music curriculum guide grades 1-10 december 2013.txt

8/10/2019 Music Curriculum Guide Grades 1-10 December 2013.txt

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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to 12 Curriculum Guide

MUSIC

(Grade 1 to Grade 10)

December 2013


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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 andcultural 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/herown cultural identity and the expansion of his/her vision of the world.

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, andcreating. (See Figure 1 and Figure 2)

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 RonaldThomas, 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-BasedArt Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.


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PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

Music is both an aural and a temporal art. All its elements, when interwoven inthe highest artistic order, are likened into a -- tapestry moving in time.The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range ofpurposes, functions, and identities, from the utilitarian to aesthetic.

However, the basic nature of music does not change. In his book A Structure forMusic Education, Ronald Thomas articulates that the nature of music isexpressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, andhas great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes thischaracteristic as a continuous state of becoming. Like the other arts, music is

a creative avenue for mans individual quest for self- expression and fulfillment.

On these basic characteristics are founded the rationale of music study. A keensensitivity to environmental and musical sounds needs to bedeveloped. The student must learn to .hear, .speak, and .think in the medium ofmusic. Simultaneously, growth and development in the skills that enable theapplication of the learners knowledge should be encouraged, through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10 MusicCurriculum embodies the best practices advocated by theSPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary generaleducation.

We envision that Music in the K-10 Program will effectively nurture and refine the learners artistic expression and cultural literacy, and celebrate his/hernational heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.


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Figure 1. The Curriculum Framework of Music and Arts Education


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Grade 12 Mastery of Proficiency in the chosen form or genre

Grade 11 Mastery of Proficiency in the chosen form or genre

Grade 10 Application of Contemporary Music and Arts

Grade 9 Application Western Music and Arts

Grade 8 Application Asian Music and Arts

Grade 7 Application Philippine Folk Music and Arts

Grade 6 Application for Appropriate Mastery and Acquisition of Skills

Grade 5 Exploration Elements / Processes

Grade 4 Formal Introduction to Elements / Processes

Grade 3 Preliminary Acquisition of Basic Knowledge and Skills

Grade 2 Enhanced Understanding of Fundamental Processes

Grade 1 Introduction to the Fundamental Processes

Kindergarten Exposure to the Different Music & Art Processes

(Experiential Learning)


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Figure 2. Content of Music and Arts per Grade Level


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Table 1. Basic Reference for Music Content

Music Elements

Music Processes

. Rhythm

. Listening

. Melody

. Reading

. Form

. Imitating (re-creating)

. Timbre

. Responding

.Dynamics

. Creating

. Tempo

. Performing (including movement)

. Texture

. Evaluating

. Harmony *

. Analyzing critically

*No formal instruction in harmony

from K to 3


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. Applying (transference)


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LEARNING AREA STANDARD: 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, andexpansion of his/her world vision.

KEY STAGE STANDARDS:

K - 3

4 - 6

7 10

The learner demonstratesunderstanding of fundamentalprocesses throughperforming, creating, and responding,aimed towards the development ofappreciation of music and art, andacquisition of basic knowledge andskills.

The learner demonstrates understandingof basic elements and concepts throughperforming, creating, and responding,

aimed towards the development ofappreciation of music and art, andacquisition of basic knowledge and skills.

The learner demonstrates understandingof salient features of music and art ofthe Philippines and the world, throughappreciation, analysis, and performance,for self-development, the celebration ofFilipino cultural identity and diversity,and the expansion of ones world vision.


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GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards

Kindergarten

The learner is exposed to the different basic music and art processes through experiential learning.

Grade 1

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, andresponding.

Grade 2

The learner demonstrates understanding of the basic and fundamental processes inmusic 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 thedevelopment of appreciation of music and art, and the acquisition of basic knowledge and skills.

Grade 4

Through the formal introduction of elements, the learner can identify the basicknowledge and skills in music and art, towards self-development, the

celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.

Grade 5

Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, thecelebration of Filipino cultural identity and diversity, and expansion of ones world vision.

Grade 6

Through application, the learner demonstrates understanding of the basic concept

s of and processes in music and art, towards self-development, thecelebration of Filipino cultural identity and diversity, and the expansion of ones world vision.

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.


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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 ones world vision.

Grade 9

The learner demonstrates understanding of salient features of Western music andthe 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 ones world vision.

Grade 10

The learner demonstrates understanding of salient features of contemporary musicand the arts, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.


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GRADE 1

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS

PERFORMANCESTANDARDS

LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

1. Distinction BetweenSound and Silence2. Steady Beats3. Simple RhythmicPatterns4. Ostinato

demonstrates basicunderstanding of sound,silence and rhythm

responds appropriately tothe pulse of the soundsheard and performs withaccuracy the rhythmicpatterns

1. identifies the differencebetween sound and silenceaccurately

MU1RH-Ia-1

2. relates images to sound and


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silence within a rhythmicpattern

MU1RH-Ib-2

3. performs echo clapping

MU1RH-Ib-3

4. maintains a steady beatwhen chanting, walking,tapping, clapping, andplaying musical instruments

MU1RH-Ic-4

5. claps, taps, chants, walksand plays musicalinstruments with accuraterhythm in response to soundo in groupings of 2so in groupings of 3so in groupings of 4s

MU1RH-Ic-5

6. creates simple ostinatopatterns in groupings of 2s,3s, and 4s through bodymovements

MU1RH-Id-e-6

7. performs simple ostinatopatterns on other sound

sources including body parts

MU1RH-If-g-7

8. plays simple ostinatopatterns on classroominstruments


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8.1 sticks, drums, triangles,nails, coconut shells,bamboo, empty boxes, etc.

MU1RH-Ih-8


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

SECOND QUARTER

II. MELODY

1. Pitch2. Simple Melodic

Patterns

demonstrates basicunderstanding of pitch andsimple melodic patterns

responds accurately to highand low tones through bodymovements, singing, andplaying other sources ofsounds

1. identifies the pitch of a toneas high or low

MU1ME-IIa-1


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2. matches the correct pitch oftones with other soundsources

MU1ME-IIb-2

3. sings simple melodic patterns

3.1 ( so mi, mi so, mi re-do)

MU1ME-IIb-3

4. matches the melody of asong with the correct pitchvocally

4.1 greeting songs

4.2 counting songs

4.3 action songs

MU1ME-IIc-4


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5. sings in pitch

5.1 rote singing

5.2 greeting songs

5.3 counting songs

5.4 echo singing

MU1ME-IIc-5

III. FORM

1. Musical Lines2. Beginnings andEndings in Music

3. Repeats in Music

demonstrates basicunderstanding of the

concepts of musical lines,beginnings and endings inmusic, and repeats in music

responds with precision tochanges in musical lineswith body movements

6. identifies with bodymovements the

6.1 beginnings

6.2 endings

6.3 repeats of a recordedmusic example

MU1FO-IId-1


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7. identifies similar or dissimilarmusical lines with the use of:

7.1 body movements

7.2 geometric shapes orobjects

MU1FO-IIe-2

8. relates basic concepts ofmusical forms to geometricshapes to indicateunderstanding of:

8.1 same patterns

8.2 different patterns

MU1FO-IIf-3


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

9. chooses the exact geometricshapes that correspond tomusical form

MU1FO-IIg-h-4

THIRD QUARTER

IV. TIMBRE

1. Quality of Sound inMusic2. Distinction BetweenSpeaking and Singing

demonstratesunderstanding of the basicconcepts of timbre

distinguishes accurately thedifferent sources of soundsheard and be able toproduce a variety of timbres

1. identifies the source ofsounds

1.1 wind, wave, swaying of thetrees, animal sounds,sounds produced bymachines, transportation,


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through body movements

MU1TB-IIIa-1

2. responds appropriately todifferences in sounds heardthrough body movement

MU1TB-IIIa-2

3. replicates the sounds heardfrom different sources

MU1TB-IIIb-3

4. uses voice and other

sources of sound to producea variety of timbres

MU1TB-IIIb-4

V. DYNAMICS

1. Volume of Sound inMusic2. Distinction BetweenLoudness andSoftness in Music

demonstratesunderstanding of the basic

concepts of dynamics

creatively interprets withbody movements thedynamic levels to enhancepoetry, chants, drama, andmusical stories

5. demonstrates dynamicchanges with movements


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MU1DY-IIIc-1

6. uses the terms loud and softto identify volume changes

MU1DY-IIIc-2

7. relates the concepts ofdynamics to the movementsof animals

7.1 elephant walk loud

7.2 tiny steps of a mouse soft

MU1DY-IIId-3

8. interprets with bodymovements the dynamics ofa song

8.1 small movement soft

8.2 big movement loud

MU1DY-IIIe-f-4

9. applies the concepts ofdynamic levels to enhancepoetry, chants, drama, andmusical stories

MU1DY-IIIg-h-5


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS



FOURTH QUARTER

VI. TEMPO

1. Speed of Sound InMusic2. Distinction BetweenFastness and Slownessin Music

demonstratesunderstanding of the basicconcepts of tempo

performs with accuracyvaried tempi throughmovements or dance stepsto enhance poetry, chants,drama, and musical stories

1. mimics animal movements


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1.1 horse fast

1.2 carabao slow

MU1TP-IVa-1

2. demonstrates the basicconcepts of tempo throughmovements

MU1TP-IVa-2

3. responds to varied tempowith movements or dance

steps

3.1 slow movement with slowmusic

3.2 fast movement with fastmusic

MU1TP-IVb-3


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4. relates tempo changes tomovements

MU1TP-IVb-4

5. uses varied tempo toenhance poetry, chants,

drama, and musical stories

MU1TP-IVc-5

VII. TEXTURE

1. Distinction BetweenThinness and

Thickness in Music2. Single Melodic Line orSimultaneousOccurrence of MultipleMelodic Lines


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demonstratesunderstanding of the basicconcepts of texture

sings songs to involveoneself and experience theconcept of texture

6. identify sounds alone, soundstogether

MU1TX-IVd-1

7. demonstrates awareness oftexture by using visualimages

MU1TX-IVe-2

8. distinguishes accuratelybetween single musical lineand multiple musical lines

which occur simultaneouslyin a given song

MU1TX-IVf-3

9. demonstrates the concept oftexture by singing two-partround

9.1 Are You Sleeping, BrotherJohn?

9.2 Row, Row, Row Your Boat

MU1TX-IVg-h-4


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GRADE 2

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

1. Distinction BetweenSound and Silence2. Steady Beats3. Simple RhythmicPatterns4. Ostinato

demonstrates basicunderstanding of sound,silence and rhythmicpatterns and developsmusical awareness whileperforming thefundamental processes inmusic

responds appropriately tothe pulse of sounds heardand performs with accuracythe rhythmic patterns inexpressing oneself


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1. distinguishes aurally andvisually between sound andsilence

MU2RH-Ia-1

2. relates visual images tosound and silence within arhythmic pattern

MU2RH-Ib-2

3. replicates a simple series ofrhythmic sounds (i.e. echoclapping)

MU2RH-Ib-3

4. maintains a steady beat whenchanting, walking, tapping,clapping, and playing musicalinstruments

MU2RH-Ic-4

5. claps the written sticknotation to show steady beats

5.1 divides the stick notationsinto measures of 2s, 3s and4s to show rhythmicpatterns

MU2RH-Ic-5

6. creates simple ostinatopatterns in measures of 2s,3s, and 4s with bodymovements


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MU2RH-Id-e-6

7. writes stick notation on theboard to represent the soundheard

MU2RH-If-g-7

8. plays simple ostinato patternson classroom instruments

8.1 sticks, drums, triangles,nails, coconut shells,bamboo, empty boxes, etc.

MU2RH-Ih-8


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

SECOND QUARTER

II. MELODY

1. Pitch2. Simple Melodic

Patterns

demonstrates basicunderstanding of pitch andsimple melodic patterns

performs with accuracy ofpitch, the simple melodicpatterns through bodymovements, singing orplaying musical instruments

1. identifies the pitch of tones as


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1.1 high

1.2 low

1.3 higher

1.4 lower

MU2ME-IIa-1

2. responds to ranges of pitchthrough body movements,singing, and playing sourcesof sounds

MU2ME-IIa-2

3. demonstrates high and lowpitches through singing or

playing musical instruments

MU2ME-IIb-3

4. sings the following songs withaccurate pitch:

4.1 wrote songs

4.2 echo songs

4.3 simple childrens melodies

MU2ME-IIb-4

5. echoes simple melodicpatterns through singing orhumming

MU2ME-IIc-5

6. demonstrates the melodiccontour with movement

MU2ME-IIc-6


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7. demonstrates the melodiccontour through

1.7 body staff

1.8 writing the melodic line onthe air

1.9 line notation

MU2ME-IIc-7

8. relates visual imagery tomelodic patterns

MU2ME-IIc-8

III. FORM

1. Musical Lines2. Beginnings andEndings in Music3. Repeats in Music

demonstratesunderstanding of the basicconcepts of musical form

performs a song, chosenfrom among the previouslylearned songs that showsthe basic concepts ofmusical lines, beginnings,endings and repeatsthrough body movement,


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9. identifies the beginning andending of a song

MU2FO-IId-1

10. demonstrates the beginningand ending of a song with

10.1 movements

10.2 vocal sounds

10.3 instrumental sounds

MU2FO-IId-2


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MU2FO-IIg-h-7

THIRD QUARTER

IV. TIMBRE

1. Quality of Sound inMusic2. Introduction to VoiceProduction3. Differentiation inSound Quality4. Introduction toMusical Instruments


determines accurately thesources of sounds heard,and produce sounds usingvoice, body, and objects,and be able to sing inaccurate pitch

1. identifies the source ofsounds e.g. winds, wavesswaying of the trees, animalssounds, sounds produced bymachines, transportation, etc.

MU2TB-IIIa-1

2. replicates different sources ofsounds with body movements

MU2TB-IIIa-2

3. identifies the common musicalinstruments by their soundsand image

MU2TB-IIIb-3


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4. recognizes the differencebetween speaking and singing

MU2TB-IIIc-4

5. sings songs with accuratepitch and pleasing vocalquality

MU2TB-IIIc-5

6. produces sounds using voice,body, and objects to enhancea given story

MU2TB-IIId-6


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

V. DYNAMICS

1. Volume of Sound inMusic2. Distinction BetweenLoudness and

Softness in Music

demonstratesunderstanding of the basicconcepts of dynamics

creatively applies changesin dynamics to enhancerhymes, chants, drama, andmusical stories

7. interprets through bodymovements the dynamics of asong

MU2DY-IIIc-1

8. distinguishes between loud,louder, softand softerinmusic

MU2DY-IIIc-2


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9. relates movements of animalsto dynamics

E.g.

elephant walking loud

dog walking medium

tiny steps of a mouse - soft

MU2DY-IIIc-3

10. uses the words loud, louder,soft, softer to identifyvariations in volume

MU2DY-IIIc-4

11. replicates loud,medium,and softwith voice or withinstruments

MU2DY-IIId,e,h-5

12. sings a given song withappropriate dynamics

MU2DY-IIIf-h-6

FOURTH QUARTER

VI. TEMPO

1. Speed of Sound InMusic2. Distinction BetweenFastness andSlowness in Music


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demonstratesunderstanding of the basicconcepts of tempo

uses varied tempi toenhance rhymes, chants,drama, and musical stories

1. mimics animal movements

1.1 horse fast

1.2 carabao moderate

1.3 turtle slow

MU2TP-IVa-1

2. responds to the accuratetempo of a song as guided bythe hand signal of the teacher

E.g.

The teachers slow handmovement means slow,while fast hand movementmeans fast.

MU2TP-IVa-2

3. demonstrates changes intempo with movements

MU2TP-IVa-3

4. responds to variations intempo with dance steps

4.1 slow movement with slow

MU2TP-IVb-4


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

music

4.2 s music

5. distinguishes slow,slower,fast,and fasterinrecorded music with voice orwith instruments

MU2TP-IVb-5

6. uses the terms fast,faster,slow,and slowerto identify variations in tempo

MU2TP-IVb-6

7. replicates slow,slower,fast,and fasterwith voice or withinstruments

MU2TP-IVc-7

VII. TEXTURE

1. Single Melodic Line orSimultaneousOccurrence of MultipleMelodic Lines2. Distinction BetweenThinness andThickness in Music


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distinguishes accuratelybetween single musical lineand multiple musical lineswhich occur simultaneouslyin a given song

8. identifies musical texture withrecorded music

E.g.

8.1 melody with singleinstrument or voice

8.2 single melody with

accompaniment

8.3 two or more melodies sungor played together at thesame time

MU2TX-IVd-f-1

9. shows awareness of textureby relating visual images torecorded or performed music

MU2TX-IVd-f-2

10. distinguishes between singlemusical line and multiplemusical lines which occursimultaneously

MU2TX-IVd-f-3

11. distinguishes betweenthinness and thickness ofmusical sound in recorded orperformed music

MU2TX-IVg-h-4


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GRADE 3

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

1. Sound and Silence2. Steady Beats3. Simple RhythmicPattern4. Ostinato

demonstratesunderstanding of the basicconcepts of rhythm

1. performs simpleostinato patterns/simplerhythmicaccompaniments onclassroom instrumentsand other soundsources to a given song

2. sings songs with correctrhythm


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1. relates images with soundand silence within a rhythmicpattern

MU3RH-Ia-1

2. maintains a steady beat whenchanting, walking, tapping,clapping, and playing musicalinstruments

MU3RH-Ib-h-2

3. claps, taps, chants, walks,and plays musical instrumentsin response to sound with thecorrect rhythm

3.1 in measures of 2s, 3s, and4s

3.2 echo clapping

3.3 marching

3.4 dancing the waltz

MU3RH-Ia-c-3

4. claps the written sticknotation on the boardrepresenting the sound heard

MU3RH-Id-4

5. plays simple ostinato patternswith classroom instrumentsand other sound sources

MU3RH-Id-h-5

6. creates simple ostinatopatterns in measures of 2s,3s, and 4s through bodymovements


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

SECOND QUARTER

II. MELODY

1. Pitch2. Melodic Lines

3. Melodic Patterns andContour

demonstratesunderstanding of the basicconcepts of melody

sings the melody of a songwith accurate pitch

1. identifies the pitch of a toneas:

1.1 high higher

1.2 moderately high higher

1.3 moderately low lower

1.4 low lower

MU3ME-IIa-1

2. matches the correct pitch oftones

2.1 with the voice


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2.2 with an instrument

MU3ME-IIa-2

3. relates movements with levelsof pitch

MU3ME-IIb-3

4. matches the voice with thepitches of a melody

MU3ME-IIb-c-4

5. recreates simple patterns and

contour of a melody

MU3ME-IIb-5

6. sings entire simple songs withaccurate pitch

6.1 Favorite Childrens Songs

6.1.1 Do Re Mi

6.1.2 What Can We DoToday

6.2 Folksongs

6.2.1 Manang Biday

6.2.2 Paruparong Bukid

6.2.3 Atin Cu PungSingsing

MU3ME-IIc-6

III. FORM


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1. Musical Lines2. Musical Beginning,Middle, and End3. Repeats in music

demonstratesunderstanding of the basicconcepts of musical form

sings, plays, and performs(through body movements)a chosen song showing thebasic concepts of musicallines, beginnings, endings

and repeats

7. identifies the beginning,middle, and ending of a song

MU3FO-IId-1

8. identifies musical lines as

8.1 similar


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8.2 same

8.3 different throughmovements and geometricshapes or objects

MU3FO-IId-2

9. recognizes repetitions within asong

MU3FO-IId-3


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

10. sings repetitions of musicallines independently

MU3FO-IIe-4

11. plays repetitions of musical

lines

MU3FO-IIf-5

12. renders a song confidently,giving appropriate emphasison the beginning and on the


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ending

MU3FO-IIg-h-6

THIRD QUARTER

IV. TIMBRE

1. Voice ProductionTechniques2. Variation in SoundQuality

2.1 Similar

2.2 Different

3. Introduction toMusical Instruments


applies vocal techniques insinging to produce apleasing vocal quality:

1. using head tones

2. employing properbreathing

3. using the diaphragm

1. recognizes differences insound quality coming from avariety of sound sources

MU3TB-IIIa-1

2. responds to differences insound quality with appropriatemovement

MU3TB-IIIa-2


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3. recognizes musicalinstruments through sound

MU3TB-IIIb-3

4. identifies and compares thevoices of:

4.1 classmates as they sing orspeak

4.2 selected popular singers inrecordings

MU3TB-IIIb-4

5. compares the use of the voicein speaking and in singing

MU3TB-IIIb-5

6. uses the voice and othersources of sound to produce avariety of timbres

MU3TB-IIIc-6

V. DYNAMICS

1. Volume of Sound inMusic2. Conducting and

Dynamics

demonstratesunderstanding of the basicconcepts of dynamics inorder to respond toconducting gestures usingsymbols indicatingvariances in dynamics


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sings songs with properdynamics following basicconducting gestures

7 interprets the dynamics of asong through bodymovements



MU3DY-IIId-1

8 distinguishes loud,medium,and softin music

MU3DY-IIId-2

9 relates dynamics to themovements of animals

e.g.

MU3DY-IIId-3


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

9.1 elephant walking loud

9.2 mice scurrying soft

10 uses terms loud,medium,and soft(louder, softer) toidentify changes andvariations in volume

MU3DY-IIIe-4

11 responds to conductinggestures of the teacher forloudand soft

E.g.

11.1 Teachers palm down

means softand palm upmeans loud.

11.2 Hands moving farther fromeach other mean soundbecomes louder.

MU3DY-IIIe-h-5

12 uses varied dynamics to

enhance poetry, chants,drama, songs and musicalstories

MU3DY-IIIf-h-6


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FOURTH QUARTER

VI. TEMPO

1. Speed of Sound inMusic

1.1 Fast

1.2 Slow

2. Conducting and Tempo

demonstratesunderstanding of theconcepts of tempo in orderto respond to conductingsymbols indicatingvariations in tempo

enhances performance of

poetry, chants, drama,musical stories, and songsby using a variety of tempo

1. mimics animal movementsaccording to speed

1.1 horse fast

1.2 carabao slow

1.3 turtle slow

1.4 rabbit - fast

1.5 dog fast

MU3TP-IVa-1

2. sings songs with propertempo following basic

conducting gestures

MU3TP-IVa-2

3. relates movement to changesand variations in tempo


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MU3TP-IVb-3

4. responds with movement totempo changes

4.1 (i.e. doing locomotor andnon-locomotor movements)to a variety of tempo in

MU3TP-IVb-c-4


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

recorded music

5. distinguishes among fast,moderate, and slow in music

MU3TP-IVb-5

6. uses the terms: fast,moderate, and slow, (faster,slower etc.) to identify tempochanges and variations

MU3TP-IVb-6

7. sings songs with designatedtempo

E.g.

7.1 Lullaby slow

7.2 Joyful songs fast

MU3TP-IVa-c-7

VII. TEXTURE

1. Single Melodic Line orSimultaneousOccurrence of MultipleMelodic Lines2. Distinction BetweenThinness and


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Thickness in Music


sings

1. two-part rounds2. partner songs

8. demonstrates the concept oftexture by singing two-partrounds

E.g.

8.1 Are You Sleeping, BrotherJohn?

8.2 Row, Row, Row Your Boat

8.3 Musika Ay Di Kukupas

MU3TX-IVd-f-1

9. demonstrates the concept oftexture by singing partnersongs

E.g.

9.1 Leron, Leron Sinta

9.2 Pamulinawen

9.3 Its A Small World

9.4 Hes Got the Whole World inHis Hands

MU3TX-IVd-f-2

10. distinguishes between singlemusical line and multiplemusical lines which occursimultaneously

MU3TX-IVd-f-3


63/203

11. distinguishes betweenthinness and thickness ofmusical sound

MU3TX-IVg-h-4


64/203

notesGRADE 4

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

1. Musical Symbols andConcepts:

1.1 Notes and Rests

1.2 Meters

1.3 Rhythmic Patterns

1.4 Simple TimeSignatures

1.5 Ostinato

demonstratesunderstanding of conceptspertaining to rhythm and

musical symbols

creates rhythmic patternsin:

1. simple time signatures


65/203

2. simple one-measureostinato pattern

1. identifies different kinds ofnotes and rests

MU4RH-Ia-1

. MISOSA4-module6,7

2. organizes notes and restsaccording to simple meters

(grouping notes and rests intomeasures given simplemeters)

MU4RH-Ib-2

. MISOSA4-module8

3. states the meaning of thedifferent rhythmic patterns

MU4RH-Ic-3

. MISOSA4-module2

4. demonstrates the meaning ofrhythmic patterns by clappingin time signatures

MU4RH-Ic-4

. MISOSA4-module3,4,5


66/203

5. uses the bar line to indicategroupings of beats in

MU4RH-Ic-5


6. identifies accented andunaccented pulses

MU4RH-Id-6

. MISOSA4-module1

7. places the accent (>) on thenotation of recorded music

MU4RH-Id-7

. MISOSA4-module1

8. responds to metric pulses ofmusic heard with appropriateconducting gestures

MU4RH-Ie-g-8

3

4,

2

4,

4

4

3


67/203

4,

2

4,

4

4


68/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

SECOND QUARTER

II. MELODY

1. Musical Symbols and Concepts:

1.1 Intervals

1.2 Scales

1.3 Melodic Contours

1.4 Patterns of successivepitches of a C Major scale

recognizes the musicalsymbols and demonstrates

understanding of conceptspertaining to melody

analyzes melodicmovement and range andbe able to create andperform simple melodies

1. identifies the pitch name ofeach line and space of the G-clef staff


69/203

MU4ME-IIa-1

2. identifies the pitch names ofnotes on the ledger lines and

spaces below the G-clef staff(middle C and D)

MU4ME-IIb-2

3. recognizes the meaning anduse of G- Clef


70/203

do re mi fa so la ti do

MU4ME-IIc-3

E

G

B

D

F

F

A

C

E


71/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

4. identifies the movement of themelody as:

- no movement

- ascending stepwise

- descending stepwise

- ascending skip wise


72/203

- descending skip wise

MU4ME-IId-4

. MISOSA4-module10

5. identifies the highest andlowest pitch in a givennotation of a musical piece todetermine its range

MU4ME-IIe-5

. MISOSA4-module9

6. sings with accurate pitch thesimple intervals of a melody

MU4ME-IIf-6

7. performs his/her own createdmelody

MU4ME-IIg-h-7


73/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

THIRD QUARTER

III. FORM

1. Phrases in a Musical Piece2. Structure of Musical Sound

2.1 Antecedent (Question)Phrase

2.2 Consequent (Answer)Phrase

2.3 Introduction

2.4 CODA (ending) Phrase

demonstrates

understanding of musicalphrases, and the uses andmeaning of musical termsin form

performs similar andcontrasting musicalphrases

1. identifies aurally and visuallythe introduction and coda

(ending) of a musical piece

MU4FO-IIIa-1

2. identifies aurally and visuallythe antecedent andconsequent in a musical piece


74/203

MU4FO-IIIa-2

3. listens to similar andcontrasting phrases inrecorded music

MU4FO-IIIa-b-3

4. identifies similar andcontrasting phrases in vocaland instrumental music fromthe previous lessons

4.1 melodic

4.2 rhythmic

MU4FO-IIIc-4

5. sings similar and contrastingphrases in music

5.1 melodic

5.2 rhythmic

MU4FO-IIId-5

IV. TIMBRE

1. Variations of Sound

1.1 Vocal

1.2 Instrumental

demonstratesunderstanding ofvariations of sound inmusic (lightness andheaviness) as applied tovocal and instrumentalmusic


75/203

participates actively in agroup performance todemonstrate differentvocal and instrumentalsounds

6. distinguishes vocal andinstrumental sounds

MU4TB-IIIe-1

7. identifies as vocal orinstrumental, a recording ofthe following:

8.1 solo

8.2 duet

8.3 trio

8.4 ensemble

MU4TB-IIIe-2

8. identifies aurally and visually

different instruments

MU4TB-IIIf-3

9. classifies the various musicalinstruments as:

9.1 string

9.2 woodwind

9.3 brass wind

9.4 percussion

MU4TB-IIIf-h-4

. MISOSA4-


76/203

module19


77/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

V. DYNAMICS

1. Volume of Sound inMusic

recognizes the musical

symbols and demonstratesunderstanding of conceptspertaining to volume inmusic

applies forte and pianoto designate loudness andsoftness in a musicalexample

1. singing2. playing instrument

10. recognizes the use of thesymbol p (piano) and f (forte)in a musical score

MU4DY-IIIf-1

. MISOSA4-module20

11. uses appropriate musical

terminology to indicate simpledynamics

11.1 forte

11.2 piano

MU4DY-IIIf-h-2


78/203

FOURTH QUARTER

VI. TEMPO

1. Speed / Flow of Music

demonstratesunderstanding of conceptspertaining to speed/flowof music

creates and performsbody movementsappropriate to a giventempo

1. relates body movements tothe tempo of a musical

example

MU4TP-IVa-1

. MISOSA4-module21

2. uses appropriate musicalterminology to indicatevariations in tempo

2.1 largo

2.2 presto

MU4TP-IVb-2

VII. TEXTURE

1. SimultaneousOccurrence of MultipleMelodic Lines2. Distinction BetweenThinness and Thicknessin Music

demonstrates


79/203

understanding of conceptspertaining to texture inmusic

sings two-part roundsand partner songs withothers

3. identifies aurally the texture ofa music example

MU4TX-IVc-1

4. identifies aurally and visuallyan ostinato or descant in amusical example

MU4TX-IVd-2

5. recognizes aurally and visually,examples of 2-part vocal orinstrumental music

MU4TX-IVe-3

VIII. HARMONY

1. SimultaneousSounding of TwoTones / Pitches

demonstratesunderstanding ofharmonic intervals

performs examples of

harmonic interval withothers

6. identifies harmonic interval (2pitches) in a musical example

MU4HA-IVf-1


80/203

7. recognizes aurally and visually,examples of harmonicintervals

MU4HA-IVg-2

8. creates examples of harmonicinterval (2 pitches) with others

MU4HA-IVh-3


81/203

GRADE 5

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

Musical Symbols andConcepts

1. Notes and Rests2. Meters3. Rhythmic Patterns4. Simple Time

Signatures

recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to rhythm

performs with a

conductor, a speechchorus in simpletime signatures

1. choral2. instrumental


82/203

1. identifies visually and aurallythe kinds of notes and rests ina song

MU5RH-Ia-b-1

. MISOSA5-module1,2

2. recognizes rhythmic patternsusing quarter note, half note,dotted half note, dottedquarter note, and eighth notein simple time signatures

MU5RH-Ia-b-2

. MISOSA5-module7

3. identifies accurately theduration of notes and rests in

time signatures

MU5RH-Ic-e-3


4. creates different rhythmicpatterns using notes and restsin time signatures as:

MU5RH-If-g-4

. MISOSA5-module7

5. responds to metric pulses of


83/203

music heard with appropriateconducting gestures

MU5RH-Ih-5

SECOND QUARTER

II. MELODY

Musical Symbols andConcepts

1. Accidentals2. F-Clef3. Intervals4. Scales (Pentatonic,C major, G major)5. Melodic Contours

recognizes the musicalsymbols and demonstratesunderstanding of conceptspertaining to melody

accurateperformance ofsongs following themusical symbolspertaining to melodyindicated in the

piece

1. recognizes the meaning anduses of

F-Clef on the staff

MU5ME-IIa-1

2. identifies the pitch names ofeach line and space on the F-Clef staff


84/203

MU5ME-IIa-2

3

4,

2

4,

4

4

3

4,

2

4,

4

4


85/203


86/203

2nd

3rd

4th

MU5ME-IIc-5

. MISOSA5-modules10,11,12


87/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

5th

octave

6. identifies successive soundingof two pitches

MU5ME-IId-6

7. identifies the beginningmelodic contour of a musicalexample

MU5ME-IId-7

8. determines the range of amusical example

8.1 wide


88/203

8.2 narrow

MU5ME-IIe-8

9. reads / sings notes in differentscales- Pentatonic scale

- C major scale

- G major scale

MU5ME-IIf-9



89/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

10. creates simple melodies

MU5ME-IIg-10

11. performs his/her own createdmelody

MU5ME-IIh-11

THIRD QUARTER

III. FORM

Structure of MusicalSound

1. Strophic2. Unitary

demonstrates understandingof the uses and meaning ofmusical terms in Form

performs thecreated song withappropriatemusicality

1. recognizes the design orstructure of simple musicalforms:


90/203

1.1 unitary(one section)

1.2 strophic(same tune with 2 ormore sections and 2 or moreverses)

MU5FO-IIIa-1

2. creates a 4- line unitary song

MU5FO-IIIb-2

3. creates a 4 line strophic songwith 2 sections and 2 verses

MU5FO-IIIc-d-3

IV. TIMBRE

Vocal and InstrumentalSounds

demonstrates understandingof variations of sounddensity in music (lightness


91/203

and heaviness) as applied tovocal and instrumental music

participates in agroup performanceto demonstratedifferent vocal andinstrumental sounds

4. describes the characteristics ofeach type of voice

MU5TB-IIIe-1

5. identifies the following vocaltimbres:

5.1 soprano

5.2 alto

5.3 tenor

5.4 bass

MU5TB-IIIe-2

. MISOSA4-module18

6. identifies aurally and visuallydifferent instruments in:

6.1 rondalla

6.2 drum and lyre band

6.3 bamboo group/ensemble


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93/203


94/203

2.1 piano (p)

2.2 mezzo piano (mp)

2.3 forte(f)

2.4 mezzo forte (mf)

2.5 crescendo

2.6 decrescendo

MU5DY-IVa-b-2

. MISOSA5-module16

VI. TEMPO

Variations of Speed inMusical Sound


symbols anddemonstratesunderstanding ofconcepts pertaining tospeed in music

appliesappropriately,various tempo tovocal andinstrumentalperformances

3. identifies the various tempoused in a song heard

MU5TP-IVc-1


95/203

4. uses appropriate musicalterminology to indicatevariations in tempo:

4.1 largo

4.2 presto

4.3 allegro

4.4 moderato

4.5 andante

4.6 vivace

4.7 ritardando

4.8 accelerando

MU5TP-IVc-d-

2

. MISOSA5-module17

VII. TEXTURE

Densities of Musical Sound

demonstrates understandingof concepts pertaining totexture in music

recognizes examplesof horizontal 3-partvocal orinstrumental texture,aurally and visually

5. identifies aurally the textureof a musical piece

MU5TX-IVe-1

. MISOSA5-


96/203

module18

6. performs 3-part rounds andpartner songs

MU5TX-IVe-2


97/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

VIII. HARMONY

Introduction to Major Triad


symbols and demonstratesunderstanding of harmonicintervals

performs a vocal orinstrumentalensemble using thefollowing majortriads ( I, IV, V )

7. identifies the intervals of thefollowing major triads:

7.1 tonic (I)


98/203

7.2 subdominant (IV)

7.3 dominant (V)

MU5HA-IVf-g-1

8. uses the major triad asaccompaniment to simplesongs

MU5HA-IVh-2


99/203

C Major Scale.jpgGRADE 6

ELEMENTS OF MUSIC

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

I. RHYTHM

Musical Symbols andConcepts:

1. Notes and Rests2. Meters3. Rhythmic Patterns

4. Time Signatures5. Conducting

demonstrates understandingof the concept of rhythm byapplying notes and rests,rhythmic patterns, and timesignatures

responds to beats inmusic heard withappropriate

conducting patternsof and


100/203


101/203

1. Intervals2. Major Scales3. Minor Scales

demonstrates the concept ofmelody by using intervals inmajor scales and in theminor scales

applies learnedconcepts of melodyand other elementsto composition andperformance

1. demonstrates the ability tosing, read, and write simplemusical notations in the:

1.1 Key of C Major

MU6ME-IIa-1

. MISOSA4-modules13,14. MISOSA6-module5,6

3

4,

2

4,

4

4


102/203

6

8

3

4,

2

4,

4

4

6

8

3

4,

2

4,

4

4

6

8

6

8

3

4,

2

4,

4

4


103/203


104/203

5. sings self-composed melodiesin C Major, G major, and FMajor keys

MU6ME-IIa-5

THIRD QUARTER

III. FORM

1. Structure of MusicalForms

1.1 binary (AB)

1.2 ternary (ABA)

1.3 rondo (ABACA)

2. Repeat Marks

2.1 Da Capo (D.C.)

2.2 Dal Segno (D.S.)

2.3 Al Fine (up to the

demonstrates understandingof the concept of musicalforms and musical symbols(repeat marks) indicated

performs accuratelythe design orstructure of a givenmusical piece


105/203


106/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

end)

2.4 D.C. al Fine (repeatfrom the beginninguntil the word Fine)

2.5 : :

2.6 +---++---+

2.7 1 2

(ending 1, ending 2)

2. analyzes the musical forms ofthe following songs:

2.1 Leron,Leron,Sinta; Sitsiritsit

2.2 Silent Night

2.3 Happy Birthday

2.4 Joy to the World

2.5 Bahay Kubo

2.6 Ili-iliTulogAnay

2.7 ParuparongBukid

2.8 Ang Bayan Ko

2.9 Pamulinawen

2.10 Tinikling

2.11 LupangHinirang

MU6FO-IIIa-


107/203

b-2

3. uses the different repeatmarks that are related to form:

3.1 Da Capo (D.C.)

3.2 Dal Segno (D.S.)

3.3 Al Fine (up to the end)

3.4 D.C. al Fine (repeat from thebeginning until the wordFine)

3.5 : :

3.6 +---++---+

1 2

(ending 1, ending 2)

MU6FO-IIIc-3

. MISOSA4-module17

IV. TIMBRE

Introduction of MusicalInstruments

demonstrates understandingof the concept of timbrethrough recognizing musicalinstruments aurally and

visually

aurally determinesthe sound of a singleinstrument in anysection of theorchestra


108/203

4. identifies visually and aurallythe instrumental sections ofthe Western orchestra

MU6TB-IIId-1

5. distinguishes aurally the soundof each section of the Westernorchestra

MU6TB-IIId-e-2

6. identifies the characteristics ofeach instrument in eachsection of the orchestra

MU6TB-IIId-3

7. describes the distinct soundquality of the differentinstruments of the orchestra

MU6TB-IIId-e-4


109/203

C:\Users\chie\Pictures\200px-Music-crescendo.svg.pngC:\Users\chie\Pictures\50px-Music-diminuendo.svg.pngCONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

V. DYNAMICS

Variations in Dynamics

demonstrates understandingof the concept of dynamicsthrough a wide variety ofdynamic levels

applies theappropriate dynamiclevels in vocal andinstrumental music

8. distinguishes varied dynamic

levels in a music heard

8.1 piano (p)

8.2 mezzo piano (mp)

8.3 pianissimo (pp)

8.4 forte (f)

8.5 mezzo forte (mf)

8.6 fortissimo (ff)

8.7 crescendo

8.8 decrescendo

MU6DY-IIIf-g-1


110/203

9. uses varied dynamic levels in asong

MU6DY-IIIh-2

FOURTH QUARTER

VI. TEMPO

Variations of Tempo

demonstrates understandingof the various tempo

performs a given

song, using tempomarks appropriately

1. identifies the different tempoin a given song or music:

-allegro

-andante

-ritardando

-accelerando

-largo

-presto

-vivace

MU6TX-IVa-b-1

2. distinguishes betweenritardando and accelerando asused in a song

MU6TX-IVa-b-2


111/203

3. demonstrates the differentkinds of tempo by followingtempo marks in a familiar song

Ex: Pandangguhan

MU6TX-IVa-b-3

VII. TEXTURE

Variations in Texture

1. Monophony

2. Homophony

3. Polyphony

demonstrates the concept oftexture as:

1. monophonic (one voice)

2. homophonic (voice andaccompaniment)

3. polyphonic (manyvoices)

performs accuratelya given song withmonophonic,homophonic, andpolyphonic textures

4. identifies aurally the texture ofmusical pieces

4.1 monophonic

4.2 homophonic

4.3 polyphonic

MU6TX-IVc-d-1

5. Identifies different textures


112/203

5.1 Vocal

5.1.1 solo voice

5.1.2 solo voice with

MU6TX-IVc-d-2


113/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

accompaniment

5.1.3 duet, partnersongs, round songs

5.2 Instrumental

5.2.1 solo

5.2.2 ensemble

6. distinguishes monophonic,homophonic, and polyphonictextures

MU6TX-IVc-d-3

7. applies primary chords (I, IV,

V) as accompaniment tosimple songs

MU6TX-IVc-d-4

VIII. HARMONY

1. Primary Chords

2. Harmony in GroupPerformances

demonstrates understandingof the concepts of harmonythrough the intervals thatconstitute the primarychords of major and minor


114/203

scales in music

demonstratesharmony in groupperformances

1. choir

2. rondalla

3. lyre band

8. identifies the intervals of thefollowing major triads:

tonic ( I )

subdominant ( IV )


115/203

dominant ( V )

MU6HA-IVe-1


116/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

9. identifies the primary chords ofits relative minor scales

9.1 A minor (Am)

9.2 D minor (Dm)

9.3 E minor (Em)

A minor

E minor


117/203

D minor

MU6HA-IVf-2

10. distinguishes the sound of a

major chord from a minorchord

MU6HA-IVe-f-3

11. uses the major triad asaccompaniment to simplesongs

MU6HA-IVg-h-4


118/203

GRADE 7

MUSIC OF THE PHILIPPINES

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

Music of Luzon ( Lowlands)

Geographical and CulturalBackground

1. Vocal Musica) Performance practice;b) Folk songs;

c) Sacred (Liturgical andDevotional) music: Mass,Pastores, Senakulo,Pasyon, Salubong, Floresde Mayo, Santacruzan;d) Secular music: Harana,Balitaw, Kumintang, Polka;e) Art music: Kundiman.

2. Instrumental Music

a) Rondalla;b) Brass Band;c) Musikong Bumbongld) Bamboo organ;e) Angklung ensemble;f) Himig Pangkat Kawayan.


119/203

The Learner

demonstratesunderstanding of themusical characteristicsof representativemusic from thelowlands of Luzon

The Learner...

performs music of thelowlands with appropriatepitch, rhythm, expression

and style

The learner . . .

1. identifies the musicalcharacteristics of representativemusic selections from thelowlands of Luzon afterlistening;

MU7LU-Ia-1

2. analyzes the musical elements ofsome Lowland vocal andinstrumental music selections;

MU7LU-Ia-2

3. explains the distinguishingcharacteristics of representativePhilippine music selections fromLuzon in relation to its cultureand geography;

MU7LU-Ib-3


120/203

4. explores ways of producingsounds on a variety of sourcesthat is similar to the instrumentsbeing studied;

MU7LU-Ib-f-4

5. improvises simplerhythmic/melodicaccompaniments to selectedmusic from the Lowlands ofLuzon;

MU7LU-Ic-f-5

6. performsinstruments/improvisedinstruments from Luzonlowlands;

MU7LU-Ig-h-6

7. sings folksongs from thelowlands of Luzon;

MU7LU-Ia-h-7

8. creates appropriate movementsor gestures to accompany themusic selections of theLowlands of Luzon;

MU7LU-Ia-h-8


121/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

9. provides harmonicaccompaniments to selectedmusic of the Lowlands of Luzon;

MU7LU-Id-9

10. evaluates music and musicperformances applyingknowledge of musical elementsand styles.

MU7LU-Ic-h-10

SECOND QUARTER

Music of Cordillera, Mindoro,Palawan, and the Visayas

A. Cordillera

Geographical, cultural, and

historical background

1. Vocal Music;a) Performance practice;b) Representativesongs/genre (salidummay,oggayam, ba-diw).


122/203

2. Instrumental Musica) Gangsa ensemble;b) Bamboo solo/ensemble.

B. Mindoro and Palawan

1. Vocal Music;a) Performance practice;b) Representativesongs/genre

(Vocal chants -Ambahan,Igway).

2. Instrumental Musica) Instrumental ensembles:

The Learner

demonstratesunderstanding of themusical characteristics of

representative music fromthe highlands of Luzon,Mindoro, Palawan, and theVisayas

The Learner...

performs selected vocaland instrumental music of

Cordillera, Mindoro,Palawan and the Visayasin appropriate style

The Learner...

1. identifies the musicalcharacteristics of representativeselections of Cordillera, Mindoro,Palawan and of the Visayas after


123/203

listening;

MU7LV-IIa-f-1

2. analyzes the musical elements ofsome vocal and instrumentalselections from Cordillera,

Mindoro, Palawan and of theVisayas after listening;

MU7LV-IIa-f-2

3. explains the distinguishingcharacteristics of representativemusic from Cordillera, Mindoro,Palawan and of the Visayas inrelation to its culture and

geography;

MU7LV-IIb-f-3

4. explores ways of producingsounds on a variety of sourcessimilar to instruments beingstudied;

MU7LV-IIb-g-4

5. improvises simplerhythmic/melodicaccompaniments to selectedmusic from the Cordillera,Mindoro, Palawan and of theVisayas;


124/203

MU7LV-IIb-g-5

6. performsinstruments/improvised

MU7LV-IIb-g-6


125/203

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Bamboo / Gongensemble ;

b) Solo instruments.

C. Visayas

1. Vocal Musica) Performance practice;b) Representativesongs/genre: Balitao-Visayan, Pastores-Christmas, Kanta-Folksong, Ballad,Lullaby, Courtship,and Composo -

Ilonggo narrativesong.

2. Instrumental Musica) Instrumentalensembles: Rondalla,Tultogan, Harp, Band,Bird DanceBinanog(Panay, Bukidnon)

instruments from Cordillera,Mindoro, Palawan and of theVisayas, alone and/or withothers

7. provides accompaniment toselected music of the Cordillera,Mindoro, Palawan and of the


126/203

Visayas;

MU7LV-IIb-g-7

8. sing songs from the Cordillera,Mindoro, Palawan and of theVisayas;

MU7LV-IIa-f-8

9. creates appropriate movementsto accompany music from theCordillera, Mindoro, Palawan andof the Visayas;

MU7LV-IIc-h-9

10. evaluates music and musicperformances applyingknowledge of musical elementsand style.

MU7LV-IIc-h-10

THIRD QUARTER

Music of Mindanao

A. Islamic Music

1. Vocal music:

a) chants;b) lullaby.

2. Instrumental Ensemble:

a) Kulintang ensemble ;


127/203

b) bamboo ensemble ;

The Learner

demonstratesunderstanding of themusical characteristics ofrepresentative music fromMindanao

The Learner...

performs music ofMindanao withappropriate expressionand style

The Learner...

1. identifies the musicalcharacteristics ofrepresentative musicselections from Mindanaoafter listening;

MU7MN-IIIa-g-1

2. analyzes the musicalelements of some Mindanaovocal and instrumentalmusic;

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3. explains the distinguishingcharacteristics of

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alone and/or with others;

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7. sing songs from Mindanao;

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8. creates appropriatemovements or gestures toaccompany the musicselections of Mindanao;

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9. provides accompaniment toselected music ofMindanao;

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10. evaluates music selections

and music performancesapplying knowledge ofmusical elements andstyle.

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FOURTH QUARTER

Philippine Festivals

a) Aklan Ati-atihanb) Davao - Kadayawanc) Marinduque Moriones

The Learner


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1. demonstratesunderstanding andapplication of musical

The Learner...

1. performsexcerpts/selections fromPhilippine musical

The Learner...

1. identifies musical characteristicsof selected Philippine festivalsand theatrical forms throughvideo or live performances;

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

d) Cebu Sinuloge) Bicol Ibalonf) Batangas Sublian

Theatrical Forms

a) Komedya/Moro-moro/Arakyob) Sarsuelac) Bodabil

skills related toselected PhilippineFestivals

2. demonstratesunderstanding andapplication of musicalskills related to theater

theater


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2. performs songs anddances from selectedPhilippine festivals

2. narrate the origins and culturalbackground of selected Philippinefestival/s;

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3. creates movements to music of aparticular Philippine festival;

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4. describes how the musiccontributes to the performance ofthe musical production;

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5. explains the distinguishingcharacteristics of representativePhilippine festivals and theatricalforms;


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6. describes how a specific idea orstory is communicated throughmusic in a particular Philippinemusical theater;

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7. sing selection/s from chosenPhilippine musical theater;

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demonstratesunderstanding of commonmusical characteristics ofthe region as well asunique characteristics of aparticular Southeast Asiancountry.

The Learner...

performs Southeast Asiansongs with appropriatepitch, rhythm, expressionand style.

The Learner...

1. explains how the music ofa Southeast Asian countryrelates to its geographyand culture;

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2. listens perceptively tomusic of Southeast Asia;

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3. sings songs of SoutheastAsia;

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4. analyzes musical elementsof selected songs andinstrumental pieces heardand performed;


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5. explores ways ofproducing sounds on avariety of sources thatwould simulateinstruments being studied;

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6. improvises simpleaccompaniment toselected Southeast Asianmusic;

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7. performs on availableinstruments fromSoutheast Asia;

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8. evaluates music andmusic performances

applying knowledge ofmusical elements andstyle.

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

SECOND QUARTER

Music of East Asia

1. China2. Japan3. Korea

a) Geographical, historical andcultural backgroundb) Traditional instruments

(idiophones, aerophones,membranophones, andchordophones)c) Instrumental pieces (solo andensemble)d) Folksongs and ritual musice) K-Pop and J-Pop

The Learner

demonstratesunderstanding ofcommon and distinctmusical characteristicsof East Asian countries


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The Learner...

performs East Asianmusic withappropriate pitch,rhythm, expressionand style

The Learner...

1. explains how East Asianmusic relates to itsgeography and culture;

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2. listens perceptively tomusic of East Asia;

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3. sings songs of East Asia;

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4. analyzes musical elementsof selected songs and

instrumental pieces heardand performed;

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5. explores ways of producingsounds on a variety ofsources that wouldsimulate instruments beingstudied;

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6. improvises simpleaccompaniment toselected East Asian music;

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7. performs on availableinstruments from EastAsia;

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8. evaluates music andmusic performancesapplying knowledge ofmusical elements andstyle.

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THIRD QUARTER

Music of South Asia and MiddleEast

1. India2. Israel

The Learner

demonstrates anunderstanding ofcommon and distinct

The Learner...

performs South Asiaand the Middle Eastmusic with appropriate

The Learner...

1. explains how music of aSouth Asian and the MiddleEast country relate to its

geography and culture;

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pitch, rhythm,expression and style.

2. listens perceptively tomusic of South Asia andthe Middle East;

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3. sings songs of South Asiaand the Middle East;

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4. analyzes musical elementsof selected songs andinstrumental pieces heardand performed;

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5. explores ways of

producing sounds on avariety of sources thatwould simulateinstruments beingstudied;

MU8WS-IIIc-h-5

6. improvises simple

accompaniment toselected South Asia andthe Middle East music;

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7. performs on availableinstruments from SouthAsia and Middle East;

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8. evaluates music and


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music performancesapplying knowledge ofmusical elements andstyle.

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FOURTH QUARTER

Traditional Asian Theater Music

1. Wayang Kulit;2. Kabuki;3. Peking Opera.

The Learner

demonstratesunderstanding andapplication of musical skillsrelated to selectedtraditional Asian theater

The Learner...

performs excerpts fromtraditional Asian theaterwith appropriate pitch,rhythm, expression, andstyle

The Learner...

1. identifies musicalcharacteristics of selectedAsian musical theaterthrough video films or liveperformances;


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2. sing selection/s fromchosen Asian musical

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2


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

theater;

3. describe how the musicalelements contribute to theperformance of the

musical production;

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4. identifies the instrumentsthat accompany Kabuki,Wayang Kulit, Peking


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Opera;

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5. explains the distinguishingcharacteristics ofrepresentative Asianmusical theater;

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6. describe how a specificidea or story iscommunicated throughmusic in a particular Asianmusical theater;

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7. creates/improvisesappropriate sound, music,gesture, movements,props and costume forperformance of a chosenAsian traditional musicaland theatrical form;

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GRADE 9

HISTORY OF WESTERN MUSIC

CONTENT

CONTENT STANDARDS

PERFORMANCE STANDARDS

LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

1. MUSIC OF THEMEDIEVAL PERIOD(700-1400)

a) Historical andcultural background;b) Gregorian chants;c) Troubadour music;d) Composer - Adam

de la Halle.

2. RENAISSANCE PERIOD(1400-1600)


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a) Historical andcultural background;b) Mass;c) Madrigal;d) Composers -Giovanni daPalestrina andThomas Morley.

3. MUSIC OF THE BAROQUE

PERIOD (1685-1750)

a) Historical and culturalbackground;b) Concerto Grosso,Fuguec) Oratorio and choraled) Composers: JohannSebastian Bach and

The Learner

demonstratesunderstanding ofcharacteristic features ofthe Medieval, Renaissanceand Baroque period music


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The Learner...

performs selected songs fromMedieval, renaissance andbaroque periods

a) Chants;b) Madrigals;c) excerpts fromoratorio;d) chorales;e) troubadour.

The Learner...

1. listens perceptively toselected vocal andinstrumental music ofMedieval, Renaissance andBaroque music;

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2. explains the performancepractice (setting, composition,

role of composers/performers,and audience) duringMedieval, Renaissance andBaroque periods;


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3. relates Medieval, Renaissanceand Baroque music to itshistorical and culturalbackground throughdramatization;

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4. sings Medieval chant,troubadour song, madrigal,chorale and selections fromoratorio with correct pitch,rhythm, expression and style;

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5. describes musical elements ofgiven Medieval, Renaissanceand Baroque music;

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6. explores other arts and media

that portray Medieval,Renaissance and Baroqueelements;

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7. improvises appropriateaccompaniment to given


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

George FriedrichHandel

Medieval and Renaissancesongs;

8. create and or perform songsin Gregorian and troubadourstyles;

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9. play simple melodies of achorale and provideaccompaniment.

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SECOND QUARTER

MUSIC OF THECLASSICAL PERIOD(1750-1820)

a) Historical andcultural background;b) Sonata, sonata

allegro form,concerto,symphony;c) Composers: FranzJosef Haydn,Wolfgang AmadeusMozart, and Ludwigvan Beethoven.

The Learner

demonstratesunderstanding ofcharacteristic features ofClassical period music


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The Learner...

sings and performs themes ofsymphonies and otherinstrumental forms

The Learner...

1. narrates the life and works ofclassical composers after videoand movie showing;

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2. relates Classical music to itshistorical and culturalbackground;

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role of composers/performers,and audience) during Classicalperiod;

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4. listens perceptively toselected Classical periodmusic;

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5. describes musical elements ofgiven Classical period pieces;

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6. analyzes sonata allegro form;

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7. sings themes or melodic

fragments of given Classicalperiod pieces;

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8. explores other arts and mediathat portrays Classicalelements;


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9. improvises appropriateaccompaniment to given shortand simple Classical pieces.

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

THIRD QUARTER

INSTRUMENTAL MUSICOF THE ROMANTICPERIOD (1820-1900)

a) Historical andcultural background;b) Program music;c) Piano music;d) Composers: FredericChopin, Peter IllychTchaikovsky, FranzLiszt, and CamilleSaint-Saens.

The Learner

demonstratesunderstanding ofcharacteristic features of


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instrumental Romanticmusic

The Learner...

sings and performs themes ofselected instrumental pieces


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The Learner...

1. narrates the life and works ofromantic composers aftervideo and movie showing;

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2. relates Romantic period musicto its historical and culturalbackground;

MU9RO-IIIa-2


role of composers/performers,and audience) during theRomantic period;

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4. listens perceptively to

selected Romantic periodmusic ;

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5. describes musical elements of


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given Romantic period pieces;

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6. sings themes or melodicfragments of given Romanticperiod pieces;

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7. explores other arts and mediathat portray Romantic periodelements;

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8. improvises appropriateaccompaniment to given shortand simple Romantic periodpieces.

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FOURTH QUARTER

Vocal Music of the

Romantic Period

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demonstratesunderstanding of

The Learner...

sings and performs themesof selected songs

The Learner...

1. narrates the plot, musical andtheatrical elements of anopera after video and movieshowing;

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

a) Art songb) Operac) Composers: FranzSchubert,Guiseppe Verdi,Giacomo Puccini,and RichardWagner

characteristic featuresof vocal music of theRomantic period

2. listens perceptively toselected art songs andexcerpts of opera ;

MU9OP-IVa-g-2

3. sings themes or melodicfragments of given selectedsongs;

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3

4. explores other arts and mediathat portray Romantic periodelements;

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4

5. creates / improvisesappropriate sounds, music,gestures, movements, andcostumes for a chosen opera.

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MUSIC - GRADE 10

MUSIC OF THE 20TH CENTURY

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

FIRST QUARTER

A. Impressionism

a) Historical and cultural

backgroundb) Composers: ClaudeDebussy, and MauriceRavel

B. Expressionism

a) Historical and culturalbackgroundb) Composer:Schoenberg


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C. Others

a) Electronic musicb) Chance music

The Learner

demonstratesunderstanding of 20thcentury music stylesand characteristicfeatures.

The Learner...

creates musical piecesusingparticular style/s of the20th Century.

The Learner...

1. listens perceptively toselected 20th century music;

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2. describes distinctive musicalelements of given pieces in20th century styles;

MU10TC-Ia-h-2

3. relates 20th century music toits historical and culturalbackground;

MU10TC-Ia-g-3

4. explains the performancepractice (setting, composition,role of composers/performers,and audience) of 20th centurymusic;

MU10TC-Ib-g-4

5. sings melodic fragments ofgiven Impressionism periodpieces;

MU10TC-Ib-5

6. explores other arts and mediathat portray 20th centuryelements through video filmsor live performances;

MU10TC-Ic-h-6

7. create short electronic and

chance music pieces usingknowledge of 20th centurystyles.

MU10TC-Ic-h-7

SECOND QUARTER


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AFRO-LATIN AND POPULARMUSIC

1. Historical and (culturalbackground of African

The Learner

demonstratesunderstanding ofcharacteristic features ofAfro-Latin American

The Learner...

performs vocal anddance forms of Afro-LatinAmerican music andselections of Popular

The Learner...

1. observes dance styles,instruments, and rhythms ofAfro Latin American andpopular music through video,movies and live

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

and Latin American music2. Background of Popularmusic3. African musica. Rhythms: Maracatub. Vocal forms: blues,soul, spiritual, calland response

4. Latin American musica. Instrumentsb. Vocal and Danceform: Cumbia, tango,cha-cha. Rumba,bossanova, reggae,foxtrot, pasa doble

5. Jazza. Instrumental forms:ragtime, big band,

bebop, jazz rock

6. Popular musica. Ballad, standard, rockand roll, alternativemusic, disco

music and Popular music


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music

performances;

2. describes the historical andcultural background of Afro-Latin American and popularmusic;

MU10AP-IIa-g-2

3. listens perceptively to Afro-Latin American and popularmusic ;

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3

4. dances to different selectedstyles of Afro-Latin Americanand popular music;

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4

5. analyzes musicalcharacteristics of Afro-LatinAmerican and popular music;

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6. sings selections of Afro-LatinAmerican and popular music inappropriate pitch, rhythm,styl