K to 12 Curriculum Guide
Music-Primary Level II
For Children with Hearing Impairment
Content Content Standard
I. RHYTHM Distinguishes between
Sound and Silence sound and silence
Demonstrates understanding
of sound and silence
Detection of the Demonstrates awareness in
Presence and strong and weak, loud and
Absence of Sound soft rhythmic patterns of
sound perceived either
through vibrations or sounds
heard
Vibrations/Sounds & Demonstrates awareness in
Rhythmic strong and weak loud and
Movements soft rhythmic patterns in
sounds perceives either
through vibrations or sounds
heard
Performance Standard Learning Competencies
The Learner
identifies the difference  Associates visual
between sound and images with sound and
silence silence within a
rhythmic pattern
 Demonstrate sound
identifies different perceived or vibrations
rhythmic patterns in felt through body
sounds perceived or movements
vibrations felt
identifies different  Demonstrates sound
rhythmic patterns in perceived or
sounds perceives or vibrations felt through
vibrations felt body movements
 Performs strong and
weak, loud and soft
rhythmic patterns of
sounds heard and
vibrations felt
 Illustrates strong and
weak, soft and loud
rhythmic patterns of
 sounds heard or
vibrations felt
/, /, /, /,
/,, /,, /,, /,,
/,,, /,,, /,,, /,,,

 Claps,taps, walks,
Demonstrates awareness of demonstrates through
Steady Beats/ Walks in response to
sound presence and its movements a steady beat
Steady Sounds the sound/ vibration
duration through clapping, walking,
perceived
tapping, etc.

Demonstrates understanding  Claps ,taps,

maintains a steady beat
Steady Beats of steady beats chants walks, and
when chanting, walking,
(Ostinato) plays musical
tapping, clapping, and
instruments in
playing musical
response to sound
instruments
with the correct
rhythm
-In groups of 2s
-In groups of 3s
-In groups of 4s

Simple Rhythmic Demonstrate awareness of performs fast and slow  Imitates/Perform fast
varied rhythmic patterns in rhythmic bodily movement and slow movements
Patterns
music with music
 Perform simple
rhythmic patterns
using instruments as
sticks, drums,
triangle etc.
Simple Rhythmic Demonstrates understanding
Patterns of rhythmic patterns
Develops musical awareness
and creativity in expressing
oneself while doing the
fundamental processes in
music
Melody Demonstrates knowledge of
high and low pitch
Pitch
plays simple ostinato  Imitates and
patterns using classroom replicates a simple
instruments or other series of rhythmic
sound sources sound s
Creates and performs (i.e. echo clapping)
simple rhythmic  Creates simple
accompaniments to a ostinato patterns in
given song 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
-divides the notation
into measures by 2s,
by 3s, and 4s to
show rhythmic
patterns
 Plays simple ostinato
patterns using
classroom instruments
or other sound source
matches correct pitch with
 Identify the pitch as
body movements
higher, high and low
 Associates pitch with
bodily movements
-tiptoe and hand

Demonstrates understanding
Pitch
of the basic concept 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 tone 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
overhead – higher
-hands on shoulder
and feet flat-high
-heel point and
kneel- low
 Identifies the pitch of
a tone as high, low,
higher, 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
 Sings with correct
pitch using
-rote songs
-echo songs
-simple children’s
melodies
 Simple Melodic Demonstrates echoes simple melodic  Perform melodic
Contour understanding of patterns contour through
simple melodic pattern -drawing the melodic
iillustrates simple melodic lines
patterns through bodily/ -body movement
hand movement -hand movement

creates simple melodic  Responds to pitch

contour range through
modelling sources of
sounds/ movement
in the environment
-bird hopping-high
pitch
-Carabao chews his
food-low pitch
-leaves falling
slowly-low pitch

 Sings with correct

pitch using
 Simple Melodic Demonstrates understanding echoes simple melodic -rote songs
Contour of simple melodic patterns -echo songs
patterns -simple children’s
Recreates simple melodic Illustrates appropriately Melodies
patterns  Illustrates the
the melodic patterns melodic contour with
with movement movements
Correlates melodic patterns
to visual imagery  Illustrates the
sings simple melodic melodic contour
patterns though
-body staff
sings with correct pitch -writing the melodic
 -rote songs lines
-action songs “on the air”
-children’s songs -line notation
 Associates melodic
patterns to visual
imagery
 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
Distinguishes same recognizes lines as
II. FORM
or different musical rhythmic and -similar
 Musical Lines
lines melodic pattern -dissimilar
changes Through
movements and
correlates geometric shapes
geometric shapes or objects
to indicate
understanding of
-similar lines
 -dissimilar lines
Identifies similar
 Musical Lines Distinguishes the recognizes and dissimilar lines
same of different changes in in music through
musical lines rhythmic and movements
melodic pattern in
music showing
different musical
lines

Identify the stress

 Music/Simple Demonstrates performs different pattern in simple
Song awareness in interpretation lines song
Interpretation interpreting through stress Perform simple
music/song patterns in song interpretation
body/hand
movement

Demonstrates
Beginnings and Demonstrates creates melodic Illustrates the
Endings in Music awareness of the rhythmic or beginning and
beginning and ending introduction and ending of a song
of a song ending of songs through movements
and sounds
(Instrumental and
vocal)

Recognizes Indicates repeated

Repeats in repeats the musical passages
repetitions within a designated
Music through movements
song musical lines Echoes repetitions
 of musical lines
 Sings a song
using appropriate
breath control

 Performs quality
hand movement in
doing simple
action/song
interpretation

 Identifies the
uses voice and source of sound as
III. TIMBRE Demonstrate other sources of winds, waves,
understanding of the sound to produce animal sounds,
 Introduction to basic concepts of sounds produced
Voice a variety of timbre
timbre by machines, etc
Production
executes
hand/body  Differentiate
Demonstrates movements to sounds of triangle,
 Sound Quality/ awareness of quality drums, guitar, etc..
Body/Hand express quality
sounds/quality hand interpreting of
Movement movement
Quality songs
 Perform simple
Sings with pleasing responds to action songs
 Differentiation vocal quality on pitch emphasizing
differences in
of Sound hand/body
sound quality with
Quality movement to show
appropriate
movement dynamics

 Distinguishes
between loud and
soft in music
 plays simple  Distinguishes
 Introduction to Demonstrates musical between louder
Musical awareness of different instruments in the and softer in music
Instruments quality sounds classroom
produced by
instruments
 Distinguishes loud,
IV. DYNAMICS Demonstrates associates medium, and soft
 Sound awareness of body/hand in recorded music
Volume loudness and softness movement to the  Replicate loud,
of sound loudness and medium, and soft
softness of sound vocally or with
instruments
 Interprets through
body movements
the dynamics of a
song
Distinction Demonstrates applies dynamic
-small movement-
Between understanding of the levels to enhance
soft
Loudness and basic concept s of rhymes, chants,
-medium
softness in dynamics drama, and
movement-
Music musical stories
medium
-big movement-
shows dynamic
loud
changes with
 Associates
movements
movement of
animals to
uses appropriate
dynamics
terminology to
-elephant walk-
indicate
loud
understanding of
-man walking-
volume variations
medium
 -dwarf steps-soft
sings a given song  Uses the term
with appropriate loud, louder, soft,
dynamics softer to identify
volume variations

 Distinguishes slow,
V. TEMPO slower, fast, faster in
Demonstrates understanding uses varied tempo
 Sound Speed recorded music
of the basic concepts of to enhance
 Distinction rhymes, chants,  Replicates slow,
tempo slower, fast and
Between drama, and
Fastness and musical stories faster vocally or with
Slowness in instruments
Music demonstrates  Responds to tempo
tempo variations variations with
through movement or dance
movements -slow movement to
slow music
uses the terms -fast movement to fast
fast, faster, slow, music
and slower to  Mimics animal
identify tempo movements
variations -horse – fast
-man walking-
moderate
-carabao-slow
 Responds to the
correct tempo of a
song as guided by the
hand signal of a
teacher
  Differentiate fast and
 Sound Demonstrates understanding uses different tempo in slow in recorded
Speed/Hand of the sound speed, fast or interpreting rhymes, music
Speed slow music drama and musical  Differentiate fast and
 Fast and Slow interpretations slow hand movement
Music in simple song
interpretation
demonstrate varied tempo  Responds to the right
through bodily movements tempo of a song as
guided by hand signal

 Performs musical
VI. TEXTURE Demonstrate understanding performs echo songs to interpretation to show
 Musical of the texture in music emphasize musical thickness of the music
Layering layering (Different groups
 Thin and Thick performing different
Music movements)
sing songs using the  Identify musical
concept of texture by density using
singing rounds recorded music, eg.
-Are You Sleeping,Brother -music with layered
John? orchestration versus
-Row, Row, Row Your music with single
Boat instrument
accompaniment
 Shows awareness of
texture by correlating
visual image 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