Special Program in the Arts

Curriculum Guide

MEDIA ARTS 7-10

 Media Arts under the Special Program in the Arts is the study of human communication through photography,
broadcasting, print media, online media, videography and film. In this art form, students are trained to use the elements of
space, time, light, motion, color and sound to express their perspectives, feelings and ideas creatively. Likewise, students are
taught to appreciate the values of cultural identity and inculcate or include these themes for a more significant and high sense
of identity. Critically, they learn to interpret and evaluate media within aesthetic, cultural and historical contexts to become
more enlightened consumers, critical individuals and effective citizens.

The leaners are taught creative use of communications technologies to tell stories and explore concepts for diverse
purposes and audiences. Media artists represent personal, social and cultural realities using platforms such as television, film,
video, newspapers, magazines, radio, and the worldwide web. Media Arts explores the diverse artistic, creative, social and
institutional factors that shape communication and contribute to the formation of identities. The Learners participate in,
experiment with and interpret the rich culture and communication practices surrounding them.
SPECIAL PROGRAM IN THE ARTS CURRICULUM FRAMEWORK: GRADE 7 MEDIA ARTS
The learner demonstrates an understanding of the basic concepts and principles of visual media and communication through active
participation in creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of
cultural identity, and the expansion of one’s world vision.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARDS STANDARDS
FIRST QUARTER The learner… The learner… The learner…

Introduction to the Arts and the
Filipino Artist
I. Definition of art
A. History
B. Significance
C. Uses
1. Aesthetic Purpose of Art
2. Practical Purpose of Art
D. Elements and Principles of
Art
II. Philippine Art
A. Principle of Art
B. Filipino Artists Across
Disciplines and their Popular
Works
C. Examples of Philippine Art
1. Famous
2. Indigenous
D. Key Filipino Artists
1. Key and Significant Works
2. National Artists
demonstrates creates 1. defines the meaning of Art, SPA_MA-AF7-Ia-1
understanding of Art *electronic visual its significance and uses.
as portrayed by presentations
Filipino artists in showing
their works through 2. explains the elements and SPA_MA-AF7-Ib-2
appreciation of principles of art.
visual
communication. art works of the
Filipino artists as
3. determines the significant SPA_MA-AF7-Ic-3
reflective of the
Filipino culture. contributions of the Filipino
artists in general.
4. relates popular works of SPA_MA-AF7-Ic-d-4
Filipino artists with current
events and realities.
5. recognizes the six art SPA_MA-AF7-Ie-h-5
disciplines.
6. develops a meaningful SPA_MA-AF7-Ij-6
interpretation of the art
disciplines and the artists’
popular works.
 CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARDS STANDARDS
SECOND QUARTER The learner… The learner… The learner…

Visualizing Philippine Festivals demonstrates creates various 1. discusses the origin and SPA_MA-PF7-IIa-1
understanding of the visual evolution of Philippine
I. Philippine Festivals: Local and Philippine festival communication festivals.
culture and projects based
Regional
concepts of visual on one’s local 2. explains how images, SPA_MA-PF7-IIb-c-2
A. Origin socio-cultural
B. Evolution communication sound, and text are used to
contexts (e.g.
through still (photos, communicate the message
local customs,
II. Visual Communication paintings, etc.) and rituals, festivals, of festivals.
A. Still Images moving images (film, etc.).
1. Photographs animation, 3. relates the significance of SPA_MA-PF7-IId-c-3
2. Paintings presentations, etc.). festivals in their lives.
3. Posters
4. Illustrations 4. combines images and text SPA_MA-PF7-IIe-g-4
B. Moving to create artistic visual
1. Films/Videos presentations
2. Motion Graphics
3. Electronic Presentations 5. incorporates sound to SPA_MA-PF7-IIh-j-5
enhance the presentation
of visual communication
projects.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARDS STANDARDS
THIRD QUARTER The learner… The learner… The learner…

Local and Regional Rituals and recognizes local and interprets folklore 1. identifies the *different SPA_MA-RF7-IIIa-b-
Folklore in Various Media Forms regional contexts of and rituals forms of media 1
rituals and folklores through various
I. Various Media Forms as seen or media art forms. 2. explains the basic SPA_MA-RF7-IIIc-d-
portrayed in various principles and theories of 2
II. Principles and Basic Theories of media forms. communication
Communication
 3. discusses the principles of SPA_MA-RF7-IIIe-f-
III. Principles of Media Literacy media literacy 3

4. analyzes rituals and SPA_MA-RF7-IIIg-h-

folklores and how elements 4
are used in various media
forms

5. evaluates the depiction of SPA_MA-RF7-IIIi-j-5

the rituals and folklores in
the media or a media form.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARDS STANDARDS
FOURTH QUARTER The learner… The learner… The learner…

Storytelling with Images Using understands produces a story 1. identifies the storytelling SPA_MA-ST7-IVa-c-
Philippine Rituals and Folklore concepts and that utilizes principles, structures and 1
principles of *visual tools to styles.
I. Storytelling Principles storytelling using effectively
images and visuals communicate a 2. describes story elements SPA_MA-ST7-IVd-e-
message, idea or
II. Basic Story Structures and from festivals, rituals from local stories, rituals, 2
emotion of
Styles and folklores as and folklores.
festivals,
applied in a local rituals and
III. Using Graphics and and regional folklores. 3. creates a story using
Photographs to Tell a Story context. graphics and photographs. SPA_MA-ST7-IVf-j-3

*the performance standards for the

fourth quarter will be showcased in
collaboration with all the other art
disciplines
SPECIAL PROGRAM IN THE ARTS CURRICULUM FRAMEWORK: GRADE 8 MEDIA ARTS

The learner demonstrates an understanding of the basic concepts and principles of photography and online media through active participation in
creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the
expansion of one’s world vision.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARD STANDARD
FIRST QUARTER The learner… The learner… The learner…

Basic photography demonstrates captures images 1. explains the principles, SPA_MABP8-Ia-1

I. Definition of photography understanding of that can theoretical, historical and
A. History of photography the concepts and effectively aesthetic aspects of
B. Photography in the principles of communicate an photography.
Philippines photography. idea, message or
emotion while 2. identifies the SPA_MABP8-Ib-2
II. Defining photography utilizing the basic terminologies, techniques
Technologies shooting and processes of
A. Types (single lens reflex, techniques. photography.
digital single lens reflex, film
compact, digital compact, 3. analyzes the difference SPA_MABP8-Ic-3
mirrorless, large format) between film camera and
B. Parts and functions digital camera.
C. Terminologies
D. Proper handling and care of 4. distinguishes the different SPA_MABP8-Id-4
the camera types of cameras, its
evolution, features, and
III. The process of digital capabilities.
photography
A. Early electronic photography 5. operates the camera, its SPA_MABP8-Ie-5
B. Digital image recording functions and proper
(Pixels) handling
C. Digital image acquisition
D. Color recording and digital 6. applies the rules for SPA_MABP8-If-6
image sensor effective composition and
E. Digital image sensors (CCD production in taking
and CMOS) digital photos.
 F. File formats, compression
and storage
7. curates a collection of SPA_MABP8-Ig-h-7
IV. Principles of light and shadow one’s photographs for
V. Composition and visual presentation.
technique
(rule of thirds, lines, shapes, 8. evaluates a series of SPA_MABP8-Ii-j-8
colors, texture) photographs based on
VI. Shooting technique principles and
techniques.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARD STANDARD
SECOND QUARTER The learner… The learner… The learner….

Advanced Photography demonstrates mounts an exhibit 1. identifies the techniques, SPA_MAAP8-IIa-b-1

I. Manual settings of a camera understanding of of photos using processes and principles
A. *Shutter speed more advanced the manual of advanced
B. *Aperture principles and settings of a photography.
concepts of camera by
C. *ISO
employing
D. *Focal length photography 2. uses simple lighting to SPA_MAAP8-IIc-2
advanced
illustrate the different
techniques in
II. Studio and natural lighting photography. effects of light on a
subject.
III. Color, tone and temperature
3. *demonstrates color, tone SPA_MAAP8-IId-e-3
IV. Photo manipulation and post and temperature through
processing photographs.

V. Online portfolios and albums 4. identifies ways to improve SPA_MAAP8-IIf-4

the quality of the photo.

5. utilizes photo SPA_MAAP8-IIg-j5

manipulation software to
enhance photos.
 CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARD STANDARD
THIRD QUARTER The learner… The learner… The learner…

Visualization and Communication in an demonstrates creates a 1. outlines the history of the SPA_MAVC8-IIIa-1
Online Environment understanding of functional website internet and the evolution
principles and applying specific of online media and
I. History of the internet and concepts of the and appropriate communication.
evolution of online media and internet and online techniques of
communication media platforms online 2. identifies the elements SPA_MAVC8-IIIb-c-2
communication in and aspects of the
II. Online media literacy real world. internet and world wide
web.
III. Online safety, security, ethics
and etiquette 3. utilizes available online SPA_MAVC8-IIId-3
media through blogging,
IV. *Web 2.0 and social media *vlogging, *podcast and
platforms *photosharing.

V. Blog sites and creating a 4. applies the best practices SPA_MAVC8-IIIe-g-4

responsible online presence and of a responsible netizen.
identity
5. uses social media SPA_MAVC8-IIIh-j-5
platforms as a marketing
tool.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODES
STANDARD STANDARD
FOURTH QUARTER The learner… The learner… The learner…

Online Presence, Promotion and develops creates a website 1. utilizes the parts and SPA_MAOP8-IVa-1
Exhibition through Social Media and understanding of on *life sources elements of a website or
Websites the principles of and culture by online platform.
web design and way of a series of
I. Basic web design principles development and online images 2. describes the creative SPA_MAOP8-IVb-c-2
process in integrating
 II. Basic web development (online combines this with meant to relate a text, images, and media
“What You See Is What You visualization. story or theme. online.
Get” platforms) 3. applies the principles of SPA_MAOP8-IVd-g-3
III. Integrating text, images and web design using
media online wysiwyg platforms.
IV. Blogging, vlogging, and
podcasts 4. summarizes creative SPA_MAOP8-IVh-j-4
process through
blogging, vlogging and
podcasts.

*the performance standards for the fourth

quarter will be showcased in collaboration
with all the other art disciplines
SPECIAL PROGRAM FOR THE ARTS CURRICULUM FRAMEWORK: GRADE 9 MEDIA ARTS
The learner demonstrates an understanding of the basic concepts and principles of journalism and its manifestations in print, radio, television,
and online mediums through active participation in creative projects and artistic endeavors for self-development, the development of aesthetic
potential, the promotion of cultural identity, and the expansion of one’s world vision.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
FIRST QUARTER The learner… The learner… The learner…

The Print Media develops crafts an online 1. defines media and its SPA_MAPM9-Ia-1
understanding of magazine that traditional functions
I. The media and its traditional the history and adheres to the
functions principles of print process of 2. explains how media SPA_MAPM9-Ia-2
and online media. production. changes peoples’ way of
II. Media and culture life and beliefs.

III. History of print media 3. recognizes the history of SPA_MAPM9-Ia-3

A. History of text, text technology, print media.
and print
B. Ancient text: cuneiform, 4. discerns the values
hieroglyphics, runes system as described by SPA_MAPM9-Ib-4
C. Early paper manuscripts, media.
papyrus, illustrated bibles
D. Guttenberg press, movable 5. explains basic copyright SPA_MAPM9-Ib-5
type technology and intellectual property
E. The vanishing newsroom, e- laws.
books, interactive publications
and moving books 6. discusses the concepts of SPA_MAPM9-Ib-6
fair use and creative
IV. Law and ethics commons.

V. *Typography 7. identifies the typographic SPA_MAPM9-Ic-d-7

considerations for various
VI. Layout types of printed materials
and medium.
VII. Color theory
 8. identifies the different SPA_MAPM9-Id-f-8
VIII. Copy writing layout principles of
graphics in print media.

9. discusses the principles SPA_MAPM9-Ig-9

of the color theory in print
media.

10. develops a material SPA_MAPM9-Ih-j10

promoting local and
cultural heritage sites or
icons.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
SECOND QUARTER The learner… The learner… The learner…

Introduction to Radio Broadcasting develops interprets 1. outlines the history of SPA_MAIR9-IIa-1

understanding of principles of radio.
I. History of radio the history and broadcasting into
principles of radio actual recordings 2. discusses the SPA_MAIR9-IIa-2
II. Fundamentals of radio as a broadcasting. and various forms characteristics of
medium of radio programs radio and elements of
A. Characteristics of radio for broadcasting. sound.
B. The elements of sound
C. Sound sources and audio 3. explains the laws in SPA_MAIR9-IIb-3
quality media and ethics in
D. AM and FM radio radio.

III. Media law and ethics in radio 4. relates the basic SPA_MAIR9-IIb-c-4
A. Basic broadcast law principles in writing for
B. *KBP code of ethics radio.

IV. Writing for radio 5. writes script for a SPA_MAIR9-IId-5

A. Basic principles of the radio drama.
oral/aural language
B. News Report SPA_MAIR9-IIe-6
 C. Talk radio/Interview 6. writes relevant issues
D. Live reportage/Event through the form of
coverage scripts and news
E. Thematic DJ program items for radio
F. Radio drama broadcast.
SPA_MAIR9-IIf-7
V. Public speaking for radio 7. demonstrates the
proper modulation
VI. Campus radio and radio and enunciation in
broadcasting radio.
A. Concept pitching SPA_MAIR9-IIg-8
B. Programming 8. demonstrates the
C. Production planning proper way in
D. Airing conducting an
E. Feedback interview.
SPA_MAIR9-IIh-9
9. explains the
programming
procedure in campus
radio and radio
broadcasting.
SPA_MAIR9-IIi-j10
10. produces different
forms of radio
production outputs.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
THIRD QUARTER The learner… The learner… The learner…

Introduction to Television Production demonstrates produces a “Live” 1. discusses the SPA_MAIT9-IIIa-1

understanding of *Telemagazine evolution of television.
I. History of television the history and that features a
broadcasting principles of variety of topics. 2. discusses the SPA_MAIT9-IIIb-2
television Broadcast Code of the
II. Basic media law and ethics broadcasting. Philippines, television
 practices and
III. TV and the effect on society censorship.

IV. Public speaking for television 3. evaluates the SPA_MAIT9-IIIc-3

portrayal of culture
V. Basic scriptwriting for television and impact of
television in the
VI. Broadcast marketing for society.
television
4. demonstrates public SPA_MAIT9-IIId-4
VII. Fundamentals of television speaking techniques.
production
5. writes relevant TV SPA_MAIT9-IIIe-g-5
scripts based on
broadcasting
standards.

6. discusses the SPA_MAIT9-IIIh-6

business of television
such as advertising,
block time and
sponsors.

7. produces technical
SPA_MAIT9-IIIg-j-7
quality TV production.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
FOURTH QUARTER The learner… The learner… The learner…

Media beyond TV, print and radio develops develops an 1. explains the Philippine SPA_MAMB9-IVa-1
understanding of online portal Cybercrime Law.
I. Online media ethics the modern containing links,
communication graphics, articles, 2. discusses cyber SPA_MAMB9-IVa-2
II. Responsible online utilization, technologies that and rich media bullying, pornography
*Creative Commons and led to the using an online and abuse in the
intellectual property webpage editor. online world.
 convergence of
III. Online media platforms media formats. 3. presents examples of SPA_MAMB9-IVb-3
intellectual property
IV. Social networking infringement and
plagiarism.
V. Social media marketing
Principles 4. translates relevant SPA_MAMB9-IVb-c-4
issues concerning
VI. Writing for an online audience new media through
blogs.
VII. Creating your own webpage
5. evaluates different SPA_MAMB9-IVd-e-5
online media
platforms for different
purposes.

6. utilizes social media

platforms as SPA_MAMB9-IVf-6
communication tools.

7. applies the principles SPA_MAMB9-IVf-g-7

of new media literacy
through various media
platforms.

8. explains the principles SPA_MAMB9-IVh-8

in online writing.

9. produces a webpage SPA_MAMB9-IVi-j-9

*the performance standards for the fourth with Integrated
quarter will be showcased in collaboration images, graphics, and
with all the other art disciplines video.
SPECIAL PROGRAM IN THE ARTS CURRICULUM CONTENT: GRADE 10 MEDIA ARTS
The learner demonstrates an understanding of the basic concepts and principles of film and cinema through active participation in creative projects
and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the expansion of one’s
world vision.

CONTENT PERFORMANCE CODE

CONTENT LEARNING COMPETENCIES
STANDARDS STANDARDS
FIRST QUARTER The learner… The learner… The learner…

Film Art and Appreciation demonstrates illustrates the 1. identifies key figures SPA_MA-FA10-Ia-b-1
understanding of distinct qualities, in Philippine cinema
I. History and appreciation of global film history and aspects, and and their significant
cinema cinema and performance of works or
comprehends the the cinematic arts contributions.
II. History and appreciation of principles and and culture as
Philippine mainstream, concepts as they evident in the film 2. outlines the history of SPA_MA-FA10-Ic-d-2
independent and regional cinema are applied in the media. global and local
form. cinema.
III. *Cinematic language
3. analyzes mainstream SPA_MA-FA10-Ie-f-3
IV. Basic film appreciation and and independent
criticism Filipino films.

4. compiles significant SPA_MA-FA10-Ig-h-4

works and
masterpieces in
Philippine cinema and
broadcast arts.

5. identifies cinematic SPA_MA-FA10-Ii-j-5

technique using
cinematic language.

6. evaluates film as art SPA_MA-FA10-Ii-j-6

and form of
entertainment.
 CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
SECOND QUARTER The learner… The learner…
1. evaluates films, film SPA_MA-DS10-IIa-b-1
Developing Stories recognizes a story relates the genres and the
and understands characteristics, directors' styles.
I. Major global cinematic the genre, factors and
movements, genre and styles messages, and performance of 2. outlines basic film SPA_MA-DS10-IIc-d-2
emotions the Western arts sequence treatment
II. Story and narrative structures conveyed. with the of his own story.
narratives of a
III. Basic scriptwriting for film film. 3. writes basic SPA_MA-DS10-IIe-f-3
screenplay.
IV. Shots, framing and composition
4. utilizes the basic SPA_MA-DS10-IIg-h-4
V. Film equipment familiarization shots and
composition of
cinematography.
SPA_MA-DS10-IIi-j-5
5. operates the basic
equipment for
film/video production.
 CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
THIRD QUARTER The learner… The learner… The learner…

The Cinema of Actuality through the relates arts creates an 1. develops a critical eye SPA_MA-DF10-IIIa-1
*Documentary Film perspectives to insightful and for non-fiction works
issues of the engaging of media.
I. The documentary medium contemporary world nonfiction film
as documented in project on 2. identifies famous SPA_MA-DF10-IIIb-c-2
II. Documentaries that moved the films. contemporary Philippine
Philippines and the world reality and documentaries.
society.
III. Research and data management 3. systematizes shooting SPA_MA-DF10-IIId-f-3
processes and
IV. IV.Point of view research aspects of
the documentary.
V. V.Documentary filming
techniques 4. creates a series of SPA_MA-DF10-IIIg-j-4
short film/video
VI. VI.Sound recording and design exercises that show
knowledge of
VII. VII.Editing and postproduction for documentaries,
documentaries filming techniques,
sound and editing.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
FOURTH QUARTER The learner… The learner… The learner…

Film as it Transforms the Human demonstrates produces a short 1. practices the whole SPA_MA-FT10-IVa-b-1
Condition understanding of film that pre-production,
the role of film as a integrates the production and post-
I. Script and concept development vehicle to innovate various production processes.
and transform techniques and
II. Preproduction planning human lives. principles of 2. produces a short film SPA_MA-FT10-IVc-e-2
filmmaking. that shows creativity
 III. Visual storytelling and command of
technical aspects.
IV. Storyboarding
3. evaluates own works SPA_MA-FT10-IVf-3
V. Production design and those of others.

VI. Production 4. Creates films for SPA_MA-FT10-IVg-j-4

exhibition.
VII. Management

VIII. Editing and postproduction for

film

*the performance standards for the fourth

quarter will be showcased in collaboration
with all the other art disciplines
MEDIA ARTS GLOSSARY

Aperture – is the size of the opening in the lens through which light travels.

Cinematic Language - refers to abbreviations and terminology commonly accepted in describing aspects or elements of film and film production.
These include, but are not limited to, terms describing shots and compositions, genre, production techniques, film forms, and production equipment.

Creative Commons – is a non-profit organization that enables the sharing and use of creativity and knowledge through free tools. They are not
an alternative to copyright, they work alongside of it, enabling you to modify copyright terms to suit your terms.

Different forms of media – photography, television, cinema, radio, digital media.

Documentary Film - A documentary film is a nonfictional motion picture intended to document some aspect of reality, primarily for the purposes
of instruction or maintaining a historical record.

Electronic Visual Presentations – a presentation which may be in ms powerpoint, ms word, prezi, animation, videos, etc.

Focal Length - usually represented in millimeters (mm), it is the basic description of a photographic lens.

ISO – the level of sensitivity of the camera to available light.

KBP – Kapisanan ng mga Brodkaster ng Pilipinas, foremost broadcast media organization in the country, composed of owners and operators of
radio and television stations.

Media Art forms – may be as print media, photographs, videos, paintings, posters etc.

Photosharing Websites – websites where you can upload pics and may have additional features such as comments and descriptions (Flickr,
Photobucket, Instagram, Facebook, etc.)

Podcast - is a digital medium consisting of an episodic series of audio, video, radio, PDF, or ePub files subscribed to and downloaded through
web syndication or streamed online to a computer or mobile device.

Shutter Speed – the length of time a camera’s shutter is open (exposure time).

Telemagazine – a television show with a variety of topics with the intention to entertain and inform.

Typography - is the art and technique of arranging type to make written language most appealing to learning and recognition.
Visual Storytelling – uses graphic design, illustrations, photography or cinematic images to convey information in an elegant, entertaining or
informative manner.

Vlog - is a form of blog for which the medium is video, and is a form of web television.

Web 2.0 – may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual
community, in contrast to Web sites where people are limited to the passive viewing of content. Examples of Web 2.0 include social networking
sites, blogs, wikis, folksonomies, video sharing sites, hosted services, Web applications, and mashups.

WYSIWYG – “what you see is what you get.” – is a system in which content (text and graphics) onscreen during editing appears in a form closely
corresponding to its appearance when printed or displayed as a finished product.

Quarter 1 Introduction to the Arts and the Filipino Artist
LEARNING COMPETENCIES
The learner…
1. determines the significant
contributions of the Filipino artists in
general.
2. relates popular works of Filipino artists
with current events and realities.
3. recognizes the six art disciplines.
SPECIAL PROGRAM FOR THE ARTS
MEDIA ARTS
Topic Breakdown
Grade 7
TOPICS/ KEY POINTS EXERCISES/ OUTPUTS
Survey of Art disciplines Make a journal entry. Look for small
- General history of visual arts in the reproductions of works of art in newspaper or
Philippines magazine. Respond to this work using the
o Visual arts in pre-colonial times principles of art and visual elements.
o Painting and sculpture during
the colonial period
o Painting and sculpture in
modern times
o Contemporary Philippine
painting and sculpture
Filipino Artists and their popular works as Make a journal entry. Look for different types of
springboards poetry or a selection of short stories. Make a
Amorsolo, Edades, Tolentino, Abueva and review about how the works resonate or affect
other National Artists for Visual Arts your emotion/s.
Survey of Art disciplines
- General history of literature in the
Philippines
o pre-colonial literature and
traditional story forms
o Western literary forms in the
Philippines (e.g. poetry, stories,
novels, etc.) Make a journal entry. Compare and contrast
classical dance styles with contemporary and
 o Traditions of literature and oral popular forms – try to determine how classical
history in the Philippines (e.g. styles have influenced contemporary styles.
bugtungan, balagtasan, diona,
etc.)

Filipino Artists and their popular works as

springboards
Joaquin, Almario, Lumbera, Bautista and
other National Artists for Literature

Survey of Art disciplines Make a journal entry. Using photos, lyrics,

- General history of dance in the and/or chords discuss your favorite Filipino
Philippines music artists and why their music is special to
o dance as ritual form in Luzon, you.
Visayas, and Mindanao
o dance influences from Spain
and the West (e.g. fandango/
pandango, waltz, pasa-doble,
etc.)
o forms of classical, modern, and
contemporary dance
techniques (e.g. ballet,
“ballroom”, jazz, street, etc.) Make a journal entry. Discuss a local theatrical
performance or production and how the actors
Filipino Artists and their popular works as utilize their bodies and voice in delivering
springboards stories and emotion.
Obusan, Aquino, Goquingco and other
National Artists for Dance

Survey of Art disciplines

- General history of music in the
Philippines
o pre-colonial traditions in music
(instrumentation)
o pre-colonial traditions in music
(voice/ song)
Make a journal entry. View a local independent
film and discuss how it differs from usual
mainstream films in terms of stories, style,
acting, and message.
 o music and musical forms during
the colonial and post-colonial
periods
o contemporary Filipino music

Filipino Artists and their popular works as

springboards
Kasilag, De Leon, San Pedro and other
National Artists for Music

Survey of Art disciplines

- General history of theatre in the
Philippines
o traditional performance and
rituals in Luzon, Visayas, and
Mindanao
o Comedia, Moro-moro,
Senaculo, Sarswela, and other
theatrical forms influenced by
Spanish colonization
Modern Philippine theatre scene: Bodabil,
musical theatre, and established theatre
companies like Gantimpala, PETA, and
Repertory

Filipino Artists and their popular works as

springboards
- Avellana, Bernal, Tinio and other
National Artists for Theatre

Survey of Art disciplines

- General history of cinema in the
Philippines
 o early and pre-war cinema in the
Philippines
o post-war Golden Age of
Philippine Cinema (films
produced by LVN, Sampaguita,
and Premiere plus works of
Avellana, De Leon, and Tolosa)
o Modern Philippine Cinema
(works of Brocka, Bernal,
Guillien, Diaz-Abaya, Gallaga,
Mike de Leon)
o Independent and new
Philippine cinema (works of
Brillante Mendoza, Erik Matti,
Kidlat Tahimik, Sari Dalena,
and key Cinemalaya/
CinemaOne filmmakers)

Filipino Artists and their popular works as

springboards
Brocka, Bernal, De Leon and other National
Artists for Cinema
6. develops a meaningful interpretation Integrated art Using photos or clippings from magazines
of the art disciplines and the artists’ popular - Concept of art and artistic creation not make a collage of how a performance, show,
works. existing in a vacuum event, or activity uses different types of artistic
art can influence or inspire other arts, and art outputs or disciplines to create a whole work
is influenced or inspired by other arts
“Show and Tell” the works of artists in popular
Survey of Art disciplines culture. Discuss how audiences feel about their
- Filipino art and the world work and how their work has influenced people
o Contemporary Filipino artists
recognized in the world and the nature of
their work
- Filipino artists and popular culture
(e.g. Joey Ayala, Reg Yuson, Pol Medina Jr.,
Lav Diaz, etc.)
 Grade 7
Quarter 2 – Visualizing Philippine Festivals

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner… Nature of Philippine Festivals Map out major festivals on a Philippine map
- Religious festivals (e.g. Easter, feast using pictures and other materials.
1. discusses the origin and evolution of days of patron saints, etc.)
Philippine festivals. - Cultural festivals (e.g. Moriones, Ati-
atihan, Meguyaya, etc.)
- Non-religious or festivals of
indigenous influence (e.g. Sandugo,
Kalimudan, MassKara, etc.)
- Other festivals and celebrations (e.g.
Cinemalaya, Panagbenga, Pahiyas, etc.)

Survey of key Philippine festivals, their

2. explains how images, sound, and text
are used to communicate the message of
festivals.
origins and meanings
- Major festivals of North Luzon
- Major festivals of South Luzon
- Major festivals of Visayas
- Major festivals of Mindanao
Cultural history and heritage of the region Create a collage of regional festivals or
- identifying key cultural points in local/ significant cultural landmarks
regional history
- identifying significant local/ regional
historical figures in art and culture and their
contributions to both local and possibly
national art and culture
- appreciating indigenous and/or local
traditions, cultures, practices, or art forms
from the region
o its history and evolution
o its cultural meaning, relevance, and
significance
 o its value to the local population and
its contribution to personal, regional, and
national identity

Visualizing, understanding, and promoting

local festivals, culture and heritage through
the use of artistic disciplines and forms
- Visualizing, understanding, and
promoting local festivals using static visuals
(e.g. painting, illustration, photographs, etc.)
- Visualizing, understanding, and
promoting local festivals using performance
or moving visuals (e.g. dance, theatrical
performance, film, etc.)
3. relates the significance of festivals in their Understanding the messages and values Research and present information of different
lives. related to festivals and how it reflects local festivals and relate the messages to their lives.
culture and traditions.
4. combines images and text to create The combination of visuals, sound and text Choose a region and create a presentation
artistic visual presentations in a presentation has a strong effect in about its festivals using electronic visual
5. incorporates sound to enhance the conveying a message. presentation software.
presentation of visual communication Basic operation of presentation software.
projects.

Grade 7
Quarter 3 – Local and Regional Rituals and Folklore in Various Media Forms

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner… The different forms of media. Create a presentation about the different forms
-television of media.
1. identifies the *different forms of -cinema
media -radio
-digital/online
2. explains the basic principles and Basic models and theories of Play a stylized game of “pass the message” by
theories of communication communication whispering a simple phrase from student to
- Concept of Sender-Message- another and determine where “noise” in the
Receiver channel disrupts the message.
- Shannon & Weaver
- Lasswell
- Westley & MacLean
3. discusses the principles of media Principles of media literacy Discuss case studies of media constructing
literacy reality and truth.

4. analyzes rituals and folklores and
how elements are used in various media
forms
5. evaluates the depiction of the rituals
and folklores in the media or a media form.
Characters and stereotypes in Philippine
media
- concept and form of the male lead
- concept and form of the female lead
- concept and form of “evil” via the
contrabida
concept and forms of other characters:
sidekick, comedy relief, the gay, the tomboy,
the goon, the mother in law, etc.
Philippine folklore in media
- Monsters and legends as immortalized
in komiks and literature
- Superstition and spirituality in Philippine
media
- Diwatas, enkantos, and salamangkeros
– magic and fantasy in Philippine media
- Dyesebel, Panday, and Darna through
the years – the Pinoy superheroes
Balete Drive, White Ladies, and the Filipino
fascination with ghosts
Identify the characteristics of stereotypes in
Philippine media and combine cut-outs to
create a collage.
Watch a selection of film and TV programs
showing a range of folkloric elements and
characters from different eras and periods.
Discuss how characterizations and portrayals
have changed (or not changed) over the years
Using available materials, paper mache,
makeup, and art materials make masks and
costume pieces based on Philippine
mythological and folkloric characters and
figures.

Bringing Folklore to life

Studying the details/descriptions of
characters (costume design, make-up,
masks)
 Grade 7
Quarter 4 – Storytelling with Images Using Philippine Rituals and Folklore

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner…
1. identifies the storytelling principles,
structures and styles.
2. describes story elements from local
stories, rituals, and folklores.
Storytelling principles
- Addressing the mind and the heart
- Conveying a “meaning” (moral or
intentional)
- It is about characters, stages, goals,
troubles and plots
- It is sequential and all about suspense
- It is all about your audience
It is not bound to a “form”
The Arc of Storytelling (basic structure)
- Beginning
- Middle
- End
Let the students choose the story from the
series of folklores. Make a journal
entry,answering these using What, When,
Where, How and Why.
Create characters , based on a folklore
Create a story based on your understanding on
the folklore.
Discuss the story with the class, ask them how
the story was told. If it created an impact or not.
Discuss the Arc of Storytelling with the class.
Analyze and understand the process and the
class create a story using the Arc of Storytelling

Plot Styles Discuss the plot styles with the class and draw-
out examples for each of the styles by choosing
- Overcoming the monster an existing story and letting the class identify
- Rags to Riches the style.
- The Quest
- Voyage and Return
- Comedy Reinforce the styles by letting the class create
- Tragedy their own story and discuss among the class.
- Rebirth

Oral storytelling
Create your own story using folklore as a basis
to the new story. Tell that story to the class.

Visual storytelling

3. creates a story using graphics and
photographs.
LEARNING COMPETENCIES
The learner…
1. explains the principles, theoretical,
historical and aesthetic aspects of
photography.
2. identifies the terminologies,
techniques and processes of
photography.
3. analyzes the difference between film
camera and digital camera.
Create a story using shadow play or puppet
Digital Storytelling Combine all structures to create a digital
Application of structure and plot styles to storytelling using graphics and photographs
different rituals and folklore
SPECIAL PROGRAM FOR THE ARTS
MEDIA ARTS
Topic Breakdown
Grade 8
Quarter 1 - Basic Photography
TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS
I. Definition of Photography Reporting on the history of photography
A. History of Photography
B. Photography in the Philippines
II. Defining Photography Technologies Compare and analyze the difference between
A. Types (Single Lens Reflex, Digital film and digital camera
Single Lens Reflex, film compact,
digital compact, mirrorless, large
format) Demonstrate parts and functions through a
B. Parts and Functions “show and tell” or practical demonstration
C. Terminologies
D. Proper Handling and Care of the
Camera
III. The Process of Digital Photography
4. distinguishes the different types of
cameras, its evolution, features, and
capabilities.
5. operates the camera, its functions
and proper handling
6. applies the rules for effective
composition and production in taking
digital photos.
7. curates a collection of one’s
photographs for presentation.
8. evaluates a series of photographs
based on principles and techniques.
A. Early Electronic Photography Report on the process of digital photography
B. Digital Image Recording (Pixels)
C. Digital Image Acquisition Make a journal entry showing photos of
D. Color Recording and Digital Image different qualities and show to class your
Sensor analysis
E. Digital Image Sensors (CCD and
CMOS)
F. File Formats, Compression and Gather pictures from the internet and discuss
Storage the qualities of the photos
G. Principles of Light and Shadow
- Size of the light source
- Distance from the light source to
the subject Perform exercises and activities that practice
- Modifying light (using diffusers) the different composition, light and shadow
H. Composition and Visual Technique
- rule of thirds
- lines
- shapes Conduct a photo walk around the neighborhood
- colors or campus and produce photos according to
- texture different composition and visual technique
- balance
- depth of field
- framing, negative and positive
space
I. Shooting Techniques
- Frame within a frame Demonstrate proper posture and technique,
- High and low angles effective use of composition and other visual
- Light effects with low shutter technique and proper adjustments of settings
speeds for a given effect or situation
- Action shots with high shutter
speeds

LEARNING COMPETENCIES
The learner….
1. identifies the techniques, processes
and principles of advanced
photography.
2. uses simple lighting to illustrate the
different effects of light on a subject.
3. *demonstrates color, tone and
temperature through photographs.
4. identifies ways to improve the quality
of the photo.
5. utilizes photo manipulation software to
enhance photos.
Grade 8
Quarter 2 – Advanced Photography
TOPICS/ KEY POINTS
I. Manual Settings of a Camera
A. Shutter Speed
B. Aperture
C. ISO
D. Focal Length
II. Studio and Natural Lighting
III. Color, Tone and Temperature
IV. Photo Manipulation and Post
Processing
V. Online Portfolios and Albums
SUGGESTED EXERCISES/ OUTPUTS
Explanation of proper use of technique and
style
Take portrait photos using an improvised setup
of a simple artificial lights to illustrate the
different effects
Take photos that shows tone, color and
temperature
Take portrait photos, remove the
pimples/blemishes on the face of the subject
Enhance photos using any photo editing
software
Hold a photo exhibit of all the outputs in the
second quarter

Quarter 3 – Visualization and Communication in an Online Environment
LEARNING COMPETENCIES
The learner…
1. outlines the history of the internet and
the evolution of online media and
communication.
2. identifies the elements and aspects of
the internet and world wide web.
3. utilizes available online media through
blogging, *vlogging, *podcast and
*photosharing.
4. applies the best practices of a
responsible netizen.
5. uses social media platforms as a
marketing tool.
Grade 8
TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS
I. History of the Internet and Search the internet for old forums and chat
Evolution of Online Media and rooms. Compare and contrast this with how
Communication people communicate via social media networks
II. Online Media Literacy Make a presentation on specific website that
has a large following or popularity (e.g.
III. Online Safety, Security, Ethics Amazon, Google, Yahoo, Ebay, etc.) and give
and Etiquette an insight on its history and evolution and how
it changed internet computing for the world
IV. *Web 2.0 and Social Media
Platforms Discuss case studies of common cyber crimes
such as African money scams, bank phishing
V. Blog Sites and Creating a etc.
Responsible Online Presence and
Identity Go through a personal social media timeline or
wall (e.g. Instagram, facebook, etc.) and make
a survey of the types of posts visible or made
by friends and categorize them (e.g. status
updates, inspirational thoughts, humor, etc.) –
infer an opinion on what this means.
Start a free blog account and post a reflection
on one’s experience on the internet. Include
photos and links.
 Grade 8
Quarter 4 – Online Presence, Promotion and Exhibition Through Social Media And Websites

LEARNING COMPETENCIES TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS

The learner…

1. outlines the history of the internet and
the evolution of online media and
communication.
2. identifies the elements and aspects
of the internet and world wide web.
3. utilizes available online media
through blogging, *vlogging, *podcast
and *photosharing.
I. Basic Web Design Principles
II. Basic Web Development (online “what
you see is what you get” platforms)
III. Integrating Text, Images and Media
Online
IV. Blogging, Vlogging, and Podcasts
Design a personal webpage using free online
wysiwyg platform
Integrate images, text, links, and video into a
website project
Publish the website project and generate traffic
views by marketing it on social networks

4. applies the best practices of a

responsible netizen.

5. uses social media platforms as a

marketing tool.

LEARNING COMPETENCIES
The learner…
1. defines media and its traditional
functions
2. explains how media changes
peoples’ way of life and beliefs.
3. recognizes the history of print media.
4. discerns the values system as
described by media.
5. explains basic copyright and
intellectual property laws.
6. discusses the concepts of fair use
and creative commons.
SPECIAL PROGRAM FOR THE ARTS
GRADES 9 - MEDIA ARTS
Topic Breakdown
Quarter 1 - The Print Media
TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS
The Print Media
I. The Media and its Traditional Functions Discuss case studies to show the
- Information commercial/political nature of media (e.g. ABS-
- Surveillance (watcher of events and as CBN and their relationship with Estradas,
fourth estate) celebrity endorsement and advertising on
- Economic service specific networks)
- Social and interpersonal cohesion
- Entertainment
- Community forum
- Setting of Agenda
- Service to the political system
II. Media and Culture Conduct interviews of friends/relatives on how
- Definition of “beauty”, “wealth”, and media changes their way of life/beliefs (e.g. a.
”success” as described by media popular dance, music or clothes; b. attitude
- Definition of “Filipino”, “nationhood”, towards women; c. language) and relate the
and “values systems” as described by answers to the traditional functions of media
media
III. History of Print Media

7. identifies the typographic
considerations for various types of
printed materials and medium.
8. identifies the different layout
principles of graphics in print media.
9. discusses the principles of the color
theory in print media.
10. develops a material promoting local
and cultural heritage sites or icons.
A. History of Text, Text Technology, Report on the history of print media as feature
and Print articles for publication
B. Ancient Text: Cuneiform,
Hieroglyphics, Runes
C. Early Paper Manuscripts, Papyrus,
Illustrated Bibles
D. Guttenberg Press, Movable Type
Technology
E. The Vanishing Newsroom, e-books,
Interactive Publications and Moving
Books
F. Law and Ethics
- Basic copyright and intellectual
property laws
- Concepts of fair use and creative Discuss case studies of plagiarism or copyright
commons infringement
G. Typography
- Fonts and font families
- Size and measurement, leading,
tracking, baseline
- Font usage and purpose
Use of existing print advertising materials (e.g.
H. Layout posters, newspaper ads, or online advertising)
- Principles of graphic layout discuss how the elements of print layout such
o Posters and large format as type, layout, or color makes the advertising
o Newspapers and publications more or less effective
o Magazines and special
interest Using cut-ups and art materials (or using image
o Brochures and information manipulation software or online platforms) re-
mediums layout or re-color advertising material to make
- Positive and negative space them more effective
- Layout, shapes and patterns
(spiral, Z, triangle, grid, etc.)
- Visual hierarchy
- Paper types, sizing and binding
 I. Color Theory
- Principles of color: tone, shade,
tint
- Primary, secondary and tertiary
colors
- Complementary, analogous, split
complementary, and triadic color
harmonies
- Color temperatures and emotions
(warm, cool, earth, etc)

J. Copy Writing
- Audience profiling and needs Come up with slogans to communicate or
analysis promote a certain advocacy, theme, or
- Tone and language community project
- 5 basic rules of copywriting
o Write your audience
o Keep it simple
o Focus on benefits
o Write as long or as short as
necessary
o Proofread every time

Grade 9
Quarter 2 - Introduction to Radio Broadcasting

LEARNING COMPETENCIES TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS

The learner…
I. History of Radio Film showing on the history of radio. Look for
1. outlines the history of radio. videos on youtube and other online resources
- Radio technology and early use in
2. discusses the characteristics of radio the world
and elements of sound. - Beginnings of radio in the Philippines
- Radio during WWII
3. explains the laws in media and ethics
in radio.
4. relates the basic principles in writing
for radio.
II. Fundamentals of Radio as a Medium
5. writes script for a radio drama.
6. writes relevant issues through the
form of scripts and news items for
radio broadcast.
- Post-war radio
- Radio during Martial Law
- EDSA Revolution and radio in the
Philippines today Conduct a station visit (observe operations and
interview personnel) to become familiar with
AM and FM radio
A. Characteristics of Radio
B. The Elements of Sound
C. Sound Sources and Audio
Quality Case study of current radio news coverage or
D. AM and FM radio public affairs programs

7. demonstrates the proper modulation
and enunciation in radio.
8. demonstrates the proper way in
conducting an interview.
9. explains the programming procedure
in campus radio and radio
broadcasting.
10. produces different forms of radio
production outputs.
III. Media Law and Ethics in Radio
A. Basic Broadcast Law Produce a radio broadcast where the members
B. *KBP Code of Ethics of the class take on various positions in a radio
station
IV. Writing for Radio
A. Basic Principles of the
Oral/Aural Language
B. News Report
C. Talk Radio/Interview
D. Live Reportage/Event
Coverage
E. Thematic DJ program
F. Radio Drama

V. Public Speaking for Radio

A. Modulation and enunciation
B. Interview skills and listening

VI. Campus Radio and Radio

Broadcasting
A. Concept Pitching
- Pre-production work
- Research and data gathering
- Writing
B. Programming

Quarter 3 - Introduction to Television Production
LEARNING COMPETENCIES
The learner…
1. discusses the evolution of television.
2. discusses the Broadcast Code of the
Philippines, television practices and
censorship.
3. evaluates the portrayal of culture and
impact of television in the society.
4. demonstrates public speaking
techniques.
5. writes relevant TV scripts based on
broadcasting standards.
C. Production Planning
- Production
- Recording
- Editing
D. Airing
- Live component
- Pre-recorded component
E. Feedback
Grade 9
TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS
I. History of Television Broadcasting Conduct informal interviews with parents and
grandparents on the TV viewing experiences
- Technology and early global TV during their youth; discuss results in class
- Television in the Philippines
- Martial Law and TV Media
- EDSA and Philippine TV
broadcasting
- Rise of all-media networks (ABS- Discuss case studies of ethics in (Philippine TV
CBN, GMA, TV5) (e.g Anne Curtis’ revealing dress, Willie
Revillame and the crying boy)
II. Basic Media Law and Ethics
- Broadcast Code of the Philippines
(KBP)
- Television practices, censorship and
classification Identify how television and TV advertising
affects viewers’ behavior and thinking
III. TV and its Effect on Society
6. discusses the business of television - Portrayal of culture and impact on
such as advertising, block time and society (e.g. music, language)
sponsors. - Social and political agenda setting
(e.g. political issues and concerns,
7. produces technical quality TV environment, US bases agreement,
production. etc.)
- Television as a reality (e.g. product Simulate public speaking in a class and show
celebrity endorsement, “reality” as the correct posture, technique, and speak
portrayed by teleseryes, TV news as fluently (enunciate) without stammering.
truth
Write a simple TV news report or short TV
IV. Public Speaking for Television drama script
- Posture, clarity, and modulation
- Authority and credibility
- Conducting interviews
Conduct a survey of advertisements and other
V. Basic Scriptwriting for Television advertising styles (e.g. tickers, pop-ups, product
- Intro to TV writing placements) across TV stations
- Formatting your story for television
- Genres
- Sitcoms, soap operas, TV Series Conduct shooting exercises of different TV
broadcast situations
VI. Broadcast Marketing for
Television
- Understanding the business of
television: advertising, block time and
sponsors

VII. Fundamentals of Television

Production
- Framing and composition for standups,
interviews and TV broadcasts
- One-, two-, and multi-camera shooting
- Audio recording for TV broadcasts

Quarter 4 - Media Beyond TV, Print and Radio
LEARNING COMPETENCIES
The learner…
1. explains the Philippine Cybercrime
Law.
2. discusses cyber bullying,
pornography and abuse in the online
world.
3. presents examples of intellectual
property infringement and plagiarism.
4. translates relevant issues concerning
new media through blogs.
5. evaluates different online media
platforms for different purposes.
6. utilizes social media platforms as
communication tools.
7. applies the principles of new media
literacy through various media
platforms.
8. explains the principles in online
writing.
Grade 9
TOPICS/ KEY POINTS SUGGESTED EXERCISES/ OUTPUTS
I. Online Media Ethics Discuss examples of intellectual property
infringement and plagiarism; compare these to
- Philippine Cyber Law examples of fair use, derivatives, and creative
- Online news, ethics, and privacy commons
- Cyber bullying, pornography, and
abuse
II. Responsible Online Utilization,
*Creative Commons and Intellectual
Property
- Netizenship and netiquette
- Copyright infringement and
plagiarism
- Creative Commons for audio and
images
- Privacy, identity theft, predation,
phishing, and other online crimes and
concerns
III. Online Media Platforms
Experience different online platforms and share
- Understanding web technologies and with the class how these are used and how
technology : Internet, WWW, and they can be used as a medium for advocacy or
browsers communication
- Platforms and websites for different
purposes : video (Youtube/Vimeo),
9. produces a webpage with Integrated social networking (Facebook/Twitter),
images, graphics, and video. mashups (Buzzfeed), and forums
(Pinoyexchange)
- Cloud computing and the future of
software (e.g. Google Drive, Dropbox)

IV. Social Networking

- Understanding social networking
beyond Facebook status
- Using media platforms as a
communication tool
- Using social media for action and
social change
Identify through a range of different websites
V. Social Media Marketing Principles how businesses advertise and how websites
- The business of online advertising make money from advertising
and marketing
- Multi-channel marketing: crossing Conduct writing exercise articles on various
over from print to TV to online topics for later upload to an online portal;
include images, graphics and rich media
(audio/video/ animations)
VI. Writing for an Online Audience
- Principles of online writing
- Brevity and clarity
- Content and style to engage readers Using an online webpage creator (e.g. Weebly,
- Blogging Yola, Wix, Squarespace) develop an online
- Adapting traditional media for online portal containing links, graphics, articles, and
delivery rich media.

VII. Creating your Own Webpage

- Principles of web layout
- Using a website creator
- Integrating images, graphics, and
video into a website
 SPECIAL PROGRAM FOR THE ARTS
MEDIA ARTS

Topic Breakdown

Grade 10
Quarter 1 – Film Art and Appreciation

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner Filipino filmmakers and their works. Conduct screenings and guided peer group discussions
1. identifies key figures in Philippine cinema and their
History and development of world Cinema Watch recommended Filipino films in different genres
significant works or contributions.
- Early cinema and cinema technology and write a critique or film analysis based on the
2. outlines the history of global and local cinema. - Lumiere, Melies, and Edison films elements of film such as:
- Rise of Hollywood, coming of sound -direction
3. analyzes mainstream and independent Filipino films. - Cinema through the decades and around the -screenplay
world -cinematography
Cinema of non-Hollywood: Europe (Bergman/ Fellini) -actors
and Asia (Kurosawa/ Zhang Yimou) -sound
-editing
4. compiles significant works and masterpieces in Development of Philippine Cinema Create an online photo gallery of Filipino films, directors,
Philippine cinema and broadcast arts. - Early and pre-war Philippine Cinema and movie stars from the first 100 years of Philippine
- Post-war Philippine Cinema and the 1st Cinema
5. identifies cinematic technique using Golden Age (Gerry de Leon, Lamberto
cinematic language. Javellana, Manuel Conde) Conduct screenings and guided peer group discussions
- 1970s-early 80s and the 2nd Golden Age of
6. evaluates film as art and form of entertainment. Philippine Cinema (Lino Brocka, Ishmael Review (or blog) of a regional, independent or currently-
Bernal, Mike de Leon, Peque Gallaga) screening film

Film Appreciation and Basic Criticism

- Basic story/ cinema structure
 - Protagonists, antagonists, plots and subplots Compile, curate, and publish an online “journal” or
- How to write a film review “magazine” of film reviews across different genre,
industries and/or countries
Contemporary Philippine Cinema
Cinema of the 1990s (Marilou Diaz-Abaya, Laurice
Guillen, Carlitos Siguion-Reyna, Peque Gallaga/ Lore
Reyes)

Contemporary Philippine Cinema

Cinema of the 2000s (Jose Javier Reyes, Chito Roño,
Mark Meily, Joel Lamangan, Erik Matti)

Philippine Independent and Regional Cinema

- Changing landscape of Philippine Cinema
- Early and pioneering independent films and
filmmakers (Nick De Ocampo, Kidlat
Tahimik, Raymond Red, Brillante Mendoza)
Contemporary and regional independent films
(Hannah Espia, Marie Jamora, Aureus Solito, Arnel
Mardoquio)

The Film Journal

- Guide students in selecting films for review
“Curate” or select films and reviews along a central
theme or “motherhood statement”

Grade 10
Quarter 2 – Developing Stories

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner… Major global cinematic movements, genre and styles
1. evaluates films, film genres and the directors' - Melodrama Conduct screenings and guided peer group discussions
styles. - Horror & Suspense
 - Comedy
- Action
- Love Story/ Romance

2. outlines basic film sequence treatment of his Story and narrative structures
own story. - Basic storytelling structure (3-act structure)
- Characters and goals
- Challenges and resolutions
Develop a sequence treatment for a story/ screenplay
- Developing a sequence treatment

Basic Scriptwriting for Film

- Story and Plot
3. writes basic screenplay. - Format and style
Develop a short screenplay for a film project
- Creating characters
- Writing dialogue

Basic Camera Handling

- Parts/ function of a camera
- Proper shooting technique/ using a tripod
- Setting exposure
Produce a simple music video using a cellphone or
Basic Composition and Camera Technique
4. utilizes the basic shots and composition of compact digital camera
- Shot sizes and composition
cinematography.
- Camera movement
Upload and showcase the finished music video/s on
- 180° Rule and basic continuity
5. operates the basic equipment for film/video YouTube or similar platform; classes can open their
production own “Channel” and attract views and comments
Online Video
- Familiarizing with YouTube and Vimeo
- Online etiquette, copyright and ethics
- Creating and managing a channel
 Grade 10
Quarter 3 – The Cinema of Actuality through the Documentary Film

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner… The documentary medium Discuss, compare and contrast different documentaries
1. develops a critical eye for non-fiction works - Brief history of the documentary and documentary styles
of media. - Early documentaries (Nanook of the North,
WWII News Reels)
- Documentary styles, forms and formats
- Documentary as “edutainment” (Discovery
Channel, National Geographic, Lakbay Channel)

2. identifies famous Philippine documentaries.
3. systematizes shooting processes and
research aspects of the documentary.
Point of view
- Objective vs. Subjective perspective
- “voice” of the documentary
Documentaries that moved the Philippines and the Write a reaction paper or make an oral report
world reviewing documentaries from different regions,
- Modern documentaries (Supersize Me, genres, or time periods
Fahrenheit 9/11, The Act of Killing, An Inconvenient
Truth)
- Notable Filipino documentaries (Oliver,
Mababangong Bangungot, Bunso, Imelda)
- Contemporary Filipino documentaries
(Pureza, Kano, Tundong Magiliw, Jazz in Love)
- Experimental documentaries (Koyaanisqatsi,
Powaqqatsi, Baraka)
Research and data Write a documentary topic proposal paper
- Narrowing down the topic/ subject; - background of topic/ issue/ problem
maintaining focus with flexibility - statement of the problem
- Research skills: printed, archival, and online - slant/ perspective
- Managing data
4. creates a series of short film/video exercises
that show knowledge of documentaries, filming
techniques, sound and editing.
Sound Recording and Design
Documentary filming techniques
- Camera work for documentaries
- Observational and participative camera
techniques
- Camera placement for interviews
- How to conduct an interview
- Documentary scripting: preliminary outlines,
interview guide questions, definitive
outlines, and writing the 2-column script
- Basics and elements of sound recording,
microphones, and sound design
- Voice recording and basic audio
postproduction
- Basics of scoring and mixing
Simulate through exercises and demonstrations various
camera and sound techniques
- observational camera
- participative or “follow” camera
- sit down interview
- man-on-the-street interview
- standupper/ on-camera host presentation
Produce a short documentary on a current event in the
community, social or environmental issue or concern,
or a relevant environmental concern or project
Upload to class YouTube or Vimeo channel

Editing and Postproduction for documentaries

- Basic editing techniques (cuts and
crossfades)
- Using B-roll and inserts
- Inserting titles and graphics

Grade 10
Quarter 4 – Film as it Innovates and Transforms the Human Condition

LEARNING COMPETENCIES TOPICS/ KEY POINTS EXERCISES/ OUTPUTS

The learner…
1. practices the whole pre-production,
production and post- production processes
2. produces a short film that shows creativity
and command of technical aspects.
Script and concept development
- outlining the story
- creating a sequence treatment
- writing the script and dialogue
- making a script breakdown
Preproduction planning
- script breakdown
- location hunting and surveys
- casting
Develop a (or improve on an existing) sequence
treatment and screenplay
Break down the script for production
Assign individuals to production departments including:
direction/ camera, production management, talent
coordination, production design, and postproduction
 - scheduling
Visual Storytelling and Storyboarding
- developing a storyboard
Production Design
- Location and setting
- props, costumes and makeup
- lighting design (if possible)
- casting: stereotypes and casting against type
Compile a preproduction package based on individual
components and collaboration between teams
Finalize shooting activities and schedules, finalize
talents and crews, finalize logistics and location/s
Produce a short film as a class or as smaller teams
within a class

Production Management
- call sheets and shooting schedules
- budget management
- talent and location management

Editing and Postproduction for film

- coloring and basic effects
- scoring and audio mixing
3. evaluates own works and those of others. Criticizing and appreciation of the work of others Screening and evaluation of peers’ compositions
4. Creates films for exhibition. Mount an exhibition the different outputs
 7-10
Media Arts
Curriculum Guide

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 Department of Education
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Special Program in the Arts – Grades 7-10

Curriculum Guide
First Edition, 2014
ISBN: ___________

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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina Joanna Ocampo, Ph.D.
Assistant Secretary: Lorna D. Dino, Ph.D.

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Consultants: Jag Garcia, Imee Ramos-Garcia, and Elvert Bañares

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