Grade 7
The learner demonstrates basic
understanding of the fundamental
processes in music through
• Performing
• Creating
• Listening and Observing
• Responding.

14. Scope and Sequence for Grade 1
Elements of Music
First Quarter: Dynamics, Timber, Rhythm,
Melody
Second Quarter: Tempo, Melody, Rhythm, Form
Third Quarter: Timbre, Rhythm, Melody, Form
Fourth Quarter: Dynamics, Tempo, Texture,
Review of all elements

15. First Quarter (Part 1): Review of Music Elements
and Processes.
Scope and Sequence for Grade 7
Elements
•Rhythm
•Melody
•Form
•Timbre
•Dynamics
•Tempo
•Texture
•Harmony*
*No formal instruction in
harmony from K to 3
Processes
•Listening
•Reading
•Imitating (re-creating)
•Responding
•Creating
•Performing (including
movement)
•Evaluating
•Analyzing Critically
•Applying (transference)

16. Scope and Sequence for Grade 7
First Quarter (Part 2): Music of Luzon (Highlands
and Lowlands)
Highlands Lowlands

17. Scope and Sequence for Grade 7
Second Quarter: Music of Mindoro, Palawan
and Visayas

18. Scope and Sequence for Grade 7
Third Quarter: Music of Mindanao

19. Scope and Sequence for Grade 7
Fourth Quarter: Representative Compositions of
the Philippines
National Artists in Music, Composers

21. Genres:
• (Vocal) Harana, Balitaw,
Kundiman.
• (Vocal Ensemble) Duets,
etc., Choral.
• (Instrumental) Solo,
Ensemble, Orchestra
• OPM

22. Republic Act No. 4723
May 19, 1966 Passed By Senate
An act giving importance to the teaching of
music in the curricula of elementary and
secondary schools, and appropriating funds
therefore.
1. Music and Art
2. Physical Education

23. The Revised Elementary Education
Program
Department Order No. 10, s. 1970
Music and arts is one separate subject area
with Music allotted three days a week and Arts,
two days. (Pursuant to the Music Law, R.A.
4723).

24. The New Elementary School Curriculum
1983-84
MEC Order #6, s. 1982
No music in grades one and two.