Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue,
Pasig City
K to 12 Curriculum Guide
MUSIC and ARTS
(Grade 7 to Grade 8)
July 2012
K TO 12 MUSIC AND ARTS
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, PerformanceBased 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.
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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.
is expressive, ongoing, and creative.
In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music
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.
this characteristic as a ―continuous state of becoming.
Aaron Copland describes
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, MULTICULTURAL, 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.
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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.
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
Figure 1. The Curriculum Framework of Music and Art Education
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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
4-6
7 – 10
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.
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.
The learner demonstrates understanding of
salient features of music and art of the
Philippines and the world, through
appreciation, analysis, and performance, for
self-development, the celebration of Filipino
cultural identity and diversity, and the
expansion of one’s world vision.
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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 self-development, 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 self-development, 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 selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
MUSIC
(Grade 7 to Grade 8)
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
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K TO 12 MUSIC AND ARTS
Content
Content Standards
Performance Standards
Learning Competencies
Music Gr.7 - UNIT 2
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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
Content
The Learner…
demonstrates understanding of
musical elements and
processes of Philippine music,
particularly the music of
Mindoro, Palawan, other Luzon
Island Provinces, and the
Visayas
Content Standards
The Learner...
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
Performance Standards
The Learner...
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
Learning Competencies
Music Gr.7 - UNIT 3
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
Music of Mindanao
−
−
−
−
−
−
Vocal Music
Instrumental Music
Cultural Context
(History and
Traditions)
Composition
Social Functions
Performance Styles
/ Techniques
The Learner…
demonstrates understanding of
musical elements and processes
of Philippines music, particularly
the music of Mindanao
The Learner...
performs examples of Philippine music
from Mindanao, alone and with others,
in appropriate tone, pitch, rhythm,
expression and style
The Learner...
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
K-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
Page 17
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 19
K TO 12 MUSIC AND ARTS
ARTS
(Grade 7 to Grade 8)
K-12 Curriculum Guide - version as of November 22, 2012
Page 20
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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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K TO 12 MUSIC AND ARTS
ARTS - GRADE 7
Content
Art Gr.7 - UNIT 1
Content Standards
Performance Standards
The Learner…
Arts of Luzon (Highlands and
Lowlands)
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
Principles of Art
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-12 Curriculum Guide - version as of November 22, 2012
The Learner...
creates an artwork showing
the characteristic elements
of the arts of Luzon
(Highlands and Lowlands
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 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
Page 22
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
Page 24
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 25
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
Page 26
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 27
K TO 12 MUSIC AND ARTS
Content
Art Gr.7 – UNIT 4
Festivals and Theatrical Forms
Baguio- Panagbenga
Lucban – Pahiyas
Bacolod – Maskara
Aklan – Ati-atihan
Davao- Kaamulan
Marinduque- Moriones
SantaCruzan
Pasyon
Content Standards
Performance 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
Shadow Puppet Play
Dance Drama
Komedya
Moro-moro
Sarswela
K-12 Curriculum Guide - version as of November 22, 2012
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
Page 28
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
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
Page 29
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 30
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 31
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 32
K TO 12 MUSIC AND ARTS
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
K-12 Curriculum Guide - version as of November 22, 2012
Page 33
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 34
K TO 12 MUSIC AND ARTS
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-12 Curriculum Guide - version as of November 22, 2012
Page 35