1. 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

2. 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.
K to 12 – Curriculum Guide - version as January 31, 2012 2

3. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 3

4. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 4

5. K TO 12 MUSIC AND ART
Figure 1. The Curriculum Framework of Music and Art Education
K to 12 – Curriculum Guide - version as January 31, 2012 5

6. K TO 12 MUSIC AND ART
Figure 2. Content of Music and Art per Grade Level
K to 12 – Curriculum Guide - version as January 31, 2012 6

7. K TO 12 MUSIC AND ART
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
K to 12 – Curriculum Guide - version as January 31, 2012 7

8. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 8

9. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 9

10. K TO 12 MUSIC AND ART
MUSIC
(Grade 1 to Grade 10)
K to 12 – Curriculum Guide - version as January 31, 2012 10

11. K TO 12 MUSIC AND ART
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

12. K TO 12 MUSIC AND ART
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
K to 12 – Curriculum Guide - version as January 31, 2012 12

13. K TO 12 MUSIC AND ART
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
K to 12 – Curriculum Guide - version as January 31, 2012 13

14. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 14

15. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 15

16. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 16

17. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 17

18. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 18

19. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 19

20. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 20

21. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 21

22. K TO 12 MUSIC AND ART
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
K to 12 – Curriculum Guide - version as January 31, 2012 22

23. K TO 12 MUSIC AND ART
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‖
K to 12 – Curriculum Guide - version as January 31, 2012 23

24. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 24

25. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 25

26. K TO 12 MUSIC AND ART
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.
K to 12 – Curriculum Guide - version as January 31, 2012 26

27. 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.
K to 12 – Curriculum Guide - version as January 31, 2012 27

28. 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
 Melodic Contours
restores the initial pitch (♮). Clef.
K to 12 – Curriculum Guide - version as January 31, 2012 28

29. 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
K to 12 – Curriculum Guide - version as January 31, 2012 29

30. 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

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