Grade 6 Arts Curriculum: Session 1

Session 1
Grade 6 Arts Curriculum

SESSION OBJECTIVES
The 4 hour session should enable the participants to understand the conceptual
framework, philosophy and rationale, content, themes, and Art processes of the Grade VI
Arts Curriculum.
More specifically, the participants should be able to:
1. Discuss and understand the conceptual framework, content and
competencies of Arts under the K to 12 Curriculum
2. Appreciate the conceptual framework, content and competencies of Arts
under the K to 12 Curriculum
3. Demonstrate understanding and mastery on the Art process that is
included in content of Art VI
DEPARTMENT OF EDUCATION
ACTIVITY
1. Group the participants into four.
2. If you will become a super hero,

what logo would you like to have?
Draw your logo in a bond paper.
3. Out of the created Logos, each group
will make a Photo Collage. Post your
Photo collage on your groups’
designated place. Also think of a
name that will represent your group as
a collective league of super hero.
4. Choose one art curator
5. Each group will do the gallery walk.

GALLERY WALK
ANALYSIS
1. What can you say
about the activity?
2. How would you
describe the work of
your group?
3. How did you come up
with the design of your
logo? What considerations
did you use in designing
your logo?
4. What element/s of Art is
presented in your photo
collage?
5. What are the skills that
can be develop in the
activity that you had
done?
6. How should we plan and
facilitate an art class?
What are the concept and
processes that should be
included?
PHILOSOPHY
AND RATIONALE
OF TEACHING
ARTS
Art develops
the skills
needed for the
21st century
•Creativity
•Critical thinking
•Problem Solving
•Risk-taking
•Team Building
•Communication
Creativity
Being different in your own
special way from anyone
else and being able to think
of new ways of doing or
making things..
Critical
Thinking
- to use effective
reasoning, make
judgments and
decisions, and solve
problems.
Problem-solving
- to use a variety of learning
strategies,
experimentation, reflection and
evaluation.
•Risk-taking
- to adapt to
changes, be
flexible, manage
goals and time
effectively, to work
independently.
Team-building
• - to work together
based on common
goals.
• Peers learn to help
each other as some
students become
“experts” in certain
areas.
Communication
-to become self-directed.
-to communicate their
needs because they are
motivated to do well.
Art develops
the multiple
intelligences
Art develops the child’s
SPATIAL,
INTRAPERSONAL & INTERPE
RSONAL, LOGICAL & VERBA
L, AND KINESTHETIC INTEL
LIGENCES
for the arts develop a distinct
way of seeing, thinking,
communicating and creating in
a person
Spatial Intelligence
when he imagines and translates
his thoughts, feelings into
visuals: drawings, paintings,
photos,
3-dimensional sculptures.
Intrapersonal and Interpersonal
Intelligences
when he reflects on his own
thoughts and feelings;
when he works and interacts
with other students while
creating an artwork.
Logical and Verbal
Intelligences
when he connects the art he sees to
the history of the Philippines and the
world. When he can appreciate, assess
and talk about the artistic merits of
his work and the work of others.
Kinesthetic Intelligences
when he uses his eyes, hands,
arms, body to carve, shape,
weave, saw, construct, mix,
blend materials to create an
artwork.
Conceptual Framework
ARTISTIC EXPRESSION & CULTURAL LITERACY
P
R
ES
A
C
SS
KNOWLEDGE
T
IC
CE
PE
N
IO
E
RF
AT
S
OR
ETR
PR
M
RP
AN
TE
CE
IN
CS
CR SP
RE
I
ET
IT ON
H
IC S
ST
AL E
AE
CREATIVE
EXPRESSION
THEORIES OF MUSIC AND ART

EDUCATION
ARTISTIC EXPRESSION & CULTURAL LITERACY

FOCUS OF K TO 12 ARTS CURRICULUM
Philippine arts,
culture and
heritage
FEATURES OF K TO12 ARTS CURRICULUM
Fosters appreciation
for Filipino Identity,
culture, tradition and
heritage
• From Kindergarten, art instruction

begins with creative exploration of
art materials, concepts and processes
found in the Philippines and other
countries.
• It continues to develop the student’s

imagination and individual
expression, and inquiry into the
aesthetic qualities of his work, the
work of others, artists of the past and
present, from the Philippines and
from other parts of the world.
Learning Area Standards
The learner demonstrates an
understanding of basic concept and
processes in 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
The learner demonstrates understanding
of basic elements and concepts through
performing, creating, and responding, aimed
towards the development of appreciation of
Art, and acquisition of basic knowledge and
skills.
Grade Level Standards
Through application, the learner
demonstrate a deeper understanding of basic
knowledge and skill in art, towards self-
development, the celebration of Filipino
Cultural Identity and diversity and the
expansion of one’s world vision.
Content and theme for
different grade levels
CONTENT AND THEME FOR DIFFERENT GRADE LEVELS
Kindergarten
and Grade 1
Myself,
My family, My
School
Grade 2
My Neighbor,
My community
Grade 3
My
Province,
My Region
Grade 4
Cultural
Communities
Grade 5
History of the
Philippines
Grade 6
The Philippines
in the present
times
Grade 7
The Three
Island Groups
in the
Philippines
Grade 8
Our Asian
Neighbors
Grade 9
Western
Countries
Grade 10
Middle East,
Africa and
America
• It culminates in seeing the

connection of art to other areas
of study and exposure to various
art-related activities and careers.
Grade 11
Contemporary
Times and the
New Media
Grade 12
Art Related
Careers
12 Art Related Careers
11 Contemporary times and the

new media
10 Middle East, Africa and

America
9 Western Countries
8 Our Asian Neigbors
7 The Three Island groups
The Philippines in the

6 Present Times
5 History of the Philippines
4 Cultural Communities
3 My province, My Region
2 My Neighbor, My Community
1 Myself, My Family and School
ART PROCESSES
IN ARTS CURICULLUM
ART PROCESSES
Quarter 1 Drawing
Quarter 2 Painting
Quarter 3 Printmaking
Quarter 4 3D & Sculpture
DRAWING
(Pagguhit)
Drawing with
colored pencil
Drawing with
marker pens
Drawing with
charcoal pencil
Digital
Drawing
Digital Drawing
PAINTING
(Pagpipinta)
DEPARTMENTCarlos Botong Francisco
OF EDUCATION
PRINTMAKING
(Paglilimbag)
SCULPTURE
(Iskultura)
ART PROCESSES
Quarter 1 Drawing
Quarter 2 Painting
Quarter 3 Printmaking
Quarter 4 3D & Sculpture
Time Allotment
40 MINUTES
• DepEd Order No. 31, s. 2012
Medium of Instruction
MEDIUM OF INSTRUCTIONS PER GRADE LEVEL
Learning Area G1 G2 G3 G4 G5 G6 G7-10
Filipino Filipino
English English
Mother Tongue Mother Tongue - - - -
Science - - MT English
Mathematics Mother Tongue English
AP Mother Tongue Filipino
EPP / TLE - - - Filipino English
MAPEH Mother Tongue Filipino English
EsP Mother Tongue Filipino
APPLICATION
Complete the reflective window about
the things that you learn, things you
will continue, what you will stop and
what will you start after the session.
Reflective Window
LEARN CONTINUE
Competency Sub Task/s Content Process Activity

STOP

START

THANK
YOU!

Grade 6 Arts Curriculum: Session 1

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Session 1

Grade 6 Arts Curriculum

2. If you will become a super hero,

4. Choose one art curator

5. Each group will do the gallery walk.

ARTISTIC EXPRESSION & CULTURAL LITERACY

THEORIES OF MUSIC AND ART

ARTISTIC EXPRESSION & CULTURAL LITERACY

• From Kindergarten, art instruction

• It continues to develop the student’s

• It culminates in seeing the

11 Contemporary times and the

10 Middle East, Africa and

8 Our Asian Neigbors

7 The Three Island groups

The Philippines in the

Competency Sub Task/s Content Process Activity

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