Music

K to 12 Curriculum Guide MUSIC Grade 1 to 10

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide MUSIC (Grade 1 to Grade 10) December 2013

K to 12 BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression andcultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/herown cultural identity and the expansion of his/her vision of the world. As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creativeexpression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, andcreating. (See Figure 1 and Figure 2) The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-BasedLearning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by RonaldThomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the N ational Research Council of the Philippines,Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-BasedArt Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.K to 12 Music Curriculum Guide December 2013 Page 2 of 63

K to 12 BASIC EDUCATION CURRICULUM 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 diverse -- having spurred a continued metamorphosis to include a full range ofpurposes, functions, and identities, from the utilitarian to aesthetic. However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music isexpressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, andhas great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes thischaracteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for 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 soun ds needs to bedeveloped. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable theapplication 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 theSPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary generaleducation. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/hernational heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.K to 12 Music Curriculum Guide December 2013 Page 3 of 63

K to 12 BASIC EDUCATION CURRICULUM Figure 1. The Curriculum Framework of Music and Arts Education Page 4 of 63K to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM 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 ProcessesKindergarten Exposure to the Different Music & Art Processes (Experiential Learning) Figure 2. Content of Music and Arts per Grade LevelK to 12 Music Curriculum Guide December 2013 Page 5 of 63

K to 12 BASIC EDUCATION CURRICULUM Table 1. Basic Reference for Music Content Music Elements Music Processes -creating)Dynamics *No formal instruction in harmony Page 6 of 63 from K to 3K to 12 Music Curriculum Guide December 2013

LEARNING AREA STANDARD: K to 12 BASIC EDUCATION CURRICULUM 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 – 10The learner demonstrates The learner demonstrates understanding The learner demonstrates understandingunderstanding of fundamental of basic elements and concepts through of salient features of music and art ofprocesses through performing, creating, and responding, the Philippines and the world, throughperforming, creating, and responding, aimed towards the development of appreciation, analysis, and performance,aimed towards the development of appreciation of music and art, and for self-development, the celebration ofappreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,acquisition of basic knowledge and and the expansion of one’s world vision.skills.K to 12 Music Curriculum Guide December 2013 Page 7 of 63

K to 12 BASIC EDUCATION CURRICULUMGRADE LEVEL STANDARDS:Grade Level Grade Level StandardsKindergarten The learner is exposed to the different basic music and art processes through experiential learning.Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, andGrade 2 responding.Grade 3Grade 4 The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,Grade 5 and responding.Grade 6Grade 7 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards theGrade 8 development of appreciation of music and art, and the acquisition of basic knowledge and skills.Grade 9Grade 10 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 one’s 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 one’s 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 one’s 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 one’s 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 one’s world vision. The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self- development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.K to 12 Music Curriculum Guide December 2013 Page 8 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 1 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTERI. RHYTHM demonstrates basic responds appropriately to 1. identifies the difference MU1RH-Ia-1 understanding of sound, the pulse of the sounds between sound and silence MU1RH-Ib-2 1. Distinction Between silence and rhythm heard and performs with accurately MU1RH-Ib-3 Sound and Silence accuracy the rhythmic MU1RH-Ic-4 patterns 2. relates images to sound and 2. Steady Beats silence within a rhythmic MU1RH-Ic-5 3. Simple Rhythmic pattern MU1RH-Id-e-6 Patterns 3. performs echo clapping MU1RH-If-g-7 4. Ostinato 4. maintains a steady beat MU1RH-Ih-8 when chanting, walking, tapping, clapping, and playing musical instruments 5. claps, taps, chants, walks and plays musical instruments with accurate rhythm in response to sound o in groupings of 2s o in groupings of 3s o in groupings of 4s 6. creates simple ostinato patterns in groupings of 2s, 3s, and 4s through body movements 7. performs simple ostinato patterns on other sound sources including body parts 8. plays simple ostinato patterns on classroom instruments 8.1 sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.K to 12 Music Curriculum Guide December 2013 Page 9 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGSECOND QUARTER STANDARDS MU1ME-IIa-1 MATERIALSII. MELODY MU1ME-IIb-2 Page 10 of 63 demonstrates basic responds accurately to high 1. identifies the pitch of a tone MU1ME-IIb-3 1. Pitch understanding of pitch and and low tones through body as high or low MU1ME-IIc-4 2. Simple Melodic simple melodic patterns movements, singing, and playing other sources of 2. matches the correct pitch of MU1ME-IIc-5 Patterns sounds tones with other sound sources MU1FO-IId-1III. FORM demonstrates basic responds with precision to 1. Musical Lines understanding of the changes in musical lines 3. sings simple melodic patterns MU1FO-IIe-2 2. Beginnings and concepts of musical lines, with body movements 3.1 ( so –mi, mi –so, mi – re- Endings in Music beginnings and endings in do) MU1FO-IIf-3 3. Repeats in Music music, and repeats in music 4. matches the melody of a song with the correct pitch vocally 4.1 greeting songs 4.2 counting songs 4.3 action songs 5. sings in pitch 5.1 rote singing 5.2 greeting songs 5.3 counting songs 5.4 echo singing 6. identifies with body movements the 6.1 beginnings 6.2 endings 6.3 repeats of a recorded music example 7. identifies similar or dissimilar musical lines with the use of: 7.1 body movements 7.2 geometric shapes or objects 8. relates basic concepts of musical forms to geometric shapes to indicate understanding of: 8.1 same patterns 8.2 different patternsK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU1FO-IIg-h-4 MATERIALS Page 11 of 63 9. chooses the exact geometric shapes that correspond to musical formTHIRD QUARTER demonstrates distinguishes accurately the 1. identifies the source of MU1TB-IIIa-1IV. TIMBRE understanding of the basic different sources of sounds sounds concepts of timbre heard and be able to MU1TB-IIIa-2 1. Quality of Sound in produce a variety of timbres 1.1 wind, wave, swaying of the MU1TB-IIIb-3 Music trees, animal sounds, MU1TB-IIIb-4 creatively interprets with sounds produced by MU1DY-IIIc-1 2. Distinction Between body movements the machines, transportation, MU1DY-IIIc-2 Speaking and Singing dynamic levels to enhance through body movements poetry, chants, drama, and MU1DY-IIId-3V. DYNAMICS demonstrates musical stories 2. responds appropriately to understanding of the basic differences in sounds heard MU1DY-IIIe-f-4 1. Volume of Sound in concepts of dynamics through body movement Music MU1DY-IIIg-h- 3. replicates the sounds heard 5 2. Distinction Between from different sources Loudness and Softness in Music 4. uses voice and other sources of sound to produce a variety of timbres 5. demonstrates dynamic changes with movements 6. uses the terms loud and soft to identify volume changes 7. relates the concepts of dynamics to the movements of animals 7.1 elephant walk – loud 7.2 tiny steps of a mouse – soft 8. interprets with body movements the dynamics of a song 8.1 small movement – soft 8.2 big movement –loud 9. applies the concepts of dynamic levels to enhance poetry, chants, drama, and musical storiesK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 9.1 small movement – soft 9.2 big movement – loudFOURTH QUARTER demonstrates performs with accuracy 1. mimics animal movements MU1TP-IVa-1VI. TEMPO understanding of the basic varied tempi through 1.1 horse – fast MU1TP-IVa-2 concepts of tempo movements or dance steps 1.2 carabao – slow 1. Speed of Sound In to enhance poetry, chants, MU1TP-IVb-3 Music drama, and musical stories 2. demonstrates the basic concepts of tempo through MU1TP-IVb-4 2. Distinction Between sings songs to involve movements MU1TP-IVc-5 Fastness and Slowness oneself and experience the MU1TX-IVd-1 in Music concept of texture 3. responds to varied tempo MU1TX-IVe-2 with movements or dance MU1TX-IVf-3VII. TEXTURE demonstrates steps understanding of the basic MU1TX-IVg-h-4 1. Distinction Between concepts of texture 3.1 slow movement with slow Thinness and music Thickness in Music 3.2 fast movement with fast 2. Single Melodic Line or music Simultaneous Occurrence of Multiple 4. relates tempo changes to Melodic Lines movements 5. uses varied tempo to enhance poetry, chants, drama, and musical stories 6. identify sounds alone, sounds together 7. demonstrates awareness of texture by using visual images 8. distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song 9. demonstrates the concept of texture by singing two-part round 9.1 Are You Sleeping, Brother John? 9.2 Row, Row, Row Your BoatK to 12 Music Curriculum Guide December 2013 Page 12 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 2 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTERI. RHYTHM demonstrates basic responds appropriately to 1. distinguishes aurally and MU2RH-Ia-1 visually between sound and MU2RH-Ib-2 1. Distinction Between understanding of sound, the pulse of sounds heard silence MU2RH-Ib-3 Sound and Silence silence and rhythmic and performs with accuracy MU2RH-Ic-4 2. relates visual images to 2. Steady Beats patterns and develops the rhythmic patterns in sound and silence within a MU2RH-Ic-5 3. Simple Rhythmic musical awareness while expressing oneself rhythmic pattern MU2RH-Id-e-6 Patterns performing the 3. replicates a simple series of MU2RH-If-g-7 4. Ostinato rhythmic sounds (i.e. echo fundamental processes in clapping) music 4. maintains a steady beat when chanting, walking, tapping, clapping, and playing musical instruments 5. claps the written stick notation to show steady beats 5.1 divides the stick notations into measures of 2s, 3s and 4s to show rhythmic patterns 6. creates simple ostinato patterns in measures of 2s, 3s, and 4s with body movements 7. writes stick notation on the board to represent the sound heard 8. plays simple ostinato patterns MU2RH-Ih-8 on classroom instruments 8.1 sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.K to 12 Music Curriculum Guide December 2013 Page 13 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSSECOND QUARTER demonstrates basic MU2ME-IIa-1 Page 14 of 63II. MELODY understanding of pitch and performs with accuracy of 1. identifies the pitch of tones as simple melodic patterns pitch, the simple melodic 1.1 high MU2ME-IIa-2 1. Pitch patterns through body 1.2 low MU2ME-IIb-3 2. Simple Melodic movements, singing or 1.3 higher MU2ME-IIb-4 playing musical instruments 1.4 lower MU2ME-IIc-5 Patterns MU2ME-IIc-6 performs a song, chosen 2. responds to ranges of pitch MU2ME-IIc-7III. FORM demonstrates from among the previously through body movements, MU2ME-IIc-8 understanding of the basic learned songs that shows singing, and playing sources MU2FO-IId-1 1. Musical Lines concepts of musical form the basic concepts of of sounds MU2FO-IId-2 2. Beginnings and musical lines, beginnings, endings and repeats 3. demonstrates high and low Endings in Music through body movement, pitches through singing or 3. Repeats in Music playing musical instruments 4. sings the following songs with accurate pitch: 4.1 wrote songs 4.2 echo songs 4.3 simple children’s melodies 5. echoes simple melodic patterns through singing or humming 6. demonstrates the melodic contour with movement 7. demonstrates the melodic contour through 1.7 body staff 1.8 writing the melodic line “on the air” 1.9 line notation 8. relates visual imagery to melodic patterns 9. identifies the beginning and ending of a song 10. demonstrates the beginning and ending of a song with 10.1 movements 10.2 vocal sounds 10.3 instrumental soundsK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSTHIRD QUARTER demonstrates MU2FO-IIe-3 Page 15 of 63IV. TIMBRE understanding of the basic vocal sounds, and 11. identifies musical lines as concepts of timbre instrumental sounds 11.1 similar MU2FO-IIe-4 1. Quality of Sound in 11.2 dissimilar with MU2FO-IIf-5 Music movements and with the MU2FO-IIg-h-6 use geometric shapes or MU2FO-IIg-h-7 2. Introduction to Voice objects Production 12. demonstrates repeated 3. Differentiation in musical lines with movements Sound Quality 13. recognizes repetitions within a 4. Introduction to song Musical Instruments 14. creates melodic introduction and ending of songs 15. creates rhythmic introduction and ending of songs determines accurately the 1. identifies the source of MU2TB-IIIa-1 sources of sounds heard, sounds e.g. winds, waves and produce sounds using swaying of the trees, animals MU2TB-IIIa-2 voice, body, and objects, sounds, sounds produced by MU2TB-IIIb-3 and be able to sing in machines, transportation, etc. MU2TB-IIIc-4 accurate pitch 2. replicates different sources of sounds with body movements 3. identifies the common musical instruments by their sounds and image 4. recognizes the difference between speaking and singing 5. sings songs with accurate MU2TB-IIIc-5 pitch and pleasing vocal quality 6. produces sounds using voice, MU2TB-IIId-6 body, and objects to enhance a given storyK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU2DY-IIIc-1 MATERIALSV. DYNAMICS demonstrates MU2DY-IIIc-2 Page 16 of 63 understanding of the basic creatively applies changes 7. interprets through body 1. Volume of Sound in concepts of dynamics in dynamics to enhance movements the dynamics of a MU2DY-IIIc-3 Music rhymes, chants, drama, and song musical stories MU2DY-IIIc-4 2. Distinction Between 8. distinguishes between “loud”, MU2DY- Loudness and “louder”, “soft” and “softer” in IIId,e,h-5 Softness in Music music MU2DY-IIIf-h-6 9. relates movements of animals to dynamics E.g. elephant walking – loud dog walking – medium tiny steps of a mouse - soft 10. uses the words loud, louder, soft, softer – to identify variations in volume 11. replicates “loud,” “medium,” and “soft” with voice or with instruments 12. sings a given song with appropriate dynamicsFOURTH QUARTER demonstrates uses varied tempi to 1. mimics animal movements MU2TP-IVa-1VI. TEMPO understanding of the basic enhance rhymes, chants, 1.1 horse – fast concepts of tempo drama, and musical stories 1.2 carabao – moderate MU2TP-IVa-2 1. Speed of Sound In 1.3 turtle – slow MU2TP-IVa-3 Music MU2TP-IVb-4 2. responds to the accurate 2. Distinction Between tempo of a song as guided by Fastness and the hand signal of the teacher Slowness in Music E.g. The teacher’s slow hand movement means “slow”, while fast hand movement means “fast”. 3. demonstrates changes in tempo with movements 4. responds to variations in tempo with dance steps 4.1 slow movement with slowK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU2TP-IVb-5 MATERIALSVII. TEXTURE demonstrates MU2TP-IVb-6 1. Single Melodic Line or understanding of the basic distinguishes accurately music MU2TP-IVc-7 Simultaneous concepts of texture between single musical line 4.2 s music Occurrence of Multiple and multiple musical lines MU2TX-IVd-f-1 Melodic Lines which occur simultaneously 5. distinguishes “slow,” 2. Distinction Between in a given song “slower,”“fast,” and “faster” in MU2TX-IVd-f-2 Thinness and recorded music with voice or MU2TX-IVd-f-3 Thickness in Music with instruments MU2TX-IVg-h-4 6. uses the terms “fast,” “faster,” “slow,” and “slower” to identify variations in tempo 7. replicates “slow,” “slower,”“fast,” and “faster” with voice or with instruments 8. identifies musical texture with recorded music E.g. 8.1 melody with single instrument or voice 8.2 single melody with accompaniment 8.3 two or more melodies sung or played together at the same time 9. shows awareness of texture by relating visual images to recorded or performed music 10. distinguishes between single musical line and multiple musical lines which occur simultaneously 11. distinguishes between thinness and thickness of musical sound in recorded or performed musicK to 12 Music Curriculum Guide December 2013 Page 17 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 3 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTERI. RHYTHM demonstrates 1. performs simple 1. relates images with sound MU3RH-Ia-1 understanding of the basic ostinato patterns/simple and silence within a rhythmic 1. Sound and Silence concepts of rhythm rhythmic pattern 2. Steady Beats accompaniments on 3. Simple Rhythmic classroom instruments 2. maintains a steady beat when MU3RH-Ib-h-2 and other sound chanting, walking, tapping, Pattern sources to a given song clapping, and playing musical 4. Ostinato instruments 2. sings songs with correct rhythm 3. claps, taps, chants, walks, and plays musical instruments in response to sound with the MU3RH-Ia-c-3 correct rhythm MU3RH-Id-4 3.1 in measures of 2s, 3s, and 4s 3.2 echo clapping 3.3 marching 3.4 dancing the waltz 4. claps the written stick notation on the board representing the sound heard 5. plays simple ostinato patterns MU3RH-Id-h-5 with classroom instruments MU3RH-Ie-6 and other sound sources MU3RH-If-7 6. creates simple ostinato patterns in measures of 2s, 3s, and 4s through body movements 7. creates ostinato patterns in different meters using combination of different sound sourcesK to 12 Music Curriculum Guide December 2013 Page 18 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSSECOND QUARTER demonstrates Page 19 of 63II. MELODY understanding of the basic sings the melody of a song 1. identifies the pitch of a tone MU3ME-IIa-1 concepts of melody with accurate pitch as: 1. Pitch MU3ME-IIa-2 2. Melodic Lines sings, plays, and performs 1.1 high – higher MU3ME-IIb-3 3. Melodic Patterns and (through body movements) 1.2 moderately high – higher MU3ME-IIb-c-4 a chosen song showing the 1.3 moderately low – lower MU3ME-IIb-5 Contour basic concepts of musical 1.4 low – lower lines, beginnings, endings MU3ME-IIc-6III. FORM demonstrates and repeats 2. matches the correct pitch of understanding of the basic tones MU3FO-IId-1 1. Musical Lines concepts of musical form 2.1 with the voice MU3FO-IId-2 2. Musical Beginning, 2.2 with an instrument MU3FO-IId-3 Middle, and End 3. relates movements with levels 3. Repeats in music of pitch 4. matches the voice with the pitches of a melody 5. recreates simple patterns and contour of a melody 6. sings entire simple songs with accurate pitch 6.1 Favorite Children’s Songs 6.1.1 “Do – Re – Mi” 6.1.2 “What Can We Do Today” 6.2 Folksongs 6.2.1 “Manang Biday” 6.2.2 “Paruparong Bukid” 6.2.3 “Atin Cu Pung Singsing” 7. identifies the beginning, middle, and ending of a song 8. identifies musical lines as 8.1 similar 8.2 same 8.3 different through movements and geometric shapes or objects 9. recognizes repetitions within a songK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU3FO-IIe-4 MATERIALS MU3FO-IIf-5 Page 20 of 63 10. sings repetitions of musical lines independently MU3FO-IIg-h-6 11. plays repetitions of musical lines 12. renders a song confidently, giving appropriate emphasis on the beginning and on the endingTHIRD QUARTER demonstrates applies vocal techniques in 1. recognizes differences in MU3TB-IIIa-1IV. TIMBRE understanding of the basic singing to produce a sound quality coming from a MU3TB-IIIa-2 concepts of timbre pleasing vocal quality: variety of sound sources MU3TB-IIIb-3 1. Voice Production Techniques 1. using head tones 2. responds to differences in MU3TB-IIIb-4 2. employing proper sound quality with appropriate 2. Variation in Sound movement MU3TB-IIIb-5 Quality breathing MU3TB-IIIc-6 2.1 Similar 3. using the diaphragm 3. recognizes musical 2.2 Different instruments through sound MU3DY-IIId-1 sings songs with proper MU3DY-IIId-2 3. Introduction to dynamics following basic 4. identifies and compares the MU3DY-IIId-3 Musical Instruments conducting gestures voices of:V. DYNAMICS demonstrates 4.1 classmates as they sing or understanding of the basic speak 1. Volume of Sound in concepts of dynamics in Music order to respond to 4.2 selected popular singers in conducting gestures using recordings 2. Conducting and symbols indicating Dynamics variances in dynamics 5. compares the use of the voice in speaking and in singing 6. uses the voice and other sources of sound to produce a variety of timbres 7 interprets the dynamics of a song through body movements 7.1 small movement – soft 7.2 big movement – loud 8 distinguishes “loud,” “medium,” and “soft” in music 9 relates dynamics to the movements of animals e.g.K to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS MU3DY-IIIe-4 Page 21 of 63 9.1 elephant walking – loud 9.2 mice scurrying – soft MU3DY-IIIe-h- 5 10 uses terms “loud,” “medium,” and “soft” (louder, softer) to MU3DY-IIIf-h- identify changes and 6 variations in volume 11 responds to conducting gestures of the teacher for “loud” and “soft” E.g. 11.1 Teacher’s palm down means “soft” and palm up means “loud.” 11.2 Hands moving farther from each other mean sound becomes louder. 12 uses varied dynamics to enhance poetry, chants, drama, songs and musical storiesFOURTH QUARTER demonstrates enhances performance of 1. mimics animal movements MU3TP-IVa-1VI. TEMPO understanding of the poetry, chants, drama, according to speed concepts of tempo in order musical stories, and songs MU3TP-IVa-2 1. Speed of Sound in to respond to conducting by using a variety of tempo 1.1 horse – fast MU3TP-IVb-3 Music symbols indicating 1.2 carabao – slow MU3TP-IVb-c-4 1.1 Fast variations in tempo 1.3 turtle – slow 1.2 Slow 1.4 rabbit - fast 1.5 dog – fast 2. Conducting and Tempo 2. sings songs with proper tempo following basic conducting gestures 3. relates movement to changes and variations in tempo 4. responds with movement to tempo changes 4.1 (i.e. doing locomotor and non-locomotor movements) to a variety of tempo inK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU3TP-IVb-5 MATERIALS MU3TP-IVb-6VII. TEXTURE demonstrates sings recorded music MU3TP-IVa-c-7 understanding of the basic 1. “two-part rounds” 1. Single Melodic Line or concepts of texture 2. “partner songs” 5. distinguishes among fast, MU3TX-IVd-f-1 Simultaneous moderate, and slow in music Occurrence of Multiple MU3TX-IVd-f-2 Melodic Lines 6. uses the terms: fast, moderate, and slow, (faster, MU3TX-IVd-f-3 2. Distinction Between slower etc.) to identify tempo MU3TX-IVg-h- Thinness and changes and variations Thickness in Music 4 7. sings songs with designated tempo E.g. 7.1 Lullaby – slow 7.2 Joyful songs – fast 8. demonstrates the concept of texture by singing “two-part rounds” E.g. 8.1 “Are You Sleeping, Brother John?” 8.2 “Row, Row, Row Your Boat” 8.3 “Musika Ay Di Kukupas” 9. demonstrates the concept of texture by singing “partner songs E.g. 9.1 “Leron, Leron Sinta” 9.2 “Pamulinawen” 9.3 “It’s A Small World” 9.4 “He’s Got the Whole World in His Hands 10. distinguishes between single musical line and multiple musical lines which occur simultaneously 11. distinguishes between thinness and thickness of musical soundK to 12 Music Curriculum Guide December 2013 Page 22 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 4 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER 1. identifies different kinds of I. RHYTHM demonstrates creates rhythmic patterns notes and rests MU4RH-Ia-1  MISOSA4- understanding of concepts in: module6,7 1. Musical Symbols and pertaining to rhythm and 1. simple time signatures Concepts: musical symbols 2. simple one-measure 1.1 Notes and Rests 1.2 Meters ostinato pattern 1.3 Rhythmic Patterns 1.4 Simple Time 2. organizes notes and rests MU4RH-Ib-2  MISOSA4- Signatures according to simple meters MU4RH-Ic-3 module8 1.5 Ostinato (grouping notes and rests into MU4RH-Ic-4 measures given simple  MISOSA4- meters) MU4RH-Ic-5 module2 3. states the meaning of the  MISOSA4- different rhythmic patterns module3,4,5 4. demonstrates the meaning of  MISOSA4- rhythmic patterns by clapping module3,4,5 in time signatures 234 4, 4, 4 5. uses the bar line to indicate groupings of beats in 234 4, 4, 4 6. identifies accented and MU4RH-Id-6  MISOSA4- unaccented pulses MU4RH-Id-7 module1 7. places the accent (>) on the  MISOSA4- notation of recorded music module1 8. responds to metric pulses of MU4RH-Ie-g-8 music heard with appropriate Page 23 of 63 conducting gesturesK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU4ME-IIa-1 MATERIALSSECOND QUARTER II. MELODY recognizes the musical analyzes melodic 1. identifies the pitch name of symbols and demonstrates movement and range and each line and space of the G-1. Musical Symbols and Concepts: understanding of concepts be able to create and clef staff 1.1 Intervals pertaining to melody perform simple melodies 1.2 Scales F 1.3 Melodic Contours 1.4 Patterns of successive D pitches of a C Major scale B G E E C A F 2. identifies the pitch names of notes on the ledger lines and spaces below the G-clef staff (middle C and D) MU4ME-IIb-2 3. recognizes the meaning and use of G- Clef MU4ME-IIc-3 do re mi fa so la ti doK to 12 Music Curriculum Guide December 2013 Page 24 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 4. identifies the movement of the  MISOSA4- melody as: module10 - no movement - ascending stepwise - descending stepwise MU4ME-IId-4 - ascending skip wise - descending skip wise 5. identifies the highest and MU4ME-IIe-5  MISOSA4- lowest pitch in a given module9 notation of a musical piece to determine its range MU4ME-IIf-6 MU4ME-IIg-h- 6. sings with accurate pitch the simple intervals of a melody 7 7. performs his/her own created melodyK to 12 Music Curriculum Guide December 2013 Page 25 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGTHIRD QUARTER STANDARDS MATERIALS III. FORM demonstrates performs similar and 1. identifies aurally and visually MU4FO-IIIa-1 1. Phrases in a Musical Piece understanding of musical contrasting musical the introduction and coda MU4FO-IIIa-2 2. Structure of Musical Sound phrases, and the uses and phrases (ending) of a musical piece MU4FO-IIIa- meaning of musical terms 2.1 Antecedent (Question) in form 2. identifies aurally and visually b-3 Phrase the antecedent and consequent in a musical piece MU4FO-IIIc-4 2.2 Consequent (Answer) Phrase demonstrates participates actively in a 3. listens to similar and MU4FO-IIId-5 understanding of group performance to contrasting phrases in MU4TB-IIIe-1 2.3 Introduction variations of sound in demonstrate different recorded music 2.4 CODA (ending) Phrase music (lightness and vocal and instrumental heaviness) as applied to sounds 4. identifies similar and IV. TIMBRE vocal and instrumental contrasting phrases in vocal 1. Variations of Sound music and instrumental music from 1.1 Vocal the previous lessons 1.2 Instrumental 4.1 melodic 4.2 rhythmic MU4TB-IIIe-2 5. sings similar and contrasting MU4TB-IIIf-3 phrases in music 5.1 melodic MU4TB-IIIf-h-  MISOSA4- 5.2 rhythmic 4 module19 6. distinguishes vocal and instrumental sounds 7. identifies as vocal or instrumental, a recording of the following: 8.1 solo 8.2 duet 8.3 trio 8.4 ensemble 8. identifies aurally and visually different instruments 9. classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass wind 9.4 percussionK to 12 Music Curriculum Guide December 2013 Page 26 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING V. DYNAMICS STANDARDS MU4DY-IIIf-1 MATERIALS MU4DY-IIIf-h-  MISOSA4- 1. Volume of Sound in recognizes the musical applies forte and piano 10. recognizes the use of the module20 Music symbols and demonstrates to designate loudness and symbol p (piano) and f (forte) 2 understanding of concepts softness in a musical in a musical score  MISOSA4-FOURTH QUARTER pertaining to volume in example MU4TP-IVa-1 module21 VI. TEMPO music 1. singing 11. uses appropriate musical 1. Speed / Flow of Music 2. playing instrument terminology to indicate simple MU4TP-IVb-2 dynamics MU4TX-IVc-1 11.1 forte MU4TX-IVd-2 11.2 piano MU4TX-IVe-3 MU4HA-IVf-1 demonstrates creates and performs 1. relates body movements to MU4HA-IVg-2 understanding of concepts body movements the tempo of a musical MU4HA-IVh-3 pertaining to speed/flow appropriate to a given example of music tempo 2. uses appropriate musicalVII. TEXTURE demonstrates sings two-part rounds terminology to indicate understanding of concepts and partner songs with variations in tempo 1. Simultaneous pertaining to texture in others 2. Occurrence of Multiple music 2.1 largoVIII. Melodic Lines 2.2 presto Distinction Between demonstrates performs examples of Thinness and Thickness understanding of harmonic interval with 3. identifies aurally the texture of in Music harmonic intervals others a music example HARMONY 4. identifies aurally and visually an ostinato or descant in a1. Simultaneous musical example Sounding of Two Tones / Pitches 5. recognizes aurally and visually, examples of 2-part vocal or instrumental music 6. identifies harmonic interval (2 pitches) in a musical example 7. recognizes aurally and visually, examples of harmonic intervals 8. creates examples of harmonic interval (2 pitches) with othersK to 12 Music Curriculum Guide December 2013 Page 27 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 5 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER recognizes the musical I. RHYTHM symbols and demonstrates performs with a 1. identifies visually and aurally MU5RH-Ia-b-1  MISOSA5- understanding of concepts conductor, a speech the kinds of notes and rests in module1,2 Musical Symbols and pertaining to rhythm chorus in simple a song Concepts time signatures  MISOSA5- 2. recognizes rhythmic patterns module7 1. Notes and Rests 1. choral using quarter note, half note, 2. Meters 2. instrumental dotted half note, dotted MU5RH-Ia-b-2 3. Rhythmic Patterns quarter note, and eighth note 4. Simple Time in simple time signatures  MISOSA5- module3,4,5 Signatures 3. identifies accurately the duration of notes and rests in MU5RH-Ic-e-3 234 4, 4, 4 time signatures 4. creates different rhythmic  MISOSA5- patterns using notes and rests module7 in time signatures as: MU5RH-If-g-4 234 4, 4, 4 MU5RH-Ih-5 5. responds to metric pulses of music heard with appropriate conducting gesturesSECOND QUARTER recognizes the musical accurate 1. recognizes the meaning and MU5ME-IIa-1 II. MELODY symbols and demonstrates performance of uses of understanding of concepts songs following the F-Clef on the staff Musical Symbols and pertaining to melody musical symbols Concepts pertaining to melody indicated in the 2. identifies the pitch names of 1. Accidentals piece each line and space on the F- 2. F-Clef Clef staff 3. Intervals MU5ME-IIa-2 4. Scales (Pentatonic, C major, G major) 5. Melodic ContoursK to 12 Music Curriculum Guide December 2013 Page 28 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS G A BC D E F G A MU5ME-IIb-3 sol la ti do re mi fa sol la 3. identifies the symbols: MU5ME-IIc-4 sharp (# ), flat (♭), and  MISOSA5- natural (♮) modules 10,11,12 4. recognizes aurally and visually, examples of melodic interval 5. identifies the notes of the intervals in the C major scale prime 2nd MU5ME-IIc-5 3rd 4thK to 12 Music Curriculum Guide December 2013 Page 29 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 5th octave 6. identifies successive sounding MU5ME-IId-6 of two pitches MU5ME-IId-7 7. identifies the beginning melodic contour of a musical MU5ME-IIe-8 example  MISOSA4- module12,14,15 8. determines the range of a musical example 8.1 wide 8.2 narrow 9. reads / sings notes in different scales - Pentatonic scale - C major scale MU5ME-IIf-9 - G major scaleK to 12 Music Curriculum Guide December 2013 Page 30 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSTHIRD QUARTER MU5ME-IIg-10 III. FORM 10. creates simple melodies MU5ME-IIh- 11. performs his/her own created Structure of Musical 11 Sound melody 1. Strophic demonstrates understanding performs the 1. recognizes the design or 2. Unitary of the uses and meaning of created song with structure of simple musical musical terms in Form appropriate forms: musicality 1.1 unitary(one section) MU5FO-IIIa-1 1.2 strophic(same tune with 2 or MU5FO-IIIb-2 more sections and 2 or more MU5FO-IIIc- verses) d-3 2. creates a 4- line unitary song 3. creates a 4 –line strophic song with 2 sections and 2 versesIV. TIMBRE demonstrates understanding participates in a 4. describes the characteristics of MU5TB-IIIe-1  MISOSA4- of variations of sound group performance each type of voice MU5TB-IIIe-2 module18 Vocal and Instrumental density in music (lightness to demonstrate Sounds and heaviness) as applied to different vocal and 5. identifies the following vocal MU5TB-IIIf-3 Page 31 of 63 vocal and instrumental music instrumental sounds timbres: MU5TB-IIIg-4 5.1 soprano MU5TB-IIIg- 5.2 alto 5.3 tenor h-5 5.4 bass 6. identifies aurally and visually different instruments in: 6.1 rondalla 6.2 drum and lyre band 6.3 bamboo group/ensemble (Pangkat Kawayan) 6.4 other local indigenous ensembles 7. participates actively in musical ensemble 7.1 choral 7.2 instrumental 8. creates a variety of sounds emanating from the environment using availableK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFOURTH QUARTER V. DYNAMICS sound sources Variations of Volume in Musical Sound demonstrates understanding applies dynamics to 1. identifies the different MU5DY-IVa-b- of concepts pertaining to musical selections dynamic levels used in a song 1 volume in music heard  MISOSA5- module16 2. uses appropriate musical terminology to indicate MU5DY-IVa-b- variations in dynamics, 2 specifically: 2.1 piano (p) 2.2 mezzo piano (mp) 2.3 forte(f) 2.4 mezzo forte (mf) 2.5 crescendo 2.6 decrescendoVI. TEMPO recognizes the musical applies 3. identifies the various tempo MU5TP-IVc-1 symbols and appropriately, used in a song heard Variations of Speed in demonstrates various tempo to  MISOSA5- Musical Sound understanding of vocal and 4. uses appropriate musical module17 concepts pertaining to instrumental terminology to indicate speed in music performances variations in tempo: 4.1 largo 4.2 presto MU5TP-IVc-d- 4.3 allegro 2 4.4 moderatoVII. TEXTURE demonstrates understanding recognizes examples 4.5 andante MU5TX-IVe-1  MISOSA5- Densities of Musical Sound of concepts pertaining to of horizontal 3-part 4.6 vivace module18 texture in music vocal or 4.7 ritardando instrumental texture, 4.8 accelerando MU5TX-IVe-2 aurally and visually 5. identifies aurally the texture of a musical piece 6. performs 3-part rounds and partner songsK to 12 Music Curriculum Guide December 2013 Page 32 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGVIII. HARMONY STANDARDS MATERIALS Introduction to Major Triad recognizes the musical performs a vocal or 7. identifies the intervals of the symbols and demonstrates instrumental following major triads: understanding of harmonic ensemble using the intervals following major 7.1 tonic (I) triads ( I, IV, V ) 7.2 subdominant (IV) MU5HA-IVf-g- 1 7.3 dominant (V) 8. uses the major triad as MU5HA-IVh-2 accompaniment to simple songsK to 12 Music Curriculum Guide December 2013 Page 33 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 6 ELEMENTS OF MUSIC CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGFIRST QUARTER STANDARDS MATERIALS I. RHYTHM demonstrates understanding responds to beats in 1. identifies the notes / rests MU6RH-Ia-1 Musical Symbols and of the concept of rhythm by used in a particular song MU6RH-Ib-e-2 Concepts: applying notes and rests, music heard with 1. Notes and Rests rhythmic patterns, and time appropriate 2. differentiates among 2 3 4 MU6RH-Ib-e-3 2. Meters signatures 3. Rhythmic Patterns conducting patterns 6 4, 4, 4 4. Time Signatures of 2 3 4 and 6 and 8 time signatures 5. Conducting 4, 4, 4 8SECOND QUARTER 3. demonstrates the conducting II. MELODY gestures of 2 3 4 1. Intervals 2. Major Scales and 6 time 4, 4, 4 3. Minor Scales 8 signatures 4. identifies through conducting MU6RH-If-4 the relationship of the first and MU6RH-Ig-h-5 last measure in an incomplete measure 5. creates rhythmic patterns in 2 3 4 and 6 4, 4, 4 8 time signatures demonstrates the concept of applies learned 1. demonstrates the ability to  MISOSA4- sing, read, and write simple modules13,14 melody by using intervals in concepts of melody musical notations in the: major scales and in the and other elements  MISOSA6- 1.1 Key of C Major module5,6 minor scales to composition and performance MU6ME-IIa-1K to 12 Music Curriculum Guide December 2013 Page 34 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 1.2 Key of G Major 1.3 Key of F Major 2. analyzes the melodic patterns MU6ME-IIa-2 of songs in C Major, G major, MU6ME-IIa-3 and F Major keys MU6ME-IIa-4 MU6ME-IIa-5 3. sings and plays solo or with group, melodies/songs in C Major, G Major, and F Major 4. creates simple melodies in: 4.1 C Major, 4.2 G Major, and 4.3 F Major scales 5. sings self-composed melodies in C Major, G major, and F Major keysTHIRD QUARTER demonstrates understanding performs accurately 1. identifies simple musical forms III. FORM of the concept of musical the design or forms and musical symbols structure of a given 1.1 binary (AB) -has 2 1. Structure of Musical (repeat marks) indicated musical piece contrasting sections (AB) Forms 1.1 binary (AB) 1.2 ternary (ABA)-has 3 MU6FO-IIIa- 1.2 ternary (ABA) sections, the third section b-1 1.3 rondo (ABACA) similar to the first; (ABC) – has 3 sections 2. Repeat Marks 2.1 Da Capo (D.C.) 1.3 rondo (ABACA) -has 2.2 Dal Segno (D.S.) contrasting sections in 2.3 Al Fine (up to the between repetitions of the A section (ABACA)K to 12 Music Curriculum Guide December 2013 Page 35 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSend)2.4 D.C. al Fine (repeat 2. analyzes the musical forms offrom the beginning the following songs:until the word Fine) 2.1 Leron,Leron,Sinta; Sitsiritsit2.5 ║: :║ 2.2 Silent Night 2.3 Happy Birthday2.6 ┌───┐┌───┐ 2.4 Joy to the World 2.5 Bahay Kubo2.7 1 2 2.6 Ili-iliTulogAnay MU6FO-IIIa- 2.7 ParuparongBukid b-2(ending 1, ending 2) 2.8 Ang Bayan Ko 2.9 Pamulinawen MU6FO-IIIc-3 2.10 Tinikling  MISOSA4- 2.11 LupangHinirang MU6TB-IIId-1 module17 MU6TB-IIId-IV. TIMBRE demonstrates understanding aurally determines 3. uses the different repeat marks that are related to form: e-2 Introduction of Musical of the concept of timbre the sound of a single MU6TB-IIId-3 Instruments through recognizing musical instrument in any 3.1 Da Capo (D.C.) MU6TB-IIId- 3.2 Dal Segno (D.S.) instruments aurally and section of the 3.3 Al Fine (up to the end) e-4 3.4 D.C. al Fine (repeat from the visually orchestra beginning until the word Fine) 3.5 ║: :║ 3.6 ┌───┐┌───┐ 12 (ending 1, ending 2) 4. identifies visually and aurally the instrumental sections of the Western orchestra 5. distinguishes aurally the sound of each section of the Western orchestra 6. identifies the characteristics of each instrument in each section of the orchestra 7. describes the distinct sound quality of the different instruments of the orchestraK to 12 Music Curriculum Guide December 2013 Page 36 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS MU6DY-IIIf-g-V. DYNAMICS demonstrates understanding applies the 8. distinguishes varied dynamic 1 Page 37 of 63 Variations in Dynamics of the concept of dynamics appropriate dynamic levels in a music heard through a wide variety of levels in vocal and MU6DY-IIIh-2 dynamic levels instrumental music 8.1 piano (p) 8.2 mezzo piano (mp) MU6TX-IVa-b-FOURTH QUARTER demonstrates understanding performs a given 8.3 pianissimo (pp) 1 VI. TEMPO of the various tempo song, using tempo 8.4 forte (f) marks appropriately 8.5 mezzo forte (mf) MU6TX-IVa-b- Variations of Tempo 8.6 fortissimo (ff) 2 8.7 crescendoVII. TEXTURE demonstrates the concept of performs accurately 8.8 decrescendo MU6TX-IVa-b- texture as: a given song with 3 Variations in Texture monophonic, 9. uses varied dynamic levels in a 1. Monophony 1. monophonic (one voice) homophonic, and song MU6TX-IVc-d- 2. Homophony 2. homophonic (voice and polyphonic textures 1 3. Polyphony 1. identifies the different tempo accompaniment) in a given song or music: MU6TX-IVc-d- 3. polyphonic (many -allegro 2 -andante voices) -ritardando -accelerando -largo -presto -vivace 2. distinguishes between ritardando and accelerando as used in a song 3. demonstrates the different kinds of tempo by following tempo marks in a familiar song Ex: “Pandangguhan” 4. identifies aurally the texture of musical pieces 4.1 monophonic 4.2 homophonic 4.3 polyphonic 5. Identifies different textures 5.1 Vocal 5.1.1 solo voice 5.1.2 solo voice withK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSVIII. HARMONY MU6TX-IVc-d- 1. Primary Chords accompaniment 3 2. Harmony in Group 5.1.3 duet, partner Performances songs, round songs MU6TX-IVc-d- 5.2 Instrumental 4 5.2.1 solo demonstrates understanding demonstrates 5.2.2 ensemble of the concepts of harmony harmony in group through the intervals that performances 6. distinguishes monophonic, constitute the primary homophonic, and polyphonic chords of major and minor 1. choir textures scales in music 2. rondalla 3. lyre band 7. applies primary chords (I, IV, V) as accompaniment to simple songs 8. identifies the intervals of the following major triads: tonic ( I ) MU6HA-IVe-1 subdominant ( IV ) dominant ( V )K to 12 Music Curriculum Guide December 2013 Page 38 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 9. identifies the primary chords of its relative minor scales 9.1 A minor (Am) 9.2 D minor (Dm) 9.3 E minor (Em) A minor MU6HA-IVf-2 E minor D minor MU6HA-IVe-f- 3 10. distinguishes the sound of a major chord from a minor MU6HA-IVg-h- chord 4 11. uses the major triad as accompaniment to simple songsK to 12 Music Curriculum Guide December 2013 Page 39 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 7 MUSIC OF THE PHILIPPINES CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTERMusic of Luzon ( Lowlands) The Learner… The Learner... The learner . . . 1. identifies the musicalGeographical and Cultural demonstrates performs music of the characteristics of representative MU7LU-Ia-1Background understanding of the lowlands with appropriate music selections from the MU7LU-Ia-2 musical characteristics pitch, rhythm, expression lowlands of Luzon after MU7LU-Ib-31. Vocal Music of representative and style listening; MU7LU-Ib-f-4 a) Performance practice; music from the MU7LU-Ic-f-5 b) Folk songs; lowlands of Luzon 2. analyzes the musical elements of MU7LU-Ig-h-6 c) Sacred (Liturgical and some Lowland vocal and MU7LU-Ia-h-7 Devotional) music: Mass, instrumental music selections; MU7LU-Ia-h-8 Pastores, Senakulo, Pasyon, Salubong, Flores 3. explains the distinguishing de Mayo, Santacruzan; characteristics of representative d) Secular music: Harana, Philippine music selections from Balitaw, Kumintang, Polka; Luzon in relation to its culture e) Art music: Kundiman. and geography;2. Instrumental Music 4. explores ways of producing a) Rondalla; sounds on a variety of sources b) Brass Band; that is similar to the instruments c) Musikong Bumbongl being studied; d) Bamboo organ; e) Angklung ensemble; 5. improvises simple f) Himig Pangkat Kawayan. rhythmic/melodic accompaniments to selected music from the Lowlands of Luzon; 6. performs instruments/improvised instruments from Luzon lowlands; 7. sings folksongs from the lowlands of Luzon; 8. creates appropriate movements or gestures to accompany the music selections of the Lowlands of Luzon;K to 12 Music Curriculum Guide December 2013 Page 40 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSSECOND QUARTER MU7LU-Id-9 Page 41 of 63Music of Cordillera, Mindoro, 9. provides harmonicPalawan, and the Visayas accompaniments to selected MU7LU-Ic-h- music of the Lowlands of Luzon; 10 A. CordilleraGeographical, cultural, and 10. evaluates music and musichistorical background performances applying knowledge of musical elements 1. Vocal Music; and styles. a) Performance practice; The Learner… The Learner... The Learner... MU7LV-IIa-f-1 b) Representative demonstrates performs selected vocal 1. identifies the musical MU7LV-IIa-f-2 songs/genre (salidummay, understanding of the and instrumental music of characteristics of representative MU7LV-IIb-f-3 oggayam, ba-diw). musical characteristics of Cordillera, Mindoro, selections of Cordillera, Mindoro, MU7LV-IIb-g-4 2. Instrumental Music representative music from Palawan and the Visayas Palawan and of the Visayas after MU7LV-IIb-g-5 a) Gangsa ensemble; the highlands of Luzon, in appropriate style listening; MU7LV-IIb-g-6 b) Bamboo solo/ensemble. Mindoro, Palawan, and the B. Mindoro and Palawan Visayas 2. analyzes the musical elements of 1. Vocal Music; some vocal and instrumental a) Performance practice; selections from Cordillera, b) Representative Mindoro, Palawan and of the songs/genre Visayas after listening; (Vocal chants -Ambahan, Igway). 3. explains the distinguishing 2. Instrumental Music characteristics of representative a) Instrumental ensembles: music from Cordillera, Mindoro, Palawan and of the Visayas in relation to its culture and geography; 4. explores ways of producing sounds on a variety of sources similar to instruments being studied; 5. improvises simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas; 6. performs instruments/improvisedK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS Bamboo / Gong MU7LV-IIb-g-7 Page 42 of 63 ensemble ; instruments from Cordillera, MU7LV-IIa-f-8 Mindoro, Palawan and of the MU7LV-IIc-h-9 b) Solo instruments. Visayas, alone and/or with others’ MU7LV-IIc-h- C. Visayas 10 7. provides accompaniment to 1. Vocal Music selected music of the Cordillera, a) Performance practice; Mindoro, Palawan and of the b) Representative Visayas; songs/genre: Balitao- Visayan, Pastores- 8. sing songs from the Cordillera, Christmas, Kanta- Mindoro, Palawan and of the Folksong, Ballad, Visayas; Lullaby, Courtship, and Composo - 9. creates appropriate movements Ilonggo narrative to accompany music from the song. Cordillera, Mindoro, Palawan and of the Visayas; 2. Instrumental Music a) Instrumental 10. evaluates music and music ensembles: Rondalla, performances applying Tultogan, Harp, Band, knowledge of musical elements “Bird Dance” Binanog and style. (Panay, Bukidnon) The Learner… The Learner... The Learner...THIRD QUARTER 1. identifies the musicalMusic of Mindanao demonstrates performs music of characteristics of MU7MN-IIIa-g- understanding of the Mindanao with representative music 1A. Islamic Music musical characteristics of appropriate expression selections from Mindanao1. Vocal music: representative music from and style after listening; MU7MN-IIIa-g- Mindanao 2 a) chants; 2. analyzes the musical b) lullaby. elements of some Mindanao MU7MN-IIIa-g- vocal and instrumental 32. Instrumental Ensemble: music; a) Kulintang ensemble ; b) bamboo ensemble ; 3. explains the distinguishing characteristics ofK to 12 Music Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING c) solo instruments. STANDARDS MATERIALS3. Non-Islamic MU7MN-IIIb-h- a) Christian; representative music 4 b) Lumad: selections of Mindanao in (Folk songs of relation to its culture and MU7LV-IIIc-h- Zamboanga, Butuan and geography; 5 Tausug). 4. explores ways of producing MU7LV-IIIc-h-FOURTH QUARTER sounds on a variety of 6Philippine Festivals sources that is similar to the instruments being studied; MU7LV-IIId-h- a) Aklan – Ati-atihan 7 b) Davao - Kadayawan 5. improvises simple c) Marinduque – Moriones rhythmic/melodic MU7LV-IIIc-8 accompaniments to selected music from Mindanao; MU7LV-IIIc-h- 9 6. perform instruments/improvised MU7LV-IIIb-h- instruments from Mindanao, 10 alone and/or with others; 7. sing songs from Mindanao; 8. creates appropriate movements or gestures to accompany the music selections of Mindanao; 9. provides accompaniment to selected music of Mindanao; 10. evaluates music selections and music performances applying knowledge of musical elements and style. The Learner… The Learner... The Learner... MU7FT-IVa-g-1 1. demonstrates 1. performs 1. identifies musical characteristics understanding and excerpts/selections from of selected Philippine festivals application of musical Philippine musical and theatrical forms through video or live performances;K to 12 Music Curriculum Guide December 2013 Page 43 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING d) Cebu – Sinulog STANDARDS MU7FT-IVa-d-2 MATERIALS e) Bicol – Ibalon MU7FT-IVa-d-3 f) Batangas – Sublian skills related to theater 2. narrate the origins and cultural MU7FT-IVe-h-4 background of selected Philippine MU7FT-IVa-h-5Theatrical Forms selected Philippine 2. performs songs and festival/s; a) Komedya/Moro- Festivals MU7FT-IVe-h-6 moro/Arakyo 3. creates movements to music of a MU7FT-IVe-h-7 b) Sarsuela 2. demonstrates dances from selected particular Philippine festival; c) Bodabil Philippine festivals 4. describes how the music understanding and contributes to the performance of the musical production; application of musical skills related to theater 5. explains the distinguishing characteristics of representative Philippine festivals and theatrical forms; 6. describes how a specific idea or story is communicated through music in a particular Philippine musical theater; 7. sing selection/s from chosen Philippine musical theater;K to 12 Music Curriculum Guide December 2013 Page 44 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 8 MUSIC OF ASIA CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGFIRST QUARTER STANDARDS MATERIALSMUSIC OF SOUTHEAST ASIA The Learner… The Learner... The Learner...Geographical, historical and cultural demonstrates performs Southeast Asian 1. explains how the music of MU8SE-Ia-h-1background songs with appropriate a Southeast Asian country MU8SE-Ia-h-2 understanding of common pitch, rhythm, expression relates to its geography MU8SE-Ic-h-3 1. Indonesia-Gamelan musical characteristics of and style. and culture; MU8SE-Ib-h-4 a. Javanese; the region as well as b. Balinese. unique characteristics of a 2. listens perceptively to MU8SE-Ic-h-5 particular Southeast Asian music of Southeast Asia; 2. Thailand-Piphat country. 3. sings songs of Southeast 3. Cambodia-Pinpeat Asia; 4. Myanmar-Saung Gauk 4. analyzes musical elements of selected songs and instrumental pieces heard and performed; 5. explores ways of producing sounds on a variety of sources that would simulate instruments being studied; 6. improvises simple MU8SE-Ic-h-6 accompaniment to MU8SE-Ic-h-7 selected Southeast Asian music; MU8SE-Ic-h-8 7. performs on available instruments from Southeast Asia; 8. evaluates music and music performances applying knowledge of musical elements and style.K to 12 Music Curriculum Guide December 2013 Page 45 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSSECOND QUARTER The Learner… The Learner... The Learner...Music of East Asia performs East Asian music with 1. explains how East Asian 1. China demonstrates appropriate pitch, music relates to its MU8SE-IIa-g-1 2. Japan understanding of rhythm, expression geography and culture; 3. Korea common and distinct and style musical characteristics 2. listens perceptively to MU8SE-IIa-h-2a) Geographical, historical and of East Asian countries The Learner... music of East Asia; cultural background performs South Asia and the Middle East 3. sings songs of East Asia; MU8SE-IIc-h-3b) Traditional instruments music with appropriate (idiophones, aerophones, 4. analyzes musical elements membranophones, and chordophones) of selected songs and MU8SE-IIc-h-4 instrumental pieces heardc) Instrumental pieces (solo and ensemble) and performed;d) Folksongs and ritual music 5. explores ways of producinge) K-Pop and J-Pop sounds on a variety of sources that would MU8SE-IIb-h-5 simulate instruments being studied; 6. improvises simple accompaniment to MU8SE-IIc-h-6 selected East Asian music; 7. performs on available MU8SE-IIb-h-7 instruments from East Asia; 8. evaluates music and music performances applying knowledge of MU8SE-IIb-h-8 musical elements and style.THIRD QUARTER The Learner… The Learner... MU8WS-IIIa-Music of South Asia and Middle g-1East demonstrates an 1. explains how music of a understanding of South Asian and the Middle 1. India common and distinct East country relate to its 2. Israel geography and culture;K to 12 Music Curriculum Guide December 2013 Page 46 of 63

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MU8WS-IIIa- MATERIALSa) Geographical, historical and musical characteristics pitch, rhythm, 2. listens perceptively to h-2 cultural background; of South Asia and the expression and style. music of South Asia and MU8WS-IIIc- Middle East. the Middle East;b) Traditional instruments g-3 3. sings songs of South Asia MU8WS-IIIc- (idiophones, aerophones, and the Middle East; membranophones, and h-4 chordophones) ; 4. analyzes musical elements of selected songs and MU8WS-IIIc-c) Instrumental pieces (solo and instrumental pieces heard h-5 and performed; ensemble); MU8WS-IIIb- 5. explores ways of h-6d) Folksongs and ritual music producing sounds on a variety of sources that MU8WS-IIIb- would simulate h-7 instruments being studied; 6. improvises simple accompaniment to selected South Asia and the Middle East music; 7. performs on available instruments from South Asia and Middle East; 8. evaluates music and MU8WS-IIIc- h-8 music performances applying knowledge of musical elements and style.FOURTH QUARTER The Learner… The Learner... The Learner... 1. identifies musicalTraditional Asian Theater Music demonstrates performs excerpts from characteristics of selected MU8TH-IVa-g- 1. Wayang Kulit; understanding and traditional Asian theater Asian musical theater 1 2. Kabuki; application of musical skills with appropriate pitch, through video films or live 3. Peking Opera. related to selected rhythm, expression, and performances; MU8TH-IVa-g- traditional Asian theater style 2 2. sing selection/s from chosen Asian musicalK to 12 Music Curriculum Guide December 2013 Page 47 of 63

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS MU8TH-IVb-h- theater; 3 3. describe how the musical MU8TH-IVa-g- elements contribute to the 4 performance of the musical production; MU8TH-IVa-g- 5 4. identifies the instruments that accompany Kabuki, MU8TH-IVa-g- Wayang Kulit, Peking 6 Opera; MU8TH-IVb-h- 5. explains the distinguishing 7 characteristics of representative Asian musical theater; 6. describe how a specific idea or story is communicated through music in a particular Asian musical theater; 7. creates/improvises appropriate sound, music, gesture, movements, props and costume for performance of a chosen Asian traditional musical and theatrical form; 8. evaluates music and MU8TH-IVc-h- music performances 8 applying knowledge of musical elements and style.K to 12 Music Curriculum Guide December 2013 Page 48 of 63

K to 12 BASIC EDUCATION CURRICULUM GRADE 9 HISTORY OF WESTERN MUSIC CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALSFIRST QUARTER The Learner… The Learner... The Learner...1. MUSIC OF THE demonstrates performs selected songs from MEDIEVAL PERIOD understanding of Medieval, renaissance and 1. listens perceptively to MU9MRB-Ia-h- (700-1400) characteristic features of baroque periods selected vocal and 1 the Medieval, Renaissance instrumental music of a) Historical and and Baroque period music a) Chants; Medieval, Renaissance and b) Madrigals; cultural background; c) excerpts from Baroque music; b) Gregorian chants; oratorio; 2. explains the performance c) Troubadour music; practice (setting, composition, d) Composer - Adam d) chorales; role of composers/performers, MU9MRB -Ia-h- e) troubadour. 2 de la Halle. and audience) during2. RENAISSANCE PERIOD Medieval, Renaissance and (1400-1600) Baroque periods; a) Historical and 3. relates Medieval, Renaissance and Baroque music to its cultural background; historical and cultural MU9MRB -Ic-f- background through 3 b) Mass; c) Madrigal; dramatization; d) Composers - 4. sings Medieval chant, MU9MRB -Ib-h- Giovanni da troubadour song, madrigal, 4 Palestrina and chorale and selections from Thomas Morley. oratorio with correct pitch,3. MUSIC OF THE BAROQUE rhythm, expression and style; PERIOD (1685-1750) 5. describes musical elements of a) Historical and cultural given Medieval, Renaissance MU9MRB -Ib-f- and Baroque music; 5 background; 6. explores other arts and media b) Concerto Grosso, Fugue that portray Medieval, MU9MRB -Ib-f- Renaissance and Baroque 6 c) Oratorio and chorale d) Composers: Johann elements; Sebastian Bach and 7. improvises appropriate MU9MRB -Ib-d-K to 12 Music Curriculum Guide December 2013 accompaniment to given 7 Page 49 of 63