Professional Documents
Culture Documents
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MUSIC and ART
( Grade 1 to Grade 10)
January 2012
K TO 12 MUSIC AND ART
CONCEPTUAL FRAMEWORK
The Music and Art curricula focus on the learner as both the recipient and instructor 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 Art are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2).
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-
Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-
Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ―tapestry moving in time.‖
The global weavings of this ―tapestry‖ in historical and cultural contexts are diverse—having spurred a continued metamorphosis to include a full range of
purposes, functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music
is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit,
and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes
this characteristic as a ―continuous state of becoming.‖ Like the other arts, music is a creative avenue for man’s individual quest for self- expression and
fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be
developed. The student must learn to ―hear,‖ ―speak,‖ and ―think‖ in the medium of music. Simultaneously, growth and development in the skills that
enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate
his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
Art 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. Art records, reflects, and rearranges man’s life and existence.
Art 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 Art and Music 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 art.
Music Elements Arts Elements and Principles Music Processes Art Processes
Movement) processes)
Texture Repetition
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.
K–3 4–6 7 – 10
The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding of
fundamental processes through basic elements and concepts through salient features of music and art of the
performing, creating, and responding, performing, creating, and responding, aimed Philippines and the world, through
aimed towards the development of towards the development of appreciation of appreciation, analysis, and performance, for
appreciation of music and art, and music and art, and acquisition of basic self-development, the celebration of Filipino
acquisition of basic knowledge and skills. knowledge and skills. cultural identity and diversity, and the
expansion of one’s world vision.
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.
The learner demonstrates basic understanding of the fundamental processes in music and art through performing, creating,
Grade 7 listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines
The learner demonstrates understanding of salient features of Asian music and art, through appreciation, analysis, and
Grade 8 performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world
vision.
The learner demonstrates understanding of salient features of Western music and art from different historical periods,
Grade 9 through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and art, through appreciation, analysis,
Grade10 and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s
world vision.
MUSIC
(Grade 1 to Grade 10)
*
MUSIC – GRADE 1
Content Content Standards Performance Standards Learning Competencies
The learner… The learner... The learner...
I. RHYTHM
What is sound? Distinction demonstrates basic identifies the difference associates icons with sound and
understanding of sound, between sound and silence silence within a rhythmic pattern.
between sound and silence silence and rhythm. accurately.
Steady beats (ostinato)
maintains a steady beat performs claps, taps, chants, walks,
Simple rhythmic patterns develops musical when chanting, walking, and plays musical instruments in
tapping, clapping and response to sound with the correct
awareness and creativity in playing musical instruments. rhythm
expressing himself/herself - In groupings of 2s.
while doing the - In groupings of 3s.
fundamental processes in - In groupings of 4s.
music.
performs echo clapping.
II. MELODY demonstrates matches the correct pitch of identifies the pitch of tone as
undertsanding of pitch and tones with other sound - high.
simple melodic patterns. sources. - low.
*Every quarter/grading period includes the teaching of the 7 elements of Music (from Rhythm to Texture) following the expanded spiral progression approach.
K to 12 – Curriculum Guide - version as January 31, 2012 11
K TO 12 MUSIC AND ART
IV. TIMBRE demonstrates uses voice and other identifies the source of sounds
Sound Quality understanding of the basic sources of sound to produce - Wind, wave, swaying of the
concepts of timbre. a variety of timbres. trees, animal sounds, sounds
responds to differences in produced by machines,
transportation, through body
Distinction between sound quality with movements.
appropriate movement.
singing and talking
VI. TEMPO demonstrates uses varied tempo to demonstrates the concept of tempo
understanding of the bsic enhance poetry , chants, through movement.
concepts of tempo. drama, and musical stories.
Sound Speed responds to varied tempo with
correlates tempo changes movement or dance.
with movements. - Slow movement with slow
uses terms ―fast‖ and ―slow‖ music
Distinction between - Fast movement with fast
to identify tempo changes. music
fastness and slowness
in Music mimics animal movements.
- Horse –fast
- Carabao –slow
VII. TEXTURE demonstrates distinguishes between single demonstrates the concept of texture
understanding of the basic musical line and multiple by singing two-part round.
concepts and texture. musical lines which occur Examples:
Sound Quality simultaneously. - Are you Sleeping
- Row Your Boat
show awareness of texture
by using visual images.
Distinction between
―thin‖ and ―thick‖ in
Music
MUSIC – GRADE 2
I. RHYTHM
Sound and silence distinguishes between sound identifies the difference associates visual images with sound and
and silence. between sound and silence. silence within a rhythmic pattern.
Steady beats (ostinato) demonstrates understanding of maintains a steady beat when claps, taps, chants, walks, and plays
rhythmic patterns. on classroom instruments and rhythmic sounds (i.e. ―echo clapping‖).
other sound sources.
creates simple ostinato patterns in
groupings of 2s, 3s, and 4s through body
movements.
plays simple ostinato patterns on
Music end of a song. introduction and ending of of song through movements and sounds
songs. (instrumental and vocal).
Repeats in Music recognizes repetitions within a repeats the designated musical indicates repeated musical passages
song.
lines in a song. through movements.
echoes repetitions of musical lines.
IV. TIMBRE
Introduction to Voice sings with pleasing vocal uses voice and other sources sings a song using appropriate breath
Quality between speaking and talking. Ex: wind, waves, swaying of the
trees, animal sounds, sounds
produced by machines,
transportation, etc.
Introduction of Musical responds to differences in responds to differences in replicates different sources of sounds
Instruments sound quality coming from a sound quality with appropriate and associate them with body
variety of sound sources. movement. movements.
associates common musical identifies common musical instruments
dynamics.
- Ex. elephant walk – loud
- man walking – medium
- tiny steps of dwarf – soft
uses appropriate terminology uses terms loud, louder, soft and softer
VI. TEMPO
Sound Speed in Music distinguishes between ―fast,‖ uses varied tempi to enhance distinguishes ―slow,‖ ―slower,‖ ―fast,‖ and
―faster,‖ ―slow,‖ and ―slower.‖ poetry , chants, drama, and ―faster‖ in recorded music.
musical stories.
replicates ―slow,‖ ―slower,‖ ―fast,‖ and
―faster‖ vocally or with instruments.
movements. movements.
responds to tempo variations with
movement or dance.
- slow movement with slow music
- fast movement with fast music.
uses terms ―fast,‖ ―faster,‖
VII. TEXTURE
Musical Layering distinguishes between thinness distinguishes between single demonstrates the concept of texture by
and thickness of musical sound musical line and multiple singing rounds
through layering of sound. musical lines which occur - Ex. ―Are you Sleeping?‖
simultaneously - ―Row, Row Your Boat‖
shows awareness of texture by identifies musical density using
MUSIC – GRADE 3
Sound and silence distinguishes between identifies the difference associates icons with sound and silence
sound and silence. between sound and silence. within a rhythmic pattern.
Steady beats (ostinato) demonstrates maintains a steady beat when claps, taps, chants, walks, and plays
Simple Rhythmic Patterns demonstrates plays simple ostinato patterns creates simple ostinato patterns in
understanding of rhythmic on classroom instruments and groupings of 2s, 3s, and 4s through body
patterns. other sound sources. movements.
plays simple ostinato patterns on
and End middle, and the end of a ending of a song. appropriate emphasis on the beginning
song and on the end.
Music Repeats recognizes repetitions recognizes the repetitions in a performs repetitions of musical lines
IV. TIMBRE
Voice Production Techniques sings with pleasing vocal applies vocal techniques to sings with pleasing vocal quality
between ―loud‖ ―medium‖ and dynamics. chants, drama, songs and musical
―soft‖ in music. stories.
Conducting and Dynamics The learner responds to correlates movement to sing songs with dynamics following the
conducting symbols indicating changes and variations in hand signal of the teacher for ‖loud‖ and
variances in dynamics. dynamics. ―soft.‖
uses terms ―loud,‖ ―medium,‖ - Ex. Teacher’s palm down means
“soft” and palm up means “loud.”
and ―soft‖ (louder, softer) to - Hands moving farther from each
identify volume changes and other means sound becomes louder.
variations. interprets the dynamics of a song
of animals.
- Ex: elephant walking – loud
- mice scurrying – soft
VI. TEMPO
Sound Speed in Music distinguishes between distinguishes among a range of uses tempo levels to enhance poetry,
―fast‖ ―moderate‖ and ―slow‖ tempi. chants, drama, and musical stories.
in music.
sings songs with designated tempi.
- Ex. Lullabye – slow
- Joyful songs – fast
VII. TEXTURE
Musical Layering distinguishes between distinguishes between single demonstrates the concept of texture by
thinness and thickness of musical lines and multiple singing two-part rounds.
musical sound through musical lines which occur - Ex. ―Are you Sleeping?‖
layering of sound. simultaneously. - ―Row, Row Your Boat‖
demonstrates the concept of texture by
MUSIC – GRADE 4
signatures , , .
II. MELODY
Musical Symbols and recognizes the musical symbols identifies successive sounding identifies the pitch name of each line
Concepts: and demonstrates understanding of two pitches. and space of the G-clef staff.
of concepts pertaining to melody.
- Intervals aurally and visually recognizes F
- Scales examples of melodic intervals. D
- Melodic Contours B
- Patterns of successive identifies the pitch names of G
pitches of a C Major scale lines and spaces in the treble E
staff.
E
C
A
F
identifies the pitch names of identifies the pitch names of notes on
movements of notes.
identifies melodic contours.
performs and analyzes melodic identifies the melodic movement as
pitch.
identifies the highest and lowest notes
understanding of musical similar and contrasting musical and contrasting musical phrases.
phrasing and phrases. phrases.
IV. TIMBRE
Sound density in vocal and demonstrates distinguishes vocal and identifies as vocal or instrumental a
instruments.
actively participates in a group participates actively in group singing and
V. DYNAMICS
Volume of musical sound recognizes the musical uses appropriate musical identifies and applies forte and piano to
VII. TEXTURE
Densities of musical sound recognizes the musical aurally and visually recognizes aurally Identifies the texture of a music
VIII. HARMONY
Simultaneous sounding of recognizes the musical aurally and visually recognizes identifies and applies harmonic interval
MUSIC – GRADE 5
II. MELODY
Musical Symbols and recognizes the musical identifies the accidentals that aurally and visually identifies the
Concepts: symbols and demonstrates raise and lower pitch (sharps symbols for sharp (#), flat (b) and
Accidentals
understanding of concepts
pertaining to melody.
and flats). natural (♮ ).
F-Clef identifies the accidental that aurally and visually identifies the pitch
Intervals
Scales names of each line and space on the F
restores the initial pitch ( ♮).
Melodic Contours Clef.
lines and spaces in the bass primes, 2nds, 3rds, 4ths, 5ths, and
staff or F Clef. octaves in the C Major Scale.
identifies melodic contours. identifies the melodic contour of a
musical example
III. FORM
Melodic demonstrates identifies, demonstrates, and determines if the melodic phrase and
Rhythmic understanding of musical analyzes melodic and rhythmic rhythmic phrases are:
phrasing and phrases. phrases. - same
- similar
compares musical phrases. - contrasting
V. DYNAMICS
recognizes the musical uses appropriate musical identifies and applies the following
Variations of Volume in symbols and demonstrates terminology to indicate dynamics to musical selections:
musical sound understanding of concepts variations in dynamics
pertaining to volume in especifically: - piano (p),
music. - mezzo piano (mp)
- piano (p), - forte (f)
- mezzo piano (mp) - mezzo forte (mf)
- forte (f) - crescendo and decrescendo
- mezzo forte (mf)
- crescendo and
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K TO 12 MUSIC AND ART
VII. TEXTURE
Densities of musical sound recognizes the musical aurally and visually recognizes aurally Identifies the texture of a musical
MUSIC – GRADE 6
Concepts: rhythm by applying notes quarter, eighth and sixteenth particular song, , , ●, ●
and rests, rhythmic patterns, notes and rests, in , , and
Notes and rests and time signatures for 6/8 time signatures. differentiates between , , 6/8 time
Meters appropriate mastery and
signatures.
Rhythmic Patterns acquisition of skills. responds to beats in music
Time Signatures heard with appropriate demonstrates the conducting patterns of
Conducting conducting patterns of , , , , and 6/8 time signatures.
and 6/8.
creates rhythmic patterns in 6/8 time
signatures.
identifies through conducting the
II. MELODY illustrates the concept of reads notations of simple demonstrates the ability to sing, read,
Intervals melody by using intervals songs based on the C Major, G and write musical notations in the key of
and major scales, for Major, and F Major scales. C Major, G major, and F Major.
Major Scales appropriate mastery and
Minor Scales acquisition of skills. creates simple melodies based performs self-composed melodies in C
recognizes the pattern of
on the notes of the C Major, G Major, G major, and F Major.
successive pitches in the Major, and F Major scales.
minor scale. analyzes the melodic patterns found in
III. FORM
Structure of Musical Forms demonstrates understanding of recognizes the design or identifies simple musical forms.
Instruments timbre through recognizing the instrumental sections of the instrument in each section of the
musical instruments aurally Western orchestra. orchestra.
and visually. distinguishes aurally the sound describes the characteristics of sound
V. DYNAMICS applies a wide variety of identifies and demonstrates applies the proper dynamics markings:
dynamic levels to varied dynamic levels in music - piano (p)
Variations in dynamics demonstrate understanding heard and performed: - pianissimo (pp)
of the concept of dynamics - piano (p) - mezzo piano (mp)
- pianissimo (pp) - forte (f)
- mezzo piano (mp) - mezzo forte (mf)
- forte (f) - fortissimo (ff)
- mezzo forte (mf) - crescendo
- fortissimo (ff) - decrescendo
- crescendo
- decrescendo shows appreciation for beauty of songs
properly sung with dynamics.
various tempi for tempi in music heard and accelerando as used in a song.
appropriate mastery and performed:
acquisition of skills. - Allegro demonstrates the different kinds of tempi
- Andante by following tempo marks using a familiar
- Ritardando song.
- Accelerando - Ex: ―Pandangguhan”
identifies the different tempi in a given
song or music.
VII. TEXTURE
Variations in Texture illustrates the concept of aurally identifies the texture of identifies, compares, and contrasts
as accompaniment to simple
songs.
VIII. HARMONY illustrates the concept of identifies the primary chords identifies the primary chords (I, IV, V).
harmony through the of major scales of C, F, and G identifies the notes of the primary chords.
Primary Chords intervals that constitute the and the primary chords of
primary chords of a major minor scales of C, F, and G.
and minor scales. distinguishes the sound of a applies primary chords as
accompaniment to simple songs.
major chord from a minor
chord. identifies the primary chords of the major
and minor scales.
MUSIC – GRADE 7
accompaniments to selected
Philippine music from Luzon.
explores ways of producing sounds on
a variety of sources that would
emulate instruments being studied.
harmonic accompaniments to
selected Philippine music from
Mindoro, Palawan, and the Visayas.
harmonic accompaniments to
selected Philippine music from
Mindanao.
- Julian Felipe
- Juan Nakpil
- Lucrecia Kasilag
MUSIC – GRADE 8
Processes understanding of musical and processes of Southeast Southeast Asia, and describe how the
elements and processes by Asian Music. musical elements are used.
synthesizing and applying ascribes the distinguishing
prior knowledge and skills.
characteristics of representative folk
Music of Southeast Asia correlates music to the music from Southeast Asia to the history
demonstrates and culture of the area.
Indonesia, Malaysia, understanding of salient Southeast Asian culture. analyzes the relationship of functions of
Singapore, Vietnam, Thailand, features of Southeast Asian
Cambodia, Myanmar, Laos music by correlating music from Southeast Asia to the lives
musical elements and of the people.
- Elements of Music processes to our native performs examples of
- Vocal Music forms. Southeast Asian music, alone sings representative folk songs from
- Instrumental Music and with others, in appropriate Southeast Asia, alone and/or with
- Cultural Context (History tone, pitch, rhythm, others.
and Traditions) expression and style.
- Composition performs on available instruments from
- Social Functions Southeast Asia, alone and / or with
- Performance Styles / others.
Techniques
improvises simple rhythmic / harmonic
MUSIC – GRADE 9
commonalities and presentation of a creative the music of the Renaissance and the
differences of music from Impression (verbal/nonverbal) Baroque to the lives of the people in
different cultures of the on the different historical those times.
world; its functions; the roles periods.
of musicians in society; and correlates the distinguishing
the conditions under which characteristics of representative music
music is typically performed. from the Renaissance and the Baroque
in relation to history and culture.
evaluates music and music
performances using knowledge of
musical elements and style.
Period performs examples of music sings accurately alone and/or with others
demonstrates
- Composers: understanding of salient from different periods of music representative examples of songs of the
Mozart features of music from history, alone and with others, Classical Period.
Haydn different historical periods. in appropriate tone, pitch,
Beethoven rhythm, expression and style. improvises simple rhythmic/harmonic
accompaniments to selected songs.
analyzes examples of music from the
commonalities and presentation of a creative the music of the Classical Period to the
differences of music from Impression on the different lives of the people in those times.
different cultures of the historical periods.
world; its functions; the correlates the distinguishing
roles of musicians in characteristics of representative music
society; and the conditions from the Classical Period in relation to
under which music is history and culture.
typically performed.
evaluates music and music
performances using knowledge of
musical elements and style.
commonalities and a creative interpretation of the the music of the Classical Period to the
differences of music from different historical periods. lives of the people in those times.
different cultures of the
world; its functions; the correlates the distinguishing
roles of musicians in characteristics of representative music
society; and the conditions from the Classical Period to history and
under which music is culture.
typically performed.
evaluates music and music
performances using knowledge of
musical elements and style.
Compared demonstrates an
understanding of musical elements and processes of communicated in Western society through
elements and processes by Western music. a musical presentation
synthesizing and applying prior illustrates how the different elements are
knowledge and skills.
combined in Western music.
creates / improvises appropriate sound,
salient features of Western music to Western and Asian differences and similarities between
Music by comparing musical society and culture. Western and Eastern Music.
elements and processes to performs examples of Western
Asian Music.
and Asian music, alone and
with others, in appropriate tone,
pitch, rhythm, expression and
style.
MUSIC – GRADE 10
Romanticism Period salient features of representative music genres characteristics of representative Post-
Sound Sources contemporary music. and styles from a variety of Romanticism and Popular Music of the
cultures and historical periods. 20s to the 50s to history and culture.
Musical Systems
- Composers: interprets in diverse ways analyzes examples of music from the
Debussy one’s understanding and Post-Romanticism and Popular Music
Stravinsky appreciation of Post- of the 20s to the 50s, and describe how
Schoenberg Romanticism and the Popular the musical elements are used.
Music of the 20s to the 50s. analyzes the relationship and functions
the 50s commonalities and differences presentation or performance, representative examples of Post-
of music from different cultures the divergence of Post- Romanticism and Popular Music of the
of the world; its functions; the Romanticism music and the 20s to the 50s.
- Genres: roles of musicians in society; popular mainstream music of
Ragtime and the conditions under which the 20s to the 50s. performs on available instruments,
Big Band Sound music is typically performed. alone and/or with others, examples of
Broadway Musical music from the Post-Romanticism and
Jazz Popular Music of the 20s to the 50s,
Rock and Roll
ART
(Grade 1 to Grade 10)
CONTENT OF ART
THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to and enriching the topics in the other subjects of the student)
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 : through Drawing, Painting, Printmaking, Sculpture,Crafts, and New Media
B. Artistic Perception or Art Appreciation: of the elements of Art (line, color, shape and texture)
of the principles of Art (repetition, contrast, rhythm, balance, emphasis, harmony,
proportion and unity)
C. Historical, Cultural Context or Art History:of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle East,
and Africa.
D. Artistic and Critical Analysis or Art Criticism: of one’s work and peers, Philippine artists, and art masterpieces from the world.
ART - GRADE 1
view-finder
Creating colors from the surroundings - in both paints from nature and found painting tools and paints and produce
natural material. natural and man-made objects materials, and brushes from different colors.
and from twigs, cloth and other
man-made materials demonstrates understanding materials. draws a design out of repeated abstract
that colors can come from creates a harmonious design and geometric shapes like in a parol
Elements: nature, like colored flowers, and paints it in primary and secondary
seeds, barks. and it can also by using primary colors in colors.
be manufactured and bought painting geometric shapes
Colors in a store. arranged in a balanced paints a design based on the
natural colors understands that colors have pattern. Philippine jeepney or fiesta décor using
primary colors selects certain colors to paint primary colors.
secondary colors names, and have groups and
can be produced by mixing two his design, to show a specific
or more colors. feeling or mood.
Shapes for bright colors as seen in the Philippine flowers and choose Philippine flowers or objects
geometric shapes fiestas and their creativity in and paint the colors closest to it using the colors seen.
organic shapes making artistic designs for selects colors that will create paints a landscape choosing
parols
Principles: a certain feeling and mood in specific colors to create a certain feeling
harmony appreciates the power of a scene. or mood.
rhythm colors to create a specific * appreciates and talks about the
balance mood or feeling.
landscape he painted and and the
landscapes of others
ART - GRADE 2
ART - GRADE 3
Process: DRAWING understands that figures varies the size of persons creates a pencil or pen drawing of a
people in the community drawn small make them in the drawing, to indicate scene in daily life, where people in the
on-the-spot sketching of appear far, while figures its distance from the community show their occupation by
plants, trees or drawn big appear near. viewer. the action they are doing,
buildings shows the illusion of space
geometric line designs understands that in a in his drawing by drawing sketches and colors a view of their
landscape, what we draw the objects and persons in neighborhood with houses and
Elements: lines can show nearest us is the different sizes buildings indicating the foreground,
movement texture foreground; the objects middleground and the background by
is created by behind the foreground are shows a work of art based the size of the objects.
using different lines in the middle ground, while on his/ her close
shape of natural objects farthest away are observation of natural sketches on-the-spot outside or near
objects are free in in the background, and by objects in his/ her the school to draw a plant, flowers or
form or organic. doing this there is balance surrounding noting its size, a tree showing the different textures
shape and texture and shape of each part, using only a
Principles: balance of size realizes that every single pencil or black crayon or ballpen.
contrast of texture leaf, flower branch in composes an original
nature has its own design using only two kinds creates a geometric design by
unique texture lines and contrasting its contrasting two kinds of lines in terms
type and size. of type or size.
appreciates that artists
create visual textures by
using a variety of lines
and colors.
Process: PAINTING perceives how harmony is sharpens his/her vision by paints a still life by observing the
fruits and plants (still life) created in an artwork close observation of natural different shapes, color and texture of
scene at a time of day because of complementary objects like fruits, plants and fruits, drawing them overlapping and
wild animal (close-up) colors and shapes. animals and noting its color, choosing the right colors for each fruit.
shape and texture.
Elements: Color realizes that new tints paints a landscape at a particular
mix colors to create and shades of colors can applies his/her knowledge time of the day and selects colors that
tints, shades and neutral be created by mixing two of planes in a landscape complement each other to create a
colors or more colors. (foreground, middle ground mood.
and background) in
Shape appreciates that nature is painting a landscape. observes the characteristics of a wild
animals have shapes so rich for no two animals animal by making several pencil
adapted to their needs. have the same shape, observes that several sketches, and painting it later, adding
skin covering and color Filipino artists have painted the texture of its skin covering.
Texture landscapes in their own
is created by variety sees that there is harmony particular style and can
of lines in nature as seen in the identify what makes each
color of landscapes at artist unique in his use of
Principles: Harmony different times of the day. colors to create harmony.
colors, shapes and
lines that complement Ex: landscapes of Felix
each other create Hidalgo Fernando
harmony and a mood of Amorsolo Jonahmar
the painting. Salvosa
Still lifes of
Araceli Dans
Jorge Pineda
Agustin Goy
printmaking is an old
tradition done in ancient
civilizations: Mesapotamia,
Egypt, China, Japan and
K to 12 – Curriculum Guide - version as January 31, 2012 67
K TO 12 MUSIC AND ART
India.
Demonstrates
understanding that masks
of imaginary designs are
created during Phil.
festivals (Maskara Festival
and Ati-atihan ) and
religious rituals (Moriones)
ART - GRADE 4
Process: DRAWING demonstrates is able to describe and creates a drawing after close study
drawing of figures from understanding and distinguish distinctive and observation of one of the cultural
cultural communities appreciation of the characteristics of several communities’ way of dressing and
crayon etching of rich variety of cultural cultural communities in accessories.
ethnic designs communities in the terms of attire. body
crayon resist of Philippines and their accessories, religious adapts an indigenous cultural motif
scenes from cultural uniqueness. practices and lifestyle. into a contemporary design in a
communities LUZON- Ivatan, Ifugao, crayon etching
Elements: LINES- organic and Kalinga, Bontok, can translate his/her
geometric Gaddang, research of the artistic produces a crayon resist on any of
COLORS – primary Agta designs of the cultural these topics: the unique design of
SHAPES – stylized VISAYAS – Ati communities into a the houses, household objects,
based on nature MINDANAO- Badjao, contemporary design. practices or rituals of one of the
Mangyan, Samal, cultural groups.
Principles: REPETITION of motifs Yakan, writes a comparative
RHYTHM ubanon,Manobo, description of the houses
Higaonon, Talaandig, and utensils used by select .
Matigsalog, Bilaan, cultural groups from
T’boli, Tiruray, Mansaka, different provinces
Tausug.
identifies specific clothing,
objects and designs of the
cultural com-munities and
applies it to a drawing of
the attire and accessories
of one of these cultural
groups.
sees a design used by the
cultural group and adapts
K to 12 – Curriculum Guide - version as January 31, 2012 70
K TO 12 MUSIC AND ART
this to create a
contemporary design.
ART - GRADE 5
Gabaldon schools,
vaudeville, Spanish –
inspired churches
of carved textured the traditional Philippine back of the paper to get the
areas, solid areas myths and legends from impression of the print.
of thick textured lines the local community and different colors of ink in
and fine lines from different parts of the printing the master plate. repeating the process to get
country. several editions of the print.
works with the class, to produce a
ART - GRADE 6
ART - GRADE 7
bato.
CONTRAST weapons.
EMPHASIS observes local craftsmen
as they carve or create
local crafts and note their
mastery of the design and
material, which was passed
on from generation to
generation.
ART - GRADE 8
ART - GRADE 9
ART - GRADE 10
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2. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension
3. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College
4. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University
5. Ms. Virginia Tolentino Retired, former Department Head, DepEd - Manila Div
MAPE (DepEd Manila)
6. Ms. Lillian Luna EPS II DepEd – BSE
7. Ms. Pilar Montes Teacher DepEd, Region IV MIMAROPA
8. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts
9. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School
10. Crisostomo V. Velasco Jr. Teacher I/Documentor A. F. G. Bernardino Memorial Trade School
E. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Magdalena Mendoza DAP
4. Tristan Suratos DAP
5. Kimberly Pobre DAP
6. Cristina Villasenor DAP
7. Lani Garnace DAP
8. Kidjie Saguin DAP
9. Maria Boncan Accountant, DepEd
10. Daylinda Guevarra Accountant, DepEd
11. Fenerosa Maur Accountant, DepEd
12. Divina Tomelden Accountant, DepEd
13. Nilva Jimenez Disbursing Officer, DepEd
FACILITATORS/ SUPPORT TEAM
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE
ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. D. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Liagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman