LIVING STONE INTERNATIONAL SCHOOL

J esus first. O thers second. Y ourself third.

CURRICULUM MAP in MUSIC 7

S. Y. 2018 – 2019

Prepared by

Irwin Ramos Dungca

Subject Teacher

Noted by

Ma’am Carmen Sampang

Administrator for Academics

Approved by

Ma’am Amy Tumagoy

School Principal
COURSE DESCRIPTION
Music Education is an integral part of the educational curriculum that aims to provide various avenues for learning and discovery of the student’s full
potentials in attaining, sustaining and promoting the Philippine culture while engaging oneself through musical activities. Music Education curriculum includes
value, knowledge, skills and performances through various musical processes in order to achieve artistic expression and cultural literacy while it instills within
oneself pride in his/her own cultural identity as well as the student’s individual quest for self-expression.

In the pursuit to meet the challenges and needs of the students who come from diverse environmental set-up, the Music Education Grade 7 course outline is a
collection of various learning outcomes focusing on Philippine Music. The outline covers the topics from Music of Luzon, Music of the Visayas, Music of Mindanao
and Philippine Festivals. This outline employs the philosophy of Music as an aural and a temporal art as a basis for the acquisition of 21st century skills in Music. It
involves the context of conveying one’s ideas and feelings in addressing the human spirit in order to help the students’ to understand and acquire needed skills in
order to be more competent, confident and committed to self-development, creating social awareness and cultural sensitivity in expanding one’s world vision through
Music and engaging themselves to be life-long learners while surrendering oneself for God’s greater glory and in achieving excellence in the service of humanity.

COURSE GOAL
The student demonstrates an understanding of basic concepts and processes in Music through appreciation, analysis and performance for his/her self-
development, celebration of his/her own cultural identity and expansion of his/her world vision.

COURSE REQUIRMENTS
 Piano
 Music Score

COURSE ASSESSMENT
 Paper and Pencil Tests / Quizzes - 10 %
 Performances / Authentic Assessments (Term 1 and 2) - 40 %
 Trimestral Assessments - 50 %
 Performances / Authentic Assessments (Term 3) - 30 %
 Finals / Comprehensive Output - 60 %
 CURRICULUM MAP

SUBJECT: MUSIC GRADE LEVEL: GRADE 7 TEACHER: IRWIN RAMOS DUNGCA

TERM / TOPIC / CONTENT CONTENT PERFORMANCE COMPETENCIES / ASSESSMENT ACTIVITIES RESOURCES / CORE VALUES
MONTH STANDARDS STANDARDS SKILLS MATERIALS
TERM 1

June 4 – Music of Luzon The students The students must The students must be
September must be able to be able to perform able to…
7, 2018 demonstrate folk songs from
understanding Luzon with 1. Identify the Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical appropriate pitch, musical Music Analysis  Television as a key person in
characteristics rhythm, expression characteristics of unit promoting the folk
of folk music and style. folk music from  Speaker music of Luzon.
from Luzon. Luzon after  YouTube
listening. videos Practicing
2. Analyze the  Whiteboard RESPECT by
musical elements and marker showing awareness
of folk music  Class to the belief system
from Luzon. participation of the culture
3. Explain the through music
distinguishing performance of folk
characteristics of songs from Luzon.
folk music from
Luzon in relation Manifesting
to its culture and DILIGENCE as a
geography. student by actively
4. Evaluates music participating in the
and music discussion as well
performances as practicing their
 applying given music pieces.
knowledge of
musical elements Developing SELF-
and styles. CONFIDENCE in
5. Sing and perform Authentic Perform a folk  Music score performing the folk
folk songs from Performance song from Luzon. songs from Luzon.
Luzon.
Practicing
HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.

Practicing
DISCIPLINE by
applying the
musical elements of
folk music from
Luzon in
performing their
folk songs.
TERM 2

September Music of Visayas and The students The students must The students must be
10 – Mindanao must be able to be able to perform able to…
December demonstrate folk songs from
21, 2018 understanding Visayas and 1. Identify the Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical Mindanao with musical Music Analysis  Television as a key person in
characteristics appropriate pitch, characteristics of unit promoting the folk
of folk music rhythm, expression folk music from  Speaker music of Visayas
from Visayas and style. Visayas and  YouTube and Mindanao.
and Mindanao. Mindanao after videos
listening.  Whiteboard Practicing
2. Analyze the and marker RESPECT by
musical elements  Class showing awareness
of folk music participation to the belief system
from Visayas and of the culture
Mindanao. through music
3. Explain the performance of folk
distinguishing songs from Visayas
characteristics of and Mindanao.
folk music from
Visayas and Manifesting
Mindanao in DILIGENCE as a
relation to its student by actively
culture and participating in the
geography. discussion as well
4. Evaluates music as practicing their
and music given music pieces.
performances
applying Developing SELF-
knowledge of CONFIDENCE in
musical elements performing the folk
and styles. songs from Visayas
5. Sing and perform Authentic Perform a folk  Music score and Mindanao.
folk songs from Performance song from Visayas
Visayas and and Mindanao. Practicing
Mindanao. HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.
 Practicing
DISCIPLINE by
applying the
musical elements of
folk music from
Visayas and
Mindanao in
performing their
folk songs.
TERM 3

January 3 Philippine Festivals The students The students must The students must be
– March must be able to be able to create able to…
15, 2019 demonstrate and perform a
understanding festival dance. 1. Identify the Short Quiz Discussion and  Laptop RESPONSIBILITY
of the musical musical Music Analysis  Television as a key person in
characteristics characteristics of unit promoting
of a typical a typical  Speaker Philippine Festivals.
Philippine Philippine  YouTube
festival dance. festival dance videos Practicing
through video or  Whiteboard RESPECT by
live and marker showing awareness
performances.  Class to the belief system
2. Narrate the participation of the culture by
origins and performing a
cultural festival dance.
background of
Philippine Manifesting
festivals. DILIGENCE as a
3. Explain the student by actively
distinguishing participating in the
 characteristics of discussion as well
Philippine as in performing the
festivals. festival dance.
4. Describe how the
music contributes Developing SELF-
to the CONFIDENCE in
performance of a performing the
festival dance. festival dance.
5. Create Authentic  Create  Laptop
movements to the Performance movements to  edjing Mix Practicing
music of a the music of a  Speaker HUMILITY by
selected festival selected  Costume sharing one’s music
dance. festival dance. and props giftedness to your
6. Improvise  Improvise fellow classmates.
accompanying accompanying
sound and sound and Practicing
rhythm of a rhythm of a DISCIPLINE by
selected festival selected applying the
dance. festival dance. musical elements of
a typical Philippine
festival dance to the
dance
choreography.
March 6, Music Culminating The students The students must The students must be Authentic Perform a festival  Speaker Foster UNITY,
2019 Program must be able to be able to perform able to perform a Performance dance.  Costume CAMARADERIE
demonstrate a festival dance. festival dance. and props and HARMONY in
understanding performing in front
of the musical of an audience.
characteristics
of a typical Developing SELF-
Philippine CONFIDENCE in
festival dance. performing the
festival dance.

Practicing
DISCIPLINE by
applying the
musical elements of
a typical Philippine
festival dance to the
dance
choreography.