Professional Documents
Culture Documents
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MUSIC and ART
( Grade 1 and Grade7)
January 2012
K TO 12 MUSIC AND ART
CONCEPTUAL FRAMEWORK
The Music and Art curricula focus on the learner as both the recipient and instructor of the knowledge, skills, and values necessary for artistic
expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and
grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and
art to the development of his/her own cultural identity and the expansion of his/her vision of the world.
As Music and Art are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (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
Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the
Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain,
Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
Music is both an aural and a temporal art. All its elements, when interwoven in the 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 of
purposes, functions, and 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 of music
is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit,
and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes
this characteristic as a ―continuous state of becoming.‖ Like the other arts, music is a creative avenue for man’s individual quest for self- expression and
fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be
developed. The 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 learner’s 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, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate
his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
Art 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
enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations,
celebrations, and events. Art records, reflects, and rearranges man’s life and existence.
Art is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile, . Howard Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC
INTELLIGENCES ” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and
increases a person’s ability to apply creative and 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 Art and Music Curriculum seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual , with a proliferation of images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like
ipads, ipods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures,
artworks and designs These are readily available 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 process and interpret 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 indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide
educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and
depth from Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual
expression, and 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 parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to
professionals in various art-related fields so the student can discover and consider the different career opportunities in art.
Music Elements Arts Elements and Principles Music Processes Art Processes
Harmony *
Emphasis Analyzing critically Analyzing critically
*No formal instruction in harmony
from K to 3
Proportion Applying (transference) Applying (transference)
Harmony/Unity
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, and expansion of his/her world vision.
K–3 4–6 7 – 10
The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding of
fundamental processes through basic elements and concepts through salient features of music and art of the
performing, creating, and responding, performing, creating, and responding, aimed Philippines and the world, through
aimed towards the development of towards the development of appreciation of appreciation, analysis, and performance, for
appreciation of music and art, and music and art, and acquisition of basic self-development, the celebration of Filipino
acquisition of basic knowledge and skills. knowledge and skills. cultural identity and diversity, and the
expansion of one’s world vision.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating,
Grade 1
listening and observing, and responding.
The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and
Grade 2
observing, and responding.
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and
Grade 3
responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art,
Grade 4
towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art,
Grade 5
towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art,
Grade 6
towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates basic understanding of the fundamental processes in music and art through performing, creating,
Grade 7 listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the
Philippines
The learner demonstrates understanding of salient features of Asian music and art, through appreciation, analysis, and
Grade 8 performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world
vision.
The learner demonstrates understanding of salient features of Western music and art from different historical periods,
Grade 9 through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and art, through appreciation, analysis,
Grade10 and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s
world vision.
MUSIC
(Grade 1 and Grade 7)
MUSIC – GRADE 1*
Steady beats (ostinato) maintains a steady beat performs claps, taps, chants, walks,
when chanting, walking, and plays musical instruments in
Simple rhythmic patterns develops musical tapping, clapping and response to sound with the correct
awareness and creativity in playing musical instruments. rhythm
expressing himself/herself - In groupings of 2s.
while doing the - In groupings of 3s.
fundamental processes in - In groupings of 4s.
music.
performs echo clapping.
II. MELODY demonstrates matches the correct pitch of identifies the pitch of tone as
undertsanding of pitch and tones with other sound - high.
simple melodic patterns. sources. - low.
*
Every quarter/grading period includes the teaching of the 7 elements of Music (from Rhythm to Texture) following the expanded spiral progression approach.
K to 12 – Curriculum Guide - version as January 31, 2012 11
K TO 12 MUSIC AND ART
IV. TIMBRE demonstrates uses voice and other identifies the source of sounds
understanding of the basic sources of sound to produce - Wind, wave, swaying of the
Sound Quality concepts of timbre. a variety of timbres. trees, animal sounds, sounds
produced by machines,
responds to differences in transportation, through body
sound quality with movements.
Distinction between appropriate movement.
singing and talking
VI. TEMPO demonstrates uses varied tempo to demonstrates the concept of tempo
understanding of the bsic enhance poetry , chants, through movement.
concepts of tempo. drama, and musical stories.
responds to varied tempo with
Sound Speed correlates tempo changes movement or dance.
with movements. - Slow movement with slow
music
uses terms ―fast‖ and ―slow‖ - Fast movement with fast
Distinction between to identify tempo changes. music
fastness and slowness
in Music mimics animal movements.
- Horse –fast
- Carabao –slow
VII. TEXTURE demonstrates distinguishes between single demonstrates the concept of texture
understanding of the basic musical line and multiple by singing two-part round.
concepts and texture. musical lines which occur Examples:
simultaneously. - Are you Sleeping
Sound Quality - Row Your Boat
show awareness of texture
by using visual images.
Distinction between
―thin‖ and ―thick‖ in
Music
MUSIC – GRADE 7
- Rodolfo Cornejo
- Julian Felipe
- Juan Nakpil
- Lucrecia Kasilag
ART
(Grade 1 and Grade 7)
CONTENT OF ART
THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to and enriching the topics in the other subjects of the student)
There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops the student’s
HIGHER ORDER THINKING SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12
In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and values which 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 Media
B. 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, harmony,
proportion and unity)
C. Historical, Cultural Context or Art History: of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle East,
and Africa.
D. Artistic and Critical Analysis or Art Criticism: of one’s work and peers, Philippine artists, and art masterpieces from the world.
ART - GRADE 1
DRAWING understands that ART is all distinguishes and is able to creates a portrait of himself and his
portraits around and is created by identify the different kinds of family which shows that the face has
persons different people. drawings : balance and proportion .
animals portraits
plants, flowers group portraits
houses, furniture understands that artists use landscapes draws different animals – his pets, and
different tools and materials in cityscapes common animals found in the country
creating ART. on-the-spot drawings showing different shapes and textures.
Elements: of nature.
shapes sees that artists use different draws different kinds of plants, leaves
lines lines, shapes and colors when uses different drawing tools – and flowers showing a variety of
texture.. they draw natural or man- pencil, crayons, piece of shapes, lines and color.
made objects. charcoal , a stick on different
papers, sinamay, leaves, tree
Principles: bark, and other local materials distinguishes and is able to identify the
demonstrates an .to create his drawing. different kinds of drawings :
balance understanding that a drawing portraits
proportion can be realistic or imaginary; group portraits
variety useful and decorative. observes and sees the details landscapes
in a person’s face, in plants cityscapes
and animals, in a view, to be on-the-spot drawings of nature.
understands that drawings able to show its shape and
can express one’s ideas texture.
about oneself, one’s family uses different drawing tools – pencil,
and neighborhood. crayons, piece of charcoal , a stick on
different papers, sinamay, leaves,
knows that colors are seen in uses his creativity to create experiments on painting using different
Process: the surroundings - in both paints from nature and found painting tools and paints and produce
natural and man-made objects materials, and brushes from different colors.
PAINTING twigs, cloth and other
Creating colors from demonstrates understanding materials. draws a design out of repeated abstract
natural material. that colors can come from and geometric shapes like in a parol
and from nature, like colored flowers, creates a harmonious design and paints it in primary and secondary
man-made materials seeds, barks. and it can also by using primary colors in colors.
be manufactured and bought painting geometric shapes
in a store. arranged in a balanced paints a design based on the
Elements: pattern. Philippine jeepney or fiesta décor using
understands that colors have primary colors.
Colors names, and have groups and selects certain colors to paint
natural colors can be produced by mixing two his design, to show a specific
primary colors or more colors. feeling or mood.
secondary colors
Shapes appreciates the Filipino’s love observes the variety of colors creates a design inspired by
geometric shapes for bright colors as seen in the in Philippine flowers and Philippine flowers or objects
organic shapes fiestas and their creativity in choose and paint the colors using the colors seen.
making artistic designs for closest to it
Principles: parols paints a landscape choosing
harmony selects colors that will create specific colors to create a certain feeling
rhythm appreciates the power of a certain feeling and mood in or mood.
balance colors to create a specific a scene.
mood or feeling.
appreciates and talks about
the landscape he painted and
and the landscapes of others
Process: realizes that man since long distinguishes between a print creates a print by rubbing pencil or
ago, has been making prints in and a drawing or painting. crayon on paper placed on top of a
PRINTMAKING caves and stone walls. textured object (coin, corrugated
This process allows the identifies a print from nature paper, textured leaves, bark, etc)
artist to copy the image understands that different and one made from a man-
he creates several times. natural and man-made objects made object creates a print by using his finger or
can be used to make a print. palm or any part of his body and
Kinds of prints: replicates repeated patterns in applying dyes or paint and pressing it
Nature print knows that prints make it nature, in the environment and to create an impression.
Object prints possible for many people to in works of art
Stencil prints have a copy of an artist’s creates a print using objects from
artwork. identifies different kinds of nature: leaves, stones, shells, flowers,
Elements: textures and shapes in nature, seeds, bark, scales, animal skin etc.
Texture sees that prints use actual in the surroundings and in art.
Shape texture as part of the design
Principles: understands that prints can be has the skill to manipulate creates a print using found objects
Prints can be repeated, alternated or natural and man-made objects, (eraser; block of wood or plastic; toy,
repeated emphasized to create a design. apply paint or dyes and print fork, piece of cloth, cup)
alternated on a surface to repeat the
emphasized design repeats a design by the use of stencil
(recycled paper, plastic, cardboard,
identifies artistically designed leaves, and other materials) and prints
prints in the works displayed. on paper, cloth, sinamay, bark, or a
and in his own work. wall.
sees that ancient Filipinos can distinguish between a 2- shapes animal and human figures out
Process: used clay to make jars for dimensional and 3- of clay, flour-salt mixture, or paper-
3-D works and their rice, water, and food dimensional artwork and state mache using different techniques
SCULPTURE and for their utensils. the difference.
creates mobiles out of recycled
Elements: understands that a 3- observes the characteristics of cardboard and paper, baskets, leaves,
dimensional object has animals in terms of shape and string and decorates it with found
shape height, width and depth: like a texture of their skin and objects.
(3-dimension - ball, a cube, a mango, an translates this into a 3D
it has height, depth animal, a book, a person. An sculpture by using different constructs a mask out of cardboard,
and width) artist uses many materials to marking tools. glue, found materials, bilao, paper plate,
carve or shape a 3D object. string, seeds and other found materials
texture – feel of the uses his/her creativity in like the Ati-atihan masks of Aklan.
surface understands that different recycling discarded materials
materials can be used in and uses it to create a mask creates a useful 3D object:
creating a 3-dimensional and a useful object. a pencil holder, bowl, container, using
Principles: object: recycled materials like plastic bottles
clay or wood (human or appreciates the creativity of
proportion - parts are animal figure) local and indigenous carves a decorative pendant out of
of the proper size and bamboo (furniture, bahay craftsmen and women who dough clay , real clay or paper mache.
weight so that the kubo) create artistic and useful
K to 12 – Curriculum Guide - version as January 31, 2012 24
K TO 12 MUSIC AND ART
ART - GRADE 7
Process:
DRAWING & PAINTING appreciates the distinctive creates a AV presentation joins a group to do a research
designs, color schemes, with a group that compares on the culture of some
Drawing and painting of figures and objects coming the distinct artistic designs of indigenous communities
the folk art motifs, from the cultural communities artifacts coming from the coming from one island and
designs found in artifacts found in the three island different cultural communities creates an audio-visual
of the cultural groups i groups. from the three island groups presentation (drawings,
Luzon: weaving – Abra, of the Philippines and paintings) for the class.
Luzon, Visayas,
kalinga, Vakul, pahiyas, explains what inspired or
Mindanao higantes, barong influenced the design.
Visayas – hablon, piyaya, joins a group to write a report
Elements:
Mindanao- kulintang, on how the Spaniards and the
malong, torogan writes a comparative visual Americans influenced the
LINES report on the influences of the culture of the Filipinos,
organic, curvilinear
sees the strong influence of Spanish and the Americans in
the Spanish (400 yrs) and the architecture of the
geometric, linear
Americans (50 yrs) Philippines, particularly in the publishes the report with
colonizers on Phil. culture and churches and the houses illustrations in a class
COLORS
lifeways (houses, churches, around the plaza, and the publication.
nature-based hues; dyes
celebrations, education, food, distinct features found in it.
primary colors daily utensils, clothing,
accessories recreates a typical Phil.
secondary, tertiary colors (paintings of churches and plaza by drawing/painting
plazas; pictures of cottages at during the Spanish times and
Principles: make a mural of this.
John Hay, Teachers Camp;
Vigan, Taal, Batangas, Iloilo,
REPETITION and
Bacolod-these places have
RHYTHM of colors,
shapes and lines. bahay na bato.
Process: realizes that still pictures, film Is able to make a short narrates a short story, an
and moving images have a storyboard of the series of event, a celebration, a
PRINTMAKING and visual language and artistic shots he is going to film and tragedy, using a camera,
NEW MEDIA elements different from still the kind of shots he will take, cellphone or videocam to
drawings and paintings to be able to tell his story. record it and present the
still pictures event.
understands that a story can can analyze short films, video
- camera films be told through a short film productions and movies and has to make quick decisions
- videoclip with emphasis on images, appreciates the development about the angle of the shots,
- videocam color and music or sound, of the narrative through the kind of shots (close-up,
- cellphones with dialogue not a necessary different shots employed, the long-shot, topshot,etc) and
- screen printing of design component. use of visual clues and the the composition of the shots
- (Cinemalaya films; award use of color, music. while he is in the process of
Elements: winning TV ads; other recording.
awarded indie films by Ditsi
SHAPES, can select well-composed shares the series of events he
COLORS Casimiro, etc)
photos and analyze its recorded to tell his story and
Film is a series of moving composition to show balance, presents it and allows his
can take pictures or record an
scenes; color sets mood emphasis and proportion of classmates to critique his
event using a cellphone and
shapes and lines. pictures or film.
other recording devices, and
Principles:
these can be shared with
others immediately. Is able to make a short
CONTRAST storyboard of the series of
knows that an original design shots he is going to take and
is created when opposites kind of shots, to be able to tell
can be replicated many times
are combined: quiet colors through the use of a his story.
and loud colors; slow duplicating machine.
action and frantic (Team Manila designs of Phil. can analyze short films, video
movement. productions and movies and
icons, maps, places for
appreciate the development of
shirts, bags,hats,; the narrative through different
shots, use of visual clues and
Also Island Souvenirs design use of color, music.
for different provinces)
Process: knows that modern sculptors exhibits in his/her assemblage gathers material from his
and craftsmen use any that the material is not surrounding that is
SCULPTURE and material in their environment important, but the creativity considered trash, and with a
3D ASSEMBLAGE to create a 3D work. and imagination of the artist in group, recycles this material
sees that among indigenous creating an artistic to be part of an assemblage
Creation of: assemblage (plastic bottles, caps; tetra
groups, it is common to create
musical instruments, pots and reports that in indigenous packs, straws, tin foil
installation of nature wrappers, etc..) which will be
fishing and hunting weapons, communities, constructing.,
objects of Jun Yee a creative sculpture.
weave cloths, construct carving, weaving and creating
assemblage of metal parts houses, according to their what they need is part of their collects pictures of, or actual
to create a music own distinct. designs using lifestyle and makes them self- 3D artifacts from different
instrument by Lirio local materials. sufficient. parts of the country and
Metal scraps sculpture of Mt. Province –bamboo based research on its source,
Ral Arogante material, source of design,
music instruments and
Sack cloth, seeds, shells, looks at his/her own use, and put up a mini-
buttons Wall hanging by metal gongs, Woven baskets
assemblage and those of museum , where each artifact
Ching Abad for food, rice.
others and he can judge is displayed and labeled
Sculpture- bicycle parts – which work is most creative properly for students to
Picasso Visayas – guitars, T’boli,-
and at the same time artistic. appreciate.
molded bells, jewelry,
Putting up a Mini Museum figurines.Tie-dye abaca
tapestry.Maranaos bronze
Elements: cast metal jars, gongs,
weapons.
TEXTURE
of found and natural objects observes local craftsmen as
they carve or create local
SHAPE crafts and note their mastery
organic and natural shapes of the design and material,
which was passed on from
Principles:
generation to generation.
CONTRAST
EMPHASIS
VISUAL ARTS IN Identifies the unique festivals, creates his/her own festival designs with a group the
DRAMA & FESTIVALS dramas, celebrated all over attire with accessories based visual components of a school
the country throughout the on authentic pictures of the drama or participates in a
Baguio – Panagbenga year, and state the reason for festivals and joins the drama town fiesta to create: the
Lucban- Pahiyas its celebration group or festival community to costumes or attire, mask,
Bacolod- Maskara celebrate the event. headdresses, and
accessories and décor and
Aklan – Ati-atihan knows that the Filipino people venue and stage design
Davao –Kaamulan love a festival, religious ritual appreciates the innate artistry
Holy Week- Moriones, or drama where they are of the townspeople who join
SantaCruzan Pasyon required to wear special yearly in the festivities reports on the history of the
Zarzuela –Bulacan & Luzon attires and costumes that enthusiastically create an festival and its evolution and
provinces show creativity and artistry entirely new costume, describes how the
Moro-moro – different
provinces since this is part of a street or accessories and décor every townspeople participate and
public performance. where year; create a photo-essay contribute to its festivity and
Elements: there is music and dancing. about an outstanding local gaiety.
COLOR actor in a festival or drama
TEXTURE
costumes, masks, accesories, appreciates the uniqueness of analyzes the uniqueness of
decor for venue and stage festivals like the ―Pahiyas” defines what makes each of the group that was given
which the townsfolk prepare the Philippine festivals unique recognition for its
Principles: for, weeks in advance by by a visual presentation and performance to explain what
creating the colorful leaf-like report. of selected festivals component contributed to
CONTRAST kiping which hangs as décor representing Luzon, Visayas their being selected;
RHYTHM for their homes. and Mindanao.
ART - GRADE 8
Process: appreciates the different demonstrates through his/her draws the Asians who live in
attires and accessories of the drawings and researches that countries near the Philippines,
DRAWING of people from different Asian the countries in the Asian in their full native attire with
Asian peoples- their attire, countries showing the rich region are so rich in living accessories and in full color.
variety and uniqueness of culture and so diverse in
accessories, and artifacts- each in terms of design, color, dressing, religion, the arts,
material and meaning. dances, music, artifacts and researches on each of these
iconic gods, cultural symbols. (see the SEAsian countries language. Asians and how their culture
and the other Asian countries) is similar or different from
ours.
presents in a timeline and
Elements: poster, how the values and
understands the beliefs, the individual cultures of sketches musical instruments
LINES & COLORS values, practices of the these Asian countries from the different Asian
of their attires and artifacts different Asian peoples from influenced Philippine culture countries that are made from
their artifacts for worshiping, in language, food, music and bamboo and comment on the
celebrating, feasting, working. arts. similarities and differences.
Principles:
connects the similarities identifies the countries with its selects one important cultural
CONTRAST and unique art forms, designs, icon connected to an Asian
between these countries and
BALANCE of the materials, colors and identify country and draws it and
our own country from a review
of their culture and their icons similar motifs and artifacts talks about its significance.
various lines, colors in the
and explains these among the different Asian
connections because of countries..
designs of their cultural
geography, migration puts up a mini-Asian exhibit
artifacts. patterns, trading routes and with the drawings, researches
other factors. the class made for other
students to appreciate.
Process: selects the colors and identifies cultural designs and makes a pencil sketch of the
designs most apt for that motifs unique to each Asian selected landscape or building
PAINTING country in painting their country by drawing them from a selected Asian country.
of landscapes and places from landscapes and scenery. delineating the lines, shapes
the different Asian countries symbols and colors used.
selects the colors to be used
understands that colors have in painting the landscape for
special significance for the researches on the each of the Asian countries
Elements: people of a country related to significance of the building,
their religion, beliefs and temple or site for that country
COLORS values. and its unique artistic show the details of the temple
complementary colors and features. or buildings to be drawn and
painted and the surrounding
tertiary colors. knows the iconic sites landscape of trees,
connected to each Asian compares the level of mountains, seas, following the
LINES, SHAPES country and its significance to craftsmanship and style of painting of that
that are related to symbols of them. architectural skills of the country
Brunei (Sultan Omar Ali different Asian peoples as
that country. Saifudin Mosque) seen in their buildings
significant landscapes and research on details and
Cambodia ( Angkor Wat Temple) sites, by creating a mural for importance of that site and
each country. write a short explanatory
Principles: Indonesia (Borobudur Temple) piece to go with the painted
landscape.
REPETITION Lao PDR (That Luang Temple)
of motifs and designs
Myanmar ( Shwedagon Pagoda)
Process: studies the process and steps prepares an AV presentation studies and applies the
in making traditional batik as to demonstrate the ancient method of creating
PRINTMAKING and practiced in Indonesia using craftsmanship and artistry batik designs on natural
MIXED MEDIA textile dye. involved in creating batik cotton cloth using melted wax
designs that are intricate and and natural dyes.
Batik textile designs traditional as seen in
understands the intricacies Indonesia and China.
Internet access to Asian and long process involved in creates a batik design with
creating batik of more than one color and with 2 colors of
countries data base one color applies his/her research on textile dyes for a table cloths
batik and creates his own or decorative panel.
Elements: batik-designed cloth.
searches in the internet for
LINE, SHAPE batik methods and designs displays finished batik cloths
of traditional batik motifs not only from Indonesia but analyzes which batik- and with the class, hold a
also from other countries and designed cloth done by the batik exhibit and demo for the
COLORS compare methods and students is well-designed and other students and include
of batik dyes materials used. well-made. articles about batik as
practiced in other countries.
Principles:
REPETITION of
Motifs, lines and colors
ART - GRADE 9
Process : sees the strong influence of replicates the style of researches on the painters
Spanish religious art in miniaturismo by Simon Flores who were popular during the
Filipino artists in the or the style of miniaturismo Spanish period painting
engravings and prints: by artist Damian Domingo in portraits and finds the reasons
DRAWING and a drawing or painting and circumstances that
PAINTING (Nicolas dela Cruz Bagay and brought this about
Galo Ocampo.
Process:
PRINTMAKING and and his/her group divide the learns the different steps in researches and writes the
NEW MEDIA work involved in creating a publishing a magazine articles on the style of art of
magazine so that each will do together with his group. the Filipino artists during the
(American Influence) their assignment different historical periods.
magazine
3D INSTALLATION
understands the components functions as a member of a divides the work among the
Creating a booth about needed in installing an working group similar to an members of the group so that
informational booth about advertising agency or the booth is attractive and
Philippine Art for the Philippine Art intended for marketing and promotions informational for the different
teenagers so it will catch their firm ages of students of the
students interest: school
ART - GRADE 10
Process: researches on the steps and understands the required selects a topic or theme to
the equipment needed for his skills for each of these explore the basic elements in
PHOTOGRAPHY, selected process different modern day art photography or film or
professions by apprenticing to animation
a professional for a period of
FILM & ANIMATION reads on the different well- time. interviews artists in these
Parts and functions of the known artists for each of professions –photographer
these fields and if possible film maker, animation artist
Camera and videocam conduct interviews exposes himself/herself to the
needs and requirements of applies what one has learned
the job and learns from the from the interviews and lets
photographer: experts the professional comment on
George Tappan his works
Elements & Principles: John Chua is able to complete a portfolio prepares a project plan for
of his/her works in the two quarters on the selected
selected art form choosing a art profession and implements
particular topic related to the it with the group.
composition of lines, shapes, film: Brilliante Mendoza arts.
color
presents his/her photographs
composition of shots Maryo delos Reyes or video films during a multi-
continuity of images media exhibit and gets
color scheme Ditsi Casimiro feedback from the audience
background sound, music and viewers.
models
PRODUCT DESIGN researches on the different art selects a particular design Prepares a project plan that
Fashion designer careers and lists the required profession and creates a includes the selected art
Window display designer skills (artistic and project plan of product career he/she will concentrate
Landscape designer technological) for the career designs he/she will produce. on.
Av Presentation designer he selects
Furniture designer
Accessories designer interviews a local product Includes activities in the project
Book. Magazine designer interviews professionals from designer and his/her
the selected career and gets process of creating his/her assessment of skills
advice on the preparation designs; inspirations for his learner has possible
Elements and Principles: needed for that career. designs and his/her way of
making a living from his resources/artists
designs
describes a well-know to interview and spend
Art – Line shape, designer in the field chosen time with schedule of work
color and texture and the and creates a pictorial of the simulates the tasks that the
works of that designer. product designer goes on additional skills to
different principles are
applied to their different works. through for the needed
preparation, production and acquire projected output
the promotion of his works.
after two quarters