Music and Arts CG (Gr 7-8)

8/11/2019 Music and Arts CG (Gr 7-8)

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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue,

Pasig City

K to 12 Curriculum Guide

MUSIC and ARTS

(Grade 7 to Grade 8)

July 2012


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K TO 12 MUSIC AND ARTS

K-12 Curriculum Guide - version as of November 22, 2012

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

literacy. The design of the curricula is student-centered, based on spiral progressionof processes, concepts and skills and grounded in performance-based

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

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 exp

aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using

instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figur

The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Perfo

Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Educ

Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Counc

Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert

Discipline-Based Art Educationby Elliot Eisner, Encyclopedia of Philippine Artsand Tuklas Sining, bothproduced 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 in the highest artistic order, are likened into a tapest ry moving in time. Th

weavings of this tapestry in historical and cultural contexts are diverse having spurred a continued metamorphosis to include a full range of purposes, functio

identities, from the utilitarian to aesthetic.

However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature

is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the hum

and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland

this characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for mans individual quest for self- expres

fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be develo

student must learn to hear, speak, and think in the medium of music. Simultaneously, growth and development in the skills that enable the application of the

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 Music Curriculum embodies the best practices advocated by the SPIRAL

CULTURAL,and INTEGRATIVEapproaches in music education, as well as current philosophical thought about contemporary general education. We envision t

in the K-10 Program will effectively nurture and refine the learners artistic expression and cultural literacy, and celebrate his/her national heritage, while it instills, wit

individual Filipino learner, pride in his/her own cultural identity.


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PHILOSOPHY AND RATIONALE FOR ARTS

The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to enhan

life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his communitys aspirations, celebrations, and events. Art

reflects, and rearranges mans life and existence.

The Arts is a visualization of a peoples history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of the

way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard

an educator and psychologist, affirms that the arts develop the childs SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES for

develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a persons ability to apply crea

new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K-12 Arts Curriculum

address these needs of our students for the 21stCentury.

The 21stCentury is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and posteimages are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads, iPods, DVpersonal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and designs. These aavailable and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is one way for them to printerpret the barrage of images and sounds, in a critical and intelligent manner.

The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and in

materials to strengthen the students identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators and provide ou

with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSIONof difficulty and depth from Kindergarten to Grade 12.

The approach is CHILD-CENTEREDand HANDS-ON in creating art using locally available materials. It develops the students imagination and individual exand his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the Philippines and other paworld. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in various art-related fields so the student canand consider the different career opportunities in the arts.


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K-12 Curriculum Guide - version as of November 22, 2012 Figure 1. The Curriculum Framework of Music and Art Education


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Figure 2. Content of Music and Art per Grade Level

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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Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes

Rhythm Color Listening Seeing/Observing

Melody Line Reading Reading

Form Shape/Form Imitating (re-creating) Imitating (re-creating)

Timbre Texture Responding Responding

Dynamics Rhythm Creating Creating (original works)

Tempo Balance Performing (including movement) Performing (different art processe

Texture Repetition * ContrastEvaluating Evaluating

Harmony *Emphasis

Analyzing critically Analyzing critically

*No formal instruction in harmony

from K to 3

ProportionApplying (transference) Applying (transference)

Harmony/Unity


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LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analy

performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her w

KEY STAGE STANDARDS:

K - 3 4 - 6 710

The learner demonstrates understanding

of fundamental processesthrough

performing, creating, and responding,

aimed towards the development of

appreciation of music and art, and

acquisition of basic knowledge and skills.

The learner demonstrates understanding of

basic elements and conceptsthrough

performing, creating, and responding,

aimed towards the development of

appreciation of music and art, and

acquisition of basic knowledge and skills.

The learner demonstrates understanding of

salient features of music and art of the

Philippines and the world,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 LEVEL STANDARDS:

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, aresponding.

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 deveof 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 basic knowledge and skills in music and art, towards self-development, the celeFilipino 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 concepts 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 observinresponding 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-develthe 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 and the arts from different historical periods, through appreciation, analyperformance 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 music and the arts, through appreciation, analysis, and performance, for development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.


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MUSIC



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MUSIC - GRADE 7

Content Content Standards Performance Standards Learning Competencies

Music Gr.7 UNIT 1

Review of Elements andProcesses

Music of Luzon(Highlands and Lowlands)

Vocal Music Instrumental Music Cultural Context

(History and Traditions) Composition Social Functions

PerformanceStyles/Techniques

The Learner

demonstrates understanding ofmusical elements andprocesses of Philippine music,particularly the music of Luzonhighlands and lowlands

The Learner...

performs examples of Philippinemusic, alone and with others, inappropriate tone, pitch, rhythm,

expression and style

The Learner...

listens to songs from Luzon (highlanand low lands)

correlates Philippine music from Luzon(highlands and lowlands) to the lives of thepeople

analyzes examples of Philippine music fromLuzon and describes how the musical elemenare used

explains the distinguishing characteristics ofrepresentative Philippine music from Luzon i

relation to history and culture of the areaperforms on available instruments from Luzonalone and/or with others

improvises simple rhythmic/harmonicaccompaniments to selected Philippine musfrom Luzon

develops musical awareness and creativity inexpressing oneself while doing the fundamenprocesses in music

explores ways of producing sounds on a varieof sources that would emulate instruments bestudied

evaluates music and music performancesapplying knowledge of musical elements anstyle


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Music Gr.7 - UNIT 2


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Music of Mindoro,

Palawan, other Luzon

Island Provinces, and the

Visayas

Vocal Music

Instrumental Music

Cultural Context

(History and Traditions)

Composition

Social Functions

Performance Styles /Techniques

The Learner

demonstrates understanding of

musical elements and

processes of Philippine music,particularly the music ofMindoro, Palawan, other LuzonIsland Provinces, and theVisayas

The Learner...

performs examples of Philippine

music, from Mindoro, Palawan, otherLuzon Island Provinces, and theVisayas alone and with others, in

appropriate tone, pitch, rhythm,


The Learner...

listens to songs from Mindoro, Palawan, other Luzon Provinces, and the Visayas

correlates Philippine music from Mindoro, Palawan, otLuzon Island Provinces, and the Visayas to the lives opeople

analyzes examples of Philippine music from Mindoro, other Luzon Island Provinces, and the Visayas and de

how the musical elements are usedexplains the distinguishing characteristics of represenPhilippine music from Mindoro, Palawan, other LuzonProvinces, and the Visayas in relation to history and cthe area

performs on available instruments from Mindoro, Palaother Luzon Island Provinces, and the Visayas, alonewith others

improvises simple rhythmic/harmonic accompanimeselected Philippine music from Mindoro, Palawan, oLuzon Island Provinces, and the Visayas

develops musical awareness and creativity in expressoneself while doing the fundamental processes in mus

explores ways of producing sounds on a variety of sthat would emulate instruments being studied

evaluates music and music performances applyingknowledge of musical elements and style


Music Gr.7 - UNIT 3


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Music of Mindanao


(History andTraditions)

Composition Social Functions Performance Styles

/ Techniques

The Learner

demonstrates understanding ofmusical elements and processesof Philippines music, particularlythe music of Mindanao

The Learner...

performs examples of Philippine musicfrom Mindanao, alone and with others,in appropriate tone, pitch, rhythm,expression and style

The Learner...

analyzes examples of Philippine music from

Mindanao and describes how the musical elem

are used

explains the distinguishing characteristics of

representative Philippine music from Mindanao in

relation to history and culture of the area

analyzes the relationship of functions of Philippin

music from Mindanao to the lives of the people

sings accurately representative Philippine song

Mindanao, alone and/or with others

performs on available instruments music from

Mindanao

improvises simple rhythmic / harmonic

accompaniments to selected Philippine music

Mindanao

explores ways of producing sounds on a variety sources that would emulate the instruments bein

studied

explores ways of producing sounds on a variety

sources that would emulate the instruments bein

studied


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Music Gr.7 - UNIT 4

Representative TheatricalCompositions of the Philippines

- Dance Drama- Komedya- Moro-moro- Sarsuela

The Learner

demonstrates understandingof representative theatercompositions of thePhilippines

The Learner...

performs representative theatricalcompositions alone and with othersin clear tone and correct pitchrhythm, expression, and style

performs a sample of any of thetheater forms in appropriate tone,

pitch, rhythm, expression and style

The Learner...

describes how a specific idea or story is communthrough Philippine theater musical forms

illustrates how the different elements of music arecombined in creating Philippine theater musical fo

creates / improvises appropriate sound, music, gemovements, and costume for a rendition of particPhilippine theater musical forms

researches and analyzes the lives, works, andinfluences of early Filipino composers

performs examples of Philippine theater music, aland with others

analyzes musical elements and processes ofPhilippine theater music

correlates Philippine theater music to Philippineculture

recognizes the contributions of the prime exponePhilippine theater music

gives value to Philippine culture as a vehicle townational identity and unity

creates/improvises appropriate sound, music, gesmovements, and costume for a rendition of a choPhilippine theater form


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MUSIC - GRADE 8


Music Gr.8 - UNIT 1

MUSIC OF ASIA


Music of Southeast Asia

Indonesia, Malaysia, Singapore,Vietnam, Thailand, Cambodia,Myanmar, Laos




The Learner

demonstrates understanding ofmusical elements andprocesses by synthesizing andapplying prior knowledge andskills.

demonstrates understanding ofsalient features of SoutheastAsian music by correlatingmusical elements andprocesses to our native forms

The Learner...

performs examples of SoutheastAsian music, alone and with

others, in appropriate tone, pitch,

rhythm, expression and style

The Learner...

sings songs from Southeast Asia alone and/wothers

listens to music from Southeast Asia

correlates Southeast Asianmusic to the lives

the people

analyzes examples of Southeast Asian music describes how the musical elements are use

explains the distinguishing characteristics ofrepresentative Southeast Asian music inrelation to history and culture of the area

performs on available instruments fromSoutheast Asia, alone and/or with others

improvises simple rhythmic/harmonic

accompaniments to selected Southeast Asiamusic

develops musical awareness and creativity inexpressing oneself while doing the fundamenprocesses in music

explores ways of producing sounds on a varieof sources that would emulate instruments bestudied

evaluates music and music performancesapplying knowledge of musical elements anstyle


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Music Gr.8 - UNIT 2

MUSIC OF ASIA


Music of East Asia

China, Japan and Korea


(History and Traditions) Composition Social Functions Performance

Styles/Techniques

The Learner

demonstrates understanding ofmusical elements andprocesses by synthesizing andapplying prior knowledge andskills

demonstrates understanding ofsalient features of East Asianmusic by correlating musicalelements and processes to ournative forms

The Learner...

performs examples of East Asianmusic, alone and with others, inappropriate tone, pitch, rhythm,


The Learner...

sings songs from East Asia alone and/with others

listens to music from East Asia

correlates East Asianmusic to the lives of the peop

analyzes examples of East Asian music and describ

the musical elements are used

explains the distinguishing characteristics of repres

East Asian music in relation to history and culture

area

performs on available instruments from East Asia aand/or with others

improvises simple rhythmic/harmonic accompanimselected East Asian music

develops musical awareness and creativity in expreoneself while doing the fundamental processes in

explores ways of producing sounds on a variety of sthat would emulate instruments being studied

evaluates music and music performances applyinknowledge of musical elements and style


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Music Gr.8 - UNIT 3

MUSIC OF ASIA


Music of Central Asia,South Asia and Near Eastcountries

India, Pakistan, Middle East, Israel




The Learner

demonstrates understanding ofmusical elements andprocesses by synthesizing andapplying prior knowledge andskills

demonstrates understanding ofsalient features of music fromCentral Asia, South Asia andNear East countries bycorrelating musical elementsand processes to our nativeforms

The Learner...

performs examples of Central Asia,South Asia and Near East countriesmusic, alone and with others, inappropriate tone, pitch, rhythm,


The Learner...

sings songs from Central Asia, South Asia and NEast countries alone and/with others

listens to music from Central Asia, South Asia aNear East countries

correlates Central Asia, South Asia and Near Ea

countriesmusic to the lives of the people

analyzes examples of Central, South Asia and NEast countries music and describes how the eleare used

explains the distinguishing characteristics ofrepresentative Central, South Asia and Near Eacountries music inrelation to the culture of the a

performs on available instruments from Central A

South Asia and Near East countries alone and/oothers

improvises simple rhythmic/harmonic accompanto selected Central Asia, South Asia and Near Ecountries music

develops musical awareness and creativity inexpressing oneself while doing the fundamentalprocesses in music

explores ways of producing sounds on a variety osources that would emulate instruments being s

evaluates music and music performances appl

knowledge of musical elements and style


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Music Gr.8 - UNIT 4

Traditional Asian Theater Music

KabukiWayang KulitPeking Opera

The Learner

demonstrates understanding ofsalient features Asian traditionalmusic by correlating musicalelements and processes to ournative forms

The Learner...

performs examples ofAsianTraditional music and theater, alone

and with others, in appropriate tone,

pitch, rhythm, expression and style

The Learner...

describes how an idea or story is communicatedthrough Asian musical and theatrical forms

illustrates how the different elements of musiccontribute to creating the dramatic action in Asitraditional musical and theatrical forms

creates/improvises appropriate sound, music, gemovements, and costume for a rendition of a chAsian traditional musical and theatrical form

sings songs appropriate for a rendition of a chosAsian traditional musical and theatrical form

performs on available Asian musical instrumentsimprovised musical instruments for a rendition chosen Asian traditional musical and theatrical


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ARTS



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CONTENT OF ART

THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)

Kindergarten and Grade 1: Myself, my Family and School

Grade 2: My Neighborhood, My Community

Grade 3: My Province, My Region

Grade 4: Cultural Communities in the Philippines

Grade 5: History of the Philippines

Grade 6: The Philippines in the Present Times

Grade 7: The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao

Grade 8: Our Asian Neighbors

Grade 9: The Western Countries

Grade 10: The Middle East, Africa, and the Americas

Grade 11: Contemporary Times and the New Media

Grade 12: Art Related Careers

DOMAINS OR DISCIPLINE AREAS IN TEACHING ART:

There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops the students HIGHER ORDER THINKING SKILLS, and that it s

his IDENTITYas a FILIPINO. All these disciplines are taught from K to 12. In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and valu

gradually become more complicated and multi-faceted through each grade level.

A. Creative Expression or Art Production: through Drawing, Painting, Printmaking, Sculpture, Crafts, and New MediaB. Artistic Perception or Art Appreciation: of the Elements of Art (line, color, shape and texture)

of the Principles of Art (repetition, contrast, rhythm, balance, emphasis, harmonyand unity)

C. Historical, Cultural Context or Art History: of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle EastD. Artistic and Critical Analysis or Art Criticism: of ones work and peers, Philippine artists, and art masterpieces from the worl


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ARTS - GRADE 7


Art Gr.7 - UNIT 1

Arts of Luzon (Highlands andLowlands)

Elements of Art

Line

Shape and Form

Value

Color

Texture

Space

Principles of Art

Rhythm

BalanceEmphasis

Harmony

Variety

Movement

Proportion

Unity

Process

Drawing and Painting

Sculpture and Assemblage

The Learner

demonstrates understanding ofart elements and processes bysynthesizing and applying priorknowledge and skills

demonstrates understanding ofthe salient features of the arts ofLuzon (highlands and lowlands)by correlating the art elementsand processes among culturallydiverse communities in thecountry

The Learner...

creates an artwork showingthe characteristic elementsof the arts of Luzon(Highlands and Lowlands

The Learner...

analyzes art elements (color, line, shape, principles (texture, proportion, emphasis, hetc.) in the production of art and crafts

identifies characteristics of arts and crafts specific areas in Luzon known for their pro(e.g. papier mache from Paete, Ifugao woosculptures, Cordillera jewelry and pottery, weaving & pottery, etc)

reflects on and derives the mood, idea, or emanating from selected artwork

determines the effectiveness of artwork byevaluating its utilization and combination oelements and principles

evaluates the effectiveness of mood, idea,message as depicted by the visual image artwork

traces the external (foreign) and internal(indigenous) influences that are reflected iartwork or in the making of a craft or artifa


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UNIT 1

The Learner...

creates crafts that can be locally assemblelocal materials, guided by local traditionaltechniques


uses artwork to derive the traditions/historcommunity (e.g. landscapes, images of pework and play, portrait studies, etc)

correlates the development of crafts in speareas of the country, according to functiontraditional specialized expertise, and availa

resources (e.g. pottery, weaving, jewelry,

correlates Philippine art to Philippine cultutraditions, and history (Islamic influences, heritage, American legacies in education,business, modernization, and entertainmeindigenous practices, fiestas, religious andpractices


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Art Gr.7 UNIT 2

Arts of Mindoro, Palawan, otherLuzon Island Provinces, and theVisayas

Elements of Art

Line

Shape and Form

Value

Color

Texture

Principles of Art

Rhythm

Balance

Emphasis

Harmony

Variety

Movement

Proportion

Unity

Process



The Learner

demonstrates anunderstanding of art

elements and processesby synthesizing andapplying prior knowledgeand skills

demonstratesunderstanding of salientfeatures of arts and craftsof Mindoro, Palawan,other Luzon islandprovinces and the Visayasby correlating art elementsand processes amongculturally diverse

communities in the country

The Learner...

creates an artwork showingthe characteristic elements

of the arts of Mindoro,Palawan, other LuzonIsland Provinces and theVisayas

The Learner...

analyzes art elements (color, line, shape, principles (texture, proportion, emphasis, h

etc.) in the production of art and crafts

identifies characteristics of arts and crafts specific areas in Mindoro, Palawan, other Provinces and the Visayas



evaluates the effectiveness of mood, idea,message as depicted by the visual image artwork

traces the external (foreign) and internal(indigenous) influences that are reflected iartwork or in the making of a craft or artifac


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UNIT 2

The Learner...

creates crafts that can be locally assemblelocal materials, guided by local traditionaltechniques


uses artwork to derive the traditions/historcommunity (e.g. landscapes, images of pework and play, portrait studies, etc)

correlates the development of crafts in speareas of the country, according to functiontraditional specialized expertise, and availa

resources (e.g. pottery, weaving, jewelry,



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Art Gr.7UNIT 3

Arts of Mindanao

Elements of Art

Line

Shape and Form

Value

Color

Texture

Principles of Art

Rhythm

Balance

Emphasis

Harmony

Variety

Movement

Proportion

Unity

Process



The Learner

demonstratesunderstanding of art

elements and processesby synthesizing andapplying priorknowledge and skills

demonstratesunderstanding of thesalient features of thearts of Mindanao bycorrelating the artelements and processesamong culturally diversecommunities in thecountry

The Learner...

creates an artworkshowing the

characteristic elementsof the arts of Mindanao

The Learner...

analyzes art elements (color, line, shape, principles (texture, proportion, emphasis, h

etc.) in the production of art and crafts

identifies characteristics of arts and crafts specific areas in Mindanao



evaluates the effectiveness of mood, idea,

message as depicted by the visual image artwork

traces the external (foreign) and internal(indigenous) influences that are reflected iartwork or in the making of a craft or artifac


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UNIT 3

The Learner...

creates crafts that can be locally assemblelocal materials, guided by local traditional

techniques


uses artworks to derive the traditions/histocommunity (e.g. landscapes, images of pework and play, portrait studies, etc)

correlates the development of crafts in speareas of the country, according to functiontraditional specialized expertise, and availaresources (e.g. pottery, weaving, jewelry,




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Art Gr.7UNIT 4

Festivals and Theatrical Forms

Baguio- Panagbenga

LucbanPahiyas

BacolodMaskaraAklanAti-atihan

Davao- Kaamulan

Marinduque- Moriones

SantaCruzan

Pasyon

Representative TheatricalCompositions of the Philippines

Shadow Puppet Play

Dance DramaKomedya

Moro-moro

Sarswela

The Learner

demonstrates understanding ofhow elements of sound, music,

gesture, movements andcostume affect the creation andcommunication of meaning inPhilippine Festivals andTheatrical Forms as influencedby history and culture

The Learner...

creates appropriatefestival attire with

accessories based onauthentic festivalcostumes

creates/improvisesappropriate sound, music,gesture, movements andcostume for a chosentheatrical composition

takes part in a chosenfestival or in aperformance in a theatricalplay

The Learner...

identifies the festivals and theatrical formscelebrated all over the country throughout t

reports on the history of the festival and thecomposition and its evolution and describestownspeople participate and contribute to itsand gaiety

defines what makes each of the Philippine funique by a visual presentation and report oselected festivals representing Luzon, VisayMindanao

designs with a group the visual componentsschool drama

analyzes the uniqueness of the group that wrecognition for its performance and explain component contributed to their being select



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ARTS - GRADE 8


Art Gr.8UNIT 1

ARTS OF ASIA


Art of Southeast Asia

Indonesia, Malaysia,Singapore, Vietnam, Thailand,Cambodia, Myanmar, Laos

Process:

Drawing of Asian peoples

Attire

Accessories

ArtifactsIconic gods

Cultural symbols

Elements:LINES & COLORS

Attires

Artifacts

The Learner

demonstratesunderstanding of artelements and processesby synthesizing andapplying prior knowledgeand skills

demonstratesunderstanding of thesalient features of the artsof Southeast Asia bycorrelating the art elementsand processes amongculturally diverse

Southeast Asian countries

The Learner...

creates an artwork showing thecharacteristic elements of thearts of Southeast Asia

puts up a mini-Southeast Asianart exhibit using their ownartworks

The Learner...

analyzes art elements (color, line, shapeetc.) and principles (texture, proportion,emphasis, harmony etc.) in the productiof art and crafts

identifies characteristics of arts and craffound in Southeast Asia

reflects on and derives the mood, idea, message emanating from selected artw

determines the effectiveness of artwork evaluating its utilization and combinatioart elements and principles

evaluates the effectiveness of mood, ideor message as depicted by the visualimage in the artwork

traces the external (foreign) and interna(indigenous) influences that are reflectein an artwork or in the making of a craft artifact



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Art Gr.8UNIT 1

The Learner...

reflects on and derives the mood, ideamessage emanating from selected artw

uses artwork to derive the traditions/hiof a specific culture (e.g. landscapes,images of people at work and play, porstudies, etc)

correlates the development of crafts inspecific areas of a country, according functionality, traditional specializedexpertise, and availability of resources



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Art Gr.8UNIT 2

ARTS OF ASIA

Art of East Asia

China. Japan and Korea

The Learner

demonstratesunderstanding of artelements and processes bysynthesizing and applyingprior knowledge and skills

demonstratesunderstanding of the salientfeatures of the arts of East

Asia by correlating the artelements and processesamong culturally diverseEast Asian countries

The Learner...

creates an artwork showing thecharacteristic elements of thearts of East Asia

puts up a mini-East Asian artexhibit using their own artworks

The Learner...


identifies characteristics of arts and craffound in East Asia







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Art Gr.8UNIT 2

The Learner...

reflects on and derives the mood, ideamessage emanating from selected artw

uses artwork to derive the traditions/hiof a specific culture (e.g. landscapes,images of people at work and play, porstudies, etc)

correlates the development of crafts inspecific areas of a country, according functionality, traditional specializedexpertise, and availability of resources



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Art Gr.8UNIT 3

ARTS OF ASIA

Art of Central Asia, SouthAsia and Near Eastcountries

India, Pakistan, Middle East,Israel

The Learner

demonstratesunderstanding of artelements and processesby synthesizing andapplying priorknowledge and skills

demonstratesunderstanding of thesalient features of thearts of Central, South bycorrelating the artelements and processesamong culturally diverseCentral, South and Near

East Asian countries

The Learner...

creates an artwork showing thecharacteristic elements of thearts of Central, South and NearEast Asian countries

puts up a mini-Central, Southand Near Eastern Asian artexhibit using their own artworks

The Learner...


identifies characteristics of arts and craffound in Central, South and Near East

Asian Asia







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Art Gr.8UNIT 3

The Learner...

reflects on and derives the mood, ideamessage emanating from selected

artwork

uses artwork to derive the traditions/hiof a specific culture (e.g. landscapes,images of people at work and play,portrait studies, etc)

correlates the development of crafts inspecific areas of a country, accordingfunctionality, traditional specializedexpertise, and availability of resource



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Art Gr.8UNIT 4

Festivals and TheatricalForms of Asia

Lantern Festival-Thailand

Kodo Taiko DrumFestival- Japan

Representative TheatricalCompositions of Asia

Kabuki

Wayang Kulit

Peking Opera

The Learner

demonstratesunderstanding of how

elements of sound, music,gesture, movements andcostume affect the creationand communication ofmeaning in AsianFestivals and TheatricalForms as influenced byhistory and culture,

The Learner...

creates appropriate festivalattire with accessories based

on authentic festival costumes

creates / improvisesappropriate sound, music,gesture, movements andcostume for a chosen theatricalcomposition

takes part in a chosen Asianfestival

The Learner...

identifies the festivals and theatrical formcelebrated all over the country throughou

the year

reports on the history of the festival andtheatrical composition and its evolution adescribes how the townspeople participaand contribute to its festivity and gaiety

defines what makes each of the Asianfestivals unique by a visual presentation areport on selected festivals representing tdifferent Asian countries

designs with a group the visual componeof a school drama

analyzes the uniqueness of the group thawas given recognition for its performanceand explain what component contributedtheir being selected

Music and Arts CG (Gr 7-8)

Documents

Transcript of Music and Arts CG (Gr 7-8)