Music and arts i curr. guide

2
2010 SEC Curriculum Documents
Music and Arts
Multiple Intelligences
Theory
Reading/
Analyzing
Music and Arts
Functional Literacy for All
no
Performing
(Singing/Playing/
Acting/Dancing)
no
Teaching for
Musical and Artistic
Understanding
Listening/
Viewing
Creating
Composing Music
and other Arts
Disciplined Based
Art Education
(DBAE)
Social Constructivism
Schema Theory Theory
Cognitive
Apprenticeship
Learning
Valuing
Self Development,
Promoting Cultural Identity
and Enhancing One's World Vision
Participating in Artistic and
Cultural Performances
1

2
Music and Arts
Conceptual Framework of Music and Arts
The central goal of Philippine basic education is functional literacy for all. Functional Literacy means that all individuals should possess
a complete range of skills and competencies, which will enable them to:
 live and work as human persons,
 develop their potentials,
 make critical and informed decisions, and
 function effectively in society within the context of their environment and that of the wider community to improve the quality of their
lives and that of the society ( Literacy Coordinating Council, September 1997)
The major indicators of functional literacy are communication skills, critical thinking and problem solving, sustainable use of
resources/productivity, development of self and sense of community, and expanding one’s world vision.
To contribute to this goal in Music and Arts, functional literacy is observed through participation in artistic and cultural performances
either as a performer or a consumer of art for self development, promotion of cultural identity and expansion of one’s world vision. The skills to
be developed are reading/analyzing, listening/viewing, performing (singing, playing, acting, and dancing) and creating and composing music
and arts.
One of the approaches to be used is Teaching for Musical Understanding by Jackie Wiggins in which students construct
understandings as a result of experience. Another approach is Disciplined Based Arts Education of Getty Center for Education in the Arts in
which emphasis on art history, aesthetics and art criticism is encouraged in line with art making. The third is Cognitive Apprenticeship
Learning in which learners need to engage in real-life problem solving situations.
The philosophical foundation of these approaches are the Schema Theory, a framework for understanding how knowledge is
constructed and utilized by the mind; Social Constructivist theory which provides a framework for understanding how learning occurs in human
society, and the Multiple Intelligences Theory of Howard Gardner.
2

2
Music and Arts
Music and Arts
Program Standard: The learner demonstrates understanding of basic concepts and principles of music and arts through
active participation in artistic and cultural performances for self development, promotion of cultural identity, and expansion of
one’s world vision
General Standard
First Year
General Standard
Second Year
General Standard
Third Year
General Standard
Fourth Year
The learner demonstrates
understanding of basic
concepts and principles of
folk songs and arts of the
Philippines and the world,
through active participation
in artistic and cultural
performances for self
development, promotion of
cultural identity, and
expansion of one’s world
vision
Asian music and arts
through active participation
in artistic and cultural
performances for self
development, promotion of
cultural identity, and
expansion of one’s world
vision
music and arts of the
different periods
(Renaissance, Baroque,
Classical/Neo classical and
Romantic periods), through
active participation in artistic
and cultural performances
for self development,
promotion of cultural identity,
and expansion of one’s
world vision
music and arts of the 20th
and 21st centuries through
active participation in artistic
and cultural performances
for self development,
promotion of cultural identity,
and expansion of one’s
world vision
3

2
Music and Arts
Concept Matrix
Grading Period First Year Second Year Third Year Fourth Year
Philippine Music and Arts Music and Arts Music and Arts
Q1 Folk Songs of Southeast of the of the
And Art Asia Renaissance and 20th Century
Baroque
Folk Songs and Music and Arts of Music and Arts Music and Arts
Q2 Art of Asia East Asia of the Classical/ of the
and Africa Neoclassical 21st Century
Period
Folk Songs and Art Music and Arts Music and Arts Philippine
Q3 of Europe, of of the 20th and 21st
Australia and Central and South Romantic Period Century
America Asia Music and Arts
Dance Drama Music Theaters Musical Multimedia
Q4 on of Asia Play Theater
Myths and
Legends
4

2
Music and Arts
Music and Arts I
General Standard for First Year: The learner demonstrates understanding of basic concepts and principles of folk songs and arts of
the Philippines and the world, through active participation in artistic and cultural performances for self development, promotion of
cultural identity, and expansion of one’s world vision
Quarter I – Folk Songs and Arts of the Philippines
(Music)
Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL Product/
Performance
At the level of
Content Performance Understanding Question Understanding Performance
·The learner
demonstrates
understanding of
musical concepts
used in Philippine
folk songs as
influenced by
history and
culture
·The learner
performs examples
of Philippine folk
songs alone and
with others in clear
tone and correct
pitch, rhythm,
expression and
style
Singing
Playing/Improvising
·Folk songs vary in
style through the
varied ways in
which the musical
elements are
combined
·Philippine folk
songs
communicate
fundamental ideas
about human
experience and
help us
understand
people’s ideas,
emotions and
beliefs.
How do folk
songs vary in
style?
Do you think folk
songs are still
relevant today?
Why?
How is culture
reflected in our
folk songs?
Individual and group
performance of
Philippine Folk
Songs
·Singing
·Playing and
Improvising
Accompaniments
Product:
Created
Accompaniment
(Standard/Graphic
Notation)
Explanation
·Explain how the different
elements of music are
used to convey the
message of a specific
folk song
Criteria:
·Accurate description of
the different elements
·Use of appropriate
terminologies
Interpretation
Illustrate through
movements how the
different elements of
music are used in a
selected folk song to
communicate ideas and
experiences
Evaluation of
individual and group
performance of
Philippine folk Songs
based on the
following criteria:
·Clear tone quality
·Correct expression
and style
·Correct pitch
·Correct rhythm
Evaluation of
Created
Accompaniment
based on the
following criteria:
·Easy to follow
Standard/Graphic
Notation
·Appropriateness of
symbols used
·Appropriate
rhythm/chord
5

2
Music and Arts
Performance
At the level of
Philippine Folk
Songs
Local Folk Songs:
Luzon,
Visayas,
Mindanao
· Ballad and
Narrative
Song
· Lullaby
· Love and
Courtship
Song
· Friendship
and
Conviviality
Song
· Work Songs
· Ritual Songs
Elements of Music
·Timbre
·Rhythm
·Melody
·Harmony/Texture
·Form
Criteria:
·Clear illustration of
movements showing
characteristic musical
elements
·Meaningful illustration of
movements
·Appropriate expression
and technical accuracy
Application
Create an
accompaniment to a
selected Philippine folk
song using standard or
graphic notation applying
under standing of musical
concepts
Criteria:
·Appropriateness to the
song
·Correctness of
rhythm/chordal
accompaniment
6

2
Music and Arts
Performance
At the level of
Perspective
If you are a folk singer, up
to what extent will you
modernize your rendition
of a folk song?
Criteria:
·Insightful
·Critical
·Unusual
·Revealing
Empathy
Walk in the shoes of a
member of a cultural
community. How would
you feel when your folk
song is performed in the
Western style?
Criteria:
·Open
·Perceptive
·Responsive
·Sensitive
·Tactful
7

2
Music and Arts
Performance
At the level of
Self Knowledge
Write your reaction on
fusion of Western
elements to our folk
songs.
Criteria:
·Insightful
·Reflective
·Self-adjusting
8

2
Music and Arts
Music and Arts I
Quarter I – Folk Songs and Arts of the Philippines
(Arts)
Performance
At the level of
·The learner
demonstrates
understanding of
media techniques
and processes and
the elements and
principles of arts
used in Philippine
folk arts as
influenced by
history and culture,
·The learner
creates an example
of Philippine folk art
applying knowledge
of media techniques
and processes,
elements and
principles of art to
communicate ideas,
experiences and
stories
Philippine folk art
reflects nature
and the life of the
common folk
through various
media techniques
and processes
based on the
factors of time,
climate,
resources, ideas
and historical and
cultural context.
How does
Philippine folk art
reflect nature and
the life of the
common folk?
Created Examples of
Philippine folk art
representing the
different regions
Explanation
Explain the different
media techniques and
processes and how the
elements and principles
of art were used to
reflect nature and folk in
Philippine folk arts
Criteria:
·Clear
used
terminology
Interpretation
Illustrate through a media
technique of your choice
how factors of time,
climate, resources, ideas
and historical and cultural
context influence a
Evaluation of a
created art work
based on the
following criteria:
·Authenticity
·Clarity of
Message
·Creativity
9

2
Music and Arts
specific folk art
Performance
At the level of
Philippine Folk
Arts
Local Folk Arts of
Luzon,
Visayas
Mindanao
Media Techniques
And Processes
Carving
Weaving
Pottery
Physical Ornaments
Elements of Art
·Line
·Shape and Form
·Value
·Color
·Texture
·Space
Criteria:
·Meaningful
·Revealing
·illustrative
Application
Apply knowledge of
processes and the
elements and principles of
art in creating an example
of folk art using local
resources
Criteria:
Appropriateness of:
·materials used
·media techniques
·elements and principles
of art
Creativity
Perspective
Critique two different
versions of a specific art
work as regards to media
techniques and principles
used, materials, ideas and
historical and cultural
context
·critical
·insightful
10

2
Music and Arts
·revealing
Performance
At the level of
Principles of Art
·Unity and Variety
·Balance
·Emphasis/
Focal Point
·Rhythm/
Pattern
·Proportion/
Scale
·Movement
Empathy
Assume the role of a folk
artist in a specific region
in creating a sample folk
art applying a chosen
media technique and
processes and the
art. Describe how you felt
as a folk artist.
Criteria
·Sensitive
·Open
·Responsive
·Receptive
Self -Knowledge
Explain how you came to
understand the culture of
a specific cultural group in
the Philippines through
their use of the different
processes and the
art.
Criteria
·Insightful
·Reflective
11

2
Music and Arts
·Self-adjusting
Music and Arts I
cultural identity and expansion of one’s world vision
Quarter II– Folk Songs and Arts of Asia and Africa
(Music)
Performance
At the level of
·The learner
demonstrates
understanding of
musical concepts
used in Asian and
African folk songs
as influenced by
history and culture
Folk Songs of:
·Asia
·Africa
· Ballad and
Narrative
Song
· Lullaby
· Love and
Courtship
Song
·The learner
performs examples
of Asian, and
African folk songs
alone and with
others in clear tone
and correct pitch,
rhythm, expression
and style
·Singing
·Playing/Improvising
1. The varied
ways in which
the musical
elements are
combined
give a unique
style to a
specific folk
song.
·Asian folk music
encompasses
numerous styles
originating from
a large number
of Asian
cultures.
·African folk
songs are mostly
functional in
nature; they are
an integral part
of all areas of
daily activities of
·How do Asian,
and African folk
songs vary in
style?
·Why do Asian
and African folk
songs vary in
style?
Individual and group
performance of
examples of Asian
and African Folk
Songs
Explanation
used in Asian and
African folk songs.
Criteria
terminology
Interpretation
Illustrate through
movements how the
music were used in a
experiences
Evaluation of
Performance of
Asian and African
folk songs based
on the following
criteria:
·Correct
expression and
style
·Accurate pitch
·Accurate rhythm
Evaluation of
Created
Accompaniment
based on the
following criteria:
12

2
Music and Arts
the entire
community
Performance
At the level of
· Friendship
and
Conviviality
Song
· Work Songs
· Ritual Songs
Elements of Music
·Timbre
·Rhythm
·Melody
·Harmony/Texture
·Form
·Culture is
reflected in folk
songs through
the intonation of
language,
rhythm of
speech,
environmental
sounds and
other aspects of
life all of which
are culturally
based.
How is culture
reflected in folk
songs?
Criteria
·Meaningful
·Revealing
·illustrative
Application
·Create a one -stanza
song in the style of
Asian, or African folk
song.
Criteria
·appropriate style
·reflects intonation of a
specific culture
·reflects environmental
sounds and other
aspects of life of a
specific culture
Perspective
·Write a critique on the
style of an Asian, and
African folk song on
how the elements of
music were used to
reflect language, rhythm
of speech,
environmental sounds
and other aspects of life.
·Easy to Follow
Standard/Graphic
Notation
·Appropriateness
of symbols used
·Appropriate
rhythm/chord
13

2
Music and Arts
Performance
At the level of
Criteria
·Critical
·Insightful
·Revealing
Empathy
·Walk in the shoes of an
African or other Asians
through a performance
of their folk songs.
Criteria
·Sensitive
·Open
·Responsive
·Receptive
Self -Knowledge
·Being an Asian, write
your realization about
other Asian music and
that of the Africans on
the way the elements of
music are used.
Criteria
·Insightful
·Reflective
·Self-adjusting
14

2
Music and Arts
Music and Arts I
Quarter II – Folk Songs and Arts of Asia and Africa
(Arts)
Performance
At the level of
·The learner
demonstrates
understanding of
media techniques
and processes and
the elements and
principles of arts
used in Asian and
African folk arts as
influenced by
history and culture,
·The learner
creates an example
of Asian and African
folk art applying
knowledge of media
techniques and
processes,
elements and
communicate ideas,
experiences and
stories
Asian and African
folk arts reflect
nature and the life
of the common
folk through
various media
techniques and
processes based
on the factors of
time, climate,
resources, ideas
and historical and
cultural context.
How do Asian and
African folk arts
reflect nature and
the life of the
common folk?
Examples of Asian
and African folk art
Explanation
Explain how nature and
folk life are reflected in
Asian and African arts
through the use of
various media
techniques and
processes.
Criteria
·Clear
used
terminology
Evaluation of a
created art work and
the whole festival
based on the
following criteria:
·Authenticity
·Clear Message
·Creativity
15

2
Music and Arts
Performance
At the level of
Folk Arts
of Asia and Africa
· Carving
· Weaving
· Pottery
· Physical
Ornaments
Elements of Art
·Line
·Shape and Form
·Value
·Color
·Texture
·Space
·Asian folk arts
encompass
numerous styles
originating from
a large number
of Asian
cultures.
·African folk arts
are mostly
functional in
nature; they’re
an integral part
of all areas of
daily activities of
the entire
community
Why do Asian
folk arts differ in
style?
Why are African
folk arts mostly
functional in
nature?
Interpretation
context influence a
specific folk art
Criteria
·Meaningful
·Revealing
·illustrative
Application
Apply knowledge of
media techniques in
creating an example of an
Asian or an African folk
art
Criteria
·Appropriate use of:
materials
·Appropriate media
techniques
·Creativity
16

2
Music and Arts
Performance
At the level of
Principles of Art
·Unity and Variety
·Balance
·Emphasis/
Focal Point
·Rhythm/
Pattern
·Proportion/
Scale
·Movement
Perspective
Write a critique on how
the relationship of human
and nature is shown in an
example of Asian and
African folk art through
their use of different
processes, and the
art.
Criteria
·critical
·insightful
·revealing
Empathy
Experience directly and
see the relationship of
human and nature in
creating examples of
Asian and African folk arts
Criteria
·Sensitive
·Open
17

2
Music and Arts
·Responsive
·Receptive
Performance
At the level of
Self Knowledge
Write your realization on
how folk artists of Asia
and Africa differ as
regards to media
techniques and processes
and the use of the
art.
Criteria
·Insightful
·Reflective
·Self-adjusting
18

2
Music and Arts
Music and Arts I
cultural identity and expansion of one’s world vision
Quarter III– Folk Songs and Arts of Europe, Australia and America
(Music)
Stage 1: Results/Outcomes Stage 3: Learning Plan
Performance
At the level of
·The learner
demonstrates
understanding of
musical concepts
used in
European,
Australian and
American folk
songs as
influenced by
history and
culture
Folk Songs of:
Europe
Australia
America
· Ballad and
·The learner
performs examples
of European,
Australian and
American folk
songs alone and
with others in clear
tone and correct
pitch, rhythm,
expression and
style
·Singing
·Playing/Improvising
·The varied ways
in which the
musical elements
are combined give
a unique style to a
specific folk song.
·Why do
European,
Australian and
American folk
songs vary in
style?
·How do
European,
Australian and
American folk
songs vary in
style?
Individual and
Group Performance
of European,
Australian and
American Folk
Songs
Explanation
used in European,
Australian and
American folk songs.
Criteria
terminology
Interpretation
Illustrate through
movements how the
music were used in a
Evaluation of a
Performance of
European, Australian
and American folk
songs based on the
following criteria:
·Correct expression
and style
·Accurate pitch
·Accurate rhythm
Evaluation of Created
Accompaniment based
on the following
criteria:
19

2
Music and Arts
Narrative
Song
· Lullaby
experiences
Performance
At the level of
· Love and
Courtship
Song
· Friendship
and
Conviviality
Song
· Work
Songs
· Ritual
Songs
Elements of
Music
·Timbre
·Rhythm
·Melody
·Harmony/
Texture
·Form
·The culture of a
specific country is
recognized in
their folk songs
through the
intonation of
language, rhythm
of speech,
environmental
sounds and other
aspects of life all
of which are
culturally based.
How do we
recognize the
culture of a
specific country
through their folk
songs?
Criteria
·Meaningful
·Revealing
·Illustrative
Application
·Create a one-stanza
song in the style of
European, Australian or
American folk song.
Criteria
·appropriate style
·reflects intonation of a
specific culture
·reflects environmental
sounds and other
aspects of life of a
specific culture
Perspective
·Write a critique on the
style of a selected folk
song on how the
elements of music were
used to reflect language,
rhythm of speech,
environmental sounds
and other aspects of life.
·Easy to Follow
Standard/Graphic
Notation
·Appropriateness of
symbols used
·Appropriate
rhythm/chord
20

2
Music and Arts
Performance
At the level of
Criteria
·Critical
·Insightful
·Revealing
Empathy
·Walk in the shoes of an
and American through a
performance of their folk
songs.
Criteria
·Sensitive
·Open
·Responsive
·Receptive
Self Knowledge
·After learning
representative folk songs
of the world, write your
realizations.
Criteria
·Insightful
·Reflective
·Self-adjusting
21

2
Music and Arts
Music and Arts I
cultural identity and expansion of one’s world vision.
Quarter III– Folk Songs and Arts of Europe, Australia and America
(Arts)
Performance
At the level of
·The learner
demonstrates
understanding of
media techniques
and processes
and the elements
and principles of
arts used in
European,
Australian and
American folk
arts as influenced
by history and
culture,
·The learner
creates an example
of European,
Australian and
American folk art
applying knowledge
of media techniques
and processes,
elements and
communicate ideas,
experiences and
stories
European,
Australian and
American folk arts
reflect nature and
the life of the
common folk
through various
media techniques
and processes
based on the
factors of time,
climate, resources,
ideas and historical
and cultural
context.
How do
European,
Australian and
American folk art
reflect nature and
the life of the
common folk?
Examples of
European,
Australian and
American folk art
Explanation
Explain how nature and
folk life are reflected in
and American folk arts
through the use of
various media
techniques and
processes.
Criteria
·Clear
used
terminology
Evaluation of a
created art work and
the whole festival
based on the following
criteria:
·Authenticity
·Clear Message
·Creativity
22

2
Music and Arts
Performance
At the level of
Folk Arts
of Europe,
Australia and
America
· Carving
· Weaving
· Pottery
· Physical
Ornaments
Elements of Art
·Line
·Shape and Form
·Value
·Color
·Texture
·Space
·Because of the
large number of
cultural groups in
Europe and
Australia, a variety
of styles are found
in their folk arts
·The enormous
ethnic diversity
caused by
migrations of
people from all
over the world
resulted in a
mixture of several
types of American
folk arts,
Why is it
impossible to
describe a typical
American,
European and
Australian folk
art?
Interpretation
context influence a
specific folk art
Criteria
·Meaningful
·Revealing
·illustrative
Application
Apply knowledge of
media techniques in
creating an example of
folk European, Australian
and American folk art
Criteria
·Appropriate use of:
materials
·Appropriate media
techniques
·Creativity
23

2
Music and Arts
Performance
At the level of
Principles of Art
·Unity and Variety
·Balance
·Emphasis/
Focal Point
·Rhythm/
Pattern
·Proportion/
Scale
·Movement
Perspective
Compare and contrast the
different styles of
European, Australian and
American folk arts
Criteria
·critical
·insightful
·revealing
Empathy
Assume the role of a folk
artist from a specific
cultural group in Europe,
Australia or America in
creating a sample folk art.
Criteria
·Sensitive
·Open
·Responsive
·Receptive
Self Knowledge
Write your realization after
learning the folk arts of
24

2
Music and Arts
Europe, Australia and
America
Criteria
·Insightful
·Reflective
·Self-adjusting
Music and Arts I
cultural identity and expansion of one’s world vision.
Quarter IV– Dance Drama on Myths and Legends
Performance
At the level of
·The learner
demonstrates
understanding of
how elements of
sound, music,
gesture,
movements and
costume affect
the creation and
communication of
meaning in a
dance drama as
influenced by
history and
culture,
The learner:
·creates appropriate
scenario/storyline
based on myths
and legends of a
particular culture.
·Creates/improvise
appropriate sound,
music, gesture,
movements and
costume for a
dance drama
Through organized
gestures and
movements
accompanied by
recurring tension
and release and the
up and down
movement of
pitches in music
based on a
scenario/storyline
an idea or theme is
communicated in a
dance drama.
How is an idea or
theme
communicated
through abstract
movements in a
dance drama?
·Scenario or
Storyline based
on a specific Myth
or Legend
·Performance of
Created Dance
Dramas on Myths
and Legends of
the World
Explanation
Explain how an idea or
theme is communicated
in a dance drama
through the different
elements of sound,
music, gesture,
movements and
costume.
Criteria
·Clear
used
terminology
Evaluation of a
Performance of
Representative Dance
dramas of the World
based on the following
criteria:
·Appropriate
movements
·Appropriate sound
and music
·Appropriate costume
·Culturally based
25

2
Music and Arts
Interpretation
Illustrate how the different
elements used in a dance
drama contribute in
communicating meaning.
Performance
At the level of
The learner:
·demonstrates
mastery of
movement
sequences in a
dance drama with
accurate rhythm
and appropriate
movements
Criteria
·Meaningful
·Revealing
·illustrative
Application
Create dance movements
to communicate a
particular scene in a
dance drama.
Criteria
·Appropriate movements
·Culturally based
·Creative
Perspective
Write a critique on two
presentations of a dance
drama based on how well
a myth or legend is
communicated
Criteria
·critical
26

2
Music and Arts
·insightful
·revealing
Performance
At the level of
Empathy
Express directly how
other cultures express
themselves through
movements.
Criteria
·Sensitive
·Open
·Responsive
·Receptive
Self Knowledge
Self assess your
performance in class
activities
Criteria
·Insightful
·Reflective
·Self-adjusting
27

2
Music and Arts
28

Music and arts i curr. guide

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