Republic of the Philippines 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.

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PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ―tapestry moving in time.‖ The global weavings of this ―tapestry‖ in historical and cultural contexts are diverse—having spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic.

However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this characteristic as a ―continuous state of becoming.‖ Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be developed. The student must learn to ―hear,‖ ―speak,‖ and ―think‖ in the medium of music. Simultaneously, growth and development in the skills that enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.

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PHILOSOPHY AND RATIONALE FOR ART EDUCATION

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.

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Figure 1. The Curriculum Framework of Music and Art Education

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Figure 2. Content of Music and Art per Grade Level

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Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes

 Rhythm  Color  Listening  Seeing/Observing

 Melody  Line  Reading  Reading

 Form  Shape/Form  Imitating (re-creating)  Imitating (re-creating)

 Timbre  Texture  Responding  Responding

 Dynamics  Rhythm  Creating  Creating (original works)

 Tempo  Balance  Performing (including  Performing (different art Movement) processes)  Repetition  Texture * Contrast  Evaluating  Evaluating

 Harmony *  Emphasis  Analyzing critically  Analyzing critically *No formal instruction in harmony from K to 3  Proportion  Applying (transference)  Applying (transference)

 Harmony/Unity

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LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through

appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision.

KEY STAGE STANDARDS:

K – 3 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.

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GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, Grade 1 listening and observing, and responding.

The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and Grade 2 observing, and responding.

The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and Grade 3 responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.

Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, Grade 4 towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, Grade 5 towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.

Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, Grade 6 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.

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MUSIC

(Grade 1 to Grade 10)

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MUSIC – GRADE 1*

Content Content Standards Performance Standards Learning Competencies The learner… The learner... The learner... I. RHYTHM  demonstrates basic  identifies the difference  associates icons with sound and  What is sound? Distinction 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, when chanting, walking, and plays musical instruments in  Simple rhythmic patterns  develops musical 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.

 plays simple ostinato  creates simple ostinato patterns in patterns on classroom groupings of 2s, 3s, and 4s through instruments and other sound body movements. sources .  plays simple ostinato patterns on classroom instruments or other sound sources Ex. Sticks, drums, triangle, nails, coconut shells, bamboo, empty boxes, etc.

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

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Content Content Standards Performance Standards Learning Competencies The Learner... The Learner... The Learner...

 responds to high and low tones  Pitch through body movements, singing, and playing other sources of sounds.

 Simple machines  matches the melody of a  sings in pitch. patterns song with correct pitch - Rote singing vocally .  Greeting songs  Counting songs - Echo singing

III. FORM  demonstrates  shows recognition of pattern  identifies musical lines as understanding of the basic changes with body - Similar or  Musical lines concepts of musical lines, movement. - Dissimilar beginnings and endings is - through movements and  Beginnings and endings music, and repeats in  associates geometric geometric shapes or objects. in Music music. shapes to indicate understanding of same- different patterns.

IV. TIMBRE  demonstrates  uses voice and other  identifies the source of sounds understanding of the basic sources of sound to produce - Wind, wave, swaying of the  Sound Quality concepts of timbre. a variety of timbres. trees, animal sounds, sounds produced by machines,  responds to differences in transportation, through body sound quality with movements.  Distinction between appropriate movement. singing and talking

V. DYNAMICS  demonstrates  uses dynamic levels to  interprets througn body movements understanding of the basic enhance poetry , chants, the dynamics of a song. concepts of dynamics. drama, and musical stories. Ex. - Small movement –soft - Big movement - loud

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Content Content Standards Performance Standards Learning Competencies  Sound volume The Learner... The Learner... The Learner...

 shows dynamic changes  associates dynamics with the with movements. movements of animals.  Distinction between - Elephant walk – loud loudness and softness  uses terms ―loud‖ and ―soft‖ - Tiny steps of dwarf – soft in Music to identify volume changes.

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.  responds to varied tempo with  Sound Speed  correlates tempo changes movement or dance. with movements. - Slow movement with slow music  uses terms ―fast‖ and ―slow‖ - Fast movement with fast  Distinction between 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: simultaneously. - Are you Sleeping  Sound Quality - Row Your Boat  show awareness of texture by using visual images.

 Distinction between ―thin‖ and ―thick‖ in Music

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MUSIC – GRADE 2

Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

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 steady beats. chanting, walking, tapping, musical instruments in response to clapping and playing musical sound with the correct rhythm instruments. - in groups of 2s.  Simple Rhythmic Patterns - in groups of 3s. - in groups of 4s.

 demonstrates understanding of  plays simple ostinato patterns  imitates and replicates a simple series of 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 classroom instruments or other sound sources. - Ex. Sticks, drums, triangle, nails, coconut shells, bamboo, empty boxes, etc.

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Content Content Standards Performance Standards Learning Competencies II. MELODY The learner… The learner… The learner…

 Pitch  demonstrates high and low  matches the correct pitch of  identifies the pitch of tones as tones through singing or tones vocally. - high . playing musical instruments - low.  distinguishes high and higher, - higher – lower.  distinguishes high and higher, low and lower pitches of tones. low and lower tones.  responds to pitch range of tones through body movements, singing, and playing  correlates musical pitches to sources of sounds. visual imagery.  demonstrates high and low tones through  matches the melody of a song singing or playing musical instruments. with correct pitch.

 Simple Melodic Contour  recreates simple melodic  echoes simple melodic  sings with correct pitch using patterns patterns. - rote songs. - echo songs.  correlates melodic patterns to  illustrates appropriately the - simple children’s melodies. visual imagery. melodic contour with movement.  illustrates the melodic contour through - body staff - writing the melodic line ―on the air‖ line notation III. FORM

 Musical Lines  distinguishes same or different  recognizes rhythmic and  identifies musical lines as musical lines. melodic pattern changes. - similar - dissimilar  correlates geometric shapes to through movements and geometric shapes indicate understanding of or objects. similar-dissimilar lines.

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Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

 Beginnings and Endings in  identifies the beginning and the  creates rmelodic rhythmic or  demonstrates the beginning and ending 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 song.  repeats the designated musical  indicates repeated musical passages 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 Production quality on pitch. of sound to produce a variety control. of timbres.

 Differentiation in Sound  recognizes the difference  identifies the source of sounds: 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 instruments by their sound and by their sound and image. image.

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Content Content Standards Performance Standards Learning Competencies V. DYNAMICS The learner… The learner… The learner…

 Sound Volume in Music  distinguishes between ―loud‖  applies dynamic levels to  distinguishes ―loud,‖ ―medium,‖ and and ―soft‖ in music. enhance poetry, chants, ―soft‖ in recorded music. drama, and musical stories.  distinguishes between  replicates ―loud,‖ ―medium,‖ and ―soft‖ ―louder‖ and ―softer‖ in  shows dynamic changes with vocally or with instruments. music. movements.  interprets through body movements the dynamics of a song. - Ex. small movement – soft - medium movement – medium volume - big movement – loud

 associates movements of animals to dynamics. - Ex. elephant walk – loud - man walking – medium - tiny steps of dwarf – soft

 uses appropriate terminology  uses terms loud, louder, soft and softer to indicate understanding of to identify volume variations. volume variations.

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.

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Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

 shows tempo variations with  demonstrates tempo variations through movements. movements.

 responds to tempo variations with movement or dance. - slow movement with slow music - fast movement with fast music.

 uses terms ―fast,‖ ―faster,‖ ―slow,‖ and ―slower‖ to identify  mimics animal movements. tempo variations. - horse – fast - man walking – moderate - carabao –slow

 responds to the correct tempo of a song as guided by the hand signal of the teacher. (e.g.) The teacher’s slow hand movement means “slow” while fast” hand movement means “fast.”

VII. TEXTURE

 Musical Layering  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 correlating visual images to recorded music. music. - Ex. music with layered orchestration vs. music with single instrument accompaniments.

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MUSIC – GRADE 3

Content Content Standards Performance Standards Learning Competencies The learner... The learner... The learner... I. RHYTHM

 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 understanding of steady chanting, walking, tapping, musical instruments in response to beats. clapping and playing musical sound with the correct rhythm. instruments. - in groupings of 2s, 3s, and 4s - echo clapping - marching - dancing the waltz

 singing Rhythm and Action Songs.

 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 classroom instruments or other sound sources.

 creates ostinato patterns in different meters using combination of different sound sources.

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Content Content Standards Performance Standards Learning Competencies II. MELODY The learner... The learner... The learner...

 Pitch  distinguishes low, medium,  matches the correct pitch of  identifies the pitch of a tone as: high tones. tones vocally or with an - high – higher instrument. - moderately high – higher - moderately low - lower - low - lower

 Melodic Lines  demonstrates high. medium  matches the melody of a song  correlates movement to pitch variations. and low tones while singing in correct pitch vocally. or playing musical instruments .

 Melodic Patterns and  recreates simple melodic  sings entire simple songs in pitch: Contour patterns. - Favorite Children’s Songs  Ex. ―Do –Re- Mi‖  ―What Can We Do Today‖ - Folksongs  Ex. ―Manang Biday‖  ―Paruparong Bukid‖  ―Atin Cu Pung Singsing‖

III. FORM

 Musical Lines  distinguishes same, similar,  recognizes pattern changes. or different musical lines  identifies musical lines as  distinguishes between similar - similar patterns, different patterns, and - same same patterns. - different through movements and geometric shapes or objects.

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Content Content Standards Performance Standards Learning Competencies The learner... The learner... The learner...

 Musical Beginning, Middle,  identifies the beginning,  identifies the beginning and  confidently renders a song giving 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 within a song. song by singing the repeated independently. parts independently.

IV. TIMBRE

 Voice Production Techniques  sings with pleasing vocal  applies vocal techniques to  sings with pleasing vocal quality quality on pitch. produce a pleasing vocal - using head tones quality: - employing proper breathing - using head tones - using the diaphragm - employing proper breathing - using the diaphragm  Differentiation in Sound Quality  recognizes the difference  compares the use of the voice  identifies and compares the voices of : between speaking and in speaking and in singing. - classmates as they sing or talk talking. - selected popular singers in  uses the voice and other recordings. sources of sound to produce a variety of timbres.

 Introduction of Musical Instruments  recognizes differences in  responds to differences in  recognizes musical instruments through sound quality coming from sound quality with appropriate sound. a variety of sound sources. movement.

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Content Content Standards Performance Standards Learning Competencies V. DYNAMICS The learner... The learner... The learner...

 Sound Volume in Music The learner distinguishes  distinguishes among a range of  uses varied dynamics to enhance poetry, 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.‖ - Ex. Teacher’s palm down means  uses terms ―loud,‖ ―medium,‖ “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 through body movements. - Ex: small movement –soft - big movement – loud

 associates dynamics to the movements 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

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Content Content Standards Performance Standards Learning Competencies The learner... The learner... The learner...

 Conducting and Tempo  responds to conducting  correlates movement to  responds with movement to tempo symbols indicating changes and variations in changes. variances in tempo. tempo. (i.e. doing locomotor and non-locomotor movements to a variety of tempi in recorded music.

 sing songs following the hand signals of the teacher to indicate tempo and variations.

 uses terms ―fast,‖ ―moderate,‖  mimics animal movements according to and ―slow‖ (―faster,‖ ―slower‖ speed. etc.) to identify tempo changes - horse –fast and variations. - carabao –slow - turtle –slow - rabbit –fast - dog-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 singing partner songs. - Ex. ―Leron, Leron Sinta‖ - ―Pamulinawen‖ - ―Little Indians‖ - ―He’s Got the Whole World in His Hands‖

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MUSIC – GRADE 4

Content Content Standards Performance Standards Learning Competencies I. RHYTHM The learner... The learner... The learner...

 Musical Symbols and  recognizes the musical  organizes notes and rests  identifies different notes ( , , , ) and Concepts: symbols and demonstrates according to simple meters. rests ( , , , ). understanding of concepts - Notes and rests pertaining to rhythm.  creates rhythmic patterns in  identifies accented and unaccented - Meters simple time signatures. pulses. - Rhythmic Patterns - Simple Time Signatures  creates a simple one- measure  places the accent (>) on the notes of ostinato pattern. recorded music.

 responds to metric pulses of  uses the bar line to indicate groupings of music heard with appropriate conducting patterns. beats in , , .

 demonstrates rhythmic patterns by clapping.

 demonstrates the essence of the time 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.

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Content Content Standards Performance Standards Learning Competencies

E C A F

 identifies the pitch names of notes on  identifies the pitch names of the ledger lines and spaces below the the C Major scale. G-clef staff (middle C and D).

 identifies the stepwise / skipwise movements of notes.  identifies melodic contours.

 identifies the melodic movement as  performs and analyzes melodic movement and range. - no movement - upward stepwise - downward stepwise - upward skipwise - downward skipwise.

 performs melodic intervals in the correct pitch.

 identifies the highest and lowest notes in a given piece and determines the range.

 creates simple melodies.  performs his/her own created melody.

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Content Content Standards Performance Standards Learning Competencies III. FORM The learner... The learner... The learner...

 Musical Phrases  demonstrates  demonstrates understanding of  identifies, performs, and analyzes similar 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 instrumental sounds understanding of variations instrumental sounds. recording of the following: of sound density in music  solo (lightness and heaviness)  duet as applied to vocal and  trio instrumental music.  ensemble

 aurally and visually identifies different instruments.

 actively participates in a group  participates actively in group singing and performance to demonstrate ensemble playing. different vocal and instrumental sounds.

V. DYNAMICS

 Volume of musical sound  recognizes the musical  uses appropriate musical  identifies and applies forte and piano to symbols and demonstrates terminology to indicate designate loudness and softness in a understanding of concepts variations in dynamics. musical example. pertaining to volume in music.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies VI. TEMPO The learner... The learner... The learner...

 Speed of musical sound  recognizes the musical  uses appropriate musical  identifies and applies largo (slow) and symbols and demonstrates terminology to indicate presto (fast) to designate speed in a understanding of concepts variations in tempo. musical example. pertaining to speed in music.

VII. TEXTURE

 Densities of musical sound  recognizes the musical  aurally and visually recognizes  aurally Identifies the texture of a music symbols and demonstrates examples of horizontal 2-part example. understanding of concepts vocal or instrumental texture. pertaining to texture in  performs two-part rounds and partner music. songs with others.

 aurally and visually identifies an ostinato or descant in a musical example.

VIII. HARMONY

 Simultaneous sounding of  recognizes the musical two tones/pitches symbols and demonstrates  aurally and visually recognizes  identifies and applies harmonic interval understanding of harmonic examples of harmonic intervals. (2 pitches) in a musical example. intervals.  creates and performs examples of harmonic interval (2 pitches) with others.

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K TO 12 MUSIC AND ART

MUSIC – GRADE 5

Content Content Standards Performance Standards Learning Competencies I. RHYTHM The learner… The learner… The learner…

Musical Symbols and  recognizes the musical  organizes notes and rests in  visually and aurally identifies the kinds of Concepts: symbols and demonstrates simple meters. notes in a song , , . , . , , , understanding of concepts  Notes and rests pertaining to rhythm. ,  Meters  Rhythmic Patterns  recognizes rhythmic patterns  accurately identifies the duration of notes  Simple Time Signatures using quarter, half note, dotted and rests. half, dotted quarter and eighth notes in simple time signatures.  creates different rhythmic patterns using notes and rests of different time signatures( , , ).

 responds to metric pulses of  performs with a conductor. music heard with appropriate conducting patterns.

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 understanding of concepts and flats).  Accidentals pertaining to melody. natural (♮ ) .  F-Clef  Intervals  identifies the accidental that  aurally and visually identifies the pitch  Scales names of each line and space on the F restores the initial pitch (♮).  Melodic Contours Clef.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

 identifies the pitch names of  identifies the notes of the intervals – 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

 demontrates and analyzes  identifies the melodic movement of a melodic movement and range. musical example.

 determines the range of a musical example.

 creates simple melodies  performs his/her own created simple melody.

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

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies IV. TIMBRE The learner... The learner... The learner...

 Vocal and Instrumental  demonstrates  distinguishes vocal and  identifies the following vocal timbres: Sounds understanding of variations instrumental sounds.  soprano of sound density in music  alto (lightness and heaviness)  tenor as applied to vocal and  bass instrumental music.  describes the characteristics of each type of voice.

 participates in a group  aurally and visually identifies different performance to demonstrate instruments in: different vocal and instrumental  rondalla sounds.  drum and lyre band  bamboo group/ensemble (angklung)  other local indigenous ensembles

 actively participates in ensemble, singing, and playing.

 creates a variety of sounds  performs a variety of created nature emanating from the enviroment sounds using available sound sources. using available sound sources.

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 K to 12 – Curriculum Guide - version as January 31, 2012 30

K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies decrescendo

VI. TEMPO The learner… The learner… The learner…

 Variations of Speed in  recognizes the musical  uses appropriate musical  identifies and applies the following tempi: musical sound symbols and demonstrates terminology to indicate understanding of concepts variations in tempo: - allegro pertaining to speed in - moderato music. - allegro - andante - moderato - vivace - andante - ritardando - vivace - accelerando - ritardando - accelerando

VII. TEXTURE

 Densities of musical sound  recognizes the musical  aurally and visually recognizes  aurally Identifies the texture of a musical symbols and demonstrates examples of horizontal 3-part example. understanding of concepts vocal or instrumental texture. pertaining to texture in  performs 3-part rounds and partner music. songs with others. VIII. HARMONY  recognizes the musical  identifies the intervals of major  illustrates through a vocal or instrumental  Introduction of the Major symbols and demonstrates triads: ensemble the following major triads: Triad understanding of harmonic intervals. - C major - C major - F major - F major - G major - G major

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K TO 12 MUSIC AND ART

MUSIC – GRADE 6

Content Content Standards Performance Standards Learning Competencies I. RHYTHM The learner… The learner… The learner…

Musical Symbols and  illustrates the concept of  creates rhythmic patterns using  identifies the notes / rests used in a 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. acquisition of skills.  Rhythmic Patterns  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 relationship of the 1st and last measure in an incomplete measure.

II. MELODY  illustrates the concept of  reads notations of simple  demonstrates the ability to sing, read, melody by using intervals songs based on the C Major, G and write musical notations in the key of  Intervals 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 different songs in C Major, G major, and F Major.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

 identifies the pitch names of  creates simple melodies in the relative the scales of C minor, G minor scales of C minor, G minor, and minor, and F minor. F minor.

 applies learned concepts of  sings and plays solo or with group songs melody and other elements to in C Major, G Major, and F Major. composition and performance.

III. FORM

 Structure of Musical Forms  demonstrates understanding of  recognizes the design or  identifies simple musical forms. the concept of form by applying structure of simple musical - unitary them to repeated, similar, and forms: - binary (AB) contrasting melodic and  unitary - ternary (ABA) rhythmic musical phrases.  binary (AB)  ternary (ABA)  Musical Symbols  recognizes and applies the  analyzes the musical forms of songs musical symbols indicated by  identifies simple musical forms. sung. - Repeats of Musical repeat marks and D.C., Dal Phrases Segno, Al Fine, and D.C al  identifies and applies indicators  demonstrates the ability to use the - Return of Musical Phrases Fine. of repeated, return, and ending different repeat marks that are related to - Ending of Musical Phrases of musical phrases. form:

 illustrates the concept of form - Da Capo (D.C.) indicated by repeat marks and - Dal Segno (D.S.) D.C, Dal Segno. Al Fine and - Al Fine (up to the end) D.C al Fine. - D.C. at Fine (repeat from the beginning until the word Fine) - ║: :║ - ┌───┐┌───┐ - 2 (ending 1, ending 2)

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies IV. TIMBRE The learner… The learner… The learner…

 Introduction of Musical  applies the concept of  identifies visually and aurally  differentiates the characteristics of each 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 of each section of the Western quality of the different instruments of the orchestra. orchestra.

 identifies aurally the sound of a single instrument in any section of the Western orchestra.

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.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies VI. TEMPO The learner… The learner… The learner…

 Variations of Tempi  illustrates the concept of  identifies and demonstrates  distinguishes between ritardando and 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 - Monophony texture as monophonic musical examples. monophonic, homophonic, and - Homophony (one voice), homophonic polyphonic textures through musical - Polyphony (voice and  distinguishes monophonic, examples. accompaniment), and homophonic, and polyphonic polyphonic (many voices). textures.

 applies primary chords (I, IV, V) 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  Primary Chords intervals that constitute the and the primary chords of  identifies the notes of the primary chords. primary chords of a major minor scales of C, F, and G. and minor scales.  applies primary chords as  distinguishes the sound of a accompaniment to simple songs. major chord from a minor chord.  identifies the primary chords of the major and minor scales.

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K TO 12 MUSIC AND ART

MUSIC – GRADE 7

Content Content Standards Performance Standards Learning Competencies Music Grade 7 - FIRST QUARTER/FIRST GRADING PERIOD The learner... The learner… The learner…  Review of Elements and Processes  demonstrates  analyzes musical  analyzes examples of Philippine music understanding of musical elements and processes from Luzon and describes how the elements and processes of Philippine music. musical elements are used. of Philippine music,  Music of Luzon (Highlands particularly the music of  correlates Philippine  explains the distinguishing and Lowlands) Luzon highlands and music to the Philippine characteristics of representative lowlands. culture. Philippine music from Luzon in relation to history and culture of the area. - Vocal Music  performs examples of - Instrumental Music Philippine music, alone  analyzes the relationship of functions - Cultural Context  develops musical and with others, in of Philippine music from Luzon to the (History and Traditions) awareness and creativity appropriate tone, pitch, lives of the people. - Composition in expressing oneself rhythm, expression and - Social Functions while doing the style.  sings representative Philippine music. - Performance fundamental processes in Styles/Techniques music.  songs from Luzon (highlands and lowlands) alone and/or with others.

 performs on available instruments from Luzon, alone and/or with others.

 improvises simple rhythmic/harmonic accompaniments to selected

Philippine music from Luzon.  explores ways of producing sounds on

a variety of sources that would emulate instruments being studied.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies The Learner... The Learner... The Learner...

 evaluates music and music performances applying knowledge of musical elements and style.

Music Grade 7 - SECOND QUARTER/SECOND GRADING PERIOD

 Music of Mindoro, Palawan,  demonstrates  analyzes musical  analyzes examples of Philippine and the Visayas understanding of musical elements and processes music from Mindoro, Palawan, and elements and processes of Philippine music. the Visayas, and describes how the - Vocal Music of Philippine music, musical elements are used. - Instrumental Music particularly the music of  correlates Philippine - Cultural Context (History Mindoro, Palawan and the music to Philippine  explains the distinguishing and Traditions) Visayas. culture. characteristics of representative - Composition Philippine music from Mindoro, - Social Functions  develops musical  performs examples of Palawan, and the Visayas, in - Performance Styles / awareness and creativity Philippine music, alone relation to history and culture of the Techniques in expressing oneself and with others, in area. while doing the appropriate tone, pitch, fundamental processes in rhythm, expression and  analyzes the relationship of music. style. functions of Philippine music from Mindoro, Palawan, and the Visayas to the lives of the people.

 sings accurately representative songs from Mindoro, Palawan, and the Visayas, alone and / or with others.

 performs on available instruments music from Mindoro, Palawan, and the Visayas, alone and / or with others.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies The Learner... The Learner... The Learner...

 improvises simple rhythmic / harmonic accompaniments to selected Philippine music from Mindoro, Palawan, and the Visayas.

 explores ways of producing sounds on a variety of sources that would emulate the instruments being studied.

 evaluates music and music performances applying knowledge of musical elements and style. Music Grade 7 - THIRD QUARTER/THIRD GRADING PERIOD  demonstrates  analyzes musical  analyzes examples of Philippine  Music of Mindanao understanding of musical elements and processes music from Mindanao and describes elements and processes of Philippine music. how the musical elements are used. - Vocal Music of Philippines music, - Instrumental Music particularly the music of  correlates Philippine  explains the distinguishing - Cultural Context (History Mindanao. music to Philippine characteristics of representative and Traditions) culture. Philippine music from Mindanao in - Composition relation to history and culture of the - Social Functions  performs examples of area. - Performance Styles /  develops musical Philippine music, alone Techniques awareness and creativity and with others, in  analyzes the relationship of in expressing oneself appropriate tone, pitch, functions of Philippine music from while doing the rhythm, expression and Mindanao to the lives of the people. fundamental processes in style. music.  sings accurately representative Philippine songs from Mindanao, alone and/or with others.  performs on available instruments music from Mindanao.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies The Learner... The Learner... The Learner...

 improvises simple rhythmic / harmonic accompaniments to selected Philippine music from Mindanao.

 explores ways of producing sounds on a variety of sources that would emulate the instruments being studied.

 evaluates music and music performances applying knowledge of musical elements and style.

Music Grade 7 - FOURTH QUARTER/FOURTH GRADING PERIOD  Representative  demonstrates  analyzes musical  describes how a specific idea or Compositions of the understanding of elements and processes story is communicated through Philippines representative of Philippine music. Philippine Traditional Musical compositions of the Forms. - Harana Philippines and  correlates Philippine - Balitaw appreciation of prominent music to Philippine  illustrates how the different elements - Kundiman Filipino composers. culture. of music are combined in creating - Nationalistic Songs Philippine Traditional Musical - Instrumental  recognizes the Forms. contributions of the prime  Prominent Filipino exponents of Philippine  creates / improvises appropriate Composers music . sound, music, gesture, movements, and costume for a rendition of - Nicanor Abelardo  give values to Philippine particular Philippine Traditional culture as a vehicle Musical Forms. - Francisco Santiago towards national identity and unity.  researches and analyzes the lives, - Francisco Buencamino, works, and influences of early Sr. K to 12 – Curriculum Guide - version as January 31, 2012 39

K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies - Antonio Molina Filipino composers.

- Antonino Buenaventura  performs examples of early Philippine music, alone and with - Lucio San Pedro others.

- Rodolfo Cornejo

- Julian Felipe

- Juan Nakpil

- Lucrecia Kasilag

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K TO 12 MUSIC AND ART

MUSIC – GRADE 8

Content Content Standards Performance Standards Learning Competencies Music Grade 8 - FIRST QUARTER/FIRST GRADING PERIOD The learner... The learner... The learner... MUSIC OF ASIA

 Review of Elements and  demonstrates an  analyzes musical elements  analyzes an example of folk music from 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 prior knowledge and skills.  ascribes the distinguishing characteristics of representative folk  Music of Southeast Asia music from Southeast Asia to the history  demonstrates  correlates music to the and culture of the area. Indonesia, Malaysia, understanding of salient Southeast Asian culture. Singapore, Vietnam, Thailand, features of Southeast Asian  analyzes the relationship of functions of 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 accompaniments to selected folk music from Southeast Asia.

 explores ways of producing sounds on a variety of sources that would emulate instruments being studied.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies

 evaluates music and music performances applying knowledge of musical elements and style.

Music Grade 8 - SECOND QUARTER/SECOND GRADING PERIOD The learner... The learner... The learner...

 Review of Elements and  demonstrates an  analyzes musical elements Processes understanding of musical and processes of East Asian  analyzes examples of folk music from elements and processes music. East Asia, and describe how the by synthesizing and musical elements are used. applying prior knowledge and skills.

 Music of East Asia  demonstrates  correlates music to East Asian  ascribes the distinguishing understanding of salient cultures. characteristics of representative folk China, Japan, Korea features of East Asian music from East Asia to the history and music by correlating culture of the area. - Elements of Music musical elements and - Vocal Music processes to our native  analyzes the relationship of functions of - Instrumental Music forms. music from East Asia to the lives of the - Cultural Context (History people. and Traditions) - Composition  performs examples of East  sings representative folk songs from - Social Functions Asian music, alone and with East Asia, alone and/or with others. - Performance Styles / others, in appropriate tone, Techniques pitch, rhythm, expression and  performs on available instruments from style. East Asia, alone and / or with others.

 improvises simple rhythmic / harmonic accompaniments to selected folk music from East Asia.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies  explores ways of producing sounds on a variety of sources that would emulate instruments being studied.

 evaluates music and music performances, applying knowledge of musical elements and style.

Music Grade 8 - THIRD QUARTER/THIRD GRADING PERIOD The learner... The learner... The learner...  Review of Elements and Processes  demonstrates an  analyzes musical elements and  analyzes examples of folk music from understanding of musical processes of Central Asian, Central Asia, South Asia, and Near East elements and processes by South Asian, and Near East countries, and describe how the musical synthesizing and applying prior countries music. elements are used. knowledge and skills.  correlates music to the Central  ascribes the distinguishing characteristics Asian, South Asian, and Near of representative folk music from Central East countries culture. Asia, South Asia, and Near East countries to the history and culture of the area.

 analyzes the relationship of functions of music from Central Asia, South Asia, and Near East countries to the lives of the people.  Music of Central Asia, South Asia, and Near East countries  demonstrates understanding of  performs examples of Central  sings accurately representative folk salient features of Central Asia, Asian, South Asian, and Near songs from Central Asia, South Asia, and India, Pakistan, Middle East, South Asia, and Near East East countries music, alone Near East countries, alone and/or with Israel countries music by correlating and with others, in appropriate others. musical elements and tone, pitch, rhythm, expression - Elements of Music processes to our native forms. and style.  performs on available instruments from - Vocal Music Central Asia, South Asia, and Near East - Instrumental Music countries, alone and / or with others. K to 12 – Curriculum Guide - version as January 31, 2012 43

K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies - Cultural Context (History and Traditions)  improvises simple rhythmic / harmonic - Composition accompaniment to selected folk music - Social Functions from Central Asia, South Asia, and Near - Performance Styles / East countries. Techniques  explores ways of producing sounds on a variety of sources that would emulate instruments being studied.

 evaluates music and music performances, applying knowledge of musical elements and style.

Music Grade 8 - FOURTH QUARTER/FOURTH GRADING PERIOD The learner... The learner... The learner...  Asian Traditional Music and Theater  demonstrates  analyzes musical elements and  describes how an idea or story is - Sarsuela understanding of salient processes of Asian Traditional communicated through Asian - Kabuki features of Asian Music and Theater. musical and theatrical forms. - Wayang Kulit Traditional Music and - Peking Opera Theater by correlating  correlates Asian Traditional  illustrates how the different elements musical elements and Music and Theater to Asian of music contribute to creating the processes to our native cultures. dramatic action in Asian traditional forms. musical and theatrical forms.  performs examples of Asian Traditional Music and Theater,  creates / improvises appropriate alone and with others, in sound, music, gesture, movements, appropriate tone, pitch, rhythm, and costume for a rendition of a expression and style. chosen Asian traditional musical and theatrical form.

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K TO 12 MUSIC AND ART

MUSIC – GRADE 9

Content Content Standards Performance Standards Learning Competencies Music Grade 9 - FIRST QUARTER/FIRST GRADING PERIOD The learner... The learner... The learner...  Music of the Renaissance Period  demonstrates understanding  performs examples of music  sings accurately alone and/or with others of salient features of music from different periods of music representative examples of songs of the - Composer from different historical history, alone and with others, Renaissance and Baroque period.  Palestrina periods. in appropriate tone, pitch, rhythm, expression and style.  improvises simple rhythmic/harmonic  Music of the Baroque accompaniments to selected songs Period  analyzes an example of music from the - Composers: Renaissance and Baroque and describe  Bach how the musical elements are used.  Handel  explores ways of producing sounds on a variety of sound sources that would be similar to the sound of the instrument studied.

 demonstrates the  performs / participates in a  analyzes the relationship of functions of 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.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies Music Grade 9 - SECOND QUARTER/SECOND GRADING PERIOD The learner... The learner... The learner...  Music of the Classical Period  demonstrates  performs examples of music  sings accurately alone and/or with others - 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 Classical period and describes how the musical elements are used.

 explores ways of producing sounds on a variety of sound sources that would be similar to the sound of the instrument studied.

 demonstrates the  performs/ participates in a  analyzes the relationship of functions of 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.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies Music Grade 9 - THIRD QUARTER/THIRD GRADING PERIOD The learner... The learner... The learner...  Music of the Romantic Period  demonstrates  performs examples of music  sings accurately alone and/or with others - Composers: understanding of salient from the different periods alone representative examples of songs of the  Tchaikovsky features of music from and with others, in appropriate Classical Period.  Chopin different historical periods. tone, pitch, rhythm, expression  Verdi and style.  improvises simple rhythmic/harmonic  Puccini accompaniments to selected songs.  Wagner  Liszt  analyzes examples of music from the Classical period and describes how the musical elements are used.

 explores ways of producing sounds on a variety of sound sources that would be similar to the sound of the instrument studied.

 demonstrates the  participates in a presentation of  analyzes the relationship of functions of 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.

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K TO 12 MUSIC AND ART

Content Content Standards Performance Standards Learning Competencies Music Grade 9 - FOURTH QUARTER/FOURTH GRADING PERIOD The learner... The learner... The learner...

 Western and Eastern Music Compared  demonstrates an  analyzes common musical  describes how an idea or story is 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 knowledge and skills.  illustrates how the different elements are combined in Western music.

 creates / improvises appropriate sound, music, gesture, movements, and costume for a particular presentation about a chosen historical period.

 demonstrates understanding of  compares the functions of  makes a presentation highlighting the 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 Asian Music.  performs examples of Western and Asian music, alone and with others, in appropriate tone, pitch, rhythm, expression and style.

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K TO 12 MUSIC AND ART

MUSIC – GRADE 10

Content Content Standards Performance Standards Learning Competencies Music Grade 10 - FIRST QUARTER/FIRST GRADING PERIOD The learner... The learner… The learner…

 Music of the Post-  demonstrates understanding of  distinguishes characteristics of  correlates the distinguishing 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  Musical Systems cultures and historical periods. 20s to the 50s to history and culture.

- 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 of Post-Romanticism and Popular Music of the 20s to the 50s, in the lives of the people.

 Popular Music of the 20s to  demonstrates the  demonstrates, through a  sings alone and/or with others 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

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Content Content Standards Performance Standards Learning Competencies The learner... The learner... The learner...  improvises simple rhythmic/harmonic accompaniments to selected Post- Romanticism and Popular Music of the 20s to the 50s.

 explores ways of producing sounds that would be similar to the sound of the instruments studied.

Music Grade 10 - SECOND QUARTER/SECOND GRADING PERIOD

 Popular Music of the 60s  demonstrates  participates in diverse ways in  sings accurately alone and/or with others to the 90s understanding of salient artistic and cultural representative examples of Popular features of contemporary performances of Popular Music Music of the 60s to the 90s. - Performers and Genres: music. of the 60s to the 90s.  Beatles  performs on available instruments alone  Peter, Paul and Mary and/or with others.  Motown Sound  Rhythm and Blues  improvises simple rhythmic/harmonic  Soul/Gospel accompaniments to selected Popular  Rap Music of the 60s to the 90s.

 demonstrates the  interprets in diverse ways  analyzes examples of Popular Music of commonalities and one’s understanding and the 60s to the 90s and describes how the differences of music from appreciation of Popular Music musical elements are used. different cultures of the of the 60s to the 90s. world; its functions; the  explores ways of producing sounds that roles of musicians in would be similar to the sound of the society; and the conditions instruments studied. under which music is typically performed.  analyzes the relationship and functions of Popular Music of the 60s to the 90s to the lives of the people.

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 correlates the distinguishing characteristics of representative music to history and culture. Music Grade 10 - THIRD QUARTER/THIRD GRADING PERIOD The learner… The learner… The learner…  Contemporary Philippine Music  participates in diverse ways in  correlates the distinguishing  demonstrates artistic and cultural characteristics of representative - Composers: understanding of salient performances of 20th and 21st Philippine 20th and 21st century to history  Lucio San Pedro features of contemporary century music. and culture.  Felipe Padilla de Leon music.  Rodolfo Cornejo  sings accurately alone and/or with others  Lucresia Kasilag representative examples of Philippine th st  Jose Maceda 20 and 21 century songs  Manuel Maramba th  Ramon Santos  performs on available Philippine 20 and  Ryan Cayabyab 21st century instruments or improvised  Chino Toledo instruments alone and/or with others

 improvises simple rhythmic/harmonic - Performers: accompaniments to selected Philippine  Lea Salonga 20th and 21st century songs.

 OPM Artists  Oscar Yatco  demonstrates the  analyzes an example of 20th and 21st

 Cecile Licad commonalities and century Philippine music and describes  Gilopez Kabayao differences of music from how the musical elements are used.  Jovita Fuentes different cultures of the  UP Madrigals world; its functions; the  explores ways of producing sounds on a  Andrea Veneracion roles of musicians in variety of sound sources that would be  Loboc Singers society; and the conditions similar to the sound of the instruments under which music is studied. typically performed.

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Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…

 interprets in diverse ways  analyzes the relationship of functions of th st one’s understanding and 20 and 21 century Philippine music to appreciation of 20th and 21st the lives of the people in the present century music. time.

 evaluates music and music performances using knowledge of musical elements and style.

Music Grade 10 - FOURTH QUARTER/FOURTH GRADING PERIOD

 Music and Media  demonstrates an  analyzes musical elements  describes how an idea or story is understanding of musical and processes of communicated through a musical elements and processes by Contemporary Music. presentation. synthesizing and applying prior knowledge and skills.  performs examples of Contemporary  correlates the functions of Music, alone and with others, in  demonstrates an music to modern society and appropriate tone, pitch, rhythm, understanding of salient culture. expression and style. features of Contemporary Music by comparing  illustrates how the different elements are musical elements.  demonstrates skills in using combined in music and media various media and technology presentation.  demonstrates to create musical work and understanding of the presentations.  creates / improvises appropriate sound, interrelationship between music, gesture, movements, and music, technology, and costume for a chosen presentation. media.  makes a presentation highlighting the differences and similarities between contemporary music in the Philippines and the world.

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 evaluates music and music performances using knowledge of musical elements and style.

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ART

(Grade 1 to Grade 10)

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CONTENT OF ART

THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to and enriching the topics in the other subjects of the student)

Kindergarten and Grade 1: Myself, my Family and School Grade 2: My Neighborhood, My Community Grade 3: My Province, My Region Grade 4: Cultural Communities in the Philippines Grade 5: History of the Philippines Grade 6: The Philippines in the Present Times Grade 7: The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao Grade 8: Our Asian Neighbors Grade 9: The Western Countries Grade 10: The Middle East, Africa, and the Americas Grade 11: Contemporary Times and the New Media Grade 12: Art Related Careers

DOMAINS OR DISCIPLINE AREAS IN TEACHING ART:

There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops the student’s HIGHER ORDER THINKING SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12 In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and values which gradually become more complicated and multi-faceted through each grade level.

A. Creative Expression or Art Production : 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.

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ART - GRADE 1

Content Content Standards Performance Standards Learning Competencies

Grade 1 - FIRST QUARTER Process: The learner… The learner… The learner…  DRAWING  portraits  understands that ART is all  distinguishes and is able to  creates a portrait of himself and his  persons around and is created by identify the different kinds of family which shows that the face has  animals different people. drawings : balance and proportion .  plants, flowers  portraits  houses, furniture  understands that artists use  group portraits  draws different animals – his pets, and different tools and materials in  landscapes common animals found in the country Elements: creating ART.  cityscapes showing different shapes and textures.  shapes  on-the-spot drawings  lines  sees that artists use different of nature.  draws different kinds of plants, leaves  texture.. lines, shapes and colors when and flowers showing a variety of they draw natural or man-  uses different drawing tools – shapes, lines and color. Principles: made objects. pencil, crayons, piece of  balance charcoal , a stick on different  distinguishes and is able to identify the  proportion  demonstrates an papers, sinamay, leaves, tree different kinds of drawings : understanding that a drawing  variety bark, and other local materials  portraits can be realistic or imaginary; .to create his drawing.  group portraits useful and decorative.  landscapes

 observes and sees the details  cityscapes  understands that drawings in a person’s face, in plants  on-the-spot drawings of nature. can express one’s ideas and animals, in a view, to be about oneself, one’s family able to show its shape and  uses different drawing tools – pencil, and neighborhood. texture. crayons, piece of charcoal , a stick on different papers, sinamay, leaves,

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The learner… The learner… The learner…

 creates a view-finder to  tree bark, and other local materials .to help him/her select a create his drawing. particular view to draw  observes and sees the details in a person’s face, in plants and animals, in a view, to be able to show its shape and texture.

* draws the selected view seen through the view-finder

Grade 1 - SECOND QUARTER Process:

 PAINTING  knows that colors are seen in  uses his creativity to create  experiments on painting using different 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 and geometric shapes like in a parol nature, like colored flowers,  creates a harmonious design and paints it in primary and secondary Elements: 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 pattern. Philippine jeepney or fiesta décor using  primary colors  understands that colors have primary colors.  secondary colors names, and have groups and  selects certain colors to paint can be produced by mixing two his design, to show a specific or more colors. feeling or mood.

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The learner... The learner... The learner...

 appreciates the Filipino’s love * observes the variety of colors in  creates a design inspired by  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 parols  selects colors that will create  paints a landscape choosing 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  balance mood or feeling. * appreciates and talks about the landscape he painted and and the landscapes of others

Grade 1 - THIRD QUARTER Process:  PRINTMAKING  realizes that man since long  distinguishes between a print  creates a print by rubbing pencil or This process allows the ago, has been making prints in and a drawing or painting. crayon on paper placed on top of a artist to copy the image caves and stone walls. textured object (coin, corrugated he creates several times.  identifies a print from nature paper, textured leaves, bark, etc)  understands that different and one made from a man-  Kinds of prints: natural and man-made objects made object  creates a print by using his finger or  Nature print can be used to make a print. palm or any part of his body and  Object prints  replicates repeated patterns in applying dyes or paint and pressing it  Stencil prints  knows that prints make it nature, in the environment and to create an impression. possible for many people to in works of art Elements: have a copy of an artist’s  creates a print using objects from  Texture artwork.  identifies different kinds of nature: leaves, stones, shells, flowers,  Shape textures and shapes in nature, seeds, bark, scales, animal skin etc.  sees that prints use actual in the surroundings and in art. texture as part of the design

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The learner… The learner… The learner… Principles:  Prints can be  understands that prints can be  has the skill to manipulate  creates a print using found objects  repeated repeated, alternated or natural and man-made objects, (eraser; block of wood or plastic; toy,  alternated emphasized to create a design. apply paint or dyes and print fork, piece of cloth, cup)  emphasized on a surface to repeat the design  repeats a design by the use of stencil (recycled paper, plastic, cardboard,  identifies artistically designed leaves, and other materials) and prints prints in the works displayed. on paper, cloth, sinamay, bark, or a and in his own work. wall.

Grade 1 - FOURTH QUARTER Process:  3-D works and  sees that ancient Filipinos  can distinguish between a 2-  shapes animal and human figures out SCULPTURE used clay to make jars for dimensional and 3- of clay, flour-salt mixture, or paper- their rice, water, and food dimensional artwork and state mache using different techniques Elements: and for their utensils. the difference.  creates mobiles out of recycled  shape  understands that a 3-  observes the characteristics of cardboard and paper, baskets, leaves, (3-dimension - dimensional object has animals in terms of shape and string and decorates it with found it has height, depth height, width and depth: like a texture of their skin and objects. and width) ball, a cube, a mango, an translates this into a 3D animal, a book, a person. An sculpture by using different  constructs a mask out of cardboard,  texture – feel of the artist uses many materials to marking tools. glue, found materials, bilao, paper plate, surface carve or shape a 3D object. string, seeds and other found materials  uses his/her creativity in like the Ati-atihan masks of Aklan.  understands that different recycling discarded materials materials can be used in and uses it to create a mask  creates a useful 3D object: creating a 3-dimensional and a useful object.  a pencil holder, bowl, container, using Principles: object: recycled materials like plastic bottles  clay or wood (human or  appreciates the creativity of  proportion - parts are animal figure) local and indigenous  carves a decorative pendant out of of the proper size and  bamboo (furniture, bahay craftsmen and women who dough clay , real clay or paper mache. K to 12 – Curriculum Guide - version as January 31, 2012 59

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weight so that the kubo) create artistic and useful sculpture is balanced.  stone ( Philippine mortar & things out of recycled pestle) materials like the parol,  Emphasis is created - softwood ( trumpo maskara, local toys, masks. by using unusual - paper, cardboard,( masks) decorative materials  found material – parol,  can select 3D objects that are that are big, or colorful, sarangola well proportioned, balanced or unusual.  marble - religious statues. and show emphasis in design

 realizes that the Philippines is rich with different materials that the indigenous people and artists carve and shape to create various objects.

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ART - GRADE 2

Content Content Standards Performance Standards Learning Competencies

Grade 2 - FIRST QUARTER The learner... The learner... The learner... Process:  DRAWING  sees that each person in  learns to observe  draws a portrait of two or more - portrait of two or more this world has a unique distinctions between facial persons – his friends, his family, people in one work face (some are round, features of persons: showing the differences in the shape - body in motion oval, square faced) and  like shape of the eyes, of their facial features. each has a different body nose, lips, head; and - still life of fruits/plants shape (some are tall, fat, texture of the hair and can  shows motion or action in the (drawing from life) thin, small, big) - showing show these in a drawing. drawing of human bodies imaginary landscape the variety of human beings in this world.  observes the position of the  composes the different fruits or Elements: arms, legs and body when plants to show overlapping of shapes  different lines  realizes that artists have a person is doing an action, and the contrast of colors and shapes  natural shapes drawn or painted portraits and portrays this in an in his colored drawing, of persons to capture their action-drawing.  colors - contrasting likeness, and their character.  appreciates the different * draws from an actual still life Principles:  ( Philippine artists who styles of Filipino artists arrangement.  variety of lines, shapes made portraits: Damian when they create portraits.  proportion of body parts, Domingo, Simon Flores,  creates an imaginary landscape or fruits Juan Luna, Amorsolo )  translates his imagination world from a dream or a story.  contrast of shapes into a drawing that others  appreciates the variety of can appreciate and see. shapes of Philippine plants, leaves and fruits  can point out the contrast and their contrasting between shapes and colors. colors of different fruits or plants and flowers in one’s work and in the work of others.

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Grade 2 – SECOND QUARTER The learner... The learner... The learner... Process:  PAINTING  notes the variety of the  describes the lines, shapes  points out the unique shapes, colors, fishes and sea creatures shapes, designs on the and textures seen in the texture and design of the skin covering or wild forest animals covering and skin of fishes different sea or forest of different fishes and sea creatures designs: lines, shapes and sea creatures; colors animals using visual art or of wild forest animals from pictures tricycles, jeepneys and shapes are repeated or words. or memory, and draws with pencil or contrasted crayon these sea or forest animals in Elements:  points out the contrasts in their habitat showing their unique  colors – primary  observes that local man- the colors, , shapes, shapes and features secondary made objects like tricycles textures between two or and jeepneys are painted more animals.  paints the drawing of animals to show  shapes – organic with a variety of lines, the variety of colors and textures geometric shapes and designs that  can work harmoniously with found in the skin covering of these make each one unique. a group in painting a animals.  textures –spotted design for a tricycle or furry shiny, slimy  generalizes that each  with a group, draws the outline of a person can create his own tricycle or jeepney on a big paper, design by using two or jeepney that shows unity and paints the design of lines and Principles: more kinds of lines, colors while using a variety of shapes that show repetition, contrast  repetition and shapes and repeating lines, shapes and colors. and rhythm,  contrast or contrasting them, so that  rhythm there is rhythm.  displays control in the use of painting tools and materials to paint the different line, shapes and colors in his work or in a work done with others

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Grade 2 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING  realizes that designs for  shows facility in making a  experiments with natural objects banana trunk prints prints can be found in clear print from natural and (leaves, twig, sliced vegetables, fern prints many natural objects: manmade objects. banana stalks, bark of trees,etc.) by eraser prints leaves, cut trunk of dabbing dyes or paints on the surface found object prints banana stalks, shape of  Is able to create a and presses this on paper or cloth, cut out designs twigs, grass, flat stones. consistent pattern by sinamay and any other material to card making making two or three prints create a print.  sees that patterns created that are repeated or Elements: by man usually repeat a alternated in shape or  collects man-made objects with a flat  shapes line, shape or color to color. surface and dab dyes or paint before  textures create a harmonious pressing it on paper or any cloth to  colors design.  can print multiple copies of create a print. his design so that he can Principles:  repetition of motif  contrast of motif & color  observes that any object  creates a print by repeating, that has a flat surface and have several cards or alternating or contrasting the color or has a specific shape can papers that can be size or texture of the prints. be painted and printed to exchanged or given as gifts. create a design ( an  creates prints for a card and makes eraser, sides of a popsicle  carves a shape or letter on several copies or editions of the print stick; a slice of kamote or an eraser or kamote which so the cards can be exchanged with potato; corn cob) can be painted and printed other people. several times.  realizes that prints are needed to multiply an artist’s design and make it available to many people.

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Grade 2 - FOURTH QUARTER The learner... The learner... The learner... Process:  SCULPTURE and  realizes that all man-made  is able to create a free-  creates an imaginary robot or 3-D CRAFTS objects and toys in this standing balanced figure creature using different sizes of world were created by made of boxes and found boxes, coils, wires, bottle caps and - box figure sculpture artists and craftsmen using material. other found material putting them - kites and boats local or manufactured together with glue, wires, tape. - paper mache animals materials.  discovers the traditional - clay figures way of making a sarangola,  constructs a native kite from thin  sees the artistry of different which is an old iconic toy bamboo sticks, papel de japon glue Elements: local craftsmen in creating: of the Philippnes and can and string and tests its design  animal shapes make it fly. (proportion and balance) by flying it.  geometric shapes  taka, paper mache  texture horses and other  learns the steps in making  molds an animal shape using paper animals in Paete, a paper mache animal mache on wire or bamboo armature Principles: Laguna figure using an armature. or framework, showing the animal in  proportion  sarangola, or kites action.  balance made by artists  demonstrates beginning  banca, native boats skill in the method of  creates a clay human figure that is from Cavite, and creating 3-dimensional free balanced and can stand on its own. coastal towns. standing figures out of different materials.  sees that 3-D human figures can be made of different materials:  clay, wood, found materials, recycled objects, wire, metal, bamboo.

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ART - GRADE 3

Content Content Standards Performance Standards Learning Competencies

Grade 3 - FIRST QUARTER The learner… The learner... The learner...

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 foreground; the objects middleground and the background by texture 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 in observation of natural  sketches on-the-spot outside or near objects are free in the background, and by objects in his/ her the school to draw a plant, flowers or a form or organic. doing this there is balance surrounding noting its tree showing the different textures size, 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 unique design using only two kinds  creates a geometric design by 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.

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Grade 3 - SECOND QUARTER The learner... The learner... The learner...

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 fruits, drawing them overlapping and wild animal (close-up) colors and shapes. and animals and noting its choosing the right colors for each fruit. color, shape and texture. Elements: Color  realizes that new tints and  paints a landscape at a particular time mix colors to create tints, shades of colors can be  applies his/her knowledge of the day and selects colors that shades and neutral created by mixing two or of planes in a landscape complement each other to create a colors 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, skin  observes that several sketches, and painting it later, adding covering and color Filipino artists have painted the texture of its skin covering. Texture landscapes in their own is created by variety of  sees that there is harmony particular style and can 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 each Ex: landscapes of other create harmony Felix Hidalgo and a mood of the Fernando Amorsolo painting. Jonahmar Salvosa

Still lifes of Araceli Dans Jorge Pineda Agustin Goy

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Grade 3 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING  understands that a print  exhibits basic skills in  writes a slogan or logo of a few (stencils) can be made from objects making a design for a print words about the environment or T-shirt /cloth print from nature that prints and producing several related messages to be printed on T- poster prints made by artists can be clean copies of the print shirts, posters or banners or bags. duffel bag print realistic or abstract  can design an attractive  creates and cuts a stencil from paper Elements:  realizes that a print design logo or message about or plastic sheets to be used for  Shape can be duplicated many the environment with multiple prints on cloth or hard paper. letter stencils times by hand or by letters and abstract shapes logo designs machine and can be to be used for a print  creates a print for a shirt, bag or a abstract shapes shared with others. poster using letter stencils or  can manipulate a stencil abstract designs using his/her  Color  observes that a good print with adequate skill to selected message and prints several Complementary colors design uses repetition of produce a clean print for a copies. shapes or lines and message, slogan or logo Principles: emphasis through contrast for a Tshirt, poster or bag.  Repetition of shapes and lines of letters and logos and shapes  can produce at least 3  understands that designers good copies of the print  Emphasis who create special prints using complementary of shapes by contrast for T-shirts, bags, and colors and contrasting . other products are able to shapes. earn a living from selling their products.

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India.

Grade 3 – FOURTH QUARTER The learner... The learner... The learner... Process:  SCULPTURE and  demonstrates knowledge of  demonstrates basic skill in  constructs a simple puppet based on a CRAFTS different styles of puppets constructing a puppet character in a legend, myth or story puppets on a stick made In the Philippines made from a hard material using recycled cardboard, bark of a imaginary masks (from Teatro Mulat and and stick, which can be tree or any hard material and bamboo Anino Theater). Puppetry manipulated.. stick or twig. began in China and India and was practiced in  demonstrates ability to  applies designs of varied shapes and Elements: Thailand, Indonesia, decorate the puppet using colors on his/her puppet to show the  SHAPES , Malaysia and Vietnam and designs that would give it a unique human and animals later in Europe. specific and unique character.  COLORS primary, character of the puppet. secondary,  appreciates variations of  is able to manipulate the tertiary puppets in terms of puppet to act out a  acts as puppeteer together with material, structure, shapes, character in a story others, in a performance of the story,  TEXTURES colors and intricacy of together with other puppets using the puppet he/she created. visual and actual textural details.  is able to design a mask  creates a mask or headdress that is Principles:  understands that puppetry that uses recycled imaginary in design using found and  Emphasis was used to tell stories, materials and natural recycled material, inspired by local by Variation of shapes legends and myths, instill objects. festivals. and texture values and to entertain  CONTRAST children and adults; and of colors that master puppeteers were honored in their country.

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 Demonstrates understanding that masks of imaginary designs are created during Phil. festivals (Maskara Festival and Ati-atihan ) and religious rituals (Moriones)

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ART - GRADE 4

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Grade 4 - FIRST QUARTER The learner... The learner... The learner...

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 rich characteristics of several communities’ way of dressing and crayon etching of 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

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this to create a contemporary design.

Grade 4 - SECOND QUARTER The learner... The learner... The learner... Process:  PAINTING  views pictures of localities  can distinguish the attire,  creates a preliminary sketch of the imp. landscape in a province where different cultural accessories, lifeways of landscape of one of the cultural (indigenous houses) communities live and selected cultural communities based on research and mural painting understands that each communities from different observation group has distinct houses parts of the country. Elements: and practices. (refer to  paints the sketched landscape using  SHAPES – showing Filipino Heritage series for  can compare the colors appropriate to the reality of the foreground, middle ground details about the different geographical location, cultural community’s lifeways. and background cultural communities and practices, festivals, and Philippine Ancestral cultural practices of the  combines his/her individual  COLOR – to show mood Houses byFernando different cultural groups. landscapes with the landscapes of and atmosphere Zialcita, Martin Tinio, Jr.) otherswithin the class to create a  realizes that the choice of mural which they will put up for their Principles:  uses cultural references to colors to use in a class and their school to appreciate.  PROPORTION of create paintings that landscape gives the mood houses, buildings, fields, reflect the realities of the or feeling of the painting. mountains, sky in a landscape cultural groups’ life.  understands that the  realizes that the cultural mural is an effective visual communities in the narrative or story that can Philippines need to be inform people about honored and their culture Philippine cultural appreciated by present communities. day Filipinos, since their culture will disappear if it is not protected and preserved.

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Grade 4 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING  discovers that there are  uses additive process in  makes sketches or studies of ethnic relief prints- glue print other printmaking creating a relief master by motifs and creates a design out of cardboard print techniques using other adding and gluing strings, repeating, alternating or radiating the found objects print materials done by crafts cardboard, found objects motif. Element: artists from our country and and glues objects with  TEXTURE from other countries varied textures to create an  creates the relief mold using found from a variety of (China, Japan, Africa, interesting relief. material: hard foam; cardboard materials Europe) shapes glued on wood; string and  LINES  Uses subtractive process buttons, old screws, metal parts glued Organic, geometric  understands the principle by carving or cutting out on wood or cardboard  COLORS of relief prints – the lines and shapes from the earth or natural colors embossed textured shapes master plate.  produces with his/her group. multiple Principles: will be printed while the copies of the relief print using  CONTRAST depressed parts will serve  prints reliefs with adequate industrial paint or natural dyes to smooth vs. rough as empty space providing skill to produce clean prints create decorative borders on a wall in curves vs. straight lines contrast. with a particular design class or the school or for a play or small shapes vs. Big motif (repeated or for a decorative panel.  understands that relief alternating) on a wall or a prints are more interesting big space. and harmonious if there is a balance of textured areas  assesses if prints done by and smooth areas; big others are well-printed and shapes and small shapes. if the designs are harmonious.  knows that ethnic designs from the Phil. cultural  presents research on relief communities can be used prints created by craftsmen to make contemporary of other countries. reliefs and prints for decoration of walls/textiles.

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Grade 4 - FOURTH QUARTER The learner... The learner... The learner: Process:  SCULPTURE and  researches on textile  appreciates the intricate  creates original tie-dye designs by 3-D crafts traditions like tie-dye – steps involved in tie-dyeing following traditional steps in dyeing done in China, India, for cloth and weaving as textiles using one color and two  Textile craft: tie-dye Japan, Indonesia in the seen in the abaca colors as applied to T-shirts or any (one color; 2 colors) olden times and presently, tapestries (T’nalak) done by cotton cloth. in other countries and also the T’bolis and the  Mat weaving (buri) in the Philippines – like the intricately designed mats  researches on tie-dyed crafts of the T’bolis who create their done in other provinces. T’boli and presents designs made by Elements: Tinalak mats by tie-dyeing them ; presents research on tie-dyed  COLOR – dyes can abaca strands.  understands that textile products of other countries to be combined to create crafts like tie-dye demands compare their designs and colors. new colors  realizes that this craft of tie- practice and faithful Principles: dye is a long process and repetition of the steps to  presents pictures or actual samples of demands patience and produce good designs different kinds of mat weaving  REPETITION hard work since there are traditions in the Philippines of motifs, colors several steps to be  is able to replicate followed. traditional skills like tie-dye  creates a small mat using colored and mat weaving that is buri strips or any material that can be  Sees the intricate designs still being practiced by local woven, showing different designs: of mats woven in: craftsmen from indigenous square, checkered, zigzag, and  Basey,Samar buri mats communities. stripes.  Iloilo bamban mats  Badjao & Samal mats  Laminusa mats of Tawi- tawi  Romblon buri mats and notes the unique characteristic of each.

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ART - GRADE 5

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Grade 5 - FIRST QUARTER The learner... The learner... The learner... Process:  understands that we are  is able to give the illusion of  creates 3-dimensional drawings from  DRAWING influenced by events, depth and 3-dimensionality important archeological artifacts seen drawing from archeological practices, the culture of by the use of cross- in books and the museums (National artifact foreigners who have come hatching and shading in Museum and its branches in the Phil) drawing Philippine houses to our country by way of drawings (old pottery, and in old buildings or churches in the and buildings, churches trade (Chinese and other boats, jars, musical community. from different historical Asians) or by way of instruments) periods (on-the-spot) colonizing us (Spaniards,  after looking around the community, Elements: Americans, Japanese)  shows details of draws old houses, churches or  LINES – crosshatching architectural features of a buildings on the spot, and creates a to simulate 3-dimensional  realizes that our being an bahay kubo, a torogan, a mural with the drawings of the others effect. archipelago and being bahay na bato, simbahan, of their community.  SHAPES – geometric strategically located has carcel, etc) and is able to 3 dimension made us part of a vibrant name the significant parts.  creates a mini-exhibit with labels on Principles: trading tradition (Chinese Philippine artifacts and houses after  RHYTHM – repeated merchants, Galleon Trade,  can talk and describe the completing drawings with the whole Silk traders) different artifacts and class. motifs  BALANCE – symmetrical architectural buildings and asymmetrical  sees from archeological found in their locality and artifacts that the form of our in different parts of the Philippines. houses, our clothes, language, lifestyle – utensils, food, pottery, furniture, etc.. are influenced by foreigners who have come to our shores. (manunggul jar, balanghai, bahay na bato, kundiman,

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Gabaldon schools, vaudeville, Spanish – inspired churches

Grade 5 - SECOND QUARTER The learner... The learner... The learner... Process:  PAINTING  identifies important natural  trains his/her visual  draws on the spot sketches of the landscapes of important and historical places in perception by noting and significant natural or man-made places in the community their community that naming the significant places in their community (natural or man-made) tourists usually go to or details in the place or that has been designated landscape to be able to  selects one of the sketches and Elements: World Heritage Site, or sketch it faithfully. creates a preliminary drawing for a  LINE sites that local people painting of that particular landscape, (one-point perspective value.  chooses complementary using complementary colors. In landscape drawing) (ex: rice terraces in colors to produce a  COLOR Banawe, Batad; Paoay harmonious painting of the  utilizes one-point perspective to paint Complementary Church and Miag-ao selected landscape or site. the landscape, designating objects in Principles: Church landscape of the foreground, middle ground and  HARMONY Batane, Callao Caves in  compares the work of two background area to give depth to the created through the Cagayan; old houses of artists/persons looking or landscape right proportion of parts Taal, Batangas; the painting the same place torogan in Marawi) and compare the  selects complementary color in  is able to name and point difference in their ―style‖. painting to create a harmonious out the architectural landscape. features or natural features  appreciates the skill and of the place after artistry of Philippine observation from pictures painters and artists in or an actual visit to the painting different place. landscapes of the Philippines and is able to  realizes that artists in all describe what makes each periods, have painted artist unique. landscapes of beautiful or K to 12 – Curriculum Guide - version as January 31, 2012 75

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significant places in their province or country and they have their own styles in painting.

(ex: Fabian dela Rosa; Fernando Amorsolo, Carlos Francisco, Vicente Manansala,Jose Blanco, Victor Edades,Juan Arellano, Prudencio Lamarroza, Manny Baldemor)

Grade 5 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING  explores a new printmaking  demonstrates beginning  follows the step by step process of linoleum or rubber print technique, using a sheet of skill in creating a lino, creating a print : or wood print thin rubber (used for soles rubber or wood print by  sketching the drawing of a Philippine of shoes) or linoleum or safe use of carving tools indicating areas to be carved out mythological creature any soft wood that can be and carving a variety of and areas that will remain. carved or gouged to create indentations to create Elements: dif. lines and textures textures and lines.  carving the image on the rubber  LINE or wood using sharp cutting  designs a mythological  is able to produce several tools Thick, thin, jagged lines creature from reading good editions of the same stories about them. print that are well-inked  doing a preliminary rubbing  TEXTURE ( Mariang Makiling, Bernardo and evenly printed. ribbed, fluted, woven, Carpio, dwende, capre, sirena, carved . Darna, diwata, Dalagang  Is able to create variations  finally inking the plate with Magayon, etc) from the same print by printing ink Principles: using  CONTRAST  appreciates the richness of  placing paper over it , rubbing the K to 12 – Curriculum Guide - version as January 31, 2012 76

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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 compilation of their prints to create a book or calendar which they can give as gifts, sell or display in the walls of their school

Grade 5 - FOURTH QUARTER The learner... The learner... The learner... Process:  SCULPTURE AND  appreciates the many  demonstrates fundamental  is able to construct the framework of 3-D CRAFTS variations in the geometric construction skills in the star-shaped parol out of thin Constructing a PAROL design and materials of the making a 3-dimensional pliable bamboo sticks with ends tied Elements: Philippine parol, parol that is balanced, and with string.  COLOR particularly the ones artistic with repeated primary colors coming from Pampanga. decorations and colors.  uses different colors of the secondary colors transparent papel de japon to cover  SHAPE  knows that unknown  shows knowledge of the bamboo framework with glue and Geometric shape craftsmen are behind the design by his/her repetition overlap it with different shapes and Organic shapes artistry and design of the of colors and shapes in the colors to create new designs Principles: award-winning parols, making of the parol.  REPETITION; colors, which show creativity and  adds decorative tassels and fringes Shapes imagination in their use of  traces Philippine historical to make the parol move in the wind, BALANCE – of the natural and geometric roots to Mexico and Spain making it a colorful mobile with lights. Structure and shape shapes and colors and as seen in our Christmas local materials. decorations like the parol with the belen.  understands the historical connection to Mexico and K to 12 – Curriculum Guide - version as January 31, 2012 77

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the religious significance of the parol to Philippine traditions in the celebration of the Christmas season.

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ART - GRADE 6

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Grade 6 - FIRST QUARTER The learner... The learner... The learner... Process:  DRAWING,  understands that with the  uses his/her regular  researches on artists, drawings and  NEW TECHNOLOGIES presenc e of new drawing skills applied to a artworks that can be accessed animation, digital art, technologies, new new medium (technology) through the internet from all periods computer art and instruments can be used for and updates his/her (the past, through museum websites, drawing big murals, drawing knowledge on the new the present through blogs, Flickr, designs for VCDs, ex: sketching w/computer, digital tools for art that is Tumblr, etc) and share these with the posters , websites coloring with omputer available. class. Elements: doing floor plans  LINE, layouting a magazine  uses the internet and  creates a drawing (portrait,  SHAPE page doing product creates a website to landscape, event) and uploads it on  TEXTURE design painting a huge disseminate and promote the internet and reports on how many producing these using mural. one’s own drawings and people accessed it or reacted to it. technology artworks and share these Principles:  knows that art processes, to a bigger audience than  creates an original character that can  CONTRAST, elements and principles the school population. be put in a cartoon, animation or as  EMPHASIS still apply even with the use part of a website using various of technologies  goes through the steps of shapes, lines, textures. animation artists as he/she  realizes that the visual arts creates an original cartoon  creates a website about your can now be shared, seen character on the computer. province , composing a home page and produced digitally and that gives information about your that people can appreciate,  promotes his/her province province that will interest others critique, comment on one’s (and other products) by artworks. designing a website, a logo and an attractive home page.

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Grade 6 - SECOND QUARTER The learner... The learner: The learner: Process:  PAINTING  knows that a mural is an  works with a group  plans the composition and design of a mural on environment effective way to give a cooperatively to complete a mural with a message about the product design message about specific wall-size piece of painting environment, together with a group. ex: attractive trash ways to save the local or mural that will attract the cans environment using words viewer.  selects the site of the mural and with and visuals to support the the group, enlarge the design by Elements: message, and by using  writes a public message sketching and later painting it.  COLOR bright and contrasting that will attract and be primary, secondary colors and shapes. remembered by the people,  chooses an unusually shaped and neon colors for them to think and act for container to be a trash can and paints  researches on design of the environment; it with attractive colors so the public  CONTRAST murals about the will immediately throw their trash of lines, shapes environment as seen in the  uses bright colors for the there. internet, or in magazines, letters of the message and T-shirts, on TV, etc..and use meaningful images to analyze its visual catch the eye of the composition. viewer.

 knows that well-designed  understands that utilitarian and attractive products products like a trash can, attract people to use it, needs to be well-designed thus, a well designed trash for people to be attracted to can would be used by use it. ―Form follows people. function”

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Grade 6 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING  understands that digital  is able to replicate what a  creates an original design for a T-shirt Silk-screen printing technology has speeded up product designer (an that promotes the culture of one’s on cloth and paper the printing of original designs entrepreneur or business province or region. for a commercial and made it accessible to man/woman) does in real quantity many, as seen in T-shirts and life as a profession  sources silk screen printers and Elements: poster designs compares their prices and quality of  SHAPES  creates an original design printing and choose one to silkscreen Letters and geometric  realizes that originality and based on specifications their selected design. (survey) shapes creativity of the artist is still or creates his/her own silk  COLORS needed for the design of  produces his/her own screen prints (production) primary blended with products, but duplicating prints and duplicates them secondary and tertiary machines can copy it easily or selects a printer to  organizes an event with the class where colors. (discuss concept of copyright produce many T-shirts the T-shirt products can be sold Principles: and intellectual property of (promotion, marketing, sales)  CONTRAST artists, musicians)  promotes and advertises of shapes and colors sale of the T-shirts, by  HARMONY  knows that design principles leaflets, advertising posters of letters, shapes, colors still apply for any new design or using the internet (contrast of colors, shapes business sites and lines produces harmony) done by hand or by use of  submits a report of the machine. results of the business project.

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Grade 6 - FOURTH QUARTER The learner... The learner... The learner... Process:  SCULPTURE and  realizes that in the present  exhibits artistry in  records an event: a disaster, a NEW MEDIA world, events happen so recording a visual event – celebration, a school function, a photography and quickly that it has to be the images captured are performance, a speech of an video of places and recorded immediately focused, well-composed, important person, through several local events through a camera, video and gives the message means: camera, recorder, video, cell Elements: cam or cellphone with intended in an effective and phone, etc..  COLOR camera /video functions, memorable manner. subdued and vibrant and by any person.  adds his comments to the event while quiet vs. busy  enhances the visual presenting it before the class, to add Principles:  knows that television, film event recorded by creative a personal dimension to the AV  CONTRAST and internet are visual editing and by the use of presentation. of art elements makes media that transmits color, by cropping, by the viewer alert and events, thoughts, adding sounds, music or a  Sends his/her recording of an event to watchful oppressions, violence, narrative. another person, uploads it on the tragedies, immediately, web, shares it with the general public. making it accessible to  produce a visual report that everyone, thus upholding proves that more and  creates a campaign (asking for help the democratic right of more, the moving image is for flood victims; raise funds for an people to know. the potent means of environment project; invite people to a ( discuss (the Arab Spring communication as seen in historical or cultural site in one’s uprisings, the EDSA II, the video boards installed in province) and uploads it on the net. tsunami of Japan, the public places –malls, walls earthquake and floods in the of buildings, elevators,  monitors the results of the event Phil. and other events that stores, anywhere where through internet. are immediately witnessed people are in the locality. by people around the world via the internet)

 knows that knowledge of the new technology is needed to live and work

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productively in the present world.

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ART - GRADE 7

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Grade 7 - FIRST QUARTER The learner... The learner... The learner... Process:  DRAWING & PAINTING  appreciates the distinctive  creates a AV presentation  joins a group to do a research on the Drawing and painting of designs, color schemes, with a group that compares culture of some indigenous the folk art motifs, designs found figures and objects coming the distinct artistic designs communities coming from one island in artifacts of the cultural groups i from the cultural of artifacts coming from the and creates an audio-visual Luzon, Visayas, Mindanao communities found in the different cultural presentation (drawings, paintings) for Elements: three island groups. communities from the three the class.  LINES  Luzon: weaving – Abra, island groups of the organic, curvilinear kalinga, Vakul, pahiyas, Philippines and explains  joins a group to write a report on how geometric, linear higantes, barong what inspired or influenced the Spaniards and the Americans  COLORS  Visayas – hablon, the design. influenced the culture of the Filipinos, nature-based hues; dyes piyaya, primary colors  Mindanao- kulintang,  writes a comparative visual  publishes the report with illustrations secondary, tertiary colors malong, torogan report on the influences of in a class publication. Principles: the Spanish and the  REPETITION and  sees the strong influence of Americans in the  recreates a typical Phil. plaza by RHYTHM of colors, the Spanish (400 yrs) and architecture of the drawing/painting during the Spanish shapes and lines. Americans (50 yrs) Philippines, particularly in times and make a mural of this. colonizers on Phil. culture the churches and the and lifeways (houses, houses around the plaza, churches, celebrations, and the distinct features education, food, daily found in it. utensils, clothing, accessories (paintings of churches and plazas; pictures of cottages at John Hay, Teachers Camp; Vigan, Taal, Batangas, Iloilo, Bacolod- these places have bahay na K to 12 – Curriculum Guide - version as January 31, 2012 84

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bato.

Grade 7 - SECOND QUARTER The learner... The learner... The learner... Process:  PRINTMAKING and  realizes that still pictures,  Is able to make a short  narrates a short story, an event, a NEW MEDIA film and moving images storyboard of the series of celebration, a tragedy, using a still pictures have a visual language and shots he is going to film and camera, cellphone or videocam to - camera films artistic elements different the kind of shots he will record it and present the event. - videoclip from still drawings and take, to be able to tell his - videocam paintings story.  has to make quick decisions about - cellphones the angle of the shots, the kind of - screen printing of design  understands that a story  can analyze short films, shots (close-up, long-shot, - can be told through a short video productions and topshot,etc) and the composition of Elements: film with emphasis on movies and appreciates the shots while he is in the process of  SHAPES, images, color and music or the development of the recording.  COLORS sound, with dialogue not a narrative through different Film is a series of moving necessary component. shots employed, the use of  shares the series of events he scenes; color sets mood (Cinemalaya films; award visual clues and the use of recorded to tell his story and Principles: CONTRAST winning TV ads; other color, music. presents it and allows his classmates is created when opposites awarded indie films by Ditsi to critique his pictures or film. are combined: quiet colors and Casimiro, etc)  can select well-composed loud colors; slow action and  can take pictures or record photos and analyze its  Is able to make a short storyboard of frantic movement. an event using a cellphone composition to show the series of shots he is going to take and other recording devices, balance, emphasis and and kind of shots, to be able to tell his and these can be shared proportion of shapes and story. with others immediately. lines.  can analyze short films, video productions and movies and  knows that an original appreciate the development of the design can be replicated narrative through different shots, use many times through the use of visual clues and use of color, of a duplicating machine. music. (Team Manila designs of Phil. icons, maps, places K to 12 – Curriculum Guide - version as January 31, 2012 85

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for shirts, bags,hats,; Also Island Souvenirs design for different provinces)

Grade 7 - THIRD QUARTER The learner... The learner... The learner... Process:  SCULPTURE and  knows that modern  exhibits in his/her  gathers material from his surrounding 3D ASSEMBLAGE sculptors and craftsmen assemblage that the that is considered trash, and with a Creation of: use any material in their material is not important, group, recycles this material to be  installation of nature environment to create a 3D but the creativity and part of an assemblage (plastic objects of Jun Yee work. imagination of the artist in bottles, caps; tetra packs, straws, tin  assemblage of metal creating an artistic foil wrappers, etc..) which will be a parts to create a music assemblage creative sculpture. instrument by Lirio  sees that among  Metal scraps sculpture indigenous groups, it is  reports that in indigenous  collects pictures of, or actual 3D of Ral Arogante common to create musical communities, constructing., artifacts from different parts of the  Sack cloth, seeds, instruments, pots and carving, weaving and country and research on its source, shells, buttons Wall fishing and hunting creating what they need is material, source of design, use, and hanging by Ching Abad weapons, weave cloths, part of their lifestyle and put up a mini- museum , where  Sculpture- bicycle parts construct houses, makes them self-sufficient. each artifact is displayed and labeled –Picasso according to their own properly for students to appreciate.  distinct. designs using local  looks at his/her own Putting up a Mini Museum materials. assemblage and those of Mt. Province –bamboo others and he can judge based music instruments which work is most and metal gongs, creative and at the same Elements: Woven baskets for food, time artistic.  TEXTURE rice. of found and natural Visayas – guitars, T’boli,- objects molded bells, jewelry,  SHAPE figurines.Tie-dye abaca tapestry.Maranaos bronze

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organic and natural shapes

Principles: cast metal jars, gongs,  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.

Grade – 7 FOURTH QUARTER The learner... The learner... The learner... Process:  VISUAL ARTS IN  Identifies the unique  creates his/her own festival  designs with a group the visual DRAMA & FESTIVALS festivals, dramas, attire with accessories components of a school drama or celebrated all over the based on authentic participates in a town fiesta to create: Baguio – Panagbenga country throughout the pictures of the festivals and the costumes or attire, mask, Lucban- Pahiyas year, and state the reason joins the drama group or headdresses, and accessories and Bacolod- Maskara for its celebration festival community to décor and venue and stage design celebrate the event. Aklan – Ati-atihan  knows that the Filipino  reports on the history of the festival Davao –Kaamulan people love a festival,  appreciates the innate and its evolution and describes how Holy Week- Moriones, religious ritual or drama artistry of the townspeople the SantaCruzan Pasyon where they are required to who join yearly in the Zarzuela –Bulacan & Luzon wear special attires and festivities enthusiastically townspeople participate and provinces costumes that show create an entirely new contribute to its festivity and Moro-moro – different creativity and artistry costume, gaiety. provinces  since this is part of a street accessories and décor every  analyzes the uniqueness of the group Elements: or public performance. year; create a photo-essay that was given recognition for its  COLOR where there is music and about an outstanding local performance to explain what  TEXTURE dancing. actor in a festival or drama component contributed to their being K to 12 – Curriculum Guide - version as January 31, 2012 87

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costumes, masks, selected; accesories, decor for  appreciates the uniqueness  defines what makes each venue and stage of festivals like the of the Philippine festivals ―Pahiyas” which the unique by a visual Principles: townsfolk prepare for, presentation and report. of  CONTRAST weeks in advance by selected festivals  RHYTHM creating the colorful leaf- representing Luzon, like kiping which hangs as Visayas and Mindanao. décor for their homes.

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ART - GRADE 8

Content Content Standards Performance Standards Learning Competencies

Grade 8 – FIRST QUARTER The learner... The learner... The learner... Process:  DRAWING of  appreciates the different  demonstrates through  draws the Asians who live in Asian peoples- their attire, attires and accessories of his/her drawings and countries near the Philippines, in their accessories, and artifacts- the people from different researches that the full native attire with accessories and iconic gods, cultural Asian countries showing countries in the Asian in full color. symbols. the rich variety and region are so rich in living uniqueness of each in culture and so diverse in  researches on each of these Asians Elements: terms of design, color, dressing, religion, the arts, and how their culture is similar or  LINES & COLORS material and meaning. dances, music, artifacts and different from ours. of their attires and artifacts (see the SEAsian countries language. and the other Asian  sketches musical instruments from Principles: countries)  presents in a timeline and the different Asian countries that are  CONTRAST and poster, how the values made from bamboo and comment on BALANCE of the  understands the beliefs, and the individual cultures the similarities and differences. various lines, colors in the values, practices of the of these Asian countries designs of their cultural different Asian peoples influenced Philippine  selects one important cultural icon artifacts. from their artifacts for culture in language, food, connected to an Asian country and worshiping, celebrating, music and arts. draws it and talks about its feasting, working. significance.  identifies the countries with  connects the similarities its unique art forms,  puts up a mini-Asian exhibit with the between these countries designs, materials, colors drawings, researches the class made and our own country from a and identify similar motifs for other students to appreciate. review of their culture and and artifacts among the their icons and explains different Asian countries.. these connections because of geography, migration patterns, trading routes and other factors.

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Grade 8 – SECOND QUARTER The learner... The learner... The learner... Process:  PAINTING  selects the colors and  identifies cultural designs  makes a pencil sketch of the selected of landscapes and places designs most apt for that and motifs unique to each landscape or building from a selected from the different Asian country in painting their Asian country by drawing Asian country. countries landscapes and scenery. them delineating the lines, shapes symbols and colors  selects the colors to be used in Elements:  understands that colors used. painting the landscape for each of the  COLORS have special significance Asian countries complementary colors and for the people of a country  researches on the tertiary colors. related to their religion, significance of the building,  show the details of the temple or  LINES, SHAPES beliefs and values. temple or site for that buildings to be drawn and painted that are related to symbols of country and its unique and the surrounding landscape of that country.  knows the iconic sites artistic features. trees, mountains, seas, following the connected to each Asian style of painting of that country Principles: country and its significance  compares the level of  REPETITION to them. craftsmanship and  research on details and importance of of motifs and designs Brunei (Sultan Omar Ali architectural skills of the that site and write a short explanatory Saifudin Mosque) different Asian peoples as piece to go with the painted Cambodia ( Angkor Wat seen in their buildings landscape. Temple) significant landscapes and Indonesia (Borobudur sites, by creating a mural Temple) for each country. Lao PDR (That Luang Temple) Myanmar ( Shwedagon Pagoda) Malaysia (Masjid JameTemple) Philippines (Rice Terraces) Singapore (Thian Hock Keng Temple) Thailand (Sukhothai complex) Vietnam ( Minh Mang tomb)

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Grade 8 - THIRD QUARTER The learner... The learner... The learner... Process:  PRINTMAKING and  studies the process and  prepares an AV  studies and applies the ancient MIXED MEDIA steps in making traditional presentation to method of creating batik designs on Batik textile designs batik as practiced in demonstrate the natural cotton cloth using melted wax Internet access to Asian Indonesia using textile dye. craftsmanship and artistry and natural dyes. countries data base involved in creating batik Elements:  understands the intricacies designs that are intricate  creates a batik design with one color  LINE, SHAPE and long process involved and traditional as seen in and with 2 colors of textile dyes for a of traditional batik motifs in creating batik of more Indonesia and China. table cloths or decorative panel.  COLORS than one color of batik dyes  applies his/her research on  displays finished batik cloths and with Principles:  searches in the internet for batik and creates his own the class, hold a batik exhibit and  REPETITION of batik methods and designs batik-designed cloth. demo for the other students and Motifs, lines and colors not only from Indonesia but include articles about batik as also from other countries  analyzes which batik- practiced in other countries. and compare methods and designed cloth done by the materials used. students is well-designed and well-made.

Grade 8 - FOURTH QUARTER The learner... The learner... The learner... Process:  SCUPTURE and 3-D ART  researches on common  exhibits knowledge of  gathers common materials found in Installations or sculpture materials used in the construction skills needed the locality: bamboo, wood, stalks of using local materials different Asian countries to create an installation corn, talahib, tikiw, nipa leaves, that are also found in the that will withstand the coconut shells etc. to create an Elements : Philippines. weather and the elements. installation  SHAPES found in cultural icons of the  understands that  designs an installation  works with a group to conceptualize Asian countries installations/ sculptures that complements or the installation they will create in a made of local materials is a blends in with the space it space in the school ground or

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Principles: common tradition of Asian is put in. community  REPETITION artists. of motifs, designs  compares the installation  uses all available material to create Bamboo – for musical his/her group created with an installation that will be integrated instruments and household those created by others with the space it will be put in. utensils and for décor and analyzes if it has during festivities repetition of motifs, colors  lets other students interact with their Wood – for statues; and shapes in its design. installation and give their opinion furniture about it. Stone - for temples, buildings Metal - for musical Instruments

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ART - GRADE 9

Content Content Standards Performance Standards Learning Competencies

Grade 9 - FIRST QUARTER The learner... The learner… The learner... Process:  DRAWING and  sees the strong influence of  replicates the style of  researches on the painters who were PAINTING Spanish religious art in miniaturismo by Simon popular during the Spanish period exposure of our artists to Filipino artists in the Flores or the style of painting portraits and finds the Spanish religious art and engravings and prints: miniaturismo by artist reasons and circumstances that engraving, printing (Nicolas dela Cruz Bagay Damian Domingo in a brought this about European artistic traditions and drawing or painting American modern Francisco Suarez)  creates a drawing based on the traditions in portraits done in the  traces the foreign ―letras y figuras‖ style of Domingo Painting in a particular European style: influences (Spanish, using the letters of own name style ―miniaturismo”- Simon Flores European and American) Letras y figures- Damian that strongly affected our  creates an AV presentation of the Elements and Principles: Domingo artists by an analysis of two expatriate artists (Luna , Hidalgo) were dictated by the style  In landscapes, and large their works. and compares their works and styles of the European schools scale paintings of and cite European artists who used of art where our expatriate European schools of art:  categorizes Philippine this allegorical style of painting. Filipino artists went: topics artists according to the were from classic antiquity Juan Luna “Spoliarium” different historical periods  chooses the group he/she will belong and allegorical (gold medal) and the style of their to in debating on the big controversy works. between the Romantic Realists led by Amorsolo and the Moderns led by  traces the foreign Edades Felix Hidalgo “Virgines influences (Spanish, Christianas European and American) (silver medal in the Madrid that strongly affected our  paint or draw a landscape or portrait Exposition of 1884) artists by an analysis of following a particular artistic style of their works. one of the Phil.Artists.  notes the American influence in Phil. artists :  categorizes works of Naturalists/Romantics: Philippine artists according K to 12 – Curriculum Guide - version as January 31, 2012 93

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Amorsolo, Fabian dela to Rosa, Jorge Pineda Modernists: led by Victorio Edades Botong Francisco,  the different historical Galo Ocampo. periods and the style of their works.

Grade 9 - SECOND and THIRD QUARTER The learner... The learner… The learner... Process:  PRINTMAKING and  and his/her group divide the  learns the different steps in  researches and writes the articles on NEW MEDIA work involved in creating a publishing a magazine the style of art of the Filipino artists (American Influence) magazine so that each will together with his group. during the different historical periods. Making a magazine on do their assignment Philippine Art:  realizes the different artistic  takes the needed pictures or creates Photographs Layouting  realizes that the layout, the and technical skills needed the illustrations to accompany the Fonts and lettering fonts, the illustrations and in putting together a articles Illustration Promotions, photos have to be publication marketing integrated and cohesive  chooses the fonts and prints the following a style and format  does the promotions, articles Elements and Principles: that the group will decide pricing and marketing of Lines and Shapes on. the magazine to raise  layouts the article with the pictures deciding on the style and funds to print the magazine. and illustrations physical layout of the  Each job in a magazine magazine entails a special skill and  prints the whole work and binds it. knowledge of technology : camera, computers and printers entrepreneurship

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Grade 9 - FOURTH QUARTER The learner... The learner... The learner... Process:  3D INSTALLATION  understands the  functions as a member of a  divides the work among the members components needed in working group similar to an of the group so that the booth is Creating a booth about installing an informational advertising agency or attractive and informational for the Philippine Art for the booth about Philippine Art marketing and promotions different ages of students of the students intended for teenagers so it firm school will catch their interest: Elements and Principles:  measures the ability of the  with his/her group creates a time plan  Designing a booth and its  articles and blurbs group to accomplish an assigns the work, prepares the Contents  attractive pictures and assignment on time by materials needed so that the booth artworks practicing cooperative will be finished on time.  Designing a poster to  pictures of the artists behavior and working under advertise and reproductions of pressure.  works on the booth within the time their work clear labels. given and schedules who will man the  The booth Layouting  gets the feedback of the booth at different times of the day and pictures, labels audience to gauge the gets feedback from the visitors to impact of the booth on the check its impact on the students  Installing a video program intended audience.

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ART - GRADE 10

Content Content Standards Performance Standards Learning Competencies

Grade 10 - FIRST and SECOND QUARTER The learner... The learner… The learner... Process:  PHOTOGRAPHY,  researches on the steps  understands the required  selects a topic or theme to explore the and the equipment needed skills for each of these basic elements in photography or film  FILM & ANIMATION for his selected process different modern day art or animation Parts and functions of the professions by apprenticing Camera and videocam  reads on the different well- to a professional for a  interviews artists in these known artists for each of period of time. professions –photographer these fields and if possible film maker, animation artist Elements & Principles: conduct interviews  exposes himself/herself to  applies what one has learned from the needs and the interviews and lets the  composition of lines, photographer: requirements of the job professional comment on his works shapes, color George Tappan and learns from the experts  composition of shots John Chua  prepares a project plan for two  continuity of images  is able to complete a quarters on the selected art  color scheme film: Brilliante Mendoza portfolio of his/her works in profession and implements it with the  background sound, music Maryo delos Reyes the selected art form group.  models Ditsi Casimiro choosing a particular topic related to the arts.  presents his/her photographs or Animation: Animation orgs. video films during a multi-media exhibit and gets feedback from the audience and viewers.

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Grade 10 - THIRD and FOURTH QUARTER The learner... The learner... The learner... Process:  PRODUCT DESIGN  researches on the different  selects a particular design  Prepares a project plan that includes  Fashion designer art careers and lists the profession and creates a the selected art career he/she will  Window display required skills (artistic and project plan of product concentrate on. designer technological) for the designs he/she will  Landscape designer career he selects produce. Includes activities in the project  Av Presentation  assessment of skills designer  interviews professionals  interviews a local product learner has possible  Furniture designer from the selected career designer and his/her resources/artists  Accessories designer and gets advice on the process of creating his/her  to interview and spend  Book. Magazine preparation needed for that designs; inspirations for his time with schedule of work designer career. designs and his/her way of on additional skills to making a living from his acquire projected output Elements and Principles:  describes a well-know designs after two quarters designer in the field chosen resources needed  Art – Line shape, and creates a pictorial of  simulates the tasks that the  presents the work of 2 semesters in a color and texture and the the works of that designer. product designer goes final exhibit where the products are different principles are through for the needed displayed and can be assessed and applied to their different works. preparation, production later can be sold. and the promotion of his works.

 reflects in writing and is able to project if this is the profession he can consider later by the experiences he has gone through

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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

MUSIC and ART

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A. Learning Area Team (LAT) Review with designated LAT CONVENOR Date: September 20, 2011 NAME DESIGNATION OFFICE/SCHOOL Headmaster Mary's School of Sagada and All Saints ES 1. Dennis Faustino - Convenor of Bontoc 2. Alice Panares – Art Coordinator Commissioner NCAA 3. Maurica Borromeo-Music Coordinator Retired - Dean, UP College of Music UP College of Music Extension 4. Cecilia Tusing ES – I DepEd Division of Batangas 5. Rosendo Cacap ES Di 6. Myrna Parakikay Division Music Coordinator Division of Makati City 7. Alvenia Palu-ay SEPS CD - BEE 8. Jocelyn Guadalupe 9. Sr. Mary Placid Abejo (retired) Dean, College of Music St. Scholastica College 10. Paraluman Giron (retired) Chair, K – 10 TWG DepEd

B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011 (MUSIC) NAME DESIGNATION OFFICE/SCHOOL 1. Elena T. Eustacio 2. Ma. Teresa Caringal 3. Ruthmabelel E. Reyes

Venue: DAP, Tagaytay City Date: September 7-9, 2011 (ART) NAME DESIGNATION OFFICE/SCHOOL 1. John Gepullano Division Art Coordinator DepEd 2. Virginia Fernandez EPS BEE, DepED

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C. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City (ARTS) Date: July 18-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Virginia Fernandez EPS BEE, DepED 2. Adulfo S. Amit Teacher DepED Manila 3. Ansel Guillien G. Samson Teacher DepED Rizal 4. Cherry Joy P. Samoy Teacher DepED Olongapo 5. Juan G. Gepullano Division Art Coordinator DepEd 6. Amihan R. Fenis Teacher DepED Rizal 7. Veronica E. Ramirez Teacher DepEd 8. Teresita Gracia EPS BEE – DepED C.O.

Venue: DAP,Tagaytay City (MUSIC) Date: July 18-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Ma. Chit Singayan EPS BEE – CDD 2. Dr. Dennis Faustino Headmaster, St. Mary's School of Sagada and All Saints ES of Bontoc 3. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension 4. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College 5. Ms. Lillian Luna EPS II DepEd – BSE 6. Concepcion F. Pasumbal Education Program Supervisor Division of Manila 7. Cecilia E Tusing ES – I Division of Batangas 8. Belinda R. Anido Teacher Division of Manila 9. Fe V. Enguerro EPS – II IV - Calabarzon 10. Jannet F. Labre Documentor DepEd

D. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, CALABARZON Date: May 19-21,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Dennis Faustino Headmaster, St. Mary's School of Sagada and All Saints ES of Bontoc

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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 Venue: DAP,Tagaytay City Date: May 10-13,2011 NAME DESIGNATION OFFICE/SCHOOL 11. Dr. Dennis Faustino Headmaster, St. Mary's School of Sagada and All Saints ES of Bontoc 12. Prof. Mauricia Borromeo Retired - Dean, UP College of Music UP College of Music Extension 13. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College 14. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University 15. Ms. Virginia Tolentino Retired, former Department Head, DepEd - Manila Div MAPE (DepEd Manila) 16. Ms. Lillian Luna EPS II DepEd – BSE 17. Ms. Pilar Montes Teacher DepEd, Region IV MIMAROPA 18. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts 19. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School 20. Crisostomo V. Velasco Jr. Teacher I/Documentor A. F. G. Bernardino Memorial Trade School

F. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards

1. Regions IV-A, IV-B,V and NCR Venue: Bulwagan ng Karunungan Date: April 27, 2011

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NAME DESIGNATION OFFICE/SCHOOL 1. Jayson D. Antazo Teacher I Regional Pilot School for the Arts 2. Salvacion Y. Ramio Teacher Paco Catholic School 3. Carmela M. Buhain Professor Philippine Normal University 4. Susana A. Gabiola Education Program Supervisor I Deped – Lucena City 5. Manuel V. Fernandez Master Teacher II Deped – Commonwealth E.S. 6. Oliver M. Eusebio Teacher III Deped 7. Lourdes R. Siobal Teacher II Caloocan 8. Roldan V. Gacutan Teacher I Deped – Oriental Mindoro 9. Rosemarie P. Tungol Teacher III Deped – Division of Navotas City 10. Concepcion F. Pasumbal Education Program Supervisor DepEd 11. Maricel G. Reyes Teacher DepEd 12. Pilar L. Montes Teacher DepEd 13. Rosalita SL. Bartolome Teacher DepEd 14. Rogelio F. Ambilis Teacher DepEd

2. Regions I,II,III and CAR Venue: Teachers’ Camp, Baguio City Date: April 29, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Angelica O. Dañguilan, Ph.D Teacher SHS, Solano Nueva Vizcaya 2. Rose H. Radin Master Teacher II San Juan Central School 3. Georgina M. Kumalao Teacher III Bontoc Central School 4. Ruby P. Tanciongco, Ph. D. ES II Dep. Ed. RO III 5. Jonathan A. Froda, Ph. D. Principal II Dep. Ed. Kayapa East District 6. Cherrie Lou Q. Javier Teacher III Quirino Central High School 7. Virginia T. Lupian Teacher Deap. Ed. CAR - RO 8. Marietta B. Aguiguin Learning Area Coordinator SLU- Laboratory Elem. Sch. 9. Miriam L. Najera ES II Dep. Ed. RO I 10. Blesilda T. Unite, Ph.D. EPS Deped R02 11. Evelyn Rodriguez Teacher I Deped 12. Mary Anne Bernadette M. Samson Division Coordinator for Music and Arts Deped - Division of Pampanga 13. Alejandro I. Icban Teacher III Bataan National High School

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3. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Orlando G. Cezar Jr. PESS Coordinator Division of Bago City, R-IV 2. Nancy M. Dion ES-I MAPEH Samar Division, R-VIII 3. Alan U. Bana Teacher II/Division Music Coordinator Negros Oriental, R - VII 4. Cecilia Monica B. Arcenas Master Teacher I Division of Capiz, R-VI 5. Bebiano A. Tuayon Teacher III Negros Oriental, R – VII 6. Miriam P. Braganza EPS II R - VII 7. Liezl B. Ambaic MAPEH Coordinator USJ-R Cebu 8. Jude Iledar Teacher Deped 6 9. Razil Grace R. Caldino Teacher Deped RO 6 10. Peppard G. Ramirez Teacher Deped – Samar 11. Sr. Nory B. Espulgar SM School Head Sisters of Mary School

4. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Raul R. Cabatingan Teacher Deped – Agusan del Sur 2. Rayfrocina T. Abao EPS – I Deped – Agusan del Norte 3. Nimfa Naneto SST – III ASNAS 4. Deity Brenda L. Parada Master Teacher – I Deped – Surigao City 5. Mari Jean F. Sebastian Teacher – I Deped R 9 6. Norvina Tubongbanua ES – II Deped R 9 7. Ryan Montera Teacher CUBED 8. Emenioneth F. Coordoncillo Teacher Dep. Ed. Lanao del Norte 9. Amelia R. Avila Teacher Dep. Ed. CARAGA 10. Elizabeth A. Bautista EPS – II DepEd – Regional Office

5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao Cityand CARAGA Date: May 6, 2011 K to 12 – Curriculum Guide - version as January 31, 2012 102

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NAME DESIGNATION OFFICE/SCHOOL 1. Herman Aldous R. Bodikey Jr. EPS Davao del Sur 2. Felix Antecristo Teacher Davao del Sur 3. Esther E. Udtohan Teacher Panabo City 4. Merliza M. Murray Teacher Maguindanao I 5. Consuelo B. Tindoc ES – I Maguindanao II Division 6. Dr. Purificacion S. Yambao EPS DepEd – RO XI 7. Joy M. Rainos Teacher DepEd – Tagum National Trade School Tagum City Division 8. Joenary D. Silao Teacher DepEd – Norala Central Elem. School South Cotabato Division 9. Milagros L. Saceda Head Teacher III DepEd – Sta. Ana National High School

G. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Lilian Luna EPS SDD – BSE 2. Myrna Parakikay Teacher Division of Makati City 3. Marivic Tolitol EPS CDD – BSE 4. Jose Tuguinayo, Jr EPS CDD – BSE 5. Nancy Pascual Teacher Division of Makati City 6. Virgina Fernandez EPS CDO – BEE 7. Ma. Paz Levita Galapir EPS SDD – BEE 8. Ronald Castillo Teacher Division of Apayao 9. Isabelo Magbitang Suervisor City School Supervisor, Manila 10. Alve Paluay Teacher Curriculum Specialist 11. Dr. Larry Gabao Professor PNU 12. Dr. Fernando Josef EPS BSE 13. Dr. Evelina Veronica Professor UE – College of Education 14. Roy Concepcion Documentor CDD – BEE

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SECRETARIAT 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

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8. Dr. Ester Ogena President, PNU 9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards 10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED 12. Dr. Cristina Padolino President, CEU 13. Mr. Napoleon Imperial CHED 14. Diane Decker Consultant, MTB – MLE 15. Dr. Nelia Benito Director, NETRC 16. Dr. Socorro Pilor Director, IMCS 17. Dr. Beatriz Torno Executive Director, TEC 18. Dr. Carolina Guerrero Director, BALS 19. Dr. Irene Isaac Director, TESDA 20. Dr. Imelda Taganas Director, TESDA

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