music and arts i curr. guide

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2010 SEC Curriculum Documents Music and Arts

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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.

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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

The learner demonstrates understanding of basic concepts and principles of 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

The learner demonstrates understanding of basic concepts and principles of 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

The learner demonstrates understanding of basic concepts and principles of 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

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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

Music and Arts I

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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: AssessmentSTANDARDS ESSENTIAL Product/

PerformanceAt the level of

Content Performance Understanding Question Understanding PerformanceThe 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

SingingPlaying/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

SingingPlaying and

Improvising Accompaniments

Product: Created Accompaniment (Standard/Graphic Notation)

ExplanationExplain how the different

elements of music are used to convey the message of a specific folk song

Criteria:Accurate description of

the different elementsUse of appropriate

terminologies

InterpretationIllustrate 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 qualityCorrect expression

and styleCorrect pitchCorrect rhythm

Evaluation of Created Accompaniment based on the following criteria:Easy to follow

Standard/Graphic Notation

Appropriateness of symbols used

Appropriate rhythm/chord

Stage 1: Results/Outcomes Stage 2: AssessmentSTANDARDS ESSENTIAL Product/ At the level of

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PerformanceContent Performance Understanding Question Understanding PerformancePhilippine 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

TimbreRhythmMelodyHarmony/TextureForm

Criteria:Clear illustration of

movements showing characteristic musical elements

Meaningful illustration of movements

Appropriate expression and technical accuracy

ApplicationCreate an accompaniment to a selected Philippine folk song using standard or graphic notation applying under standing of musical concepts

Criteria:Appropriateness to the

songCorrectness of

rhythm/chordal accompaniment


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PerformanceContent Performance Understanding Question Understanding PerformancePerspectiveIf you are a folk singer, up to what extent will you modernize your rendition of a folk song?

Criteria: InsightfulCriticalUnusualRevealing

EmpathyWalk 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:OpenPerceptiveResponsiveSensitiveTactful



Content Performance Understanding Question Understanding Performance

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Self KnowledgeWrite your reaction on fusion of Western elements to our folk songs.

Criteria: InsightfulReflectiveSelf-adjusting

Music and Arts I

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Quarter I – Folk Songs and Arts of the Philippines (Arts)




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 learnercreates 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

ExplanationExplain 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 Accurate description of

the different elements used

Use of appropriate terminology

InterpretationIllustrate through a media technique of your choice how factors of time, climate, resources, ideas and historical and cultural context influence a specific folk art

Evaluation of a created art work based on the following criteria:

AuthenticityClarity of

MessageCreativity


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PerformanceContent Performance Understanding Question Understanding Performance

Philippine Folk Arts

Local Folk Arts of Luzon,Visayas

Mindanao

Media Techniques And Processes

CarvingWeavingPotteryPhysical Ornaments

Elements of Art

LineShape and FormValueColorTextureSpace

Criteria:MeaningfulRevealing illustrative

ApplicationApply knowledge of media techniques and processes and the elements and principles of art in creating an example of folk art using local resources

Criteria:Appropriateness of:materials usedmedia techniqueselements and principles

of artCreativity

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 revealing


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PerformanceContent Performance Understanding Question Understanding PerformancePrinciples of Art

Unity and VarietyBalanceEmphasis/

Focal PointRhythm/

PatternProportion/

ScaleMovement

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 elements and principles of art. Describe how you felt as a folk artist.

CriteriaSensitiveOpenResponsiveReceptive

Self -Knowledge

Explain how you came to understand the culture of a specific cultural group in the Philippines through their use of the different media techniques and processes and the elements and principles of art.

Criteria InsightfulReflectiveSelf-adjusting

Music and Arts I

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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 II– Folk Songs and Arts of Asia and Africa (Music)




demonstrates understanding of musical concepts used in Asian and African folk songs as influenced by history and culture

Folk Songs of:

AsiaAfrica


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


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 the entire community

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


elements of music are used in Asian and African folk songs.

CriteriaAccurate description of


terminology

InterpretationIllustrate through movements how the different elements of music were used in a selected folk song to communicate ideas and experiences

Evaluation of Performance of Asian and African folk songs based on the following criteria:

Clear tone qualityCorrect

expression and style

Accurate pitchAccurate rhythm

Evaluation of Created Accompaniment based on the following criteria:


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PerformanceContent Performance Understanding Question Understanding Performance Friendship

and Conviviality Song

Work Songs Ritual Songs

Elements of Music

TimbreRhythmMelodyHarmony/TextureForm

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?

CriteriaMeaningfulRevealing illustrative

ApplicationCreate 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

PerspectiveWrite 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




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CriteriaCritical InsightfulRevealing

EmpathyWalk in the shoes of an

African or other Asians through a performance of their folk songs.


Self -KnowledgeBeing an Asian, write

your realization about other Asian music and that of the Africans on the way the elements of music are used.


Music and Arts I

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Quarter II – Folk Songs and Arts of Asia and Africa (Arts)




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 learnercreates an example of Asian and African folk art applying knowledge of media techniques and processes, elements and principles of art to 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

ExplanationExplain how nature and folk life are reflected in Asian and African arts through the use of various media techniques and processes.

CriteriaClear Accurate description of



Evaluation of a created art work and the whole festival based on the following criteria:

AuthenticityClear MessageCreativity




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Folk Artsof Asia and Africa

Carving Weaving Pottery Physical

Ornaments

Elements of Art


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 Illustrate through a media technique of your choice how factors of time, climate, resources, ideas and historical and cultural context influence a specific folk art


ApplicationApply knowledge of media techniques in creating an example of an Asian or an African folk art

CriteriaAppropriate use of:

materials Appropriate media

techniquesCreativity




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Principles of Art


Focal PointRhythm/

PatternProportion/

ScaleMovement

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 media techniques and processes, and the elements and principles of 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

SensitiveOpenResponsiveReceptive




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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 elements and principles of art.


Music and Arts I

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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 III– Folk Songs and Arts of Europe, Australia and America (Music)

Stage 1: Results/Outcomes Stage 3: Learning PlanSTANDARDS ESSENTIAL Product/



demonstrates understanding of musical concepts used in European, Australian and American folk songs as influenced by history and culture

Folk Songs of:

EuropeAustraliaAmerica


Lullaby

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


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


elements of music are used in European, Australian and American folk songs.

CriteriaAccurate description of


terminology

InterpretationIllustrate through movements how the different elements of music were used in a selected folk song to communicate ideas and experiences

Evaluation of a Performance of European, Australian and American folk songs based on the following criteria:

Clear tone qualityCorrect expression

and styleAccurate pitchAccurate rhythm

Evaluation of Created Accompaniment based on the following criteria:


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PerformanceContent Performance Understanding Question Understanding Performance Love and

Courtship Song

Friendship and Conviviality Song

Work Songs

Ritual Songs

Elements of Music

TimbreRhythmMelodyHarmony/

TextureForm

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?

CriteriaMeaningfulRevealing Illustrative

ApplicationCreate a one-stanza

song in the style of European, Australian or American folk song.

Criteriaappropriate style reflects intonation of a

specific culture reflects environmental

sounds and other aspects of life of a specific culture

PerspectiveWrite 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




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CriteriaCritical InsightfulRevealing

EmpathyWalk in the shoes of an

European, Australian and American through a performance of their folk songs.


Self KnowledgeAfter learning

representative folk songs of the world, write your realizations.


Music and Arts I

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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 III– Folk Songs and Arts of Europe, Australia and America (Arts)




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 learnercreates an example of European, Australian and American folk art applying knowledge of media techniques and processes, elements and principles of art to 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

ExplanationExplain how nature and folk life are reflected in European, Australian and American folk arts through the use of various media techniques and processes.




Evaluation of a created art work and the whole festival based on the following criteria:

AuthenticityClear MessageCreativity


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Folk Artsof Europe,Australia and America

Carving Weaving Pottery Physical

Ornaments

Elements of Art


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?

InterpretationIllustrate through a media technique of your choice how factors of time, climate, resources, ideas and historical and cultural context influence a specific folk art


ApplicationApply knowledge of media techniques in creating an example of folk European, Australian and American folk art

CriteriaAppropriate use of:

materials Appropriate media

techniquesCreativity


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PerformanceContent Performance Understanding Question Understanding PerformancePrinciples of Art


Focal PointRhythm/

PatternProportion/

ScaleMovement

PerspectiveCompare and contrast the different styles of European, Australian and American folk arts


EmpathyAssume the role of a folk artist from a specific cultural group in Europe, Australia or America in creating a sample folk art.


Self KnowledgeWrite your realization after learning the folk arts of Europe, Australia and America


Music and Arts I

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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 IV– Dance Drama on Myths and Legends




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

ExplanationExplain how an idea or theme is communicated in a dance drama through the different elements of sound, music, gesture, movements and costume.




InterpretationIllustrate how the different elements used in a dance drama contribute in communicating meaning.

Evaluation of a Performance of Representative Dance dramas of the Worldbased on the following criteria:

Appropriate movements

Appropriate sound and music

Appropriate costumeCulturally based


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PerformanceContent Performance Understanding Question Understanding PerformanceThe learner:

demonstrates mastery of movement sequences in a dance drama with accurate rhythm and appropriate movements


ApplicationCreate dance movements to communicate a particular scene in a dance drama.

CriteriaAppropriate movements Culturally basedCreative

Perspective

Write a critique on two presentations of a dance drama based on how well a myth or legend is communicated




Content Performance Understanding Question Understanding Performance Empathy

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Express directly how other cultures express themselves through movements.


Self Knowledge

Self assess your performance in class activities


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