Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue,
Pasig City
K to 12 Curriculum Guide
MUSIC AND ARTS
(Grade 1 to Grade 10)
January 2013
CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic
expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and
skills and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively
correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance,
creative expression, 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, and creating. (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 by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the
National Research Council of the Philippines, 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.
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PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music 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 of purposes, 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 music is 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 describes this characteristic as a ―continuous state of becoming. Like the other arts, music is a creative avenue
for man’s individual quest for self- expression and
fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds
needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in
the skills that enable the 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 the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought
about contemporary general education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic
expression and cultural literacy, and celebrate his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own
cultural identity.
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PHILOSOPHY AND RATIONALE FOR ARTS
The Arts 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 to enhance 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. Arts records, reflects, and rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression
of
their
distinct
way 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 KINESTHETIC
INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art
develops and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to
develop the multiple intelligences of a student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21st
Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books,
paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and
new technologies like iPads, 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 guide educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION
of difficulty and depth 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 individual expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others
and of artists from the Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and
apprenticeship to professionals in various art-related fields so the student can discover and consider the different career opportunities in the arts.
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Figure 1. The Curriculum Framework of Music and Art
Education
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Grade 12 Mastery of Proficiency in the chosen form or genre
Grade 11 Mastery of Proficiency in the chosen form or genre
Grade 10 Application of Contemporary Music and Arts
Grade 9 Application – Western Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 6 Application for Appropriate Mastery and Acquisition
of Skills
Grade 5 Exploration – Elements / Processes
Grade 4 Formal Introduction to Elements / Processes
Grade 3 Preliminary Acquisition of Basic Knowledge and
Skills
Grade 2 Enhanced Understanding of Fundamental Processes
Grade 1 Introduction to the Fundamental Processes
Kindergarten Exposure to the Different Music & Art
Processes
(Experiential Learning)
Figure 2. Content of Music and Art per Grade Level
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Table 1. Basic Reference for Music and Art Content
Music Elements
Arts Elements and Principles
Music Processes
Art Processes
 Rhythm
 Color
 Listening
 Seeing/Observing
 Melody
 Line
 Reading
 Reading
 Form
 Shape/Form
 Imitating (re-creating)
 Imitating (re-creating)
 Timbre
 Texture
 Responding
 Responding
 Dynamics
 Rhythm
 Creating
 Creating (original works)
 Tempo
 Balance
 Performing (including movement)
 Performing (different art
processes)
 Texture
 Repetition *
 Evaluating
 Evaluating
 Analyzing critically
 Analyzing critically
 Applying (transference)
 Applying (transference)
 Harmony *
*No formal instruction in harmony
Contrast
 Emphasis
 Proportion
from K to 3
 Harmony/Unity
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LEARNING AREA STANDARD:
The learner demonstrates an understanding of basic concepts and processes in music and art through
appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity
and diversity, and expansion of his/her world vision.
KEY STAGE STANDARDS:
K-3
The learner demonstrates
understanding of fundamental
processes through
performing, creating, and
responding,
aimed towards the development of
appreciation of music and art, and
acquisition of basic knowledge and
skills.
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4-6
The learner demonstrates
understanding of basic elements
and concepts through
performing, creating, and
responding, aimed towards the
development of appreciation of
music and art, and acquisition of
basic knowledge and skills.
7 – 10
The learner demonstrates
understanding of salient features of
music and art of the Philippines
and the world, through appreciation,
analysis, and performance, for selfdevelopment, the celebration of
Filipino cultural identity and diversity,
and the
expansion of one’s world vision.
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GRADE LEVEL STANDARDS:
Grade Level
Grade Level Standards
Grade 1
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and
observing, and responding.
Grade 2
The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and
responding.
Grade 3
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards
the development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade 4
Through 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 5
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards selfdevelopment, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Grade 6
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 7
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and
observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
Grade 8
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for
self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 9
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through
appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.
Grade 10
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and
performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
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MUSIC
(Grade 1 to Grade 10)
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MUSIC - GRADE 1
Content
Content Standards
The learner…
I.
DYNAMICS

Sound Volume

Distinction
Between Loudness
and Softness in
Music

demonstrates
understanding of the
basic concepts of
dynamics
Performance Standards
The learner…



II.


TEMPO
Sound Speed
Distinction
Between Fastness
and Slowness in
Music

demonstrates
understanding of the
basic concepts of
tempo



III.
TIMBRE
 Sound Quality
 Distinction Between

demonstrates
understanding of the
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

Learning Competencies
The learner…
uses dynamic levels to enhance
poetry, chants, drama, and
musical stories
shows dynamic changes with
movements
uses the terms loud and soft to
identify volume changes

uses varied tempo to enhance
poetry, chants, drama, and
musical stories
correlates tempo changes with
movements
uses terms ―fast‖ and ―slow‖ to
identify tempo changes

uses voice and other sources of
sound to produce a variety of




interprets through body movements the
dynamics of a song
o small movement – soft
o big movement – loud
associates dynamics with the movements
of animals
o elephant walk – loud
o tiny steps of a dwarf – soft
demonstrates the basic concept of tempo
through movement
responds to varied tempo with movement
or dance
o slow movement with slow music
o fast movement with fast music
mimics animal movements
o horse – fast
o carabao – slow
identifies the source of sounds
o wind, wave, swaying of the trees,
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Singing and Talking
basic concepts of
timbre
The learner…
IV.
RHYTHM

Distinction
Between Sound
and Silence


The learner…
animal sounds, sounds produced
by machines, transportation,
through body movements
The learner…

demonstrates basic
understanding of
sound, silence and
rhythm

identifies the difference between
sound and silence accurately

associates icons with sound and silence
within a rhythmic pattern

develops musical
awareness and
creativity in
expressing
himself/herself while
doing the fundamental
processes in music

maintains a steady beat when
chanting, walking, tapping,
clapping, and playing musical
instruments

performs claps, taps, chants, walks and
plays musical instruments in response to
sound with the correct rhythm
o in groupings of 2s
o in groupings of 3s
o in groupings of 4s
performs echo clapping
Steady Beats
(ostinato)
Simple Rhythmic
Patterns

timbres
responds to differences in sound
quality with appropriate movement
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

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
V.


VI.
FORM
Musical Lines
Beginnings,
Endings and
Repeats in Music

demonstrates
understanding of the
basic concepts of
musical lines,
beginnings and
endings in music, and
repeats in music

demonstrates
understanding of pitch
and simple melodic
patterns


plays simple ostinato patterns on
classroom instruments and other
sound sources including body
parts and movements

shows recognition of pattern
changes with body movement
associates musical forms with
geometric shapes to indicate
understanding of
o same patterns
o different patterns



creates simple ostinato patterns in
groupings of 2s, 3s, and 4s through body
movements
plays simple ostinato patterns on
classroom instruments or other sound
sources
o sticks, drums, triangles, nails,
coconut shells, bamboo, empty
boxes, etc.
identifies musical lines through
movements, geometric shapes or objects
as
o similar
o dissimilar
identifies pattern changes through body
movement
o beginnings
o endings
o repeats
MELODY

Pitch

Simple Melodic
Patterns

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
matches the correct pitch of tones
with other sound sources


identifies the pitch of the tone as high or
low
responds to high and low tones through
body movements, singing, and playing
other sources of sounds
13


VII.

TEXTURE
Distinction Between
Thin and Thick in
Music

demonstrates
understanding of the
basic concepts of
texture



matches the melody of a song with
the correct pitch vocally
o greeting songs
o counting songs
o action songs
sings simple melodic patterns


distinguishes between single
musical line and multiple musical
lines which occur simultaneously
shows awareness of texture by
using visual images
sings songs using the concepts of
texture
o Are You Sleeping, Brother
John?
o Row, Row, Row Your Boat



participates in echo singing
sings in pitch
o rote singing
 greeting songs
 counting songs
o echo singing
sings simple melodic patterns
o ( so –mi, mi –so, mi – re-do)
identify sounds alone, sounds together
demonstrates the concept of texture by
singing two-part round
o Are You Sleeping, Brother John?
o Row, Row, Row Your Boat
Scope and Sequence for Grade 1 TGs &LMs
First Quarter:
1 – Dynamics
Second Quarter:
Third Quarter:
Fourth Quarter
2 – Tempo
5 – Rhythm (part 1)
9 – Rhythm (part 4)
13 – Melody (part 2)
3 – Timbre
6 – Rhythm (part 2)
10 – Form
14 – Texture
4 – Review of Unit 1
7 – Rhythm (part 3)
11 – Melody (part 1)
15 – Review of All
8 – Review of Unit 2
12 – Review of Unit 3
16 - Evaluation
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MUSIC - GRADE 2
Content
Content Standards
The learner…
I.
Performance Standards
The learner…
Learning Competencies
The learner…
RHYTHM

Sound and Silence



Steady Beats (ostinato)


distinguishes between
sound and silence
demonstrates
understanding of sound
and silence
demonstrates
understanding of steady
beats


identifies the difference between sound
and silence

associates visual images with
sound and silence within a
rhythmic pattern

claps, taps, chants, walks, and
plays musical instruments in
response to sound with the
correct rhythm
o In groups of 2s
o In groups of 3s
o In groups of 4s

imitates and replicates a simple
series of rhythmic sounds (i.e.
echo clapping)
creates simple ostinato
patterns in groupings of 2s, 3s,
and 4s through body
movements
writes stick notation on the
board to represent the sound
heard
claps the written notation to
show steady beats
o divides the notation into
measures by 2s, 3s,
and 4s to show rhythmic
maintains a steady beat when chanting,
walking, tapping, clapping, and playing
musical instruments
Simple Rhythmic
Patterns


demonstrates
understanding of
rhythmic patterns

develops musical
awareness and creativity
in expressing

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
plays simple ostinato patterns on
classroom instruments or other sound
sources
e.g.
o sticks, drums, triangles, nails,
coconut shells, bamboo, empty
boxes etc.
creates and performs simple rhythmic
accompaniments to a given song



15
himself/herself while
doing the fundamental
processes in music
II.

MELODY
Pitch






patterns
plays simple ostinato patterns
on classroom instruments or
other sound sources
e.g.
o sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes
etc.
demonstrates
understanding of the
basic concepts of pitch
demonstrates high and
low tones through
singing or playing
musical instruments
distinguishes high and
higher, low and lower
tones




matches the correct pitch of tones
vocally
distinguishes high and higher, low and
lower pitches of tones
correlates melodic patterns to visual
imagery
matches the melody of a song with
correct pitch


identifies the pitch of tones as
o High
o Low
o Higher
o Lower
responds to pitch range of
tones through body
movements, singing, and
playing sources of sounds
demonstrates high and low
tones through singing or
playing musical instruments
Simple Melodic Contour




demonstrates
understanding of simple
melodic patterns
recreates simple
melodic patterns
correlates melodic
patterns to visual
imagery
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS





echoes simple melodic patterns
illustrates appropriately the melodic
contour with movement
sings simple melodic patterns
sings with correct pitch
o rote songs
o action songs


sings with correct pitch using
o rote songs
o echo songs
o simple children’s
melodies
illustrates the melodic contour
with movement
illustrates the melodic contour
through
o body staff
o writing the melodic line
―on the air‖
o line notation
associates melodic patterns to
visual imagery
16
o
children’s songs



III.

FORM
Musical Lines

distinguishes same or
different musical lines



Beginnings and Endings
in Music


echoes/recreates simple
melodic patterns
responds to pitch range of
tones through body
movements, singing, and
playing sources of sounds
demonstrates high and low
tones through singing or
playing musical instruments

identifies musical lines as
o similar
o dissimilar
through movements and
geometric shapes or objects

demonstrates the beginning
and ending of a song through
movements and sounds
(instrumental and vocal)

indicates repeated musical
passages through movements
echoes repetitions of musical
lines
recognizes rhythmic and melodic
pattern changes
correlates geometric shapes to indicate
understanding of
o similar lines
o dissimilar lines
creates melodic rhythmic or
introduction and ending of songs
Repeats in Music

identifies the beginning
and ending of a song

repeats the designated musical lines in
a song


recognizes repetitions
within a song
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IV.


TIMBRE
Introduction to Voice
Production
Differentiation in Sound
Quality

demonstrates
understanding of the
basic concepts of timbre

sings with pleasing vocal
quality on pitch





recognizes the
difference between
speaking and talking

responds to differences
in sound quality coming
from a variety of sound
sources
Introduction to Musical
Instruments

uses voice and other sources of sound
to produce a variety of timbres

sings a song using appropriate
breath control

identifies the source of sounds
e.g.
responds to differences in sound quality
with appropriate movement
associates common musical
instruments by their sound and image
animates a given story using voice,
body sounds and objects to produce a
variety of timbres
wind, waves, swaying of the
trees, animal sounds, sounds
produced by machines,
transportation, etc.





V.


replicates different sources of
sounds and associate them
with body movements
identifies the common musical
instruments by their sounds
and image
recognizes the difference
between speaking and talking
responds to differences in
sound quality coming from a
variety of sound sources
sings with pleasing vocal
quality on pitch
DYNAMICS
Sound Volume
Distinction Between
Loudness and Softness
in Music

demonstrates
understanding of the
basic concepts of
dynamics
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS


applies dynamic levels to enhance
rhymes, chants, drama, and musical
stories
shows dynamic changes with



distinguishes between ―loud‖
and ―soft‖ in music
distinguishes between ―louder‖
and ―softer‖ in music
distinguishes ―loud,‖ ―medium.‖
18


movements
uses appropriate terminology to
indicate understanding of volume
variations
sings a given song with appropriate
dynamics



and ―soft‖ in recorded music
replicates ―loud,‖ ―medium,‖
and ―soft‖ vocally or with
instruments
interprets through body
movements the dynamics of a
song
o small movement – soft
o medium movement –
medium
o big movement – loud
associates movements of
animals to dynamics
e.g.
elephant walk – loud
man walking – medium
tiny steps of a dwarf – soft
VI.



uses the terms loud, louder,
soft, softer – to identify volume
variations

distinguishes ―slow,‖
―slower,‖―fast,‖ and ―faster‖ in
recorded music
replicates ―slow,‖
―slower,‖―fast,‖ and ―faster‖
vocally or with instruments
correlates tempo changes with
movements
responds to tempo variations
with movement or dance
o slow movement with
slow music
o fast movement with fast
TEMPO
Sound Speed
Distinction Between
Fastness and Slowness
in Music


demonstrates
understanding of the
basic concepts of tempo


uses varied tempi to enhance rhymes,
chants, drama, and musical stories
demonstrates tempo variations through
movements
uses the terms ―fast,‖ ―faster,‖ ―slow,‖
and ―slower‖ to identify tempo
variations



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

music
mimics animal movements
o horse – fast
o man walking –
moderate
o carabao – slow
responds to the correct tempo
of a song as guided by the
hand signal of the teacher
e.g.
The teacher’s slow hand
movement means “slow” while
fast hand movement means
“fast.”
VII.



TEXTURE
Musical Layering
Distinction Between Thin
and Thick in Music

demonstrates
understanding of the
basic concepts of
texture

sings songs using the concept of
texture by singing ―rounds‖
e.g.
o
o
o
―Are You Sleeping, Brother
John?‖
―Row, Row, Row Your Boat‖

*(songs may vary according to mother tongue)


K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
identifies musical density using
recorded music
e.g.
music with layered
orchestration versus
music with single
instrument
accompaniments
shows awareness of texture by
correlating visual images to
music
distinguishes between single
musical line and multiple
musical lines which occur
simultaneously
distinguishes between thinness
and thickness of musical sound
through layering of sound
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MUSIC - GRADE 3
Content
Content Standards
The learner…
I.
Performance Standards
The learner…
RHYTHM
 Sound and Silence


Steady Beats (ostinato)


demonstrates
understanding of sound
and silence


demonstrates
understanding of steady
beats
identifies the difference between
sound and silence
performs simple ostinato patterns on
classroom instruments and other
sound sources
Learning Competencies
The learner…

associates icons with sound and
silence within a rhythmic pattern

maintains a steady beat when
chanting, walking, tapping,
clapping, and playing musical
instruments

plays simple ostinato patterns on
classroom instruments and other
sound sources

claps, taps, chants, walks, and
plays musical instruments in
response to sound with the
correct rhythm
o In groups of 2s, 3s, and
4s
o echo clapping
o marching
o dancing the waltz

creates simple ostinato patterns
in groupings of 2s, 3s, and 4s
through body movements

creates ostinato patterns in
different meters using
combination of different sound
sources
Simple Rhythmic Pattern

demonstrates
understanding of
rhythmic patterns


K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
creates and performs simple
rhythmic accompaniments to a given
song
sings with correct rhythm
21
II.
MELODY

Pitch

Melodic Lines

Melodic Patterns and
Contour
III.



sings the melody of a song with
correct pitch
demonstrates
understanding of the
concepts of melody
o pitch
o melodic lines
o melodic patterns
and contour
through singing and
playing musical
instruments

identifies the pitch of a tone as:
o high – higher
o moderately high – higher
o moderately low – lower
o low – lower

matches the correct pitch of
tones vocally or with an
instrument

correlates movement to pitch
variations

matches the melody of a song in
correct pitch vocally

recreates simple melodic
patterns and contour

sings entire simple songs in
pitch
o Favorite Children’s
Songs
 ―Do – Re – Mi‖
 ―What Can We Do
Today‖
o Folksongs
 ―ManangBiday‖
 ―ParuparongBukid‖
 ―Atin Cu
PungSingsing‖

recognizes pattern changes
FORM
Musical Lines

demonstrates
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

performs a chosen song showing the
22
understanding of the
basic concepts of musical
form


IV.


basic concepts of musical lines,
beginnings, endings and repeats
through body movements

identifies musical lines as
o similar
o same
o different
through movements and
geometric shapes or objects

identifies the beginning, middle,
and ending of a song

renders a song confidently,
giving appropriate emphasis on
the beginning and on the end

recognizes repetitions within a
song

performs repetitions of musical
lines independently

sings with pleasing vocal
quality:
o using head tones
o employing proper
breathing
o using the diaphragm
Musical Beginning,
Middle, and End
Music Repeats
TIMBRE
Voice Production
Techniques

demonstrates
understanding of the
concepts of timbre

applies vocal techniques to produce
a pleasing vocal quality:
o using head tones
o employing proper breathing
o using the diaphragm

sings with pleasing vocal quality and
in pitch
Differentiation in Sound
Quality
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
23


V.


recognizes the difference
between speaking and singing

identifies and compares the
voices of:
o classmates as they sing
or talk
o selected popular singers
in recordings

compares the use of the voice in
speaking and in singing

responds to differences in sound
quality with appropriate
movement

recognizes differences in sound
quality coming from a variety of
sound sources

recognizes musical instruments
through sound

distinguishes between ―loud,‖
―medium,‖ and ―soft‖ in music

associates dynamics to the
movements of animals
e.g.
o elephant walking – loud
o mice scurrying – soft

uses terms ―loud,‖ ―medium,‖
and ―soft‖ (louder, softer) to
uses the voice and other sources of
sound to produce a variety of timbres
Introduction to Musical
Instruments
DYNAMICS
Sound Volume in Music

demonstrates
understanding of the
concepts of dynamics
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

sings songs with proper dynamics
following basic conducting gestures
24
identify volume changes and
variations

Conducting and
Dynamics

VI.

responds to conducting
symbols indicating
variances in dynamics

uses varied dynamics to
enhance poetry, chants, drama,
songs and musical stories

correlates movement to changes
and variations in dynamics

interprets the dynamics of a
song through body movements
o small movement – soft
o big movement – loud

responds to conducting gestures
following the hand signal of the
teacher for ―loud‖ and ―soft‖
e.g.
o Teacher’s palm down
means “soft” and palm
up means “loud.”
o Hands moving farther
from each other mean
sound becomes louder.

distinguishes between fast,
moderate, and slow in music

responds with movement to
tempo changes
TEMPO
Sound speed in music

demonstrates
understanding of the
concepts of tempo
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS


enhances poetry, chants, drama, and
musical stories using a variety of
tempi
sings songs with designated tempi
e.g.
o Lullaby – slow
o Joyful songs – fast
25
(i.e. doing locomotor and nonlocomotor movements) to a
variety of tempi in recorded
music


mimics animal movements
according to speed
o horse – fast
o carabao – slow
o turtle – slow
o rabbit - fast
o dog – fast

correlates movement to changes
and variations in tempo

uses terms fast, moderate, and
slow (faster, slower etc.) to
identify tempo changes and
variations

distinguishes between thinness
and thickness of musical sound
through layering of sound
distinguishes between single
musical lines and multiple
musical lines which occur
simultaneously
Conducting and Tempo

VII.

responds to conducting
symbols indicating
variances in tempo

sings songs with proper tempo
following basic conducting gestures
TEXTURE
Musical Layering

demonstrates
understanding of the
concepts of texture

sings
o ―two-part rounds‖
o ―partner songs‖


K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
demonstrates the concept of
texture by singing ―two-part
rounds‖
e.g.
o ―Are You Sleeping,
Brother John?‖
26
o

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
―Row, Row, Row Your
Boat‖
demonstrates the concept of
texture by singing ―partner songs
e.g.
o ―Leron, LeronSinta‖
o ―Pamulinawen‖
o ―Ten Little Indians‖
o ―He’s Got the Whole
World in His Hands‖
27
MUSIC - GRADE 4
Content
Content Standards
The learner...
I.

Performance Standards
The learner...
Learning Competencies
The learner…
RHYTHM
Musical Symbols and
Concepts:
- Notes and Rests
- Meters
- Rhythmic Patterns
- Simple Time
Signatures

recognizes the musical
symbols demonstrates
understanding of
concepts pertaining to
rhythm

organizes notes and rests
according to simple meters

creates rhythmic patterns in
simple time signatures
 identifies different notes
and rests

demonstrates the
essence of the time 2 3 4
4, 4, 4
signatures


creates a simple one- measure
ostinato pattern

identifies accented and
unaccented pulses
responds to metric pulses of
music heard with appropriate
conducting patterns

places the accent (>) on the notes
of recorded music

uses the bar line to indicate
groupings of beats in 2 3 4
4, 4, 4
demonstrates rhythmic patterns
by clapping

II.

MELODY
Musical Symbols and
Concepts:
- Intervals
- Scales
- Melodic Contours
- Patterns of
successive pitches of a
C Major scale

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
melody
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

identifies successive sounding of
two pitches

recognizes examples of melodic
intervals, aurally and visually

identifies the pitch name of each
line and space of the G-clef staff
F
D

identifies the pitch names of lines
and spaces in the treble(G-clef)
staff
B
G
E
28
E
C
A




III.

F
identifies the pitch names of the C
Major scale

identifies the pitch names of notes
on the ledger lines and spaces
below the G-clef staff (middle C
and D)

recognizes the use of G- Clef

identifies the stepwise / skip wise
movements of notes

identifies the melodic movement
as:
- no movement
- upward stepwise
- downward stepwise
- upward skip wise
- downward skip wise

performs melodic intervals in the
correct pitch

identifies the highest and lowest
notes in a given piece and
determines the range

performs his/her own created
melody

identifies, performs, and analyzes
identifies melodic contours
performs and analyzes melodic
movement and range
creates simple melodies
FORM
Musical Phrases

demonstrates
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

sings similar and contrasting
29
understanding of musical
phrasing and phrases
IV.

V.

musical phrases
similar and contrasting musical
phrases
o melodic
o rhythmic
TIMBRE
Sound density in vocal
and instrumental sounds

demonstrates
understanding of
variations of sound
density in music (lightness
and heaviness) as applied
to vocal and instrumental
music

distinguishes vocal and
instrumental sounds

identifies as vocal or instrumental,
a recording of the following:
o solo
o duet
o trio
o ensemble

identifies different instruments
aurally and visually

classifies the different musical
instruments
o stringed
o woodwind
o brass wind
o percussion

participates actively in a group
performance to demonstrate
different vocal and instrumental
sounds

participates actively in group
singing and ensemble playing

uses appropriate musical
terminology to indicate variations
in dynamics

recognizes the use of piano (p)
and forte (f) in a musical score

identifies and applies forte and
piano to designate loudness and
softness in a musical example
o singing
o playing instrument
DYNAMICS

Volume of Musical Sound
recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
volume in music
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
30
VI.

VII.

TEMPO
Speed of Musical Sound

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
speed in music

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
texture in Music


uses appropriate musical
terminology to indicate variations
in tempo
creates and performs body
movements appropriate to a
given tempo

identifies and applies largo (slow)
and presto (fast) to designate
speed in a musical example

correlates body movements with
the tempo of a musical example

identifies the texture of a music
example aurally

performs two-part rounds and
partner songs with others

identifies aurally and visually an
ostinato or descant in a musical
example

identifies and applies harmonic
interval (2 pitches) in a musical
example

creates and performs examples of
harmonic interval (2 pitches) with
others
TEXTURE
Densities of Musical Sound
VIII. HARMONY
 Simultaneous Sounding of
Two Tones/Pitches


recognizes the musical
symbols and
demonstrates
understanding of
harmonic intervals
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

recognize examples of horizontal
2-part vocal or instrumental
texture, aurally and visually
recognizes examples of harmonic
intervals, aurally and visually
31
MUSIC - GRADE 5
Content
Content Standards
The learner…
I.

Performance Standards
The learner…

The learner…
RHYTHM
Musical Symbols and
Concepts
o Notes and Rests
o Meters
o Rhythmic Patterns
o Simple Time
Signatures

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
rhythm

organizes notes and rests in
simple meters

identifies the kinds of notes and
rests used in a song, visually and
aurally

recognizes rhythmic patterns
using quarter note, half note,
dotted half note, dotted quarter
note, and eighth note in simple
time signatures

identifies accurately the duration
of notes and rests in
2 3 4 time signatures
4, 4, 4

creates different rhythmic patterns
using notes and rests in different
time signatures as:
2 3 4
4, 4, 4
responds to metric pulses of
music heard with appropriate
conducting patterns

performs with a conductor
o choral
o instrumental
identifies the accidentals that raise
and lower pitch (sharps and flats)

identifies the accidental that
restores the initial pitch ( ♮)
natural sign
identifies the symbols for sharp ( #
), flat (♭),and natural (♮ ), aurally
and visually

identifies the pitch names of each

II.
Learning Competencies
MELODY
Musical Symbols and
Concepts
o Accidentals
o F-clef
o Intervals
o Scales

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
melody
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS


-
32
Content
Content Standards
The learner…
o
Performance Standards
The learner…
Learning Competencies
The learner…
(Pentatonic, C
major, G major )
Melodic Contours
line and space on the F Clef,
aurally and visually


identifies the pitch names of lines
and spaces in the bass staff or F
Clef
identifies melodic contours

reads /sings notes in different
scales
o pentatonic scale
o C Major scale
o G Major scale

identifies the notes of the intervals
in the C Major scale:
o primes
o 2nds
o 3rds
o 4ths
o 5ths
o octaves

identifies the melodic contour of a
musical example
identifies the melodic contour in
the following scales:
o C Major
o G Major
o Pentatonic



K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
demonstrates and analyzes
melodic movement and range

identifies the melodic movement
of a musical example

determines the range of a musical
example

performs his/her own created
melody
creates simple melodies
33
Content
Content Standards
The learner…
III.


Performance Standards
The learner…
Learning Competencies
The learner…
FORM
Melodic
Rhythmic

demonstrates
understanding of musical
phrasing and phrases

identifies, demonstrates, and
analyzes melodic and rhythmic
phrases

compares musical phrases

determines if the melodic phrases
and rhythmic phrases are:
o same
o similar
o contrasting

identifies the following vocal
timbres:
o soprano
o alto
o tenor
o bass

describes the characteristics of
each type of voice

identifies aurally and visually
different instruments in:
o rondalla
o drum and lyre band
o bamboo group/ensemble
(angklung)
o other local indigenous
ensembles

participates actively in musical
ensemble
o choral
o instrumental
.
IV.

TIMBRE
Vocal and Instrumental
Sounds

demonstrates
understanding of
variations of sound
density in music (lightness
and heaviness) as applied
to vocal and instrumental
music


K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
distinguishes vocal and
instrumental sounds
participates in a group
performance to demonstrate
different vocal and instrumental
sounds
34
Content
Content Standards
The learner…
V.

VI.

Performance Standards
The learner…

creates a variety of sounds
emanating from the environment
using available sound sources
recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
volume in music

uses appropriate musical
terminology to indicate variations
recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
speed in music

Learning Competencies
The learner…

performs a variety of created
nature sounds using available
sound sources

identifies and applies the following
dynamics to musical selections:
- piano (p)
- mezzo piano (mp)
- forte (f)
- mezzo forte (mf)
- crescendo
and decrescendo

identifies and applies the following
tempi:
- largo
- presto
DYNAMICS
Variations of Volume in
Musical Sound

in dynamics, specifically:
- piano (p)
- mezzo piano (mp)
- forte (f)
- mezzo forte (mf)
- crescendo
and decrescendo
TEMPO
Variations of Speed in
Musical Sound

uses appropriate musical
terminology to indicate variations
in tempo:
- largo
- presto
- allegro
- moderato
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
- allegro
- moderato
- andante
35
Content
Content Standards
The learner…
Performance Standards
The learner…
Learning Competencies
The learner…
- andante
- vivace
- vivace
- ritardando
- ritardando
- accelerando
- accelerando
VII.

TEXTURE
Densities of Musical Sound

recognizes the musical
symbols and
demonstrates
understanding of
concepts pertaining to
texture in music

recognizes examples of horizontal
3-part vocal or instrumental
texture, aurally and visually

identifies the texture of a musical
piece aurally

performs 3-part rounds and
partner songs

illustrates through a vocal or
instrumental ensemble the
following major triads:
- C major
VIII. HARMONY

Introduction to Major Triad

recognizes the musical
symbols and
demonstrates
understanding of
harmonic intervals

identifies the intervals of major
triads:
- C major
- F major
- G major
- F major
- G major
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
36
MUSIC - GRADE 6
Content
Content Standards
The learner…
I.
Performance Standards
The learner…
Learning Competencies
The learner…
RHYTHM
Musical Symbols and
Concepts:
 Notes and Rests
 Meters
 Rhythmic Patterns
 Time Signatures
 Conducting
II.


illustrates the concept of
rhythm by applying notes
and rests, rhythmic
patterns, and time
signatures for appropriate
mastery and acquisition of
skills

creates rhythmic patterns using
half, quarter, eighth and sixteenth
notes and rests, in
2 3 4 and 6 time signatures
4, 4, 4
8

identifies the notes / rests used in
a particular song

2 3 4
differentiates between 4, 4, 4
and 6 time signatures
8
responds to beats in music heard
with appropriate conducting
2 3 4
patterns of
4, 4, 4
6
and
8

demonstrates the conducting
patterns of 2 3 4 and 6
4, 4, 4
8
time signatures

creates rhythmic patterns in
2 3 4 and 6 time signatures
8
4, 4, 4

identifies through conducting the
relationship of the first and last
measure in an incomplete
measure
MELODY



Intervals
Major Scales
Minor Scales


illustrates the concept of
melody by using
intervals in major scales,
for appropriate mastery
and acquisition of skills
recognizes the pattern of
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

reads notations of simple songs
based on the C Major, G Major,
and F Major scales

demonstrates the ability to sing,
read, and write musical notations
in the key of C Major, G major,
and F Major

creates simple melodies in C
Major, G Major, and F Major

performs self-composed melodies
in C Major, G major, and F Major
keys
37
Content
Content Standards
The learner…
Performance Standards
The learner…
successive pitches in the
minor scale
III.


Learning Competencies
The learner…
scales

creates simple melodies in the
following minor scales
o a minor
o e minor
o d minor

applies learned concepts of
melody and other elements to
composition and performance

recognizes the design or structure
of simple musical forms:
o strophic
o unitary
o binary (AB)
o ternary (ABA)

analyzes the melodic patterns
found in different songs in C
Major, G major, and F Major keys

identifies the pitch names of notes
in the following scales:
o a minor
o e minor
o d minor

sings and plays solo or with group,
melodies/songs in C Major, G
Major, and F Major

identifies simple musical forms
o strophic
o unitary
o binary (AB)
o ternary (ABA)

analyzes the musical forms of
songs sung
o strophic
E.g. Leron Leron Sinta,
Sitsiritsit
Silent Night
FORM
Structure of Musical
Forms
Musical Symbols
o Repeats of Musical
Phrases
o Return of Musical
Phrases
o Ending of Musical
Phrases


demonstrates
understanding of the
concept of form by
applying them to
repeated, similar, and
contrasting melodic and
rhythmic musical phrases
recognizes and applies
the musical symbols
indicated by repeat marks
and D.C., Dal Segno, Al
Fine, and D.C. al Fine
o unitary
E.g. Happy Birthday
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
38
Content
Content Standards
The learner…
Performance Standards
The learner…
Learning Competencies
The learner…
Joy to the World
Bahay Kubo
Ili-ili Tulog Anay
o binary (AB)
E.g. Paruparong Bukid
Ang Bayan Ko
Pamulinawen
o ternary (ABA)
E.g. Tinikling
(ABC)
E.g. Lupang Hinirang

identifies and applies indicators of
repeated, return, and ending of
musical phrases

illustrates the concept of form
indicated by repeat marks and Da
Capo, Dal Segno, Al Fine and
D.C. al Fine

demonstrates the ability to use the
different repeat marks that are
related to form:
o Da Capo (D.C.)
o Dal Segno (D.S.)
o Al Fine (up to the end)
o D.C. al Fine (repeat from
the beginning until the
word Fine)
o ║:
:║
o ┌───┐┌───┐
o
2
(ending 1, ending 2)
IV.

TIMBRE
Introduction of Musical
Instruments

applies the concept of
timbre through
recognizing musical
instruments aurally and
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

identifies visually and aurally the
instrumental sections of the
Western orchestra

differentiates the characteristics of
each instrument in each section of
the orchestra
39
Content
Content Standards
The learner…
visually
V.

Performance Standards
The learner…

distinguishes aurally the sound of
each section of the Western
orchestra

identifies aurally the sound of a
single instrument in any section of
the orchestra

identifies and demonstrates varied
dynamic levels in music heard and
performed:
- piano (p)
- pianissimo (pp)
- mezzo piano (mp)
- forte (f)
- mezzo forte (mf)
- fortissimo (ff)
- crescendo
Learning Competencies
The learner…

describes the characteristics of
sound quality of the different
instruments of the orchestra

applies the proper dynamics
markings in vocal and
instrumental music
- piano (p)
- pianissimo (pp)
- mezzo piano (mp)
- forte (f)
- mezzo forte (mf)
- fortissimo (ff)
- crescendo
DYNAMICS
Variations in dynamics

applies a wide variety of
dynamic levels to
demonstrate
understanding of the
concept of dynamics
- decrescendo
VI.

- decrescendo

shows appreciation for beauty of
songs properly sung with
dynamics

distinguishes between ritardando
and accelerando as used in a
song
demonstrates the different kinds of
tempi by following tempo marks
TEMPO
Variations of Tempi

illustrates the concept of
various tempi for
appropriate mastery and
acquisition of skills
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

identifies and demonstrates tempi
in music heard and performed:
- Allegro
- Andante

40
Content
Content Standards
The learner…
Performance Standards
The learner…
-
VII.

Learning Competencies
The learner…
Ritardando
Accelerando
Largo
Presto
Vivace
using a familiar song
Ex: “Pandangguhan”

identifies the different tempi in a
given song or music

identifies, compares, and
contrasts monophonic,
homophonic, and polyphonic
textures through musical pieces

demonstrates different textures in
music
TEXTURE
Variations in Texture
- Monophony
- Homophony
- Polyphony

illustrates the concept of
texture as monophonic
(one voice), homophonic
(voice and
accompaniment), and
polyphonic (many voices)
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS

identifies aurally the texture of
musical pieces

distinguishes monophonic,
homophonic, and polyphonic
textures

applies primary chords (I, IV, V) as
accompaniment to simple songs
o
Vocal
- solo voice
- solo voice with
accompaniment
- duet, partner songs,
round songs
o
Instrumental
- solo
- ensemble
41
Content
Content Standards
The learner…
VIII.

The learner…
Learning Competencies
The learner…
HARMONY
Primary Chords



Performance Standards
illustrates the concept of
harmony through the
intervals that constitute
the primary chords of
major and minor scales in
music

identifies the primary chords of
major scales of C, F, and G and
the primary chords of its relative
minor scales (am, dm, em)
distinguishes the sound of a
major chord from a minor chord
Harmony in Group
Performances

demonstrates harmony in
group performances


identifies the primary chords (I, IV,
V)

identifies the notes of the primary
chords

applies primary chords as
accompaniment to simple songs

identifies the primary chords of
the major and minor scales

shows acquired skills through
group performance
performs with a group
o choir
o rondalla
o lyre band
o rhythm band
*The sequence of elements depends on the materials used in the lesson.
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
42
MUSIC - GRADE 7
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.7 – UNIT 1
 Review of Elements and
Processes

Music of Luzon
(Highlands and Lowlands)
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context (History
and Traditions)
Composition
Social Functions
Performance
Styles/Techniques
demonstrates
understanding of
musical elements and
processes of Philippine
music, particularly the
music of Luzon
highlands and lowlands
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs examples of
Philippine music, alone
and with others, in
appropriate tone, pitch,
rhythm, expression and
style
 listens to songs from Luzon (highlands and
low lands)
 correlates Philippine music from Luzon
(highlands and lowlands) to the lives of the
people
 analyzes examples of Philippine music from
Luzon and describes how the musical
elements are used
 explains the distinguishing characteristics of
representative Philippine music from Luzon
in relation to history and culture of the area
 performs on available instruments from
Luzon, alone and/or with others
 improvises simple rhythmic/harmonic
accompaniments to selected Philippine
music from Luzon
 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
43
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.7 - UNIT 2
 Music of Mindoro,
Palawan, other Luzon
Island Provinces, and
the Visayas
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance Styles
/ Techniques
demonstrates
understanding of
musical elements and
processes of Philippine
music, particularly the
music of Mindoro,
Palawan, other Luzon
Island Provinces, and
the Visayas
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
performs examples of
Philippine music, from
Mindoro, Palawan, other
Luzon Island Provinces, and
the Visayas alone and with
others, in appropriate tone,
pitch, rhythm, expression and
style
 listens to songs from Mindoro, Palawan, other
Luzon Island Provinces, and the Visayas
 correlates Philippine music from Mindoro,
Palawan, other Luzon Island Provinces, and the
Visayas to the lives of the people
 analyzes examples of Philippine music from
Mindoro, Palawan, other Luzon Island Provinces,
and the Visayas and describes how the musical
elements are used
 explains the distinguishing characteristics of
representative Philippine music from Mindoro,
Palawan, other Luzon Island Provinces, and the
Visayas in relation to history and culture of the
area
 performs on available instruments from Mindoro,
Palawan, other Luzon Island Provinces, and the
Visayas, alone and/or with others
 improvises simple rhythmic/harmonic
accompaniments to selected Philippine music
from Mindoro, Palawan, other Luzon Island
Provinces, and the Visayas
 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
44
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.7 - UNIT 3

Music of Mindanao
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance Styles
/ Techniques
 demonstrates
understanding of
musical elements and
processes of Philippines
music, particularly the
music of Mindanao
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
performs examples of
Philippine music from
Mindanao, alone and with
others, in appropriate tone,
pitch, rhythm, expression and
style
 analyzes examples of Philippine music from
Mindanao and describes how the musical
elements are used
 explains the distinguishing characteristics of
representative Philippine music from
Mindanao in relation to history and culture of
the area
 analyzes the relationship of functions of
Philippine music from Mindanao to the lives of
the people
 sings accurately representative Philippine
songs from Mindanao, alone and/or with
others
 performs on available instruments music from
Mindanao
 improvises simple rhythmic / harmonic
accompaniments to selected Philippine
music from Mindanao
 explores ways of producing sounds on a
variety of sources that would emulate the
instruments being studied
 explores ways of producing sounds on a
variety of sources that would emulate the
instruments being studied
45
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.7 - UNIT 4
 Representative Theatrical
Compositions of the
Philippines
-
Dance Drama
Komedya
Moro-moro
Sarsuela
 demonstrates
understanding of
representative theater
compositions of the
Philippines
performs representative
theatrical compositions
alone and with others in clear
tone and correct pitch
rhythm, expression, and style
performs a sample of any of
the theater forms in
appropriate tone, pitch,
rhythm, expression and style
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
describes how a specific idea or story is
communicated through Philippine theater
musical forms
illustrates how the different elements of music
are combined in creating Philippine theater
musical forms
creates / improvises appropriate sound, music,
gesture, movements, and costume for a
rendition of particular Philippine theater musical
forms
researches and analyzes the lives, works, and
influences of early Filipino composers
performs examples of Philippine theater music,
alone and with others
analyzes musical elements and processes of
Philippine theater music
correlates Philippine theater music to
Philippine culture
recognizes the contributions of the prime
exponents of Philippine theater music
gives value to Philippine culture as a vehicle
towards national identity and unity
creates/improvises appropriate sound, music,
gesture, movements, and costume for a
rendition of a chosen Philippine theater form
46
MUSIC - GRADE 8
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.8 - UNIT 1
MUSIC OF ASIA
 Review of Elements
and Processes
 Music of Southeast
Asia
Indonesia, Malaysia,
Singapore, Vietnam, Thailand,
Cambodia, Myanmar, Laos
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance
Styles/Techniques
demonstrates
understanding of musical
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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs examples of
Southeast Asian music,
alone and with others, in
appropriate tone, pitch,
rhythm, expression and
style
 sings songs from Southeast Asia alone
and/with others
 listens to music from Southeast Asia
 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
47
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.8 - UNIT 2
MUSIC OF ASIA
 Review of Elements
and Processes
 Music of East Asia
China, Japan and Korea
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance
Styles/Techniques
demonstrates
understanding of
musical 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
performs examples of East
Asian music, alone and with
others, in appropriate tone,
pitch, rhythm, expression and
style
 sings songs from East Asia alone and/with
others
 listens to music from East Asia
 correlates East Asian music to the lives of the
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
48
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.8 - UNIT 3
MUSIC OF ASIA
 Review of Elements
and Processes
 Music of Central Asia,
South Asia and Near
East countries
India, Pakistan, Middle East,
Israel
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance
Styles/Techniques
demonstrates
understanding of musical
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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
performs examples of Central
Asia, South Asia and Near East
countries’ music, alone and
with others, in appropriate tone,
pitch, rhythm, expression and
style
 sings songs from Central Asia, South Asia
and 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
49
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.8 - UNIT 4
 Traditional Asian Theater
Music
− Kabuki
− Wayang Kulit
− Peking Opera
demonstrates
understanding of salient
features Asian traditional
music by correlating
musical elements and
processes to our native
forms
performs examples of Asian
Traditional music and theater,
alone and with others, in
appropriate tone, pitch, rhythm,
expression and style
 describes how an idea or story is
communicated 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
50
MUSIC - GRADE 9
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.9 - UNIT 1
MUSIC OF THE
RENAISSANCE PERIOD
 Composer
- Palestrina
MUSIC OF THE BAROQUE
PERIOD
 Composers
- Bach
- Handel
demonstrates
understanding of salient
features of music from
different historical periods
demonstrates the
commonalities and
differences of music from
different cultures of the
world; its functions; the
roles of musicians in
society; and the conditions
under which music is
typically performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs in a presentation of
a creative interpretation
(verbal/non-verbal) on the
different historical periods
using the representative
music
 sings representative examples of songs
of the Renaissance and Baroque period
alone and/with others
 listens to examples of music from the
Renaissance and Baroque period
 improvises simple rhythmic/harmonic
accompaniments to selected songs with
available musical instruments
 analyzes an example of music from the
Renaissance and Baroque and describe
how the musical elements are used
 explores ways of producing sounds on a
variety of sound sources that would be
similar to the sound of the instrument
studied
 analyzes the relationship and functions of
the music of the Renaissance and the
Baroque to the lives of the people in
those times
 correlates the distinguishing
characteristics of representative music
from the Renaissance and the Baroque in
relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style
51
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.9 - UNIT 2
MUSIC OF THE CLASSICAL
PERIOD
 Composers
- Mozart
- Haydn
- Beethoven
demonstrates
understanding of salient
features of music from
different historical periods
demonstrates the
commonalities and
differences of music
from different cultures of
the world; its functions;
the roles of musicians in
society; and the
conditions under which
music is typically
performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs in a presentation
of a creative interpretation
(verbal/non-verbal) on the
different historical periods
using the representative
music
 sings accurately alone and/or with
others representative examples of
songs of the Classical period
 listens to examples of music from the
Classical period
 improvises simple rhythmic/harmonic
accompaniments to selected songs
with available music instruments
 analyzes an example of music from the
Classical Period and describe how the
musical elements are used
 explores ways of producing sounds on
a variety of sound sources that would
be similar to the sound of the
instrument studied
 analyzes the relationship and functions
of the Classical music to the lives of
the people in those times
 correlates the distinguishing
characteristics of representative
Classical music in relation to history
and culture
 evaluates music and music
performances using knowledge of
musical elements and style
52
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.9 - UNIT 3
MUSIC OF THE ROMANTIC
PERIOD
 Composers
- Tchaikovsky
- Chopin
- Verdi
- Puccini
- Wagner
- Liszt
demonstrates understanding
of salient features of music
from different historical
periods
demonstrates the
commonalities and
differences of music from
different cultures of the
world; its functions; the
roles of musicians in
society; and the conditions
under which music is
typically performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs in a presentation of a
creative interpretation
(verbal/non-verbal) on the
different historical periods
using the representative music
 sings accurately alone and/or with others
representative examples of songs of the
Romantic period
 listens to examples of music from the
Romantic period
 improvises simple rhythmic/harmonic
accompaniments to selected songs with
available musical instruments
 analyzes an example of music from the
Romantic Period and describe how the
musical elements are used
 explores ways of producing sounds on a
variety of sound sources that would be
similar to the sound of the instrument
studied
 analyzes the relationship and functions of
the Romantic music to the lives of the
people in those times
 correlates the distinguishing characteristics
of representative Romantic music in
relation to history and culture
 evaluates music and music performances
using knowledge of musical elements and
style
53
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.9 - UNIT 4
WESTERN OPERA MUSIC
-
Renaissance
Baroque
Classical
Romantic
demonstrates an
understanding of musical
elements and processes by
synthesizing and applying
prior knowledge and skills
 performs examples of
Western Opera Music alone
and/or with others, in
appropriate tone, pitch,
rhythm, expression and style
 describes how an idea or story is
communicated in Western society
through a musical presentation
 illustrates how the different elements are
combined in Western opera music
 creates / improvises appropriate sound,
music, gesture, movements, and
costume for a chosen opera
 makes a presentation highlighting the
differences and similarities between
Renaissance, Baroque, Classical and
Romantic opera
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
54
MUSIC - GRADE 10
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.10 - UNIT 1
MUSIC OF THE POSTROMANTICISM PERIOD
 Sound sources
 Musical Systems
 Composers
- Debussy
- Stravinsky
- Schoenberg
POPULAR MUSIC OF THE 20’S
TO THE 50’S
 Genres
- Ragtime
- Big Band Sound
- Jazz
- Rock & Roll
demonstrates
understanding of salient
features of contemporary
music
demonstrates the
commonalities and
differences of music from
different cultures of the
world; its functions; the
roles of musicians in
society; and the conditions
under which music is
typically performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs a presentation of
the divergence of PostRomantic music and the
popular mainstream music of
the 20’s to the 50’s
 sings accurately alone and/or with others
representative examples of songs of the
Post-Romantic Period & Popular Music
of the 20’s to the 50’s
 listens to examples of music from the
Post-Romanticism period
 improvises simple rhythmic/harmonic
accompaniments to selected songs using
available musical instruments
 analyzes examples of music from the
Post-Romantic Period and Popular Music
of the 20’s to the 50’sand describe how
the musical elements are used
 analyzes the relationship and functions of
the music of the Post-Romantic Period
and the Popular music of the 20’s to the
50’s to the lives of the people in those
times
 correlates the distinguishing
characteristics of representative music
from the Post-Romantic Period and
Popular music of the 20’s to the 50’s in
relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style
55
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.10 - UNIT 2
POPULAR MUSIC OF THE 60’S
TO THE PRESENT
 Genres
-
Rock and Roll
Folk music
Progressive Rock
Heavy Metal
Psychedelic Rock
Pop
Blues
Country
Rhythm and Blues
Soul
Bossa Nova
Salsa
Punk
Disco
Glam Rock
Reggae
Cumbia
Hard Rock
Alternative Rock
Hip-hop & Rap
Electronic music
Indie Rock
Grunge
Contemporary R&B
Nu Metal & Rapcore
demonstrates
understanding of salient
features of music from
different historical periods
demonstrates the
commonalities and
differences of music from
different cultures of the
world; its functions; the
roles of musicians in
society; and the
conditions under which
music is typically
performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs artistic and cultural
presentations on the
different music genres of the
Popular music from the 60’s
to the present
 sings accurately alone and/or with others
representative examples of songs of the
Popular music from 60’s to the present
 listens to examples of Popular music
from the 60’s to the present
 improvises simple rhythmic/harmonic
accompaniments to selected songs
using available musical instruments
 analyzes examples of music from the
60’s to the present and describes how
the musical elements are used
 explores ways of producing sounds on a
variety of sound sources that would be
similar to the sound of the instrument
studied
 analyzes the relationship of functions of
the Popular music of the 60’s to the
present to the lives of the people in each
decade
 correlates the distinguishing
characteristics of the different genres of
music in relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style
56
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.10 - UNIT 3
CONTEMPORARY PHILIPPINE
MUSIC
 Composers
- Lucio San Pedro
- Felipe Padilla de Leon
- Rodolfo Cornejo
- Lucresia Kasilag
- Jose Maceda
- Manuel Maramba
- Ramon Santos
- Ryan Cayabyab
- Chino Toledo
- Ernani Cuenco
- Antonio Molina
- Levi Celerio
 Performers
- Lea Salonga
- OPM Artists
- Oscar Yatco
- Cecile Licad
- Gilopez Kabayao
- Jovita Fuentes
- UP Madrigals
- Andrea Veneracion
- Loboc Singers
- Honorata ―Atang‖ De
La Rama
demonstrates
understanding of salient
features of contemporary
music
demonstrates the
commonalities and
differences of music
from different cultures of
the world; its functions;
the roles of musicians in
society; and the
conditions under which
music is typically
performed
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs artistic and
cultural presentations of
Philippine Contemporary
Music
 sings accurately alone and/or with
others representative examples of
songs by Contemporary Philippine
music composers
 listens to examples of Contemporary
Philippine music
 improvises simple rhythmic/harmonic
accompaniments to selected songs
using available musical instruments
 analyzes an example of Contemporary
Philippine music and describe how the
musical elements are used
 explores ways of producing sounds on
a variety of sound sources that would
be similar to the sound of the
instrument studied
 analyzes the relationship of functions of
the Contemporary Philippine music to
the lives of the Filipinos
 correlates the distinguishing
characteristics of representative
Contemporary Philippine music in
relation to history and culture
 evaluates music and music
performances using knowledge of
musical elements and style
57
Content
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
Music Gr.10 - UNIT 4
 CONTEMPORARY
MUSICALS
 MUSIC AND MEDIA
demonstrates
understanding of salient
features of Contemporary
music by comparing
musical elements
demonstrates an
understanding of musical
elements and processes by
synthesizing and applying
prior knowledge and skills
demonstrates
understanding of the interrelationship between
music, technology, and
media
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 performs samples of
Contemporary music used in
Musicals and/or media, alone
and/or with others in
appropriate tone, pitch,
rhythm, expression and style
 presents a musical work
created through the use of
media & technology
 describes how an idea or story is
communicated through a musical
presentation
 sings accurately alone and/or with others
representative examples of songs of the
Classical period
 performs Contemporary music on
available musical instruments and/or
media
 illustrates how the different elements are
combined in music and media
presentation
 creates / improvises appropriate sound,
music, gesture, movements, and
costume for a chosen presentation
 makes a presentation highlighting the
differences and similarities between
contemporary musicals in the Philippines
and the world
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ARTS
(Grade 1 to Grade 10)
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59
CONTENT OF ART
THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)
Kindergarten and Grade 1:
Grade 2:
Grade 3:
Grade 4:
Grade 5:
Grade 6:
Grade 7:
Grade 8:
Grade 9:
Grade 10:
Grade 11:
Grade 12:
Myself, my Family and School
My Neighborhood, My Community
My Province, My Region
Cultural Communities in the Philippines
History of the Philippines
The Philippines in the Present Times
The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao
Our Asian Neighbors
The Western Countries
The Middle East, Africa, and the Americas
Contemporary Times and the New Media
Art Related Careers
DOMAINS 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’s HIGHER ORDER THINKING
SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12. In a SPIRAL PROGRESSION APPROACH,
beginning with very simple concepts, activities and values which gradually become more complicated and multi-faceted through each grade level.
A. Creative Expression or Art Production:
B. Artistic Perception or Art Appreciation:
…………………………………
…………………………………
C. Historical, Cultural Context or Art History:
……………………………
D. Artistic and Critical Analysis or Art Criticism:
……………………………
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Media
of the Elements of Art (line, color, shape and texture)
of the Principles of Art (repetition, contrast, rhythm, balance, emphasis,
harmony, proportion and unity)
of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle
East, and Africa
of one’s work and peers, Philippine artists, and art masterpieces from the
world
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Content
Grade 1 - FIRST QUARTER
I. Process:
DRAWING
− portraits
− family portraits
− persons
− school, furniture
II. Elements:
Content Standards
The learner…
demonstrates
understanding of lines,
shapes and texture, and
principles of balance,
proportion and variety
through drawing
shapes
lines
texture
III. Principles:
balance
proportion
variety
K TO 12 ART
Performance Standards
GRADE 1
The learner…
creates a portrait of himself
and his family which shows
the elements and principles
of art
Learning Competencies
The learner…
tells that ART is all around and is created by
different people
identifies different lines, shapes, texture used by
artists in drawing
distinguishes and identifies the different kinds of
drawings:
− portraits
− family portraits
− school ground
− on-the-spot drawings of home/school
surroundings
uses different drawing tools materials - pencil,
crayons, piece of charcoal, a stick on different
papers, sinamay, leaves, tree bark, and other
local materials to create his drawing
observes and sees the details in a person’s
face/body, in a view, to be able to show its
shape and texture
creates a drawing to express ones ideas about
oneself, one’s family , home and school
draws different animals (pets) showing different
shapes and textures
draws different kinds of plants showing a variety
of shapes, lines and color
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
creates a view-finder to help him/her select a
particular view to draw
Grade 1 - SECOND QUARTER
I. Process:
PAINTING
− Creating colors from
natural material and
from man-made materials
II. Elements:
The Learner
demonstrates
understanding of colors
and shapes, and the
principles of harmony,
rhythm and balance
through painting
Colors
− natural colors
− primary colors
− secondary colors
Shapes
− geometric shapes
− organic shapes
III. Principles:
harmony
rhythm
balance
creates a harmonious design
natural and man-made
objects to express ideas
using colors and shapes, and
harmony
identifies colors seen in the surroundings - in
both natural and man-made objects
expresses that colors have names, and have
groups and can be produced by mixing two or
more colors
paints a design based on the Philippine jeepney
or fiesta décor and shapes using primary colors
arranged in balanced pattern
experiments on painting using different
painting tools and paints and produce different
colors
draws a design out of repeated abstract and
geometric shapes like in a parol and paints it in
primary and secondary colors
uses his creativity to create paints from nature
and found materials, and brushes from twigs,
cloth and other materials
creates a design inspired by Philippine flowers
or objects found in school
paints a home/school landscape or design
choosing specific colors to create a certain
feeling or mood
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Content
Grade 1 - THIRD QUARTER
I. Process:
PRINTMAKING
− This process allows the
− artist to copy the image
− he creates several times
Kinds of prints:
− Nature print
− Object prints
− Stencil prints
Content Standards
demonstrates
understanding of texture
and shapes and prints that
can be repeated,
alternated and
emphasized through
printmaking
K TO 12 ART
Performance Standards
creates a print using objects
from nature and found
objects at home and in
school that show repetition,
alternation and emphasis
Learning Competencies
appreciates and talks about the landscape he
painted and the landscapes of others
identifies a print from nature and one made from
a man-made object
distinguishes between a print and a drawing or
painting
identifies different kinds of textures and shapes
in nature, in the surroundings and in art (home
and school)
II. Elements:
Texture
Shape
III. Principles:
Prints can be
− repeated
− alternated
− emphasized
creates a print by rubbing pencil or crayon on
paper placed on top of a textured objects from
nature and found objects
creates a print by using his finger or palm or any
part of his body and applying dyes or paint and
pressing it to create an impression
replicates repeated patterns in nature, in the
environment and in works of art at home and in
school
identifies artistically designed prints in the works
displayed and in his own work
repeats a design by the use of stencil (recycled
paper, plastic, cardboard, leaves, and other
materials) and prints on paper, cloth, sinamay,
bark, or a wall
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Content
Grade 1 - FOURTH QUARTER
I. Process:
3-Dimension works and
SCULPTURE
II. Elements:
shape (3-dimension it has
height, depth and width)
Content Standards
demonstrates
understanding of texture
and 3-D shapes, and
principle of proportion and
emphasis through 3-D
works and sculpture
texture - feel of the surface
K TO 12 ART
Performance Standards
creates a useful 3-Dimensional
object/sculpture using found
objects and recycled materials
Learning Competencies
distinguishes between a 2-dimensional and 3dimensional artwork and states the difference
creates human figures out of clay, flour-salt
mixture, or paper-mache using different
techniques
creates mobiles out of recycled cardboard and
paper, baskets, leaves, string and decorates it
with found objects
III. Principles:
Proportion - parts are of
the proper size and weight
so that the sculpture is
balanced.
constructs a mask out of cardboard, glue, found
materials, bilao, paper plate, string, seeds and
other found materials like the Ati-atihan masks
of Aklan
Emphasis is created by
using unusual decorative
materials that are big, or
colorful, or unusual.
identifies different materials can be used in
creating a 3-dimensional object:
− clay or wood (human or animal figure)
− bamboo (furniture, bahay kubo)
 softwood (trumpo)
 paper, cardboard, (masks)
− found material - parol, sarangola
uses his/her creativity in recycling discarded
materials and uses it to create a mask and a
useful object
creates a useful 3D object:
− a pencil holder, bowl, container, using
recycled materials like plastic bottles
appreciates the creativity of local and
indigenous craftsmen and women who create
artistic and useful things out of recycled
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
materials like the parol, maskara, local toys,
masks
can select 3D objects that are well proportioned,
balanced and show emphasis in design
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Content
Grade 2 - FIRST QUARTER
I. Process:
DRAWING
− portrait of two or more
people in one work
− body in motion
− still life of fruits/plants
(drawing from life)
imaginary landscape
Content Standards
The learner...
demonstrates
understanding on lines,
shapes and colors as
elements of art, and
variety, proportion and
contrast as principles of art
through drawing
K TO 12 ART
Performance Standards
GRADE 2
The learner...
creates a composition/design
by translating one’s
imagination or ideas that
others can see and appreciate
Learning Competencies
The learner...
draws a portrait of two or more persons - his
friends, his family, showing the differences in
the shape of their facial features (shape of eyes,
nose, lips, head, and texture of the hair
shows motion or action in the drawing of human
bodies
II. Elements:
different lines
natural shapes
colors - contrasting
III. Principles:
variety of lines, shapes
proportion of body parts,
fruits
contrast of shapes
points out the contrast between shapes and
colors of different fruits or plants and flowers in
one’s work and in the work of others
composes the different fruits or plants to show
overlapping of shapes and the contrast of colors
and shapes in his colored drawing,
draws from an actual still life arrangement
creates an imaginary landscape or world from a
dream or a story
appreciates the different styles of Filipino artists
when they create portraits
plants portraits of persons to capture their
likeness and character
Grade 2 - SECOND QUARTER
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66
Content
I. Process:
PAINTING
− fishes and sea creatures
or wild forest animals
− designs: lines, shapes,
tricycles, jeepneys
II. Elements:
colors
− primary
− secondary
Content Standards
The learner...
demonstrates
understanding of using
two or more kinds of lines,
colors and shapes, and
repeating or contrasting so
that there is rhythm
shapes
− organic
− geometric
textures
− spotted
− furry
− shiny, slimy
III. Principles:
repetition
contrast
rhythm
K TO 12 ART
Performance Standards
The learner...
creates harmoniously with a
group a composition or design
for a tricycle or jeepney that
shows unity while using a
variety of lines, shapes and
colors
Learning Competencies
The learner...
points out the unique shapes, colors, texture
and design of the skin covering of different
fishes and sea creatures or of wild forest
animals from pictures or memory, and draws
with pencil or crayon these sea or forest
animals in their habitat showing their unique
shapes and features
describes the lines, shapes and textures seen in
animals in the community using visual art words
paints the drawing of animals to show the
variety of colors and textures found in the skin
covering of these animals
points out the contrasts in the colors, shapes,
textures between two or more animals
creates a design by using two or more kinds of
lines, colors and shapes and repeating or
contrasting them, so that there is rhythm
with a group, draws the outline of a tricycle or
jeepney on a big paper, and paints the design of
lines and shapes that show repetition, contrast
and rhythm, with a group harmoniously
uses with control the use of painting tools and
materials to paint the different line, shapes and
colors in his work or in a work done with others
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
67
Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
Grade 2 - THIRD QUARTER
I. Process:
PRINTMAKING
− banana trunk prints
− fern prints
− eraser prints
− found object prints
− cut out designs
− card making
The learner...
demonstrates
understanding of shapes,
textures, colors and
repetition of motif, contrast
of motif and color
II. Elements:
shapes
textures
colors
III. Principles:
repetition of motif
contrast of motif & color
The learner...
creates a print from natural and
man-made objects that can be
repeated or alternated in shape
or color
The learner...
experiments with natural objects (leaves, twig,
sliced vegetables, banana stalks, bark of trees,
etc.) by dabbing dyes or paints on the surface
and presses this on paper or cloth, sinamay and
any other material to create a print
creates a print by repeating,
alternating or contrasting the
color or size or texture of the
prints
collects man-made objects with a flat surface
and dab dyes or paint before pressing it on
paper or any cloth to create a print
shows facility in making a clear
print from natural and
manmade objects
creates a consistent pattern by making two or
three prints that are repeated or alternated in
shape or color
creates prints for a card and makes several
copies or editions of the print so the cards can
be exchanged with other people
carves a shape or letter on an eraser or kamote
which can be painted and printed several times
Grade 2 - FOURTH QUARTER
I. Process:
SCULPTURE and 3-D
CRAFTS
− box figure sculpture
The learner...
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
The learner...
68
Content
− kites and boats
− paper mache animals
− clay figures
Elements:
− animal shapes
− geometric shapes
− texture
Content Standards
 demonstrates
understanding of shapes,
texture, and proportion
and balance through
sculpture and 3dimensional crafts
II. Principles:
proportion
balance
K TO 12 ART
Performance Standards
 creates a 3-dimensional free
standing balance figure using
different materials (found
materials, recycled, local or
manufactured)
Learning Competencies
creates a free-standing balanced figure made of
boxes and found material
creates an imaginary robot or creature using
different sizes of boxes, coils, wires, bottle caps
and other found material
identify the artistry of different local craftsmen in
creating:
− taka, paper mache horses and other animals
in Paete, Laguna
− sarangola, or kites made by artists
− banca, native boats from Cavite, and coastal
towns
 constructs a native kite from thin bamboo
sticks, papel de japon glue and string and tests
its design (proportion and balance)
learns the steps in making a paper mache
animal figure using an armature
 molds an animal shape using paper mache on
wire or bamboo armature or framework,
showing the animal in action
show the beginning skill in the method of
creating 3-dimensional free standing figures out
of different materials
− clay, wood, found materials, recycled objects,
wire, metal, bamboo
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
69
Content
Content Standards
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
K TO 12 ART
Performance Standards
Learning Competencies
creates a clay human figure that is balanced
and can stand on its own
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Content
Grade 3 - FIRST QUARTER
I. Process:
DRAWING
− people in the
province/region on-thespot sketching of plants,
trees or building
geometric line designs
Content Standards
The learner…
demonstrates
understanding of lines,
texture, shapes and
balance of size, contrast
of texture through drawing
K TO 12 ART
Performance Standards
GRADE 3
The learner…
creates an artwork of people in
the province/region on-the-spot
sketching of plants, trees or
buildings and geometric line
designs
II. Elements:
Lines
− lines can show
movement
texture is created by using
different lines
shape of natural objects
are free in form or organic
III. Principles:
Balance
− balance of size
Contrast
− contrast of texture
shows a work of art based on
close observation of natural
objects in his/ her surrounding
noting its size, shape and
texture
Learning Competencies
The learner…
distinguishes the size of persons in the drawing,
to indicate its distance from the viewer
shows the illusion of space in drawing by
drawing the objects and persons in different
sizes
creates a pencil or pen drawing of a scene in
daily life, where people in the province/region
show their occupation by the action they are
doing
tells that in a landscape, the nearest object
drawn is the foreground; the objects behind the
foreground are the middle ground, while
objects farthest away are the background, and
by doing this there is balance
sketches and colors a view of the
province/region with houses and buildings
indicating the foreground, middleground and the
background by the size of the objects
sketches on-the-spot outside or near the school
to draw a plant, flowers or a tree showing the
different textures and shape of each part, using
only a pencil or black crayon or ballpen
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
creates a geometric design by contrasting two
kinds of lines in terms of type or size
appreciates that artists create visual textures by
using a variety of lines and colors
Grade 3 - SECOND
QUARTER
I. Process:
PAINTING
− fruits and plants (still life)
scene at a time of day
wild animal (close-up)
II. Elements:
Color
− mix colors to create tints,
shades and neutral
colors
The learner...
demonstrates
understanding of lines,
texture, shapes and
balance of size, contrast
of texture through drawing
Shape
− animals have shapes
− adapted to their needs
Texture
− is created by variety of
lines
III. Principles:
Harmony
− colors, shapes and lines
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates an artwork of people in
the province/region on-the-spot
sketching of plants, trees and
buildings and geometric line
designs
applies knowledge of planes in
a landscape (foreground,
middle ground and
background) in painting a
landscape
The learner...
perceives how harmony is created in an artwork
because of complementary colors and shapes
paints a still life by observing the different
shapes, color and texture of fruits, drawing them
overlapping and choosing the right colors for
each fruit
creates new tints and shades of colors by
mixing two or more colors
paints a landscape at a particular time of the
day and selects colors that complement each
other to create a mood
appreciates that nature is so rich for no two
animals have the same shape, skin covering
and color
72
Content
that complement each
other create harmony
and a mood of the
painting
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
observes the characteristics of a wild animal by
making several pencil sketches, and painting it
later, adding the texture of its skin covering
sees that there is harmony in nature as seen in
the color of landscapes at different times of the
day
Ex:
− landscapes of Felix Hidalgo, Fernando
Amorsolo, Jonahmar Salvosa
− Still life’s of Araceli Dans, Jorge Pineda,
Agustin Goy
appreciates the Filipino artists painted
landscapes in their own particular style and can
identify what makes each artist unique in his
use of colors to create harmony
Grade 3 - THIRD QUARTER
I. Process:
PRINTMAKING (stencils)
− T-shirt /cloth print
− poster prints
− duffel bag print
II. Elements:
Shape
− letter stencils
− logo designs
− abstract shapes
Color
The learner...
demonstrates
understanding of shapes,
colors and principle
repetition and emphasis
through printmaking
(stencils)
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
exhibits basic skills in making a
design for a print and
producing several clean copies
of the print
manipulates a stencil with
The learner...
tells that a print can be made from objects from
nature that prints made by artists can be
realistic or abstract
writes a slogan or logo of a few words about the
environment correlated messages to be printed
on T-shirts, posters or banners or bags
73
Content
− Complementary colors
Content Standards
III. Principles:
Repetition
− of letters and logos and
shapes
K TO 12 ART
Performance Standards
adequate skill to produce a
clean print for a message,
slogan or logo for a T-shirt,
poster or bag
 produces at least 3 good
copies of print using
complementary colors and
contrasting shapes
Emphasis
− of shapes by contrast
Learning Competencies
designs an attractive logo or message about the
environment with letters and abstract shapes to
be used for a print
creates and cuts a stencil from paper or plastic
sheets to be used for multiple prints on cloth or
hard paper
realizes that a print design can be duplicated
many times by hand or by machine and can be
shared with others
observes that a good print design uses
repetition of shapes or lines and emphasis
through contrast of shapes and lines
creates a print for a shirt, bag or a poster using
letter stencils or abstract designs using his/her
selected message and prints several copies
Grade 3 - FOURTH QUARTER
I. Process:
SCULPTURE and
CRAFTS
− puppets on a stick
− imaginary masks
II. Elements:
SHAPES
− human and animals
The learner...
demonstrates
understanding of shapes,
colors, textures, and
emphasis by variation of
shapes and texture and
contrast of colors through
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates a single puppet based
on character in legend, myth or
story using recycled hard
material
The learner...
identifies different styles of puppets made In the
Philippines (from Teatro Mulat and Anino
Theater)
constructs a simple puppet based on a
74
Content
COLORS
− primary
− secondary
− tertiary
TEXTURES
− visual and actual
Content Standards
sculpture and crafts
III. Principles:
Emphasis
− by Variation of shapes
and texture
CONTRAST
− of colors
K TO 12 ART
Performance Standards
creates a mask or headdress
that is imaginary in design
using found and recycled
materials
demonstrates basic skill in
constructing a puppet made
from a hard material and stick,
which can be manipulated
Learning Competencies
character in a legend, myth or story using
recycled cardboard, bark of a tree or any hard
material and bamboo stick or twig
decorates a puppet using designs that would
give it a specific and unique character
applies designs of varied shapes and colors on
puppets to show the unique character of the
puppet
manipulates a puppet to act out a character in a
story together with other puppets
appreciates variations of puppets in terms of
material, structure, shapes, colors and intricacy
of textural details
acts as puppeteer together with others, in a
performance of the story, using the puppet
he/she created
designs a mask that uses recycled materials
and natural objects
creates a mask or headdress that is imaginary
in design using found and recycled material,
inspired by local festivals
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Content
Grade 4 - FIRST QUARTER
I. Process:
DRAWING
− drawing of figures from
cultural communities
− crayon etching of
ethnic designs
− crayon resist of scenes
from cultural
communities
Content Standards
The learner...
demonstrates
understanding of lines,
colors, shapes, repetition
of motifs, and rhythm and
appreciates the rich
culture in the community
through drawing
II. Elements:
LINES
− organic and geometric
COLORS
− primary
SHAPES
− stylized based on nature
K TO12 ART
Performance Standards
GRADE 4
The learner...
Learning Competencies
The learner...
practices variety of culture in
the community by way of attire,
body accessories, religious
practices and lifestyle
distinguishes distinctive characteristics of
several cultural communities in terms of attire,
body accessories, religious practices and
lifestyle
creates unique design of
houses, and other household
objects used by the cultural
groups
appreciates the rich variety of cultural
communities in the Philippines and their
uniqueness
− LUZON- Ivatan, Ifugao, Kalinga, Bontok,
Gaddang, Agta
− VISAYAS - Ati
− MINDANAO- Badjao, Mangyan,Samal,
Yakan, ubanon,Manobo, Higaonon,
Talaandig, Matigsalog, Bilaan, T’boli,
Tiruray, Mansaka, Tausug
writes a comparative
description of houses and
utensils used by select cultural
groups from different provinces
III. Principles:
REPETITION
− of motifs
RHYTHM
creates a drawing after close study and
observation of one of the cultural communities’
way of dressing and accessories
 identifies specific clothing, objects and designs
of the cultural communities and applies it to a
drawing of the attire and accessories of one of
these cultural groups
translates research of the artistic designs of the
cultural communities into a contemporary
design
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Content
Content Standards
K TO12 ART
Performance Standards
Learning Competencies
adapts an indigenous cultural motif into a
contemporary design in a crayon etching
produces a crayon resist on any of the topics:
the unique design of the houses, household
objects, practices or rituals of one of the cultural
groups
Grade 4 - SECOND QUARTER
I. Process:
PAINTING
− imp. landscape in a
province
− (indigenous houses)
− mural painting
II. Elements:
SHAPES
− showing foreground,
middle ground and
background
COLOR
− to show mood and
atmosphere
The learner...
demonstrates
understanding of shapes,
colors and the proportion
of houses, building, fields,
mountains, sky in a
landscape through
painting
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates a sketch and paints a
landscape and mural using
shapes and colors appropriate
to the cultural community way
of life
realizes that the choice of
colors to use in a landscape
gives the mood or feeling of
the painting
The learner...
 views pictures of localities where different
cultural communities live and understands that
each group has distinct houses and practices
distinguishes the attire, accessories, life ways
of selected cultural communities from different
parts of the country
compares the geographical location, practices,
festivals, and cultural practices of the different
cultural groups
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Content
Content Standards
K TO12 ART
Performance Standards
Learning Competencies
creates a preliminary sketch of the landscape of
one of the cultural communities based on
research and observation
III. Principles:
PROPORTION
of houses, buildings,
fields, mountains, sky in
a landscape
paints the sketched landscape using colors
appropriate to the reality of the cultural
community’s life ways
combines his/her individual landscapes with the
landscapes of others within the class to create a
mural which they will put up for their class and
their school to appreciate
creates mural or story about cultural
communities
honors the cultural communities and their
culture
Grade 4 - THIRD QUARTER
I. Process:
PRINTMAKING
− relief prints- glue print
cardboard print found
objects print
II. Element:
The learner...
demonstrates
understanding of texture,
lines, colors, and contrast
and other printmaking
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates relief prints and print
found objects using ethnic
designs
The learner...
discovers the principle of relief prints and
appreciates that relief prints are more
interesting and harmonious
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Content
TEXTURE
− from a variety of
materials
LINES
− Organic, geometric
COLORS
− earth or natural colors
Content Standards
techniques through
printmaking
K TO12 ART
Performance Standards
presents research on relief
prints created by craftsmen of
other countries
produces multiple copies of
relief print using industrial
paint or natural dyes to create
decorative borders on an a wall
in class or the school or for a
play or for a decorative panel
III. Principles:
CONTRAST
− smooth vs. rough
− curves vs. straight lines
− small shapes vs. Big
Learning Competencies
creates a relief master using additive and
subtractive processes
prints reliefs with adequate skill to produce
clean prints with a particular design motif
(repeated or alternating) on a wall or a big
space
creates the relief mold using found material:
hard foam; cardboard shapes glued on wood;
string and buttons, old screws, metal parts
glued on wood or cardboard
sketches or studies the ethnic motifs and
creates a design by repeating, alternating or
radiating the motif
Grade 4 - FOURTH QUARTER
I. Process:
SCULPTURE and 3-D
crafts
− Textile craft:
 tie-dye (one color; 2
colors)
 Mat weaving (buri)
The learner...
demonstrates
understanding on color
(dyes) and repetition of
motifs, colors through
sculpture and 3-D crafts
II. Elements:
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
applies individually the intricate
procedures in tie-dyeing in
clothes or T-shirts and
compares it with one another
The learner...
researches on textile traditions like tie-dye -done
in China, India, Japan, Indonesia in the olden
times and presently, in other countries and also
in the Philippines - like the T’bolis who create
their Tinalak mats by tie-dyeing abaca strands
practices traditional skills in
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Content
COLOR
− dyes can be combined to
create new colors
Content Standards
III. Principles:
REPETITION
− of motifs, colors
K TO12 ART
Performance Standards
mat weaving from indigenous
material like abaca tapestries
replicates traditional skills like
tie-dye and mat weaving that is
still being practiced by local
craftsmen from indigenous
communities
researches on tie-dyed crafts of
the T’boli and presents designs
made by them ; presents
research on tie-dyed products
of other countries to compare
their designs and colors
Learning Competencies
appreciates the intricate steps involved in tiedyeing for cloth and weaving as seen in the
abaca tapestries (T’nalak) done by the T’bolis
and the intricately designed mats done in other
provinces
observes the intricate designs of mats woven
in:
− Basey, Samar buri mats
− Iloilo bamban mats
− Badjao & Samal mats
− Laminusa mats of Tawi-tawi
− Romblon buri mats and notes the unique
characteristic of each
emphasizes textile crafts like tie-dye demands
practice and faithful repetition of the steps to
produce good designs
creates original tie-dye designs by following
traditional steps in dyeing textiles using one
color and two colors as applied to T-shirts or
any cotton cloth
presents pictures or actual samples of different
kinds of mat weaving traditions in the
Philippines
creates a small mat using colored buri strips or
any material that can be woven, showing
different designs: square, checkered, zigzag,
and stripes
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Content
Grade 5 - FIRST QUARTER
I. Process:
DRAWING
− drawing from
archeological artifact
drawing Philippine
houses and buildings,
churches from different
historical periods (onthe-spot)
II. Elements:
LINES
− crosshatching to
simulate 3-dimensional
effect
SHAPES
− geometric 3 dimension
Content Standards
The learner...
demonstrates
understanding of lines,
shapes and principles of
rhythm and balance
through drawing from
archeological artifacts
− drawing of Philippine
houses, buildings and
churches from other
historical periods using
cross hatching lines to
simulate 3-dimensional
effect, geometric 3dimension shapes with
principles on rhythm and
balance
III. Principles:
RHYTHM
− repeated motifs
BALANCE
− symmetrical and
asymmetrical
K TO 12 ART
Performance Standards
GRADE 5
The learner...
creates different artifact and
architectural buildings found in
the locality and on different
parts of the Philippine using
cross-hatching lines and
geometric dimensions with
rhythm and balance
put up an exhibit on Philippine
Articrafts and Philippine
houses from different historical
periods, the miniature or
replica
Learning Competencies
The learner...
identifies events, practices, and culture
influenced by foreigners who have come to our
country by way of trade
realizes that our being an archipelago and being
strategically located has made us part of a
vibrant trading tradition (Chinese merchants,
Galleon Trade, Silk traders)
sees from archeological artifacts that the form of
our houses, our clothes, language, lifestyle utensils, food, pottery, furniture, etcetera are
influenced by foreigners who have come to our
shores.(manunggul jar, balanghai, bahay na
bato, kundiman, Gabaldon schools, vaudeville,
Spanish - inspired churches
gives the illusion of depth and 3-dimensionality
by the use of cross-hatching and shading in
drawings (old pottery, boats, jars, musical
instruments)
shows details of architectural features of a
bahay kubo, a torogan, a bahay na bato,
simbahan, carcel, etc) and is able to name the
significant parts
 talks and describes the different artifacts and
architectural buildings found in their locality and
in different parts of the Philippines
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Content
Content Standards
K TO12 ART
Performance Standards
Learning Competencies
creates 3-dimensional drawings from important
archeological artifacts seen in books and the
museums (National Museum and its branches
in the Phil) and in old buildings or churches in
the community
draws old houses, churches or buildings on the
spot, and creates a mural with the drawings of
the others of their community
creates a mini-exhibit with labels on Philippine
artifacts and houses after completing drawings
with the whole class
Grade 5 - SECOND QUARTER
I. Process:
PAINTING
− landscapes of important
places in the community
(natural or man-made)
II. Elements:
LINE
− (one-point perspective In
landscape drawing)
COLOR
− Complementary
III. Principles:
HARMONY
− created through the right
proportion of parts
The learner...
demonstrates
understanding oflines,
colors and harmony
through painting and
explains/illustrates
landscapes of important
historical plans in the
community, (natural or
man-made) using onepoint perspective in
landscape drawing in
complimentary colors
create through the right
proportion of part
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates sketches of the
significant natural or manmade place in the community
using complimentary colors
draws/paints best-liked
important historical places
The learner...
identifies important natural and historical places
in their community that tourists usually go to or
that has been designated World Heritage Site,
or sites that local people value(ex: rice terraces
in Banawe, Batad; Paoay Church and Miag-ao
Church landscape of Batanes, Callao Caves in
Cagayan; old houses of Taal, Batangas; the
torogan in Marawi)
 names and points out the architectural features
or natural features of the place after observation
from pictures or an actual visit to the place
realizes that artists in all periods, have painted
landscapes of beautiful or significant places in
their province or country and they have their
own styles in painting(ex: Fabian dela Rosa;
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Content
Content Standards
K TO12 ART
Performance Standards
Learning Competencies
Fernando Amorsolo, Carlos Francisco, Vicente
Manansala,Jose Blanco, Victor Edades,Juan
Arellano, Prudencio Lamarroza, Manny
Baldemor)
uses visual perception by noting and naming the
significant details in the place or landscape to
be able to sketch it faithfully by
appreciates the skill and artistry of Philippine
painters and artists in painting different
landscapes of the Philippines and is able to
describe what makes each artist unique
draws on the spot sketches of the significant
natural or man-made places in their community
− selects one of the sketches and creates a
preliminary drawing for a painting of that
particular landscape, using complementary
colors
− utilizes one-point perspective to paint the
landscape, designating objects in the
foreground, middle ground and background
area to give depth to the landscape
− selects complementary color in painting to
create a harmonious landscape
Grade 5 - THIRD QUARTER
I. Process:
PRINTMAKING
− linoleum or rubber print
or wood print of a
The learner...
explores new printmaking
techniques, reading
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates variety of prints using
thick, thin, jagged lines, ribbed,
The learner...
explores a new printmaking technique, using a
sheet of thin rubber (used for soles of shoes) or
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Content
Philippine mythological
creature
Content Standards
stories, traditional
Philippine myths using
line, texture and contrast
II. Elements:
LINE
− Thick, thin, jagged lines
TEXTURE
− ribbed, fluted, woven,
carved
III. Principles:
CONTRAST
− of carved textured areas,
solid areas of thick
textured lines and fine
lines
K TO12 ART
Performance Standards
fluted, woven, carved texture
and contrast of solid areas of
thick textured and fine lines
Learning Competencies
linoleum or any soft wood that can be carved or
gouged to create dif. lines and textures
designs a mythological creature from reading
stories about them(Mariang Makiling, Bernardo
Carpio, dwende, capre, sirena, Darna, diwata,
Dalagang Magayon, etc)
appreciates the richness of the traditional
Philippine myths and legends from the local
community and from different parts of the
country
shows beginning skill in creating a lino, rubber
or wood print by safe use of carving tools and
carving a variety of indentations to create
textures and lines
 produces several good editions of the same
print that are well-inked and evenly printed
 creates variations from the same print by using
different colors of ink in printing the master plate
follows the step by step process of creating a
print :
− sketching the drawing indicating areas to be
carved out and areas that will remain
− carving the image on the rubber or wood
using sharp cutting tools
− doing a preliminary rubbing
− finally inking the plate with printing ink
− placing paper over it , rubbing the back of the
paper to get the
− impression of the print
− repeating the process to get several editions
of the print
− works with the class, to produce a compilation
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Content
Grade 5 - FOURTH QUARTER
I. Process:
SCULPTURE AND 3-D
CRAFTS
− Constructing a PAROL
II. Elements:
COLOR
− primary colors
− secondary colors
SHAPE
− Geometric shape
− Organic shapes
Content Standards
The learner...
demonstrates
understanding of colors,
shapes, repetition and
balance through sculpture
and 3-dimensional crafts
III. Principles:
REPETITION
− colors, Shapes
BALANCE
− of the Structure and
shape
K TO12 ART
Performance Standards
The learner...
demonstrates fundamental
construction skills in making a
3-D dimensional parol that is
balance, and artistic with
repeated decoration and colors
construct a 3-D craft using
primary and secondary colors,
geometric and organic shapes,
repetition of colors and shapes
and balance of the structure
and shape
Learning Competencies
of their prints to create a book or calendar
which they can give as gifts, sell or display in
the walls of their school
The learner...
appreciates the many variations in the
geometric design and materials of the Philippine
parol, particularly the ones coming from
Pampanga
knows that unknown craftsmen are behind the
artistry and design of the award-winning parols,
which show creativity and imagination in their
use of natural and geometric shapes and colors
and local materials
understands the historical connection to Mexico
and the religious significance of the parol to
Philippine traditions in the celebration of the
Christmas season
shows knowledge of design by his/her repetition
of colors and shapes in the making of the parol
traces Philippine historical roots to Mexico and
Spain as seen in our Christmas decorations like
the parol with the belen
 constructs framework of the star-shaped parol
out of thin pliable bamboo sticks with ends tied
with string
uses different colors of the transparent papel de
japon to cover the bamboo framework with glue
and overlap it with different shapes and colors
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Content
Content Standards
K TO12 ART
Performance Standards
Learning Competencies
to create new designs
adds decorative tassels and fringes to make the
parol move in the wind, making it a colorful
mobile with lights
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Content
Grade 6 - FIRST QUARTER
I. Process:
DRAWING,
− NEW TECHNOLOGIES
 animation, digital art,
computer art and
drawing big murals,
designs for VCDs,
posters , websites
Content Standards
The learner...
demonstrates
understanding in exploring
new technologies using
line, shape, texture
elements and principles of
contrast and emphasis
through drawing
K TO 12 ART
Performance Standards
GRADE 6
The learner...
creates website and original
character that can be put in a
cartoon or animation using
various shapes, lines and
textures
Learning Competencies
The learner...
explores that with the presence of new
technologies, new instruments can be used for
drawing
− ex: sketching w/computer, coloring with
computer doing floor plans lay outing a
magazine page doing product design painting
a huge mural
II. Elements:
LINE,
SHAPE
TEXTURE
− producing these using
technology
III. Principles:
CONTRAST
 EMPHASIS
 realizes that art processes, elements and
principles still apply even with the use of
technologies
 discovers that the visual arts can now be
shared, seen and produced digitally and that
people can appreciate, critique, comment on
one’s artworks
uses regular drawing skills applied to a new
medium (technology) and updates knowledge
on the new digital tools for art that is available
uses the internet and creates a website to
disseminate and promote one’s own drawings
and artworks and share these to a bigger
audience than the school population
creates an original cartoon character on the
computer following the steps of animation
designs a website, a logo and an attractive
home page to promote one’s province and
itsproducts
researches on artists, drawings and artworks
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
that can be accessed through the internet from
all periods (the past, through museum websites,
the present through blogs, Flickr, Tumblr, etc)
and share these with the class
creates a drawing (portrait, landscape, event)
and uploads it on the internet and reports on
how many people accessed it or reacted to it
creates a website about the province ,
composing a home page that gives information
about your province that will interest others
Grade 6 - SECONDQUARTER
I. Process:
PAINTING
− mural on environment
product design ex:
attractive trash cans
II. Elements:
COLOR
− primary, secondary and
neon colors
CONTRAST
− of lines, shapes
The learner...
demonstrates
understanding of painting
a mural on environment
product design using
primary, secondary, neon
colors and contrast of
lines and shapes
The learner...
chooses and points unusually
shaped container to be a trash
can with environment product
design using primary,
secondary neon colors and
contrast of lines and shapes
The learner...
recognizes that a mural is an effective way to
give a message about specific ways to save the
local environment using words and visuals to
support the message, and by using bright and
contrasting colors and shapes
researches on design of murals about the
environment as seen in the internet, or in
magazines, T-shirts, on TV, etcetera and
analyze its visual composition
appreciates that well-designed and attractive
products attract people to use it, thus, a well
designed trash can would be used by people
works with a group cooperatively to complete a
wall-size piece of painting or mural that will
attract the viewer
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
writes a public message that will attract and be
remembered by the people, for them to think
and act for the environment;
discovers that utilitarian products like a trash
can, needs to be well-designed for people to be
attracted to use it ―Form follows function‖
plans the composition and design of a mural
with a message about the environment,
together with a group
selects site of mural and with the group,
enlarge the design by sketching and later
painting it
chooses an unusually shaped container to be a
trash can and paints it with attractive colors so
the public will immediately throw their trash
there
Grade 6 - THIRD QUARTER
I. Process:
PRINTMAKING
− Silk-screen printing on
cloth and paper for a
commercial quantity
II. Elements:
SHAPES
− Letters and geometric
shapes
COLORS
− primary blended with
secondary and tertiary
colors
The learner...
demonstrates
understanding of
printmaking design using
silkscreen printing with
letters and geometric
shapes, primary blended
with secondary and
tertiary colors, contrast of
shapes and colors,
harmony of letters, shapes
and color
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
creates an original design for a
T-shirt that promotes the
culture of one’s province or
region
The learner...
understands that digital technology has speeded
up the printing of original designs and made it
accessible to many, as seen in T-shirts and
poster designs
realizes the originality and creativity of the artist
needed for the design of products, although
duplicating machines can copy it easily
(discusses concept of copyright and intellectual
property of artists, musicians)
knows that design principles still apply for any
new design (contrast of colors, shapes and
lines produces harmony) done by hand or by
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
use of machine
replicates a product designer (an entrepreneur
or business man/woman) in real life as a
profession
III. Principles:
CONTRAST
− of shapes and colors
HARMONY
− of letters, shapes, colors
creates an original design based on
specifications
produces own prints and duplicates them or
selects a printer to produce many T-shirts
promotes and advertises sale of the T-shirts, by
leaflets, advertising posters or using the internet
business sites
submits a report of the results of the business
project
sources silk screen printers and compares their
prices and quality of printing and choose one to
silkscreen their selected design (survey) or
creates his/her own silk screen prints
(production)
organizes an event with the class where the Tshirt products can be sold (promotion,
marketing, sales)
Grade 6 – FOURTH QUARTER
I. Process:
SCULPTURE and NEW
MEDIA
− photography and video
of places and local
events
The learner...
demonstrates
understanding of sculpture
and new media such a
internet, video cam, cell
phone, visual media and
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The learner...
produces and exhibits artistry
in recording a visual event and
visual report that proves that
more and more the moving
image is the potent means of
The learner...
classifies Learning Competencies that in the
present world, events happen so quickly that it
has to be recorded immediately through a
camera, video cam or cell phone with camera
/video functions, and by any person
90
Content
II. Elements:
COLOR
− subdued and vibrant
− quiet vs. busy
III. Principles:
CONTRAST
− of art elements makes
the viewer alert and
watchful
Content Standards
others needed to live
productively
demonstrates skills in
sculpture and photography
and other new media
using color and contrast
K TO 12 ART
Performance Standards
communication
Learning Competencies
identifies visual media such as television, film
and internet that transmits events, thoughts,
oppressions, violence, tragedies, immediately,
making it accessible to everyone, thus
upholding the democratic right of people to
know.(discuss the Arab Spring uprisings, the
EDSA II, the tsunami of Japan, the earthquake
and floods in the Phil. and other events that are
immediately witnessed by people around the
world via the internet)
expresses knowledge of new technology
needed to live and work productively in the
present world
records an event: a disaster, a celebration, a
school function, a performance, a speech of an
important person, through several means:
camera, recorder, video, cell phone, etcetera
creates artistry in recording a visual event - the
images captured are focused, well-composed,
and gives the message intended in an effective
and memorable manner
enhances the visual event recorded by creative
editing and by the use of color, by cropping, by
adding sounds, music or a narrative
gives comments to an event while presenting
before the class, to add a personal dimension to
the AV presentation
sends one’s recording of an event to another
person, uploads it on the web, shares it with the
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Content
Content Standards
K TO 12 ART
Performance Standards
Learning Competencies
general public
creates a campaign (asking for help for flood
victims; raise funds for an environment project;
invites people to a historical or cultural site in
one’s province) and uploads it on the net
monitors the results of an event through internet
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ARTS - GRADE 7
Content
Art Gr.7 - UNIT 1
Arts of Luzon (Highlands and
Lowlands)
Elements of Art






Line
Shape and Form
Value
Color
Texture
Space
Principles of Art








Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates understanding
of art elements and
processes by synthesizing
and applying prior knowledge
and skills
 demonstrates understanding
of the salient features of the
arts of Luzon (highlands and
lowlands) by correlating the
art elements and processes
among culturally diverse
communities in the country
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
Process

Drawing and Painting

Sculpture and
Assemblage
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 creates an artwork
showing the
characteristic elements
of the arts of Luzon
(Highlands and
Lowlands
 analyzes art elements (color, line, shape,
etc.) and principles (texture, proportion,
emphasis, harmony etc.) in the production of
art and crafts
 identifies characteristics of arts and crafts in
specific areas in Luzon known for their
products (e.g. papier mache from Paete,
Ifugao wood sculptures, Cordillera jewelry
and pottery, Ilocos weaving & pottery, etc)
 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
93
Content
UNIT 1
Content Standards
Performance Standards
Learning Competencies
The Learner...
 creates crafts that can be locally assembled
with local materials, guided by local
traditional techniques
 reflects on and derives the mood, idea, or
message emanating from selected artwork
 uses artwork to derive the traditions/history
of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)
 correlates the development of crafts in
specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)
 correlates Philippine art to Philippine culture,
traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
94
Content
Art Gr.7 – UNIT 2
Arts of Mindoro, Palawan,
other Luzon Island Provinces,
and the Visayas
Elements of Art





Line
Shape and Form
Value
Color
Texture
Principles of Art








Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
Content Standards
Performance Standards
The Learner…
 demonstrates an
understanding of art
elements and
processes by
synthesizing and
applying prior
knowledge and skills
 demonstrates
understanding of
salient features of arts
and crafts of Mindoro,
Palawan, other Luzon
island provinces and
the Visayas by
correlating art
elements and
processes among
culturally diverse
communities in the
country
Process
 Drawing and Painting
 Sculpture and
Assemblage
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The Learner...
 creates an artwork
showing the
characteristic elements
of the arts of Mindoro,
Palawan, other Luzon
Island Provinces and
the Visayas
Learning Competencies
The Learner...
 analyzes art elements (color, line, shape,
etc.) and principles (texture, proportion,
emphasis, harmony etc.) in the production of
art and crafts
 identifies characteristics of arts and crafts in
specific areas in Mindoro, Palawan, other
Island Provinces and the Visayas
 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
95
Content
UNIT 2
Content Standards
Performance Standards
Learning Competencies
The Learner...
 creates crafts that can be locally assembled
with local materials, guided by local
traditional techniques
 reflects on and derives the mood, idea, or
message emanating from selected artwork
 uses artwork to derive the traditions/history
of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)
 correlates the development of crafts in
specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)
 correlates Philippine art to Philippine culture,
traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
96
Content
Art Gr.7 – UNIT 3
Content Standards
Performance Standards
The Learner…
The Learner...
Learning Competencies
The Learner...
Arts of Mindanao
Elements of Art





Line
Shape and Form
Value
Color
Texture
Principles of Art








Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
 demonstrates
understanding of art
elements and processes
by synthesizing and
applying prior
knowledge and skills
 demonstrates
understanding of the
salient features of the
arts of Mindanao by
correlating the art
elements and processes
among culturally diverse
communities in the
country
Process
 Drawing and Painting
 Sculpture and
Assemblage
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 creates an artwork
showing the
characteristic
elements of the
arts of Mindanao
 analyzes art elements (color, line, shape,
etc.) and principles (texture, proportion,
emphasis, harmony etc.) in the production
of art and crafts
 identifies characteristics of arts and crafts
in specific areas in Mindanao
 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
97
Content
UNIT 3
Content Standards
Performance Standards
Learning Competencies
The Learner...
 creates crafts that can be locally assembled
with local materials, guided by local
traditional techniques
 reflects on and derives the mood, idea, or
message emanating from selected artwork
 uses artworks to derive the traditions/history
of a community (e.g. landscapes, images of
people at work and play, portrait studies, etc)
 correlates the development of crafts in
specific areas of the country, according to
functionality, traditional specialized
expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)
 correlates Philippine art to Philippine culture,
traditions, and history (Islamic influences,
Spanish heritage, American legacies in
education, business, modernization, and
entertainment indigenous practices, fiestas,
religious and social practices
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
98
Content
Art Gr.7 – UNIT 4
Festivals and Theatrical Forms






Baguio- Panagbenga
Lucban – Pahiyas
Bacolod – Maskara
Aklan – Ati-atihan
Davao- Kaamulan
MarinduqueMoriones
 SantaCruzan
 Pasyon
Content Standards
The Learner…
 demonstrates
understanding of how
elements of sound, music,
gesture, movements and
costume affect the creation
and communication of
meaning in Philippine
Festivals and Theatrical
Forms as influenced by
history and culture
Representative Theatrical
Compositions of the
Philippines





Performance Standards
Shadow Puppet Play
Dance Drama
Komedya
Moro-moro
Sarswela
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
The Learner...
 creates appropriate
festival attire 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
festival or in a
performance in a
theatrical play
Learning Competencies
The Learner...
 identifies the festivals and theatrical forms
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 Philippine
festivals unique by a visual presentation and
report of selected festivals representing
Luzon, Visayas and Mindanao
 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
99
ARTS - GRADE 8
Content
Art Gr.8 – UNIT 1
ARTS OF ASIA
 Review of Elements
and Processes
 Art of Southeast Asia
Indonesia, Malaysia,
Singapore, Vietnam, Thailand,
Cambodia, Myanmar, Laos
Process:
Drawing of Asian peoples





Attire
Accessories
Artifacts
Iconic gods
Cultural symbols
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...


demonstrates
understanding of art
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
Elements:
LINES & COLORS
 Attires
 Artifacts
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
 creates an artwork showing the
characteristic elements of the
arts of Southeast Asia
 puts up a mini-Southeast Asian
art exhibit using their own
artworks
 analyzes art elements (color, line,
shape, etc.) and 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
100
Content
Art Gr.8 – UNIT 1
Content Standards
Performance Standards
Learning Competencies
The Learner...
 reflects on and derives the mood, idea,
or message emanating from selected
artwork
 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
101
Content
Art Gr.8 – UNIT 2
Content Standards
Performance Standards
Learning Competencies
ARTS OF ASIA
The Learner…
The Learner...
The Learner...
 Art of East Asia

China. Japan and Korea

demonstrates
understanding of art
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
 creates an artwork showing the
characteristic elements of the
arts of East Asia
 puts up a mini-East Asian art
exhibit using their own
artworks
 analyzes art elements (color, line,
shape, etc.) and 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
102
Content
Art Gr.8 – UNIT 2
Content Standards
Performance Standards
Learning Competencies
The Learner...
 reflects on and derives the mood, idea,
or message emanating from selected
artwork
 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
103
Content
Art Gr.8 – UNIT 3
Content Standards
Performance Standards
Learning Competencies
ARTS OF ASIA
The Learner…
The Learner...
The Learner...
 Art of Central Asia,
South Asia and Near
East countries
India, Pakistan, Middle East,
Israel
 demonstrates
understanding of art
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
 creates an artwork showing the
characteristic elements of the
arts of Central, South and
Near East Asian countries
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony etc.) in
the production of art and crafts
 puts up a mini-Central, South
and Near Eastern Asian art
exhibit using their own
artworks
 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
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104
Content
Art Gr.8 – UNIT 3
Content Standards
Performance Standards
Learning Competencies
The Learner...
 reflects on and derives the mood, idea,
or message emanating from selected
artwork
 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
105
Content
Art Gr.8 – UNIT 4
Festivals and Theatrical
Forms of Asia
 Lantern FestivalThailand
 Kodo Taiko Drum
Festival- Japan
Representative Theatrical
Compositions of Asia
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates
understanding of how
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,
 Kabuki
 Wayang Kulit
 Peking Opera
 creates appropriate festival
attire with accessories based
on authentic festival costumes
 identifies the festivals and theatrical forms
celebrated all over the country throughout
the year
 creates / improvises
appropriate sound, music,
gesture, movements and
costume for a chosen
theatrical composition
 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
 takes part in a chosen Asian
festival
 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
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
106
ARTS - GRADE 9
Content
Art Gr.9 – UNIT 1
Content Standards
Performance Standards
Learning Competencies
ARTS OF THE
RENAISSANCE AND THE
BAROQUE PERIOD
The Learner…
The Learner...
The Learner...
Renaissance Artists





Michelangelo
Leonardo Da Vinci
Raphael
Bramante
Brunelleschi
 demonstrates
understanding of
media techniques
and processes and
the elements and
principles of arts used
in the art works of the
Renaissance and
Baroque Period as
influenced by history
and culture
 performs / participates
competently in a
presentation of a creative
impression (verbal/non
verbal) on the
Renaissance and Baroque
Art
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony etc.) in
the production of arts
 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
 uses artwork to derive the
traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)
 compare the characteristics of artworks
during the Renaissance and Baroque
period
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
107
Content
Art Gr.9 – UNIT 1
Content Standards
Baroque Artists





Caravaggio
Rubens
Velazquez
Rembrandt
Bernini
Performance Standards
Learning Competencies
 describes the influence of selected
artists during the Renaissance and
Baroque period on the evolution of
various forms of art
 applies different media techniques
and processes to communicate
ideas, experiences and stories
showing the characteristics of
Renaissance and Baroque artworks
 evaluates work of art in terms of
artistic concepts, ideas using criteria
appropriate for the style or form
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
108
Art Gr.9 – UNIT 2
ARTS OF THE
NEO-CLASSICAL PERIOD
Neo-Classical Artists
 David
 Ingres
 Francisco Goya
The Learner…
 demonstrates
understanding of
media
techniques and
processes and
the elements and
principles of arts
used in the art
works during the
Neo-classical
Period as
influenced by
history and
culture
The Learner...
 creates an
artwork
showing the
characteristic
elements of the
arts during the
Neo-Classical
period
The Learner...
 analyzes art elements
(color, line, shape,
etc.) and principles
(texture, proportion,
emphasis, harmony
etc.) in the production
of art
 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
 uses artwork to derive
the traditions/history
of a specific culture
(e.g. landscapes,
images of people at
work and play,
portrait studies, etc)
 compares the
characteristics of
artworks during the
Neo-Classical period
to the artworks of the
previous period
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
109
Content
Art Gr.9 – UNIT 2
Content Standards
Performance Standards
Learning Competencies
The Learner...
 describes the influence of selected
artists during the Neo-Classical period
on the evolution of various forms of art
 applies different media techniques and
processes to communicate ideas,
experiences and stories showing the
characteristics of Neo-Classical arts
 evaluates work of art in terms of artistic
concepts, ideas using criteria
appropriate for the style or form
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
110
Content
Art Gr.9 – UNIT 3
Content Standards
Performance Standards
Learning Competencies
ARTS OF THE ROMANTIC
PERIOD
The Learner…
The Learner...
The Learner...
Artists of the Romantic
Period
 Delacroix
 Goya
 Gericault
 demonstrates
understanding of media
techniques and
processes and the
elements and principles
of arts used in Romantic
Period as influenced by
history and culture
 creates an artwork
showing the characteristic
elements of the arts
during the Romantic
period
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony etc.) in
the production of art
 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
 uses artwork to derive the
traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)
 compares the characteristics of artworks
during the Romantic period to the
artworks of the previous period
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
111
Content
Art Gr.9 – UNIT 3
Content Standards
Performance Standards
Learning Competencies
The Learner...
 describes the influence of selected
artists during the Romantic period on the
evolution of various forms of art
 applies different media techniques and
processes to communicate ideas,
experiences and stories showing the
characteristics of arts during the
Romantic period
 evaluates work of art in terms of artistic
concepts, ideas using criteria
appropriate for the style or form
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
112
Content
Art Gr.9 – UNIT 4
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
WESTERN MUSICAL PLAY
Basic Elements of Musical
Play/Theater





Music
Character
Theme
Plot
Dialogue
 demonstrates
understanding of how
elements of sound,
music, gesture,
movements and costume
affect the creation and
communication of
meaning in a musical
play as influenced by
history and culture
Elements of Artistic
Expression
 Line
 Color
 Shape
 Rhythm
 Space
 Sound
 Texture
 Movement
 participates in a performance
of an excerpt from a selected
Western musical play
 explains how an idea or theme is
communicated in a selected musical
play through the integration of musical
sounds, songs, dialogue and dance
 analyzes examples of musical
plays/theatre
 illustrates how the different elements
used in a musical play contribute in
communicating meaning
 creates a reaction paper on the musical
play/theatre viewed
 designs with a group the visual
components of a school musical play
 assume the role of a character in a
chosen musical play and describe how
you feel
 analyzes the uniqueness of the group that
was given recognition for its performance
and explain what component contributed
to their being selected
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
113
ARTS - GRADE 10
Content
Art Gr.10 – UNIT 1
Impressionistic &
Expressionistic Art
Impressionism
 Manet
 Monet
 Cezanne
 Van Gogh
 Renoir
 Delacroix
Expressionism
 Matisse
 Kandinsky
 Munch
 Hartley
 Picasso
 Pollock
 Warhol
 Klee
 Lichenstein
 Dali
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates understanding of media
techniques and processes and the elements
and principles of arts used in the art works of
the Impressionists and Expressionists as
influenced by history and culture
 creates an artwork
showing the
characteristic of
Impressionism
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony
etc.) in the production of arts
 creates an artwork
showing the
characteristics of
Expressionism
 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
 uses artwork to derive the
traditions/history of a specific
culture (e.g. landscapes, images of
people at work and play, portrait
studies, etc)
 compare the characteristics of
artworks during the Impressionism
and Expressionism
 describes the influence of selected
artists during the Impressionism
and Expressionism on the
evolution of various forms of art
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
114
Content
Art Gr.10 – UNIT 1
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 applies different media techniques
and processes to communicate
ideas, experiences and stories
showing the characteristics of
Impressionism & Expressionism
 evaluates work of art in terms of
artistic concepts, ideas using criteria
appropriate for the style or form
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
115
Content
Art Gr.10 – UNIT 2
21st Century ART
Technology Based Art:
 Digital Photography
- Cyndy Sherman
 Video & Film
- Steven Spielberg
- James Cameron
 Computer Generated Art
- Pipilotti Rist
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates
understanding of media
techniques and
processes and the
elements and principles
of arts used in the art
works of the 21st
Century Art as
influenced by history
and culture
 Cell phone Art
 creates an artwork
showing the
characteristic of 21st
Century Art
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony etc.) in
the production of arts
 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
 uses artwork to derive the
traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)
 compare the characteristics of artworks
during the 21st Century
 describes the influence of selected
artists during 21st Century on the
evolution of various forms of art
 applies different media techniques and
processes to communicate ideas,
experiences and stories showing the
characteristics of 21st Century Art
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Content
Art Gr.10 – UNIT 2
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 applies different media techniques
and processes to communicate
ideas, experiences and stories
showing the characteristics of 21st
Century
 evaluates work of art in terms of
artistic concepts, ideas using criteria
appropriate for the style or form
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Content
Art Gr.10 – UNIT 3
CONTEMPORARY PHILIPPINE ART
Technology Based Art:
 Photography
- George Tappan
- John Chua
 Film
- Brillante Mendoza
- Mario Delos Reyes
- Laurice Guillen
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates
understanding of
media techniques and
processes and the
elements and
principles of arts used
in Contemporary
Philippine Art as
influenced by history
and culture
 Animation
- Animation Council of
the Philippines
- Philippine Animation
Studio, Inc.
 creates an artwork
showing the
characteristics of
Contemporary
Philippine Art
 analyzes art elements (color, line,
shape, etc.) and principles (texture,
proportion, emphasis, harmony etc.)
in the production of arts
 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
 uses artwork to derive the
traditions/history of a specific culture
(e.g. landscapes, images of people at
work and play, portrait studies, etc)
 compare the characteristics of
Contemporary Philippine artworks
 describes the influence of selected
Contemporary Philippine artists on the
evolution of various forms of art
 applies different media techniques
and processes to communicate ideas,
experiences and stories showing the
characteristics of Contemporary
Philippine Art
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Content
Art Gr.10 – UNIT 3
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 applies different media techniques
and processes to communicate
ideas, experiences and stories
showing the characteristics of
Contemporary Philippine Art
 evaluates work of art in terms of
artistic concepts, ideas using criteria
appropriate for the style or form
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Content
Art Gr.10 – UNIT 4
PHILIPPINE THEATER IN
THE 21ST CENTURY
Philippine Theater Groups






PETA
Repertory Philippines
Trumpets
Tanghalang Pilipino
New Voice Company
Music Down South
Content Standards
Performance Standards
Learning Competencies
The Learner…
The Learner...
The Learner...
 demonstrates
understanding of how
elements of sound,
music, gesture,
movements and costume
affect the creation and
communication of
meaning in a musical
play as influenced by
history and culture
 participates in a performance
of an excerpt from a selected
musical play from any of the
Philippine theater groups
 explains how an idea or theme is
communicated in a selected musical
play through the integration of musical
sounds, songs, dialogue and dance
 analyzes examples of musical
plays/theatre
 illustrates how the different elements
used in a musical play contribute in
communicating meaning
 creates a reaction paper on the musical
play/theatre viewed
 designs with a group the visual
components of a school musical play
 assume the role of a character in a
chosen musical play and describe how
you feel
 analyzes the uniqueness of the group that
was given recognition for its performance
and explain what component contributed
to their being selected
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GLOSSARY OF TERMS
A
Abaka - isang uri ng saging na katutubo sa Pilipinas na ginagawang matibay na lubid at sako
Abstract – likhang sining na hindi tulad ng tunay na bagay
Analogo – kumbinasyon ng mga kulay na magkakalapit s ―color wheel
Antigo – mga bagay na may
Anyo – hugis o porma
Arkitekto –ang gumagawà ng anyo o plano ng bahay o anumang gusalì
Artipisyal na tekstura- tekstura ng artipisyal na bagay tulad ng prutas na plastic
Asimetrikal-impormal na balance
Ati-atihan – kasayahan para kay Sto. Nino na ginaganap sa ikatlong linggo ng Enero
B
Balangkas- guhit na nagpapakita ng hugis ng isang bagay
Balanse –magkatulad na timbang
Bantog – kilalang kilala
Batik – paglalagay ng disenyo sa tela o damit sa pamamagitan ng pagtatakip sa ibang bahagi na di dapat lagyan ng kulay
Biswal – nakikita
Biswal na Pagdama – pag- unawa sa mga bagay na namamasid o nakikita
Biswal na Tekstura – teksturang nakikilala sa pamamagitan ng pagtingin o pagmamasid
Bornay – tapayan na may ibat ibang hugis at disenyo na yari sa luwad o putik
Brotsa –gamit sa pagpipinta na yari sa ibat’ ibang hibla
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Bulol – imahen na inulit sa kahoy
C
Canao – isang socioreligious seremonya ng Igorots na ginaganap bilang pagpapasalamat para sa isang mapagbigay na ani
D
Dalawang Dimensyon – kaanyuan ng nakaalsang bagay
Dalubhasa – may kasanayan sa paggawa; bihasa o eksperto sa isang gawain
Dibuho – disenyo o pagkakaayos ng mga bagay
Dinagyang – pagdiriwang na ginaganap tuwing ikaapat na Linggo ng Enero sa Iloilo upang alalahanin ang pagiging kristiyano ng mga katutubo at
pagpaparangal kay Sto. Nino.
Disenyong Etniko – uri ng dibuho na katutubo sa isang grupo ng tao
Disenyong Manobo –kilala sa kanilang tato na gumagamit ng karayom, bamboo at iba pang gamit at pinapahiran ng ―kulipapa wood charcoal‖ at ang
disenyong sarimanok.
E
Elemento ng Sining – katangiang matatagpuan sa isang gawaing pansinining tulad ng linya, hugis, kulay at tekstura
Espasyo –paligid ng ibat’ ibang bagay sa likhang sining
Etching –pagkayod sa pamamagitan ng matulis na bagay
Etniko – katutubo sa isang lugar
G
Gilingan -isang mabigat na batong ginagamit sa paggiling ng mga butil o butong bunga ng mga halaman o pananim, katulad ng galapong
H
Habi – binubuo ng mga patayong hibla na kung tawagin ay ―warp‖ at mga hiblang isinaksak na kung tawagin ay ―weft‖
Halad –isang relihiyosong pagdiriwang na ginaganap tuwing ika-15 ng Oktubre sa Talisay, Cebu City upang parangalan si Sta. Teresa de Avila
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Hugis – anyo o porma ng isang bagay
Ibalong –kasayahan na ipinagdiriwang sa Legazpi, Albay tuwing ikalawang linggo ng Oktubre
Igorot – ang mga katutubong tao mula sa Mountain Provinces at Cordilleras.
Ikat –uri ng paghahabi kung saan ang mga panahi ay kinukulayan muna bago habihin
Inabel –hinabing ―cotton yarn‖ o istambre na tinatawag na ―sagut‖
Intensity – katingkaran ng isang kulay
Iskultura – sining ng pag-uukit o paglililok; sining na may tatlong dimensyon
K
Kadayawan – pagdiriwang sa Davao bilang pasasalamat sa masaganang ani
Kapusyawan –nagsasaad ng kaliwanagan ng kulay
Katutubong Sining – uri ng likhang sining na likas sa isang lugar o grupo ng mga tao
Kiping –makulay na hugis dahong palamuti na yari sa pinagiling at pinatuyong bigas na kalimitang ginagamit sa Pahiyas festival
Komposisyon – disenyo
Konserbatibo –matiyagang sinisikap na makuha ang kaanyuan ng isang hugis
Kultura –tumutukoy sa aktibidad ng sangkatauhan
Kumbinasyon ng mga kulay – pagsasama- sama ng mga kulay na kahali- halina sa paningin o may tanging layunin
L
Laminosa –banig na gawa sa Jolo
Likas –nagmumula sa kalikasan
Linya – element ng sining na nagmula sa tuldok
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M
Magaspang – maligasgas ang salat
Makaluma –gamit at mga likhang sining na sinasabing sinauna at pinahalagahan sa mahabang panahon
Malamlam – hindi matingkad
Malawak sa Paningin – mukhang malawak sa paningin
Malong – yari sa habing tradisyonal na "tube skirt" na isinusuot ng mga Muslim
Mapusyaw ang kulay – hindi maliwanag na kulay; malamlam
Marionette – mataas na uri ng puppet
Monokromatiko –kumbinasyon ng isang kulay na may kapusyawan at kadiliman
Monumento – yari sa batong hugis ng tao o bagay bilang pagbibigay halaga
Montage – paglikha ng larawan sa pamamagitan ng pagtatagpi tagpi ng mga bagay ng mga bagay mula sa magasin at iba pa
Moriones –pagdiriwang na ginaganap tuwing Semana Santa sa Marinduque
Mosaic – larawan o disenyo na binubuo ng pinagdikit dikit na maliliit na piraso ng papel, balat ng itlog, bato, butones at iba pang mga bagay
Muebles –sinauna o lumang gamit sa tahanan tulad ng aparador, upuan at iba pa
Mural – malaking larawan na ipininta sa pader o sa malaking papel na idinikit sa dingding
Museo –lugar o isang sulok na pinaglalagakan ng mga lumang kagamitan na may kinalaman sa mga nakaraang kasaysayan
N
Nangingibabaw- nangunguna , napapansin agad
Nililok – iniukit
P
Pagbibigay –diin –pagbibigay halaga
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Paghahabi – paglalala
Paglilimbag – pag-iiwan ng bakas
Paglilipat ng Disenyo – pagsasalin ng dibuho
Paglilok – pag- ukit
Pahiyas –isang makulay na pagdiriwang ng pasasalamat para sa masaganang ani para kay San Isidro Labrador, ang patron ng mga magsasaka
Palamuti – dekorasyon
Pamana ng Lahi –mga sining na kinikilalang yaman ng bansa
Pamayanan – pook na maraming mag-anak ang namumuhay
Pangalawang Kulay – kulay na hinango sa batayang kulay
Pangatlong Kulay – nabubuong kulay sa pagitan ng pangunahing kulay at pangalawang kulay
Pangkat Etniko – katutubo sa isang lugar
Pangunahing Kulay – batayang kulay; kulay na walang halo: pula, asul, dilaw
Patadyong – maluwag na palda na kalimitang isinusuot ng mga babae sa Visayas na may makulay na disenyong ―checkered‖
Patapong Bagay – bagay na di na kailangan o patapon na
Pinagbenga –pagdiriwang bilang pagpapahalaga sa mga bulaklak ng Baguio
Pinyasan –kasayahan na ginaganap sa Daet, Camarines Norte bilang pagpapahalaga sa napakatamis nilang pinya
Proporsyon –ang guhit o bagay na magkatimbang ang laki o hugis
Pulp – balat ng kahoy o mga halaman na isinasangkap sa mga gawaing sining
Puppet – isang uri ng manika
R
Ramadan –ay isang kaganapang pang-relihiyon ng mga Muslim na nagaganap tuwing ika-siyam na buwan sa kalendaryong Islam
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Ritmo – makikita sa pamamagitan ng pag-uulit at pag-uugnay ng mga elemento ng sining
S
Saliksik – mga kaalamang pinaghahanap
Salit-salit – salisihan
Sangkap – ang mga kasangkapan ng isang gagawing bagay
Sarimanok –maalamat na ibon ng mga Maranao na nagmula sa Mindanao
Selebrasyon – mga kaganapang may paksa na pinaghandaan o binibigyang pansin
Semitrikal – pormal; may pagtitimbang timbang
Sentro ng Kawilihan – pinakamahalagang bahagi ng larawn o disenyo
Sinauna – antigo
Sinaunang Bagay – mga bagay na may kalumaan na
Sining Biswal – sining na nakikita
T
T’boli –mga katutubong tao na matatagpuan sa South Cotabato ng southern Mindanao
Taka –(papier mache)- mga ginupit 0 pira pirasong papel na pinagdikit dikit hanggang sa makabuo ng hugis
Tanghalan – lugar na pinagdadausan
Tatlong Dimensyong Lawak – lawak na nagpapakita ng taas, lapad at kapal; porma o hugis ng bagay na may harapan, tagiliran at likuran
Tatsulok – bagay o guhit na nagpapakita ng tatlong sulok
Tekstura –elemento ng sining na tumutukoy sa katangiang panlabas na anyo ng isang bagay na nahihipo, nadarama at nakikita
Teksturang Artipisyal – mga bagay na ginawa ng tao na itinulad sa mga tunay at likas na bagay
Teksturang Biswal– mga larawan ng bagay na nakikita o namamasid
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Teksturang Tunay – katangiang nakikita sa tunay na bagay
Tinalak – T'nalak ay isang uri ng telang gawa sa abaka na ekslusiboong nililikha ng mga etnikong T'boli sa Timog Kotabato, Mindanao, sa Pilipinas.
Tuas –Tuas – kawayan na may iba’t ibang haba na nilalagyan sa loob ng buhangin upang makalikha ng tunog
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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM
MUSIC and ARTS
A. Workshop on the Refinement of K to 12 Music and Arts
Date: July 9-13, 2012
1.
2.
3.
4.
NAME
Blesseda Cahapay
Virginia Fernandez
Lillian N. Luna
Christine N. Graza-Magboo
DESIGNATION
SCHOOL/OFFICE
BEE-CDD
BEE-SDD
BSE-CDD
BSE-SDD
B. Workshop on the Finalization of Learning Competencies
Venue:
DAP, Tagaytay City
Date:
August 8-12, 2011
NAME
VIRGINIA FERNANDEZ
JUAN GEPULLANO
FLORA RAMOS
FE PABILONIA
CHERRY JOY SAMOY
TERESITA R. GARCIA
DESIGNATION
Senior EPS
Division Art Coordinator
Principal
Principal
Teacher
Adm. Asst. IV
OFFICE/SCHOOL
BEE- DEP ED CO
Division of Iloilo
Division of Lucena City
Division of Quezon
Olongapo National HS
OD-BEE-DEP ED CO
C. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue:
DAP,Tagaytay City
Date:
July 18-22, 2011
NAME
VIRGINIA FERNANDEZ
JUAN GEPULLANO
AMIHAN FINES
ANSEL GUILLEN SAMSON
CHERRY JOY SAMOY
DESIGNATION
Senior EPS
Division Art Coordinator
Principal
Teacher
Teacher
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
OFFICE/SCHOOL
BEE- DEP ED CO
Division of Iloilo
Division of Manila
Olongapo National HS
Olongapo National HS
128
TERESITA R. GARCIA
Adm. Asst. IV
OD-BEE-DEP ED CO
D. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue:
DAP, Tagaytay City
Date:
July 11-15, 2011
NAME
VIRGINIA FERNANDEZ
JUAN GEPULLANO
AMIHAN FINES
ISABELO MAGBITANG
TERESITA R. GARCIA
DESIGNATION
Senior EPS
Division Art Coordinator
Principal
Retired Art Coordinator
Adm. Asst. IV
OFFICE/SCHOOL
BEE- DEP ED CO
Division of Iloilo
Division of Manila
Division of Manila
OD-BEE-DEP ED CO
DESIGNATION
Headmaster,St. Mary's School of Sagada and All
Saints ES of Bontoc, Music Teacher and Teacher
Trainor, Professional Director of Musical Theater
and Opera ( University of the Philippines,
University of Santo Tomas, Tanghalang Pilipino,
Manila Theater Guild, Washington State University,
University of Minnesota and Teatro Latino de
Minnesota) , Department Chairman for Fine and
Performing Arts Intenational School Manila
OFFICE/SCHOOL
St. Mary's School, All Saints
Consultant
NAME
1. Dr. Dennis Faustino
E. Writeshop on the Finalization of the Curriculum Standards
Venue:
RELC, CALABARZON
Date:
May 19-21,2011
F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue:
DAP,Tagaytay City
Date:
May 10-13,2011
NAME
2. Dr. Dennis Faustino
DESIGNATION
Headmaster,St. Mary's School of Sagada and All Saints
ES of Bontoc, Music Teacher and Teacher Trainor,
Professional Director of Musical Theater and Opera (
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
OFFICE/SCHOOL
St. Mary's School, All Saints
129
University of the Philippines, University of Santo
Tomas, Tanghalang Pilipino, Manila Theater Guild,
Washington State University, University of Minnesota
and Teatro Latino de Minnesota) , Department
Chairman for Fine and Performing Arts Intenational
School Manila
Former Dean College of Music University of the
Philippines, Former Chair Humanities Division of the
National Research Council of the Philippines, Vice Head
Committee on Music National Commission on Culture
and the Arts, President Piano Teachers Guild of the
Philippines, Currently Board Member of the Philippine
Center for Gifted Education, Currently Vice-President
for Planning Philippine Society for Music Education
Dean, College of Music
Supervising Professor in MAPE
Retired, former Department Head, MAPE (DepEd
Manila), Music Specialist Detailed at DepEd Central
Office ( Center for Cultural Education)
EPS II
3. Prof. Mauricia Borromeo
4. Sr. Mary Placid Abejo
5. Ms. Carmela Buhain
6. Ms. Virginia Tolentino
7.
8.
9.
10.
Ms. Lillian Luna
Ms. Pilar Montes
Mr. Jayson Antazo
Ms. Rosalita Bartolome
Teacher I
Master Teacher I
UP College of Music Extension
St. Scholastica College
Philippine Normal University
DepEd - Manila Div
DepEd – BSE
DepEd, Region IV MIMAROPA
Regional Pilot School for the Arts
M. Marcos Memorial High School
G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR
Venue:
Bulwagan ng Karunungan
Date:
April
2011
2. Regions I,II,III and CAR
Venue:
Teachers’ Camp, Baguio City
Date:
April 29, 2011
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130
1.
2.
3.
4.
5.
NAME
Angelica O. Dañguilan, Ph.D
Rose H. Radin
Georgina M. Lumalao
Ruby P. Tanciongco, Ph. D.
Jonathan A. Froda, Ph. D.
6.
7.
8.
9.
Cherrie Lou Q. Javier
Virginia T. Lupian
Marietta B. Aguiguin
Miriam L. Najera
DESIGNATION
Master Teacher II
Bontoc Central School
Teacher III
OFFICE/SCHOOL
SHS, Solano Nueva Vizcaya
San Juan Central School
Bontoc Central School
Dep. Ed. RO III
Dep. Ed. Kayapa East District
Quirino Central High School
Deap. Ed. CAR - RO
SLU- Laboratory Elem. Sch.
Dep. Ed. RO I
3. Regions VI,VII and VIII
Venue:
Ecotech, Lahug Cebu City
Date:
1.
2.
3.
4.
5.
6.
7.
May 4, 2011
NAME
Oyando G. Cezar
Nancy M. Dion
Alan U. Bana
Cecilia Moniel B. Arcenas
Bebiano A. Tuayon
Miriam P. Braganza
Liezl B. Ambaic
DESIGNATION
PESS Coordinator
ES-I MAPEH
Teacher II/Division Music Coordinator
Master Teacher I
Teacher III
EPS II
MAPEH Coordinator
OFFICE/SCHOOL
Division of Bago City, R-IV
Samar Division, R-VIII
Negros Oriental, R - VII
Division of Capiz, R-VI
Negros Oriental, R – VII
R - VII
USJ-R Cebu
4. Regions IX,X and ARMM
Venue:
RELC, Cagayan de Oro City
Date:
May, 2011
5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)
Venue: RELC, Davao City and CARAGA
Date:
May 6, 2011
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1.
2.
3.
4.
5.
6.
7.
NAME
Herman Aldous R. Bodikey Jr.
Felix Antecristo
Esther E. Udtohan
Merliza M. Murray
Consuelo B. Tindoc
Dr. Purificacion S. Yambao
Joy M. Rainos
DESIGNATION
OFFICE/SCHOOL
Davao del Sur
Davao del Sur
Panabo City
Maguindanao I
Maguindanao II Division
EPS
DepEd – Tagum National Trade School, Tagum City
Division
DepEd – Norala Central Elem. School, South Cotabato
Division
8. Joenary D. Silao
H. Workshop on the K to 12 Curriculum Mapping
Venue: DAP, Tagaytay City
Date: March 16-18, 2011
NAME
1.
2.
3.
4.
5.
6.
7.
8.
DESIGNATION
Lilian Luna
Myrna Parakikay
Marivic Tolitol
Jose Tuguinayo, Jr
Nancy Pascual
Virgina Fernandez
Ma. Paz Levita Galapir
Ronald Castillo
OFFICE/SCHOOL
SDD – BSE
Division of Makati City
CDD – BSE
CDD – BSE
Division of Makati City
CDO – BEE
SDD – BEE
Division of Apayao
SECRETARIAT
NAME
1.
2.
3.
4.
Rachelle C. Fermin
Prescy Ong
Rozelyn M. Buyucan
Magdalena Mendoza
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
DESIGNATION
DepEd
DepEd
DepEd
DAP
132
5. Tristan Suratos
6. Kimberly Pobre
7. Cristina Villasenor
8. Lani Garnace
9. Kidjie Saguin
10. Maria Boncan
11. Daylinda Guevarra
12. Fenerosa Maur
13. Divina Tomelden
14. Nilva Jimenez
DAP
DAP
DAP
DAP
DAP
Accountant, DepEd
Accountant, DepEd
Accountant, DepEd
Accountant, DepEd
Disbursing Officer, DepEd
FACILITATORS/ SUPPORT TEAM
NAME
1.
2.
3.
4.
5.
6.
DESIGNATION
CDD – BEE
CDD – BSE
CDD – BSE
SPED – BEE
CDD – BEE
SDD – BEE
Irene C. De Robles
Jose Tuguinayo, Jr.
Marivic Abcede
Mirla Olores
Simeona Ebol
Fe Villalino
ADVISORY TEAM
NAME
1.
2.
3.
4.
5.
6.
7.
8.
Usec. Yolanda S. Quijano
Dr. Lolita Andrada
Dr. Angelita Esdicul
Dr. Ricardo de Lumen
D. Paraluman R. Giron
Dr. Avelina T. Liagas
Dr. Dina Ocampo
Dr. Ester Ogena
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
DESIGNATION
Undersecretary, DepEd OSEC
Director, BSE – DepEd, Pasig
Director, BEE – DepEd, Pasig
OIC, Director III – Tech Voc, DepEd
Chair, K – 10 TWG
Consultant, TEC, DepEd
Dean, COE, UP Diliman
President, PNU
133
9. Dr. Brenda B. Corpuz
10. Dr. Dennis Faustino
11. Dr. Merle Tan
12. Dr. Cristina Padolino
13. Mr. Napoleon Imperial
14. Diane Decker
15. Dr. Nelia Benito
16. Dr. Socorro Pilor
17. Dr. Beatriz Torno
18. Dr. Carolina Guerrero
19. Dr. Irene Isaac
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
Technical Adviser to the Office of USEC, Pograms and Standards
Headmaster, SMS Sagada, Mt. Prov.
Director, UP – NISMED
President, CEU
CHED
Consultant, MTB – MLE
Director, NETRC
Director, IMCS
Executive Director, TEC
Director, BALS
Director, TESDA
134
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