THE CURRICULUM FRAMEWORK

OF MUSIC AND ARTS EDUCATION

ARTISTIC EXPRESSION and CULTURAL LITERACY

 K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as
recipient 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.
 K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK

As Music and Arts 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.
 K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK

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.
 LEARNING AREA STANDARD
(K-12 Music and Arts)

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.
 EDUCATION

T
T T
O
O T T O
G
O O
E
K L
T
N B D I
H
O E O V
E
W E
R
 THE CONTENT
(K-12 Music and Arts)
 THE CONTENT
(K-12 Music and Arts)
 THE CONTENT
(K-12 Music and Arts)
 THE CONTENT
(K-12 Music and Arts)
 BASIC REFERENCES
(K-12 Music)

Music Elements Music Processes

Rhythm Listening
Melody Reading
Form Imitating
Timbre Responding
Dynamics Creating
Tempo Performing (including movement)
Texture Evaluating
Harmony* Analyzing Critically
*No formal instruction in harmony in Emphasis
K to 3
 BASIC REFERENCES
(K-12 Arts)

Arts Elements and Principles Arts Processes

Color Seeing/Observing
Line Reading
Reading Imitating (re-creating)
Texture Responding
Rhythm Creating (original works)
Balance Performing (different art processes)
Repetition *Contrast Evaluating
Applying (transference) Analyzing Critically
Proportion Applying (transference)
Harmony
 GRADE LEVEL STANDARDS
(K-12 Music and Arts)

GRADE LEVEL GRADE LEVEL STANDARDS

GRADE – 1 The learner demonstrates basic understanding of the fundamental processes in
music and art, through performing, creating, listening and observing, and
responding.
GRADE – 2 The learner demonstrates basic and fundamental processes in music and art,
through performing, creating, listening and observing, and responding.
GRADE - 3 The learner has acquired the basic and fundamental processes through performing,
creating, listening and observing, and responding, towards the development of
appreciation of music and art, and the acquisition of basic knowledge and skills.
 GRADE LEVEL STANDARDS
(K-12 Music and Arts)

GRADE LEVEL GRADE LEVEL STANDARDS

GRADE – 4 Through the formal introduction of elements, the learner can identify the basic
knowledge and skills in music and art, towards self-development, the celebration of
Filipino cultural identity and diversity, and the expansion of one’s world vision.
GRADE – 5 Through exploration, the learner demonstrates a deeper understanding of basic
knowledge and skills in music and art, towards self-development, the celebration of
Filipino cultural identity and diversity, and expansion of one’s world vision.
GRADE - 6 Through application, the learner demonstrates understanding of the basic concepts
of and processes in music and art, towards self-development, the celebration of
Filipino cultural identity and diversity, and the expansion of one’s world vision.
 GRADE LEVEL STANDARDS
(K-12 Music and Arts)
GRADE LEVEL GRADE LEVEL STANDARDS
GRADE – 7 The learner demonstrates basic understanding of the fundamental processes in
music and the arts through performing, creating, listening and observing, and
responding towards appreciation of the cultural richness of the different provinces
in the Philippines.
GRADE – 8 The learner demonstrates understanding of salient features of Asian music and the
arts, through appreciation, analysis, and performance for self-development, the
celebration of Filipino cultural identity and diversity, and the expansion of one’s
world vision.
GRADE - 9 The learner demonstrates understanding of salient features of Western music and
the arts from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.
GRADE - 10 The learner demonstrates understanding of salient features of contemporary music
and the arts, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
 STRATEGIES
(K-12 Music and Arts)
APPROACHES/STRATEGIES SUGGESTED ACTIVITIES SKILLS DEVELOPMENT

DIRECT INSTRUCTION Demonstration Lessons Proficiency

Self-direction
Project-Based Learning Productivity
Accountability
Adaptability
GUIDED PRACTICE Collaborative Activity Self-direction
Accountability
Project Making Adaptability
INTERACTIVE LEARNING Cooperative Learning Artistic expression
Demonstrates responsible behavior
Group Work Active participation
Effective communication
THEMATIC INSTRUCTION Role play Interactive communication
Collaboration and interpersonal skills
Problem-Solving Critical thinking
Song/Poem Analysis
COMPUTER- ASSISTED Research Technical skills
Creativity
INSTRUCTION Project Based Activity Independence
Internet Computer skills
Curiosity
 ASSESSMENT TECHNIQUES
(K-12 Music and Arts)
Assessment Techniques in teaching Music and Arts use familiar tools to determine learner’s initial
knowledge, understanding and skills and to monitor their progress on a given task.
1. PERFORMANCE-BASED
- this allows learners to demonstrate their own ability in performing a task.
2. PROJECTS/PRESENTATIONS STRATEGY
- Learners output is assessed on how they accomplish tasks using a variety of sources and may be
delivered orally or written using multimedia technologies followed with performance critiquing.
3. SELF-ASSESSMENT
- Learners reflect on their own progress towards the achievement or output. This could be a basis for
improving their learning. Rubrics and checklist could be used.
4. JOURNAL WRITING
- Journal is a written record of learner’s thoughts, experiences and observations on the specific lesson.
This can improve the learner’s writing skills.