Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue, Pasig City

K to 12 Curriculum Guide

MUSIC and ARTS

(Grade 8)

November 2012

K TO 12 MUSIC AND ARTS CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical

instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2)

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

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

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K TO 12 MUSIC AND ARTS 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 tapestry moving in time. The global weavings of this tapestry in historical and cultural contexts are diversehaving spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music

However, the basic nature of music does not change. 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, Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes Like the other arts, music is a creative avenue for mans individual quest for self- expression and

and has great value in its communicative process.

this characteristic as a continuous state of becoming. fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds 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 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 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTICULTURAL, 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 learners 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.

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

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K TO 12 MUSIC AND ARTS

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 enhance mans life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his communitys aspir ations, celebrations, and events. Arts records, 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 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 childs SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES for the Arts develop a distinct way of seeing, thinking, com municating, and creating in a person. Furthermore, Art develops and increases a persons 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 Arts 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 students 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 students 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 the arts.

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

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K TO 12 MUSIC AND ARTS

Figure 1. The Curriculum Framework of Music and Art Education K-12 Curriculum Guide - version as of November 22, 2012 Page 5

K TO 12 MUSIC AND ARTS

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)

Figure 2. Content of Music and Art per Grade Level K-12 Curriculum Guide - version as of November 22, 2012 Page 6

K TO 12 MUSIC AND ARTS

Table 1. Basic Reference for Music and Art Content Music Elements Rhythm Melody Form Timbre Dynamics Tempo Texture Arts Elements and Principles Color Line Shape/Form Texture Rhythm Balance Listening Music Processes Art Processes Seeing/Observing

Reading Imitating (re-creating) Responding Creating Performing (including movement) Evaluating

Reading Imitating (re-creating) Responding Creating (original works) Performing (different art processes) Evaluating

Repetition *

Contrast

Harmony *

Emphasis

Analyzing critically

Analyzing critically

*No formal instruction in harmony from K to 3

Proportion

Applying (transference)

Applying (transference)

Harmony/Unity

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K TO 12 MUSIC AND ARTS

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.

KEY STAGE STANDARDS:

K-3

4-6

7 10

The learner demonstrates understanding of fundamental processes through 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 concepts through 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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K TO 12 MUSIC AND ARTS

GRADE LEVEL STANDARDS:

Grade Level Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Grade Level Standards The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding. The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills. Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision. Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of ones world vision. Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision. 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. 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. The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision. The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for selfdevelopment, the celebration of Filipino cultural identity and diversity, and the expansion of ones world vision.

Grade 6 Grade 7 Grade 8 Grade 9

Grade 10

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K TO 12 MUSIC AND ARTS

MUSIC
(Grade 8)

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K TO 12 MUSIC AND ARTS MUSIC - GRADE 8

Content Music Gr.8 - UNIT 1
MUSIC OF ASIA Review of Elements and Processes Music of Southeast Asia The Learner demonstrates understanding of musical elements and processes by synthesizing and applying prior knowledge and skills. demonstrates understanding of salient features of Southeast Asian music by correlating musical elements and processes to our native forms The Learner... performs examples of Southeast Asian music, alone and with others, in appropriate tone, pitch, rhythm, expression and style The Learner... sings songs from Southeast Asia alone and/with others listens to music from Southeast Asia correlates Southeast Asian music to the lives of the people analyzes examples of Southeast Asian music and describes how the musical elements are used explains the distinguishing characteristics of representative Southeast Asian music in relation to history and culture of the area performs on available instruments from Southeast Asia, alone and/or with others improvises simple rhythmic/harmonic accompaniments to selected Southeast Asian music develops musical awareness and creativity in expressing oneself while doing the fundamental processes in music explores ways of producing sounds on a variety of sources that would emulate instruments being studied evaluates music and music performances applying knowledge of musical elements and style

Content Standards

Performance Standards

Learning Competencies

Indonesia, Malaysia, Singapore, Vietnam, Thailand, Cambodia, Myanmar, Laos Vocal Music Instrumental Music Cultural Context (History and Traditions) Composition Social Functions Performance Styles/Techniques

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

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K TO 12 MUSIC AND ARTS

Content Music Gr.8 - UNIT 2

MUSIC OF ASIA Review of Elements and Processes Music of East Asia

Content Standards

Performance Standards

Learning Competencies

The Learner demonstrates understanding of musical elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding of salient features of East Asian music by correlating musical elements and processes to our native forms

The Learner... performs examples of East Asian music, alone and with others, in appropriate tone, pitch, rhythm, expression and style

The Learner... sings songs from East Asia alone and/with others listens to music from East Asia correlates East Asian music to the lives of the people analyzes examples of East Asian music and describes how the musical elements are used explains the distinguishing characteristics of representative East Asian music in relation to history and culture of the area performs on available instruments from East Asia alone and/or with others improvises simple rhythmic/harmonic accompaniments to selected East Asian music develops musical awareness and creativity in expressing oneself while doing the fundamental processes in music explores ways of producing sounds on a variety of sources that would emulate instruments being studied evaluates music and music performances applying knowledge of musical elements and style

China, Japan and Korea Vocal Music Instrumental Music Cultural Context (History and Traditions) Composition Social Functions Performance Styles/Techniques

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K TO 12 MUSIC AND ARTS

Content Music Gr.8 - UNIT 3

MUSIC OF ASIA Review of Elements and Processes Music of Central Asia, South Asia and Near East countries

Content Standards

Performance Standards

Learning Competencies

The Learner demonstrates understanding of musical elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding of salient features of music from Central Asia, South Asia and Near East countries by correlating musical elements and processes to our native forms

The Learner... performs examples of Central Asia, South Asia and Near East countries music, alone and with others, in appropriate tone, pitch, rhythm, expression and style

The Learner... sings songs from Central Asia, South Asia and Near East countries alone and/with others listens to music from Central Asia, South Asia and Near East countries correlates Central Asia, South Asia and Near East countries music to the lives of the people analyzes examples of Central, South Asia and Near East countries music and describes how the elements are used explains the distinguishing characteristics of representative Central, South Asia and Near East countries music in relation to the culture of the area performs on available instruments from Central Asia, South Asia and Near East countries alone and/or with others improvises simple rhythmic/harmonic accompaniments to selected Central Asia, South Asia and Near East countries music develops musical awareness and creativity in expressing oneself while doing the fundamental processes in music explores ways of producing sounds on a variety of sources that would emulate instruments being studied evaluates music and music performances applying knowledge of musical elements and style

India, Pakistan, Middle East, Israel Vocal Music Instrumental Music Cultural Context (History and Traditions) Composition Social Functions Performance Styles/Techniques

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

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K TO 12 MUSIC AND ARTS

Content Music Gr.8 - UNIT 4

Traditional Asian Theater Music Kabuki Wayang Kulit Peking Opera

Content Standards

Performance Standards

Learning Competencies

The Learner demonstrates understanding of salient features Asian traditional music by correlating musical elements and processes to our native forms

The Learner... performs examples of Asian Traditional music and theater, alone and with others, in appropriate tone, pitch, rhythm, expression and style

The Learner... describes how an idea or story is communicated through Asian musical and theatrical forms illustrates how the different elements of music contribute to creating the dramatic action in Asian traditional musical and theatrical forms creates/improvises appropriate sound, music, gesture, movements, and costume for a rendition of a chosen Asian traditional musical and theatrical form sings songs appropriate for a rendition of a chosen Asian traditional musical and theatrical form performs on available Asian musical instruments or improvised musical instruments for a rendition of a chosen Asian traditional musical and theatrical form

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

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K TO 12 MUSIC AND ARTS

ARTS
(Grade 8)

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K TO 12 MUSIC AND ARTS

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: Grade 2: Grade 3: Grade 4: Grade 5: Grade 6: Grade 7: Grade 8: Grade 9: Grade 10: Grade 11: Grade 12: 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 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: B. Artistic Perception or Art Appreciation: C. Historical, Cultural Context or Art History: D. Artistic and Critical Analysis or Art Criticism: through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Media of the Elements of Art (line, color, shape and texture) of the Principles of Art (repetition, contrast, rhythm, balance, emphasis, harmony, proportion and unity) of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle East, and Africa of ones work and peers, Philippine artists, and art masterpieces from the world Myself, my Family and School My Neighborhood, My Community My Province, My Region Cultural Communities in the Philippines History of the Philippines The Philippines in the Present Times The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao Our Asian Neighbors The Western Countries The Middle East, Africa, and the Americas Contemporary Times and the New Media Art Related Careers

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

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K TO 12 MUSIC AND ARTS ARTS - GRADE 8

Content Art Gr.8 UNIT 1 ARTS OF ASIA Review of Elements and Processes Art of Southeast Asia Indonesia, Malaysia, Singapore, Vietnam, Thailand, Cambodia, Myanmar, Laos Process: Drawing of Asian peoples Attire Accessories Artifacts Iconic gods Cultural symbols Content Standards The Learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding of the salient features of the arts of Southeast Asia by correlating the art elements and processes among culturally diverse Southeast Asian countries Performance Standards The Learner... creates an artwork showing the characteristic elements of the arts of Southeast Asia puts up a mini-Southeast Asian art exhibit using their own artworks Learning Competencies The Learner... analyzes art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the production of art and crafts identifies characteristics of arts and crafts found in Southeast Asia reflects on and derives the mood, idea, or message emanating from selected artwork determines the effectiveness of artwork by evaluating its utilization and combination of art elements and principles evaluates the effectiveness of mood, idea, or message as depicted by the visual image in the artwork traces the external (foreign) and internal (indigenous) influences that are reflected in an artwork or in the making of a craft or artifact

Elements: LINES & COLORS Attires Artifacts

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Content Art Gr.8 UNIT 1

Content Standards

K TO 12 MUSIC AND ARTS

Performance Standards

Learning Competencies The Learner... reflects on and derives the mood, idea, or message emanating from selected artwork uses artwork to derive the traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc) correlates the development of crafts in specific areas of a country, according to functionality, traditional specialized expertise, and availability of resources

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K TO 12 MUSIC AND ARTS

Content Art Gr.8 UNIT 2 ARTS OF ASIA Art of East Asia China. Japan and Korea

Content Standards The Learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding of the salient features of the arts of East Asia by correlating the art elements and processes among culturally diverse East Asian countries

Performance Standards The Learner... creates an artwork showing the characteristic elements of the arts of East Asia puts up a mini-East Asian art exhibit using their own artworks

Learning Competencies The Learner... analyzes art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the production of art and crafts identifies characteristics of arts and crafts found in East Asia reflects on and derives the mood, idea, or message emanating from selected artwork determines the effectiveness of artwork by evaluating its utilization and combination of art elements and principles evaluates the effectiveness of mood, idea, or message as depicted by the visual image in the artwork traces the external (foreign) and internal (indigenous) influences that are reflected in an artwork or in the making of a craft or artifact

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K TO 12 MUSIC AND ARTS

Content Art Gr.8 UNIT 2

Content Standards

Performance Standards

Learning Competencies The Learner... reflects on and derives the mood, idea, or message emanating from selected artwork uses artwork to derive the traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc) correlates the development of crafts in specific areas of a country, according to functionality, traditional specialized expertise, and availability of resources

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K TO 12 MUSIC AND ARTS

Content Standards The Learner demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding of the salient features of the arts of Central, South by correlating the art elements and processes among culturally diverse Central, South and Near East Asian countries Performance Standards The Learner... creates an artwork showing the characteristic elements of the arts of Central, South and Near East Asian countries puts up a mini-Central, South and Near Eastern Asian art exhibit using their own artworks Learning Competencies The Learner... analyzes art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the production of art and crafts identifies characteristics of arts and crafts found in Central, South and Near East Asian Asia reflects on and derives the mood, idea, or message emanating from selected artwork determines the effectiveness of artwork by evaluating its utilization and combination of art elements and principles evaluates the effectiveness of mood, idea, or message as depicted by the visual image in the artwork traces the external (foreign) and internal (indigenous) influences that are reflected in an artwork or in the making of a craft or artifact

Content Art Gr.8 UNIT 3 ARTS OF ASIA Art of Central Asia, South Asia and Near East countries India, Pakistan, Middle East, Israel

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K TO 12 MUSIC AND ARTS

Content Art Gr.8 UNIT 3 Content Standards Performance Standards Learning Competencies The Learner... reflects on and derives the mood, idea, or message emanating from selected artwork uses artwork to derive the traditions/history of a specific culture (e.g. landscapes, images of people at work and play, portrait studies, etc) correlates the development of crafts in specific areas of a country, according to functionality, traditional specialized expertise, and availability of resources

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K TO 12 MUSIC AND ARTS

Content Standards The Learner demonstrates understanding of how elements of sound, music, gesture, movements and costume affect the creation and communication of meaning in Asian Festivals and Theatrical Forms as influenced by history and culture, Performance Standards The Learner... creates appropriate festival attire with accessories based on authentic festival costumes creates / improvises appropriate sound, music, gesture, movements and costume for a chosen theatrical composition takes part in a chosen Asian festival Learning Competencies The Learner... identifies the festivals and theatrical forms celebrated all over the country throughout the year reports on the history of the festival and theatrical composition and its evolution and describes how the townspeople participate and contribute to its festivity and gaiety defines what makes each of the Asian festivals unique by a visual presentation and report on selected festivals representing the different Asian countries designs with a group the visual components of a school drama analyzes the uniqueness of the group that was given recognition for its performance and explain what component contributed to their being selected

Content Art Gr.8 UNIT 4 Festivals and Theatrical Forms of Asia Lantern FestivalThailand Kodo Taiko Drum Festival- Japan Representative Theatrical Compositions of Asia Kabuki Wayang Kulit Peking Opera

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