Final K To 12 MELCS For MUSIC AND ARTS

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Grade Level: 1
Subject: Music
Quarter Most Essential Learning Competencies Duration BUDGET OF WORK
The learner…
identifies the difference between sound and
Week 1  identifies the difference between sound and silence accurately
silence accurately
relates images to sound and silence within a
Week 2  relates images to sound and silence within a rhythmic pattern
rhythmic pattern
performs steady beat and accurate rhythm through  performs steady beat and accurate rhythm through clapping,
clapping, tapping chanting, walking and playing musical Week 3
tapping, chanting, walking and playing musical instruments in
instruments in response to sound response to sound in groupings of 2s.
st
1 o in groupings of 2s
 Performs steady beat and accurate rhythm through clapping,
o in groupings of 3s Week 4
o in groupings of 4s
response to sound in groupings of 3s.
 performs steady beat and accurate rhythm through clapping,
Week 5
response to sound in groupings of 4s.
creates simple ostinato patterns in groupings of  creates simple ostinato patterns in groupings of 2s through body
2s, 3s, and 4s through body movements Week 6
movements
 creates simple ostinato patterns in groupings of 3s through body
Week 7
movements
 creates simple ostinato patterns in groupings of 4s through body
Week 8
movements
The learner…
identifies the pitch of a tone as high or low  identifies the pitch of a tone as high or low
Week 1
sings simple melodic patterns ( so –mi, mi –so,  sings simple melodic patterns ( so –mi, mi –so,mi – re-do)
Week 2
mi – re-do)
sings the melody of a song with the correct pitch  sings the melody of a song with the correct pitch e.g.
nd
2 e.g. greeting songs, counting songs, or action greeting songs, counting songs, or action songs
Week 3
songs
identifies similar or dissimilar musical lines  identifies similar or dissimilar musical lines
Week 4
identifies the beginning, ending, and repeated  identifies the beginning, ending, and repeated parts of a
parts of a recorded music sample Week 5 recorded music sample
Performs songs with the knowledge when to Week 6
start, stop, repeat or end the song. Week 7
Week 8  Performs songs with the knowledge when to start,
stop, repeat or end the song.
244
The learner…
relates the source of sound with different body  relates the source of sound with different body movements
movements e.g. wind, wave, swaying of the trees, animal sounds, or
e.g. wind, wave, swaying of the trees, animal sounds produced by man-made devices or machines.
Week 1
sounds, or sounds produced by man-made
devices or machines.
Produces sounds with different timbre using a Week 2  Produces sounds with different timbre using a variety
variety of local materials of local materials
Week 3 
identifies volume changes from sound samples  identifies volume changes from sound samples using the terms
rd Week 4
3 using the terms loud and soft loud and soft
relates the concepts of dynamics to the Week 5  relates the concepts of dynamics to the movements
movements of animals of animals
e.g. big animals/movement = loud; small Week 6 
animals/movement = soft
applies the concept of dynamic levels to  To apply the concept of dynamic levels to enhance
enhance poetry, chants, songs, drama or Week 7 poetry, chants, and songs.
musical stories Week 8  To apply the concept of dynamic levels to enhance
drama or musical stories.
245
The learner…
demonstrates the basic concepts of tempo Week 1  demonstrates the basic concepts of tempo through
through movements (fast or slow) movements (fast or slow)
uses body movements or dance steps to Week 2  uses body movements or dance steps to respond to varied
respond to varied tempo tempo
- slow movement with slow music -slow movement with slow music
- fast movement with fast music -fast movement with fast music
uses varied tempo to enhance poetry, chants, Week 3  uses varied tempo to enhance poetry, chants, drama, and
drama, and musical stories musical stories
th demonstrates awareness of texture by identifying Week 4-6  demonstrates awareness of texture by identifying sounds
4
sounds that are solo or with other that are solo or with other sounds.
sounds.
distinguishes single musical line and multiple Week 4-6  distinguishes single musical line and multiple musical lines
musical lines which occur simultaneously in a which occur simultaneously in a given song
given song
sings two-part round songs e.g. Week 7  sings two-part round songs (Are you sleeping, Brother
Are You Sleeping, Brother John? Row, John?)
Row, Row Your Boat Week 8  sings two-part round songs (Row, Row, Row your
Boat)
Grade Level: 2
Subject: Music
relates visual images to sound and silence using Week 1 relates visual images to sound and silence using quarter note ,
st quarter note , beamed eighth notes
1 beamed eighth notes and quarter rest in a rhythmic pattern
and quarter rest in a rhythmic pattern
246
maintains a steady beat when replicating a simple Week maintains a steady beat when replicating a simple series of
series of rhythmic patterns (e.g. echo clapping, 2 rhythmic patterns (e.g. echo clapping, walking, tapping, chanting,
walking, tapping, chanting, and and playing musical instruments)
playing musical instruments)
reads stick notations in rhythmic patterns with Week 3 reads stick notations in rhythmic patterns with
measures of 2s, 3s and 4s measures of 2s, 3s and 4s
Week 4
writes stick notations to represent the heard Week 5 writes stick notations to represent the heard rhythmic patterns
rhythmic patterns Week 6
creates simple ostinato patterns in measures Week 7 creates simple ostinato patterns in measures of 2s and 3swith body
of 2s, 3s, and 4s with body movements movements
Week 8 creates simple ostinato patterns in measures of 4s with body
movements
identifies the pitch of tones as: high (so), Week 1-2 identifies the pitch of tones as: high (so), low (mi); higher (la); lower
low (mi); higher (la); lower (re) (re)
responds to ranges of pitch through body Week 1-2 responds to ranges of pitch through body movements, singing, or
movements, singing, or playing instruments playing instruments
sings children's songs with accurate pitch Week 3-4 sings children's songs with accurate pitch
* demonstrates melodic contour through: Week 3-4 * demonstrates melodic contour through:
a. movement a. movement
b. music writing (on paper or on air) b. music writing (on paper or on air)
nd c. visual imagery c. visual imagery
2
demonstrates the beginning, ending and Week 5-6 demonstrates the beginning, ending and repeats of a song with
repeats of a song with - movements
- movements - vocal sounds
- vocal sounds - instrumental sounds
- instrumental sounds
identifies musical lines as Week 5-6
- similar
- dissimilar
247
* creates melodic or rhythmic introduction and Week 7-8 * creates melodic or rhythmic introduction and ending of
ending of songs songs
replicates different sources of sounds with Week 1 replicates different sources of sounds with
body movements body movements
identifies the common musical instruments Week 2 identifies the common musical instruments
by their sounds and image by their sounds and image
recognizes the difference between speaking Week 2 recognizes the difference between speaking
and singing and singing
performs songs with appropriate vocal or sound Week 3 performs songs with appropriate vocal or sound quality (from
rd quality (from available instruments) available instruments)
3
Week 4
distinguishes the dynamics of a song or Week 5 distinguishes the dynamics of a song or
music sample music sample
uses the words “loud”, “louder”, “soft” and Week 5 uses the words “loud”, “louder”, “soft” and
“softer” to identify variations in volume “softer” to identify variations in volume
Performs songs with appropriate dynamics Week 6 Performs songs with appropriate dynamics
Week 7
Week 8
follows the correct tempo of a song including Week 1-2 follows the correct tempo of a song including tempo changes
tempo changes
th
4
distinguishes “slow,” “slower,” “fast,” and Week 1-2 distinguishes “slow,” “slower,” “fast,” and
“faster” in recorded music “faster” in recorded music
248
identifies musical texture with recorded music Week 3-4 identifies musical texture with recorded music
- melody with solo instrument or voice - melody with solo instrument or voice
- single melody with accompaniment - single melody with accompaniment
- two or more melodies sung or played - two or more melodies sung or played together at the same
together at the same time time
distinguishes between single musical line and Week 5-6 distinguishes between single musical line and multiple musical
multiple musical lines which occur lines which occur
simultaneously simultaneously
distinguishes between thinness and Week 7-8 distinguishes between thinness and
thickness of musical sound in recorded or thickness of musical sound in recorded or performed music
performed music
Grade Level: 3
Subject: Music
relates images with sound and silence using Week 1 relates images with sound and silence using quarter note ,
quarter note , beamed eighth note , half beamed eighth note , half note , quarter rest and half
note , quarter rest and half rest rest within a rhythmic pattern
within a rhythmic pattern
maintains a steady beat when replicating a Week 2 maintains a steady beat when replicating a simple series of
simple series of rhythmic patterns in measures rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo clapping,
of 2s, 3s, and 4s (e.g. echo clapping, walking, walking, marching, tapping, chanting, dancing the waltz, or playing
st
1 marching, tapping, chanting, dancing the waltz, musical instruments)
or playing musical instruments)
plays simple ostinato patterns (continually Week 5 plays simple ostinato patterns (continually repeated musical
repeated musical phrase or rhythm) with phrase or rhythm) with classroom instruments and other sound
classroom instruments and other sound sources
sources Week 6
249
creates continually repeated musical phrase Week 7 creates continually repeated musical phrase or rhythm in measures
or rhythm in measures of 2s, 3s, and 4s of 2s and 3s
Week 8 creates continually repeated musical phrase or rhythm in measures
of 4s
identifies the pitch of a tone as: Week 1 identifies the pitch of a tone as:
- high – higher - high – higher
- moderately high – higher - moderately high – higher
- moderately low – lower - moderately low – lower
- low – lower - low – lower
matches the correct pitch of tones Week 2 matches the correct pitch of tones
- with the voice - with the voice
- with an instrument - with an instrument
recreates simple patterns and contour of a Week 3 recreates simple patterns and contour of a
melody melody
nd
2 identifies the beginning, middle, ending and Week 4 identifies the beginning, middle, ending and
repetitions within a song or music sample repetitions within a song or music sample
identifies musical lines as Week 5 identifies musical lines as
- similar - similar
- same - same
- different - different
performs songs with accurate pitch from Week 6-8 performs songs with accurate pitch from beginning to end
beginning to end including repetitions including repetitions
recognizes musical instruments through Week 1 recognizes musical instruments through

sound sound
rd uses the voice and other sources of sound to Week 2 uses the voice and other sources of sound to produce a variety of
3
produce a variety of timbres timbres
250
distinguishes “loud,” “medium,” and “soft” Week 3 distinguishes “loud,” “medium,” and “soft” in music
in music
responds to conducting gestures of the Week 6 responds to conducting gestures of the teacher for “loud” and
teacher for “loud” and “soft” “soft”
applies varied dynamics to enhance poetry, Week 7 applies varied dynamics to enhance poetry, chants, drama, songs
chants, drama, songs and musical stories and musical stories
Week 8
applies correct tempo and tempo changes by Week 1 applies correct tempo and tempo changes by following basic
following basic conducting gestures conducting gestures
distinguishes among fast, moderate, and Week 2 distinguishes among fast, moderate, and slow in music
slow in music
performs songs with appropriate tempo (use Week 3 performs songs with appropriate tempo (use songs from the
songs from the locality) locality)
Week 4
th
4 distinguishes between thinness and Week 5 distinguishes between thinness and thickness of musical sound
thickness of musical sound Week 6
251
demonstrates the concept of texture by Week 7 demonstrates the concept of texture by singing “partner songs”
singing “partner songs” (local or foreign song (local or foreign song samples)
samples) 1. “Leron, Leron Sinta”
1. “Leron, Leron Sinta” 2. “Pamulinawen”
2. “Pamulinawen” 3. “It’s A Small World”
3. “It’s A Small World” 4. “He’s Got the Whole World in His Hands
4. “He’s Got the Whole World in His Hands Week 8
Grade Level: 4
Subject: Music
identifies different kinds of notes and rests Week 1 identifies different kinds of notes and rests
(whole, half, quarter, and eighth) (whole, half, quarter, and eighth)
reads different rhythmic patterns Week 2 reads different rhythmic patterns
Week 3
performs rhythmic patterns in time Week 4 performs rhythmic patterns in time signatures 2 3 4
signatures 2 3 4 4, 4, 4
4, 4, 4 Week 5
st
1
uses the bar line to indicate groupings of Week 6 uses the bar line to indicate groupings of beats in 2 3 4
beats in 2 3 4 4, 4, 4
4, 4, 4
Week 7
identifies accented and unaccented pulses Week 8 identifies accented and unaccented pulses
Week 9
recognizes the meaning of the G-Clef (treble Week 1 recognizes the meaning of the G-Clef (treble clef)
nd
2 clef)
252
identifies the pitch names of the G-clef staff Week 2 identifies the pitch names of the G-clef staff including the ledger
including the ledger lines and spaces (below lines and spaces (below middle C)
middle C)
Week 3
identifies the movement of the melody as: Week 4 identifies the movement of the melody as:
- no movement - no movement
- ascending stepwise - ascending stepwise
- descending stepwise - descending stepwise
- ascending skipwise - ascending skipwise
- descending skipwise descending skipwise
identifies the highest and lowest pitch in a Week 5
given notation of a musical piece to
determine its range
sings with accurate pitch the simple intervals Week 6
of a melody
creates simple melodic lines Week 7-8
Quarter Content Performance Most Essential Learning Competencies Duration BUDGET OF

Standards Standards WORK
identifies aurally and visually the Week 1

introduction and coda (ending) of a musical
piece
demonstrates
identifies aurally and visually the antecedent Week 2
understanding and consequent in a musical piece
of musical
performs similar recognizes similar and contrasting phrases in Week 3
phrases, and
and contrasting vocal and instrumental music
the uses and
rd musical phrases 1. melodic
3 meaning of 2. rhythmic
musical terms
performs similar and contrasting phrases in Week 4
in form
music
1. melodic
2. rhythmic
demonstrates participates identifies as vocal or instrumental, a Week 5
understanding actively in a recording of the following:
253
of variations group 1. solo

of sound in performance to 2. duet
music demonstrate 3. trio
(lightness and different vocal 4. ensemble
heaviness) as and instrumental identifies aurally and visually various musical Week 6
applied to sounds ensembles in the community
vocal and
instrumental
music
recognizes the applies forte and applies dynamics in a simple music score Week 7-8
musical piano to using the symbols p (piano) and f (forte)
symbols and designate
demonstrates loudness and
understanding softness in a
of concepts musical sample
pertaining to 1. singing
volume in 2. playing
music instrument
Quarter Content Performance Most Essential Learning Competencies Duration BUDGET OF

Standards Standards WORK
The learner…
demonstrates creates and uses appropriate musical terms to indicate Week 1
understanding performs body variations in tempo
of concepts movements 1. largo
pertaining to appropriate to a 2. presto
speed/flow of given tempo
music creates and
th demonstrates performs body
4
understanding movements
of concepts appropriate to a
pertaining to given tempo
speed/flow of
music
254
demonstrates identifies aurally and visually an ostinato or Week 2

understanding sings two-part descant in a music sample
of concepts rounds and recognizes solo or 2-part vocal or Week 3
pertaining to partner songs instrumental music
texture in with others
music
identifies harmonic intervals (2 pitches) in Week 4
demonstrates performs visual and auditory music samples
understanding examples of writes samples of harmonic intervals (2 Week 5
of harmonic harmonic interval pitches)
intervals with others performs a song with harmonic intervals Week 6-8
(2pitches)
Grade Level: 5
Subject: Music
Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies the kinds of notes and rests in a Week 1 MU5RH-Ia-b-1
song
recognizes the performs with a recognizes rhythmic patterns using quarter Week 2 MU5RH-Ia-b-2
musical conductor, a note, half note, dotted half note, dotted
symbols and speech chorus in quarter note, and eighth note in simple time
demonstrates simple time signatures
st
1 understanding signatures identifies accurately the duration of notes Week 3-5 MU5RH-Ic-e-3
of concepts 1. choral and rests in 2 3 4 time signature
4, 4, 4
pertaining to 2. instrumental
rhythm
creates different rhythmic patterns using Week 6-8 MU5RH-If-g-4
notes and rests in time signatures
Quarter Content Performance Standards Most Essential Duration Codes

Standards Learning
Competencies
255
The learner…
recognizes the Week 1 MU5ME-IIa-1
meaning and uses of F-
Clef on the staff
identifies the pitch Week 1 MU5ME-IIa-2

names of each line and
space on the F-Clef
staff
describes the use of Week 2 MU5ME-IIb-3
the symbols: sharp (# ),
recognizes the flat (♭), and natural (♮)
musical
recognizes aurally and Week 3 MU5ME-IIc-4
symbols and accurate performance of songs
visually, examples of
demonstrates following the musical symbols
nd melodic intervals
2 understanding pertaining to melody indicated in the
identifies the notes in Week 4 MU5ME-IIc-5
of concepts piece
the C major scale
pertaining to
determines the range Week 5 MU5ME-IIe-8
melody
of a musical example
1. wide
2. narrow
reads notes in different Week 6 MU5ME-IIf-9
scales : Pentatonic
scale, C major scale, G
major scale
creates simple Week 7-8 MU5ME-IIg-10
melodies
performs his/her own Week 7-8 MU5ME-IIh-11
created melody
256
Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
recognizes the design or Week 1 MU5FO-IIIa-1
structure of simple
musical forms:
1. unitary (one
section)
demonstrates
2. strophic (same
understanding
tune with 2 or
of the uses performs the created song with
more sections
and meaning appropriate musicality
and 2 or more
of musical
verses)
terms in Form
creates a 4- line unitary Week 2 MU5FO-IIIb-2
song
creates a 4 –line Week 3-4 MU5FO-IIIc-d-3
strophic song with 2
sections and 2 verses
rd describes the following Week 5 MU5TB-IIIe-2
3
vocal timbres:
demonstrates 1. soprano
understanding 2. alto
of variations 3. tenor
of sound 4. bass
density in identifies aurally and Week 6 MU5TB-IIIf-3
participates in a group performance to
music visually different
demonstrate different vocal and
(lightness and instruments in:
instrumental sounds
heaviness) as 1. rondalla
applied to 2. drum and lyre
vocal and band
instrumental 3. bamboo
music group/ensemble
(Pangkat
Kawayan)
257
4. other local
indigenous
ensembles
creates music using Week 7-8 MU5TB-IIIg-h-5
available sound sources

The learner…
demonstrates applies dynamics to musical selections uses appropriate Week 1-2 MU5DY-IVa-b-2
understanding musical terms to
of concepts indicate variations in
pertaining to dynamics:
volume in 1. piano (p)
music 2. mezzo piano
(mp)
3. forte(f)
4. mezzo forte
(mf)
5. crescendo
th 6. decrescendo
4
recognizes the applies appropriately, various tempo uses appropriate Week 3-4 MU5TP-IVc-d-2
musical to vocal and instrumental musical terminology to
symbols and performances indicate variations in
demonstrates tempo:
understanding 1. largo
of concepts 2. presto
pertaining to 3. allegro
speed in 4. moderato
music 5. andante
6. vivace
7. ritardando
8. accelerando
258
demonstrates recognizes examples of horizontal 3- describes the texture of Week 4 MU5TX-IVe-1

understanding part vocal or instrumental texture, a musical piece
of concepts aurally and visually performs 3-part rounds Week 5 MU5TX-IVe-2
pertaining to and partner songs
texture in
music
recognizes the performs a vocal or instrumental uses the major triad as Week 6-8 MU5HA-IVh-2
musical ensemble using the following major accompaniment to
symbols and triads( I, IV, V ) simple songs
demonstrates
understanding
of harmonic
intervals
Grade Level: 6
Subject: Music

The learner…
st demonstrates responds to beats in music heard with identifies the values of Week 1 MU6RH-Ia-1
1
understanding appropriate conducting patterns of the notes / rests used in
of the concept 2 3 4 6 a particular song
of rhythm by 4, 4, 4 and 8 differentiates aurally Week 2-3 MU6RH-Ib-e-2
applying notes among
and rests, 2 3 4 6
rhythmic 4, 4, 4 and 8 time
patterns, and signatures
time demonstrates the Week 4-5 MU6RH-Ib-e-3
signatures conducting gestures in
time signatures of:
2 3 4 and 6
4, 4, 4 8
259
creates rhythmic Week 6-8 MU6RH-Ig-h-5

patterns in time
signatures of
2 3 4 and 6
4, 4, 4 8

The learner…
reads simple musical Week 1-2 MU6ME-IIa-1
notations in the Key of C
Major, F Major and G
demonstrates Major
the concept of sings or plays Week 3-4 MU6ME-IIa-3
melody by using applies learned concepts of melody instruments in solo or
nd intervals in and other elements to composition with group,
2
major scales and performance melodies/songs in C
and in the Major, G Major, and F
minor scales Major
creates simple melodies Week 5-6 MU6ME-IIa-4
sings self-composed Week 7-8 MU6ME-IIa-5
melodies

The learner…
identifies simple musical Week 1-2 MU6FO-IIIa-b-1
demonstrates
forms of songs from the
understanding
community:
of the concept performs accurately the design or
rd 1. binary (AB) -
3 of musical structure of a given musical piece
has 2
forms and
contrasting
musical symbols
sections (AB)
260
(repeat marks) 2. ternary

indicated (ABA)-has 3
sections, the
third section
similar to the
first; (ABC) –
has 3
sections
3. rondo
(ABACA) -has
contrasting
sections in
between
repetitions of
the A section
(ABACA)
uses the different Week 3 MU6FO-IIIc-3
repeat marks that are
related to form:
1. Da Capo
(D.C.)
2. Dal Segno
(D.S.)
3. Al Fine (up to
the end)
4. D.C. al Fine
(repeat from
the
beginning
until the
word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
261
(ending 1,
ending 2)
demonstrates aurally determines the sound of a describes the Week 4 MU6TB-IIId-1
understanding single instrument in any section of instrumental sections of
of the concept the orchestra the Western orchestra
of timbre distinguishes various Week 5 MU6TB-IIId-e-2
through musical ensembles seen
recognizing and heard in the
musical community
instruments
aurally and
visually
demonstrates applies the appropriate dynamic uses varied dynamics in Week 6-8 MU6DY-IIIh-2
understanding levels in vocal and instrumental a song performance
of the concept music 1. piano (p)
of dynamics 2. mezzo piano
through a wide (mp)
variety of 3. pianissimo
dynamic levels (pp)
4. forte (f)
5. mezzo forte
(mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo

Standards Standards
The learner…
demonstrates identifies the different tempo in a music Week 1 MU6TX-IVa-b-1
performs a given
understanding of sample:
th song, using tempo
4 the various 1. allegro
marks appropriately
tempo 2. andante
262
3. ritardando
4. accelerando
5. largo
6. presto
7. vivace
demonstrates the different kinds of Week 2 MU6TX-IVa-b-3
tempo by following tempo marks in a
song from the community
e.g.: “Pandangguhan”
identifies different textures from music Week 4 MU6TX-IVc-d-2
samples
demonstrates the 1. Vocal
concept of a. solo voice
texture as: b. solo voice with
performs accurately
1. monophonic accompaniment
a given song with
(one voice) c. duet, partner
monophonic,
2. homophonic songs, round
homophonic, and
(voice and songs
polyphonic textures
accompaniment) 2. Instrumental
3. polyphonic a. solo
(many voices) b. ensemble
distinguishes monophonic, homophonic, Week 5 MU6TX-IVc-d-3
and polyphonic textures
demonstrates demonstrates distinguishes the sound of a major chord Week 6 MU6HA-IVe-f-3
understanding of harmony in group from a minor chord
the concepts of performances uses major or minor chords as Week 7-8 MU6HA-IVg-h-4
harmony through 1. choir accompaniment to simple songs
the intervals that 2. rondalla
constitute the 3. lyre band
primary chords of
major and minor
scales in music
263
Grade Level: 7
Subject: Music

Standards Standards
The learner…
describes the musical characteristics of Week 1 MU7LU-Ia-1
representative music selections from the
lowlands of Luzon after listening
analyzes the musical elements of some Week 2 MU7LU-Ia-2
Lowland vocal and instrumental music
selections;
* identifies the musical instruments and Week 3 MU7LU-Ib-3
demonstrates other sound sources from the lowlands
understanding of
of the musical performs music of Luzon
characteristics the lowlands with explores ways of producing sounds on a Week 4 MU7LU-Ib-f-4
st of appropriate pitch, variety of sources that is similar to the
1
representative rhythm, expression instruments being studied;
music from the and style
lowlands of
Luzon improvises simple rhythmic/melodic Week 5 MU7LU-Ic-f
accompaniments to selected music from
the Lowlands of Luzon;
performs music from Luzon lowlands with Week 6 MU7LU-Ia-h-7
own accompaniment;
evaluates music and music performances Week 7-8 MU7LU-Ic-h-10
with rubrics on musical elements and
styles.

Standards Standards
The learner…
demonstrates performs selected describes the musical characteristics of Week 1 MU7LV-IIa-f-1
nd
2 understanding vocal and representative selections of Cordillera,
264
of the musical instrumental music Mindoro, Palawan and of the Visayas after
characteristics of Cordillera, listening;
of Mindoro, Palawan explains the distinguishing characteristics of Week 2 MU7LV-IIb-f-3
representative and the Visayas in representative music from Cordillera,
music from the appropriate style Mindoro, Palawan and of the
highlands of Visayasin relation to its culture and
Luzon, Mindoro, geography;
Palawan, and identifies the musical instruments and other Week 3 MU7LV-IIa-f-2
the Visayas sound sources from Cordillera, Mindoro,
Palawan and of the Visayas;
discovers ways of producing sounds on a Week 4 MU7LV-IIb-g-4
variety of sources similar to
instruments being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIb-g-7
the Cordillera, Mindoro, Palawan and of
the Visayas;
performs music from Cordillera, Mindoro, Week 6 MU7LV-IIb-g-6
Palawan and of the Visayas, with
accompaniment
evaluates music and music performances Week 7-8 MU7LV-IIc-h-10
using rubrics on musical elements and
style.

Standards Standards
The learner…
demonstrates describes the musical characteristics of Week 1 MU7MN-IIIa-g-1
understanding representative music selections from
of the musical performs music of Mindanao after listening;
characteristics Mindanao with identifies the musical instruments and Week 2 MU7MN-IIIa-g-3
rd
3 of appropriate other sound sources of representative
representative expression and style music selections from Mindanao
music from analyzes the musical elements of some Week 3 MU7MN-IIIa-g-2
Mindanao Mindanao vocal and instrumental music;
265
discovers ways of producing sounds on a Week 4 MU7MN-IIIb-h-4

variety of sources that is similar to the
instruments being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIIc-h-5
Mindanao;
perform music from Mindanao with own Week 6 MU7LV-IIIc-h-6
accompaniment
evaluates music selections and music Week 7-8 MU7LV-IIIb-h-10
performances using rubrics on musical
elements and style.

Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU7FT-IVa-g-1
Philippine festivals and theatrical forms
through video or live performances;
describes the origins and cultural Week 2 MU7FT-IVa-d-2
demonstrates
background of selected Philippine
understanding festival/s;
of the musical performs music of
describes how the music contributes to the Week 3 MU7FT-IVe-h-4
characteristics Mindanao with performance of the musical production;
th
4 of appropriate
describes how a specific idea or story is Week 4 MU7FT-IVe-h-6
representative expression and style
communicated through music in a
music from
particular Philippine musical theater
Mindanao
improvises music accompaniment in Week 5-6 MU7FT-IVe-h-4
relation to a particular Philippine festival;
performs selection/s from chosen Week 7-8 MU7FT-IVe-h-7
Philippine musical theater;
266
Grade Level: 8
Subject: Music

Standards Standards
The learner…
listens perceptively to music of Southeast Week 1 MU8SE-Ia-h-2
Asia;
analyzes musical elements of selected Week 2 MU8SE-Ib-h-4
songs and instrumental pieces heard and
demonstrates performed;
understanding explores ways of producing sounds on a Week 3 MU8SE-Ic-h-5
of common variety of sources that would simulate
musical performs Southeast instruments being studied;
characteristics Asian songs with improvises simple accompaniment to Week 4 MU8SE-Ic-h-6
st of the region as appropriate pitch, selected Southeast Asian music;
1
well as unique rhythm, expression performs music from Southeast Asia with Week 5-6 MU8SE-Ic-h-7
characteristics and style. own accompaniment;
of a particular * evaluates music and music Week 7-8 MU8SE-Ic-h-8
Southeast Asian performances using guided rubrics
country. applying knowledge of musical elements
and style.

Standards Standards
The learner…
demonstrates listens perceptively to music of East Asia; Week 1 MU8SE-IIa-h-2
performs East Asian
understanding analyzes musical elements of selected songs Week 2 MU8SE-IIc-h-4
nd music with
2 of common and and instrumental pieces heard and
appropriate pitch,
distinct musical performed;
267
characteristics rhythm, expression explores ways of producing sounds on a Week 3 MU8SE-IIb-h-5

of East Asian and style variety of sources that would simulate
countries instruments being studied;
improvises simple accompaniment to Week 4 MU8SE-IIc-h-6
selected East Asian music;
* performs music from East Asia with own Week 5-6 MU8SE-IIb-h-7
accompaniment;
evaluates music and music performances Week 7-8 MU8SE-IIb-h-8
using guided rubrics applying knowledge
of musical elements and style.

Standards Standards
The learner…
listens perceptively to music of South Asia Week 1 MU8WS-IIIa-h-2
and the Middle East;
analyzes musical elements of selected Week 2 MU8WS-IIIc-h-4

demonstrates songs and instrumental pieces heard and
an performed;
performs South Asia explores ways of producing sounds on a Week 3 MU8WS-IIIc-h-5
understanding
and the Middle East variety of sources that would simulate
of common and
music with instruments being studied;
rd distinct musical
3 appropriate pitch,
characteristics improvises simple accompaniment to Week 4 MU8WS-IIIb-h-6
rhythm, expression selected South Asia and the Middle East
of South Asia
and style. music;
and the Middle
East. * performs music from South Asia and Week 5-6 MU8WS-IIIb-h-7
Middle East with own accompaniment;
evaluates music and music performances Week 7-8 MU8WS-IIIc-h-8
268

Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU8TH-IVa-g-1
Asian musical theater through video films
or live performances;
describes the instruments that accompany Week 2 MU8TH-IVa-g-2
Kabuki, Wayang Kulit, Peking Opera;
demonstrates
describes how a specific idea or story is Week 3 MU8TH-IVb-h-3
understanding performs excerpts
communicated through music in a
and application from traditional
particular Asian musical theater;
of musical skills Asian theater with
th improvises appropriate sound, music, Week 4 MU8TH-IVb-h-7
4 related to appropriate pitch,
gesture, movements, props and costume
selected rhythm, expression,
for performance of a chosen Asian
traditional Asian and style
traditional musical and theatrical form;
theater
performs selection/s from chosen Asian Week 5-6 MU8TH-IVa-g-6
musical theater;
evaluates music and music performances Week 7-8 MU8TH-IVc-h-8
Grade Level: 9
Subject: Music

Standards Standards
The learner…
performs selected describes the musical elements of Week 1 MU9MRB -Ib-f-5
demonstrates
songs from selected vocal and instrumental music of
understanding
Medieval, Medieval, Renaissance and Baroque
of characteristic
st renaissance and music;
1 features of the
baroque periods explains the performance practice (setting, Week 2 MU9MRB -Ia-h-2
Medieval,
a) Chants; composition, role of
Renaissance
b) Madrigals; composers/performers, and audience)
269
and Baroque c) excerpts from during Medieval, Renaissance and

period music oratorio; Baroque periods;
d) chorales; * relates Medieval, Renaissance and Week 3 MU9MRB -Ic-f-3
e) troubadour. Baroque music to other art forms and
its
history within the era;
* improvises appropriate accompaniment Week 4-5 MU9MRB -Ib-d-7
to selected music from Medieval,
Renaissance and Baroque Period;
* performs music from Medieval, Week 6-7 MU9MRB -Ib-h-4
Renaissance and Baroque Period;
* evaluates music and music Week 8
performances using guided rubrics
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes musical elements of given Classical Week 1 MU9CL-IIa-f-1
period pieces;
sings and performs explains the performance practice (setting, Week 2 MU9CL-IIa-f-3
demonstrates
themes of composition, role of composers/performers,
understanding of
symphonies and and audience) during Classical Period
characteristic features of
other instrumental relates Classical music to other art forms and its Week 3 MU9CL-IIa-f-2
Classical period music
forms sings and history within the era;
nd demonstrates
2 performs themes of
understanding of improvises appropriate accompaniment to Week 4-5 MU9CL-IIe-9
symphonies and selected music from Classical Period
other instrumental
Classical period music performs selected music from the Classical Week 6-7 MU9CL-IIb-h-7
forms period;
evaluates music and music performances using Week 8
guided rubrics.
Standards
The learner…
demonstrates describes musical elements of given Romantic Week 1 MU9RO-IIIa-2
rd
3 understanding of period pieces;
270
characteristic features of sings and performs explains the performance practice (setting, Week 2 MU9RO-IIIb-h-3
instrumental Romantic themes of selected composition, role of composers/performers,
music instrumental pieces and audience) during Romantic Period
relates Romantic music to other art forms and Week 3 MU9RO-IIIc-h-7
its history within the era;
improvises appropriate accompaniment to Week 4-5 MU9RO-IIIc-h-8
selected music from Romantic Period
performs selected music from the Romantic Week 6-7 MU9RO-IIIe-h-6
period;
evaluates music and music performances using Week 8
guided rubrics.
Standards
The learner…
explains the plot, musical and theatrical Week 1-2 MU9OP-IVa-g-1
elements of an opera after watching video
samples;
demonstrates
performs themes or melodic fragments of Week 3-4 MU9OP-IVb-h-3
understanding of sings and performs given selected songs;
th characteristic features of themes of selected
4 improvises appropriate sounds, music, Week 5-6 MU9OP-IVb-h-5
vocal music of the songs
gestures, movements, and costumes for a
Romantic period chosen opera.
evaluates music performances using guided Week 7-8
rubrics
Grade Level: 10
Subject: Music
Standards
The learner…
demonstrates creates musical describes distinctive musical elements of given Week 1 MU10TC-Ia-h-2
st
1 understanding of 20th pieces using pieces in 20th century styles;
271
century music styles and particular style/s of explains the performance practice (setting, Week 2-3 MU10TC-Ib-g-4
characteristic features. the 20th Century. composition, role of composers/performers,
th
and audience) of 20 century music;
th
relates 20 Century music to other art forms Week 4-5 MU10TC-Ia-g-3
and media during the same time period;
performs music sample from the 20th century Week 5-6 MU10TC-Ib-5
evaluates music and music performances using Week 7-8

guided rubrics
Standards
The learner…
describes the historical and cultural Week 1 MU10AP-IIa-g-2
background of Afro-Latin American and
popular music;
analyzes musical characteristics of Afro-Latin Week 2-3 MU10AP-IIa-h-5
American and popular music through
demonstrates performs vocal and
listening
understanding of dance forms of Afro- activities;
nd characteristic features of Latin American explores ways of creating sounds on a variety Week 4-5 MU10AP-IIa-7
2
Afro-Latin American music music and selections of sources suitable to chosen vocal and
and Popular music of Popular music instrumental selections;
performs selections of Afro-Latin American Week 6-7 MU10AP-IIa-h-6
and popular music in appropriate pitch,
rhythm,
style, and expression;
evaluates music and music performances Week 8 MU10AP-IIa-h-10
using guided rubrics
Standards
The learner…
demonstrates sings contemporary narrates the life of selected Week 1 MU10CM-IIIc-g-3
rd
3 understanding of songs contemporary Filipino composer/s ;
272
characteristic features of analyzes the musical characteristics of Week 2 MU10CM-IIIa-h-2

contemporary music traditional and contemporary Philippine
music;
improvises simple vocal/instrumental Week 3-5 MU10CM-IIId-e-5
accompaniments to selected contemporary
Philippine music;
performs selections of contemporary Week 6-7 MU10CM-IIIb-h-4
Philippine music;
evaluates music and music performances Week 8 MU10CM-IIIh-8
using guided rubrics.
Standards
The learner…
1. demonstrates describes how an idea or story in a musical play Week 1 MU10MM-IIIa-h-1
understanding of is presented by watching a live performance
1. performs or video excerpt;
selections from explains how theatrical elements in a selected Week 2-3 MU10MM-IIIa-h-2
20th and 21st century
musical plays, ballet, part of a musical play are combined
opera musical play, ballet with music
opera in a and media to achieve certain effects;
and other multimedia
satisfactory level of
forms. creates appropriate sounds, music, Week 4-6 MU10MM-IIIc-h-4
th performance.
4 gestures,movements, and costume using
2. demonstrates media and technology for a selected part of a
2. creates a musical
understanding of the musical play;
work using media &
relationship among performs an excerpt from a 20th or 21st Week 7-8 MU10MM-IIIg-h-5
technology.
music, technology, and century Philippine musical and highlight its
media. similarities and differences to other western
musical play.
273
274
Grade Level: Grade 1

Subject: Arts
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
st The learner… The learner… 1. explains that ART is all around and is created by Week 1/ 1st Q A1EL-Ia
1 different people
demonstrates creates a portrait of
understanding of himself and his family 2. identifies different lines, shapes, texture used Week 2/1st Q A1EL-Ic
lines, shapes, colors which shows the by artists in drawing
and texture, and elements and principles 3. uses different drawing tools or materials - Weeks 3, 4, & 5/ A1EL-Id
principles of balance, of art by drawing pencil, crayons, piece of charcoal, stick-on st
1 Q
proportion and different papers, sinamay, leaves, tree bark, and
variety through other local materials to create his drawing about
drawing oneself, one’s family, home, and school, as a
means of self-expression
Weeks 6, 7, & A1PR-If
8/1st Q
demonstrates
understanding of creates a portrait of
lines, shapes, colors himself and his family 4. draws different kinds of plants showing a variety
and texture, and which shows the of shapes, lines and color
principles of balance, elements and principles
proportion and of art by drawing
variety through
drawing
2nd The learner… The learner 1. identifies colors as primary, secondary, and Week 1/ 2nd Q A1EL-IIa
demonstrates tertiary, both in natural and man-made objects,
understanding of creates a harmonious seen in the surrounding
colors and shapes, design of natural and 2. creates a design inspired by Philippine flowers, Weeks 3 & 4/ 2nd A1PR-IIg
and the principles of man-made objects to jeepneys, Filipino fiesta decors, parol, or objects Q
harmony, rhythm and express ideas using and other geometric shapes found in nature and
balance through colors and shapes, and in school using primary and secondary colors
painting harmony
demonstrates 3. paints a home/school landscape or design Weeks 5 & 6/ 2nd A1PR-Ie-1
understanding of choosing specific colors to create a certain Q
colors and shapes, feeling or mood
275
and the principles of creates a harmonious Weeks 7 & 8/ 2nd

harmony, rhythm and design of natural and Q
balance through man-made objects to
4. talks about the landscape he painted and the A1PR-Ie-2
painting express ideas using
landscapes of others
colors and shapes, and
harmony
3rd demonstrates creates prints that 1. differentiates between a print and a drawing or Week 1 / 3rd Q A1EL-IIIa
understanding of show repetition, painting
shapes and texture alternation and 2. describes the shape and texture of prints made Weeks 2 & 3 / A1EL-IIIb
and prints that can emphasis using objects from objects found in nature and man-made 3rd Q
be repeated, from nature and found objects and from the artistically designed prints in
alternated and objects at home and in his artworks and in the artworks of others.
emphasized school 3. creates a print by applying dyes on his finger or Week 4 / 3rd Q A1EL-IIId
through printmaking palm or any part of the body and pressing it to the
paper, cloth, wall, etc. to create impression
demonstrates 4. creates a print by rubbing pencil or crayon on Week 5 / 3rd Q A1PL-IIIe
understanding of paper placed on top of a textured objects from
shapes and texture nature and found objects
and prints that can 5. stencil a design (in recycled paper, plastic, Week 6 / 3rd Q A1PR-IIIf
be repeated, cardboard, leaves, and other materials) and prints
alternated and creates prints that on paper, cloth, sinamay, bark, or a wall
emphasized show repetition, 6. narrates experiences in experimenting Week 7 / 3rd Q A1PR-IIIg
through printmaking alternation and different art materials
emphasis using objects 7. participates in school/district exhibit and Week 8 / 3rd Q A1PR-IIIh
from nature and found culminating activity in celebration of the National
objects at home and in Arts Month (February)
school
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 / 4th Q A1EL-IVa
dimensional artwork and states the difference
demonstrates creates a useful 3- 2. identifies the different materials that can be Week 2 /4th Q A1EL-IVb
understanding of Dimensional used in creating a 3-dimensional object: Week 3 / 4th Q A1EL-IVb
texture and 3-D object/sculpture using 2.1 clay or wood (human or animal figure) Week 4 / 4th Q A1EL-IVb
shapes, and principle found objects and 2.2 bamboo (furniture, bahay kubo)
of proportion and recycled materials 2.3 softwood (trumpo)
276
emphasis through 3- 2.4 paper, cardboard, (masks)

D works and 2.5 found material (parol, sarangola)
sculpture 3. creates 3D objects that are well proportioned, Week 5-6 / 4th Q A1PR-IVe
balanced and show emphasis in design, like any
demonstrates of the following: a pencil holder, bowl, container,
understanding of using recycled materials like plastic bottles, etc.
texture and 3-D creates a useful 3- 4. creates masks, human figures out of recyclable Week 7,8, & 9 / A1PR-IVf-1
shapes, and principle Dimensional materials such as cardboards, papers, baskets, 4th Q
of proportion and object/sculpture using leaves, strings, clay, cardboard, glue, found A1PR-IVg
emphasis through 3- found objects and materials, bilao, paper plate, strings, seeds, flour-
D works and recycled materials salt mixture, or paper-mache, and other found A1PR-IVh
sculpture materials

Subject: Arts
st The learner… The learner… Week 1 / 1st Q
1 1. describes the different styles of Filipino artists
demonstrates
when they create portraits and still life (different
understanding on creates a A2EL-Ia
lines and colors)
lines, shapes, and composition/design by
colors as elements of translating one’s 2. differentiates the contrast between shapes Week 2 / 1st Q
A2EL-Ib
art, and variety, imagination or ideas that and colors of different fruits or plants and
proportion and others can see and flowers
contrast as principles appreciates in one’s work and in the work of others
of art through 3. draws the different fruits or plants to show Week 3 & 4 / 1st
A2EL-Ic
drawing overlapping of shapes and the contrast of colors Q
and shapes in his colored drawing
Week 5 & 6 / 1st
4. draws from an actual still life arrangement Q A2EL-Id
5. draws a portrait of two or more persons - his Week 7 & 8 / 1st

friends, his family, showing the differences in Q A2EL-If
the shape of their facial features (shape of
eyes,
nose, lips, head, and texture of the hair
277
Week 8 / 1st Q
6. narrates stories related to the output A2EL-Ih-3
2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, Weeks 1 & 2 /
and designs seen in the skin coverings of 2nd Q
demonstrates creates a composition or different animals and sea creatures using visual A2EL-IIa
understanding of design of a tricycle or arts words and actions.
using two or more jeepney that shows unity 2. designs with the use of drawing and painting Weeks 3 & 4 /
kinds of lines, colors and variety of lines, materials the sea or forest animals in their 2nd Q A2EL-IIb
and shapes through shapes, and colors habitats showing their unique shapes and
repetition and features, variety of colors and textures in their
contrast to create skin.
rhythm 3. creates designs by using two or more kinds of Week 5 & 6 / 2nd
lines, colors, and shapes by repeating or Q A2PL-IIf
contrasting them, to show rhythm
4. uses control of the painting tools and Week 7 & 8 / 2nd
materials to paint the different lines, shapes Q A2PR-IIg-1
and colors in his work or in a group work
5. design an outline of a tricycle or jeepney on a Week 7 & 8 / 2nd A2PR-IIg-2
big paper with lines and shapes that show Q
repetition, contrast and rhythm
3rd The learner… The learner… Week 1/ 3rd Q
1. differentiates natural and man-made objects
with repeated or alternated shapes and colors
demonstrates creates prints from natural A2EL-IIIa
and materials that can be used in print making
understanding of and man-made objects
shapes, textures, that can be repeated or 2. creates a consistent pattern by making two Week 2/ 1st Q
A2PL-IIIb
colors and repetition alternated in shape or or three prints that are repeated or alternated
of motif, contrast of color. in shape or color
motif and color from 3. carves a shape or letter on an eraser or Week 3-4 / 1st Q
A2PR-IIIf
nature and found creates prints with kamote, which can be painted and printed
objects repeating, alternating or several times
contrasting color or size or 4. creates a print on paper or cloth using cut-out Week 5-6 / 1st Q A2PR-IIIg
texture designs
278
Week 7-8 / 1st Q A2PR-IIIh-3

5. participates in a school/district exhibit and
shows skills in making a
culminating activity in celebration of the
clear print from natural
National Arts Month (February)
and man-made objects
4th The learner… The learner 1. discusses the artistry of different local Week 1/ 4th Q
craftsmen in creating:
demonstrates creates a 3-dimensional 1.1 taka of different animals and figures in
understanding of free-standing, balanced Paete, Laguna
A2EL-IVa-1
shapes, texture, figure using different 1.2 sarangola or kites
proportion and materials (found materials, 1.3 banca, native boats from Cavite, and
balance through recycled, local or coastal towns
sculpture and 3- manufactured) 2. Answers a brief diagnostic assessment on Week 2/ 1st Q
A2EL-IVa-2
dimensional crafts giving value and importance to the craftmanship
of local artists.
creates a 3-dimensional 3. identifies 3-dimensional crafts found in the 3-4/ 1st Q
A2EL-IVb
free-standing, balanced locality giving emphasis on their shapes, textures,
demonstrates figure using different proportion and balance
understanding of materials (found materials, 4. executes the steps in making a paper maché Week 5-6/ 1st Q A2PR-IVd
shapes, texture, recycled, local or with focus on proportion and balance
proportion and manufactured) 5. creates a clay human figure that is balanced Week 7-8/ 1st Q
balance through and can stand on its own
sculpture and 3-
dimensional crafts creates a 3-dimensional
A2PR-IVh
free-standing, balanced
figure using different
materials (found materials,
recycled, local or
manufactured)
279

Subject: Arts
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
st The learner... The learner… 1. distinguishes the size of persons in the Week 1/ 1st Q
1 A3EL-Ia
drawing, to indicate its distance from the viewer
demonstrates creates an artwork of
understanding of people in the 2. shows the illusion of space in drawing the Week 2/1st Q
A3EL-Ib
lines, texture, shapes province/region. objects and persons in different sizes
and depth, contrast On-the-spot sketching 3. explains that artist create visual textures by Week 3/1st Q
A3PL-Ic
(size, texture) of plants trees, or using a variety of lines and colors
through drawing buildings and 4. discusses what foreground, middle ground, and Week 4/1st Q
geometric line designs background, are all about in the context of a A3PL –Id
landscape
shows a work of art 5. describes the way of life of people in the Week 5/1st Q
based on close cultural community A3PL-Ie
observation of natural
objects in his/her
6. Creates a geometric design by contrasting two Week 6/1st Q
surrounding noting its
kinds of lines in terms of type or size. A3PR-If
size, shape and texture
7. sketches on-the-spot outside or near the school Week 7/1st Q

to draw a plant, flowers or a tree showing the A3PR-Ig
different textures and shape of each part, using
only a pencil or black crayon or ballpen
8. designs a view of the province/region with Week 8/1st Q
houses and buildings indicating the foreground
middle ground and background by the size of the A3PR-Ii
objects
Standards
280
2nd The learner... The learner... 1. Discusses the concept that there is harmony in Week 1/ 2nd Q
demonstrates creates an artwork of nature as seen in the color of landscapes at A3EL-IIa
understanding of people in the different times of the day
lines, textures, province/region on- Ex:
shapes and balance the-spot sketching of 1.1 landscapes of Felix Hidalgo, Fernando
of size, contrast of plants, trees and Amorsolo, Jonahmar Salvosa
texture through building and geometric 1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
drawing line designs Goy
2. Discusses the concept that nature is so rich for Week 2/ 2nd Q
A3EL-IIb
applies knowledge of no two animals have the same shape, skin
planes in a landscape covering, and color
(foreground, middle 3. demonstrates how harmony is created in an Weeks 3 & 4/ 2nd
A3PL-IIc
ground and artwork because of complementary colors and Q
background) in shapes
painting a landscape 4. paints a still life by observing the different Weeks 5 & 6/ 2nd
shapes, color, and texture of fruits, drawing Q A3PR-IId
creates an artwork of them overlapping and choosing the right colors
people in the for each fruit
province/region on- 5. creates new tints and shades of colors by Weeks 7 & 8/ 2nd
A3PR-IIe
the-spot sketching of mixing two or more colors Q
plants, trees and 6. paints a landscape at a particular time of the Weeks 7 & 8/ 2nd
A3PR-IIf
building and geometric day and selects colors that complement each other Q
line designs to
create a mood
7. discusses the characteristics of a wild animal by Weeks 9 & 10/ 2nd
applies knowledge of making several pencil sketches and painting it Q A3PR-IIg
planes in a landscape later, adding texture of its skin covering
(foreground, middle 8. explains the truism that Filipino artists painted Weeks 9 & 10/ 2nd A3PR-IIh
ground and landscapes in their own a particular style and can Q
background) in identify what makes each artist unique in his use
painting a landscape of colors to create harmony
Standards
3rd The learner... The learner... 1. Discusses the concept that a print made from Week 1 / 3rd Q
A3EL-IIIa
objects found in nature can be realistic or abstract
281
demonstrates exhibits basic skills in 2. explains the importance and variety of Week 2 / 3rd Q
A3PL-IIIb
understanding of making a design for a materials used for printing
shapes, colors and print and producing 3. Demonstrates the concept that a print design Week 3 / 3rd Q
principle repetition several clean copies of may use repetition of shapes or lines and emphasis A3PL-IIIc
and emphasis the prints on contrast of shapes and lines
through printmaking 4. Executes the concept that a print design can be Week 4 / 3rd Q
(stencils) manipulates a stencil duplicated many times by hand or by machine and A3PL-IIId
with an adequate skill can be shared with others
to produce a clean 5. explains the meaning of the design created Week 5 / 3rd Q A3PR-IIIe
print for a message, 6. stencils a paper or plastic sheets to be used for Week 6 / 3rd Q
A3PR-IIIg
slogan or logo for a T- multiple prints on cloth or hard paper
shirt, poster bag 7. writes a slogan about the environment that Week 7 / 3rd Q
correlates messages to be printed on T-shirts, A3PR-IIIg
produces at least 3 posters, banners or bags
good copies of print 8. participates in a school/district exhibit and Week 1 / 4th Q
using complementary culminating activity in celebration of the
colors and contrasting National Arts Month (February) A3PR-IIIh
shapes
4th The learner... The learner... 1. identifies different styles of puppets made in Week 1 /4th Q
demonstrates creates a single puppet the Philippines (form Teatro Mulat and Anino A3EL-IVa
understanding of based on character in Theater Group)
shapes, colors, legends, myths or 2. discusses the variations of puppets in terms of Weeks 2-4 / 4th Q
textures, and stories using recycled material, structure, shapes, colors and intricacy A3PL-IVb
emphasis by and hard material of textural details
variation of shapes 3. creates a puppet designs that would give a Week 4 / 4th Q
and texture and creates a mask or specific and unique character, with designs of
A3PR-IVc
contrast of colors headdress that is varied shapes and colors on puppets to show
through sculpture imaginary in design the
and crafts using found and unique character of the puppet/s
recycled materials 4. constructs a simple puppet based on a Week 5 & 7 / 4th
character in a legend, myth or story using Q A3PR-IVe
demonstrates demonstrates basic recyclable materials and bamboo sticks or twigs
understanding of skills in constructing a 5. manipulates a puppet to act out a character in Week 5 / 4th Q
shapes, colors, puppet made from a a story together with the puppets A3PR-IVf
282
textures, and hard and stick, which 6. utilizes masks in simple role play or skit Week 6 / 3rd Q
emphasis by can be manipulated
variation of shapes A3PR-IVf
and texture and
contrast of colors
through sculpture
7. performs as puppeteer together with others, Week 7 / 3rd Q
and crafts
in a puppet show, to tell a story using the
puppet he/she created
A3PR-IVg

Subject: Arts
Standards
st The learner… The learner… 1. discusses the rich variety of cultural Week 1 / 1st Q
1 communities in the Philippines and their
demonstrates practices variety of uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga,
lines, texture, and community by way of Bontok, Gaddang, Agta
shapes; and balance attire, body 1.2 VISAYAS – Ati
of size and repetition accessories, religious 1.3 MINDANAO-Badjao, Mangyan,Samal,
A4EL-Ia
of motifs/patterns practices and lifestyle. Yakan, Ubanon, Manobo, Higaonon, Talaandig,
through drawing Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
Tausug) and the distinctive characteristics of
these cultural communities in terms of attire,
creates a unique body accessories, religious practices, and
design of houses, and lifestyles.
other household 2. Draws specific clothing, objects, and designs Weeks 2-4/1st Q A4EL-Ib
objects used by the of at least one the cultural communities by
cultural groups. applying an indigenous cultural motiff into a A4EL-Ic
283
contemporary design through crayon etching A4EL-Id

technique.
writes a comparative
description of houses
and utensils used by 3. role plays ideas about the practices of the Weeks 4/1st Q A4PR-Ie
selected cultural different cultural communities.
groups from different 4. creates a drawing after close study and Week 5-6/1st Q A4PR-Ig
provinces. observation of one of the cultural
communities’ way of dressing and accessories.
5. produces a crayon resist on any of the Week 7/1st Q

topics: the unique design of the houses, A4PR-Ih
household objects, practices, or rituals of one
of the
cultural groups
6. uses crayon resist technique in showing Week 8/1st Q
different ethnic designs or patterns. A4PR-Ii
Standards
2nd The learner… The learner… 1. discusses pictures of localities where Week 1/ 2nd Q
different cultural communities live where each
A4EL-IIa
demonstrates sketches and paints a group has distinct houses and practices.
understanding of landscape or mural 2. explains the attire and accessories of Week 2/ 2nd Q
A4EL-IIb
lines, color, shapes, using shapes and selected cultural communities in the country in
space, and colors appropriate to terms of colors and shapes.
proportion through the way of life of the 3. depicts in a role play the importance of Week 3/ 2nd Q
A4EL-IIc
drawing. cultural community. communities and their culture.
4. compares the geographical location, Week 4/ 2nd Q
A4EL-IId
realizes that the practices, and festivals of the different cultural
choice of colors to use groups in the country.
in a landscape gives 5. paints the sketched landscape using colors Week 5/ 2nd Q A4EL-IIe
the mood or feeling appropriate to the cultural community’s ways
of a painting. of life. A4EL-IIf
284
6. tells a story or relates experiences about Week6/ 2nd Q A4EL-IIh

cultural communities seen in the landscape.
Standards
3rd The learner... The learner... 1. discusses the texture and characteristics of Week 1 / 3rd Q
each material.
demonstrates exhibits basic skills in A4EL-IIIa
understanding of making a design for a
shapes, colors and print and producing
principle repetition several clean copies 2. analyzes how existing ethnic motif designs Week 1 / 3rd Q
A4PL-IIIb
and emphasis of the prints are repeated and alternated.
through printmaking 3. demonstrates the process of creating relief Week 2 / 3rd Q
(stencils) manipulates a stencil prints and how these relief prints make the
A4PL-IIIc
with an adequate skill work more interesting and harmonious in
to produce a clean terms of the elements involved.
print for a message, 4. designs ethnic motifs by repeating, Week 2 / 3rd Q A4PR-IIId
slogan or logo for a T- alternating, or by radial arrangement.
shirt, poster bag 5. creates a relief master or mold using additive Week 3 / 3rd Q A4PR-IIIe
and subtractive processes.
produces at least 3 6. creates simple, interesting, and Week 4 / 3rd Q
A4PR-IIIf
good copies of print harmoniously arranged relief prints from a clay
using complementary design.
colors and contrasting 7. prints reliefs with adequate skill to produce Week 5 / 3rd Q
shapes clean prints with a particular design motif A4PR-IIIg
(repeated or alternated).
8. creates the relief mold using found material: Weeks 6-7 / 3rd Q
hard foam; cardboard shapes glued on wood; A4PR-IIIi
strings and buttons, old screws, and metal
parts
glued on wood or cardboard.
9. participates in a school/district exhibit and Weeks 8/ 3rd Q
culminating activity in celebration of the A4PR-IIIj-2
National Arts Month (February).
4th The learner... The learner... 1. differentiates textile traditions in other Asian Week 1 / 4th Q
Countries like China, India, Japan, Indonesia, A4EL-Iva
285
demonstrates creates a single and in the Philippines in the olden times and
understanding of puppet based on presently.
shapes, colors, character in legends, 2. discusses pictures or actual samples of Week 1 /4th Q
textures, and myths or stories using different kinds of mat weaving traditions in the A4EL-Ivb
emphasis by recycled and hard Philippines.
variation of shapes material 3. discusses the intricate designs of mats Week 2 / 4th Q A4EL-IVc
and texture and woven in the Philippines:
contrast of colors creates a mask or 3.1 Basey, Samar buri mats
through sculpture headdress that is 3.2 Iloilo bamban mats
and crafts imaginary in design 3.3 Badjao&Samal mats
using found and 3.4 Tawi-tawilaminusa mats
recycled materials 3.5 Romblon buri mats
demonstrates 4. explains the steps to produce good tie-dye Week 3 / 4th Q
A4PL-Ivd
understanding of demonstrates basic designs.
shapes, colors, skills in constructing a 5. explains the meaning of designs, colors, and Week 4 / 4th Q A4PL-Ive
textures, and puppet made from a patterns used in the artworks.
emphasis by hard and stick, which 6. creates a small mat using colored buri strips Week 5 & 6 / 4th Q
variation of shapes can be manipulated or any material that can be woven, showing A4PR-IVf
and texture and different designs: squares, checks zigzags, and Week 7 / 4th Q
contrast of colors stripes.
through sculpture A4PR-IVg
and crafts 7. weaves own design similar to the style
made by a local ethnic group.
8. creates original tie-dyed textile design by Week 8 / 4th Q
following the traditional steps in tie-dyeing
using one or two colors.
A4PR-IVh
286

Subject: Arts
Standards
st The learner… The learner… 1. discusses events, practices, and culture Week 1/ 1st Q
1 influenced by colonizers who have come to
demonstrates creates different our country by way of trading. A5EL-Ia
st
understanding of lines, artifacts and 2. designs an illusion of depth/distance to Week 1/1 Q
shapes, and space; and architectural simulate a3-dimensional effect by using
the principles of rhythm buildings in the crosshatching and shading techniques in A5EL-Ib
and balance through Philippines and in the drawings (old pottery, boats, jars, musical
drawing of archeological locality using instruments).
artifacts, houses, crosshatching 3. presents via powerpoint the significant Week2/1st Q
buildings, and churches technique, geometric parts of the different architectural designs
A5EL-Ic
from historical periods shapes, and space, and artifacts found in the locality. e.g.
using crosshatching with rhythm and bahay kubo, torogan, bahay na bato,
technique to simulate 3- balance as principles simbahan,
dimensional and of design. carcel, etc.
geometric effects of an puts up an exhibit on 4. explains the importance of artifacts, Week 2 /1st Q
artwork. Philippine artifacts houses, clothes, language, lifestyle -
A5PL-Ie
and houses from utensils, food, pottery, furniture -
different historical influenced by colonizers who have come to
periods (miniature or our country (Manunggul jar, balanghai,
replica). bahay na bato, kundiman, Gabaldon
schools, vaudeville,
Spanish-inspired churches).
5. creates illusion of space in 3-dimensional Weeks 3-4 /1st Q
drawings of important archeological
artifacts seen in books, museums (National A5PR-If
Museum and its branches in the Philippines,
and in old buildings or churches in the
community.
6. creates mural and drawings of the old Weeks 5-6/1st Q
houses, churches, and/or buildings of A5PR-Ig
his/her community.
287
7. participates in putting up a mini-exhibit Weeks 7-8/1st Q

with labels of Philippine artifacts and A5PR-Ih
houses after the whole class completes
drawings.
8. tells something about his/her community Week 8/1st Q A5PR-Ij
as reflected on his/her artwork.
Standards
2nd The learner… The learner… 1. explains the importance of natural and Week 1/ 2nd Q
historical places in the community that
demonstrates sketches natural or have been designated as World Heritage
understanding of lines, man-made places in Site (e.g., rice terraces in Banawe, Batad;
colors, space, and the community with Paoay Church; Miag-ao Church; landscape
A5EL-IIa
harmony through the use of of Batanes, Callao Caves in Cagayan; old
painting and complementary houses inVigan, Ilocos Norte; and the
explains/illustrates colors. torogan in Marawi)
landscapes of important draws/paints
historical places in the significant or 2. explains that artists have different art Weeks 2 & 3/ 2nd
community (natural or important historical styles in painting landscapes or significant Q
man-made)using one- places. places in their respective provinces (e.g.,
point perspective in Fabian dela Rosa, Fernando Amorsolo, A5EL-IIc
landscape drawing, Carlos Francisco, Vicente Manansala, Jose
complementary colors, Blanco, VictorioEdades, Juan Arellano,
and the right proportions PrudencioLamarroza, and Manuel
of parts. Baldemor)
3. presents via powerpoint the artistry of Week 3/ 2nd Q
famous Filipino artists in painting different A5PL-IId
landscapes and is able to describe what
makes each artist’s masterpiece unique
from others.
4. sketches using complementary colors in Weeks 4-5/ 2nd Q A5PL-IIe
painting a landscape.
288
5. demonstrates skills and knowledge about Weeks 6-7/ 2nd Q

foreground, middle ground, and A5PR-IIf
background
to emphasize depth in painting a landscape.
6. discusses details of the landscape Week 8/2nd Q A5PR-IIg
significant to the history of the country.
Standards
3rd The learner… The learner… 1. discusses new printmaking technique Week 1 / 3rd Q
using a sheet of thin rubber (used for soles
demonstrates creates a variety of of shoes), linoleum, or any soft wood that
can be carved or gouged to create different A5EL-IIIa
understanding of new prints using lines
lines and textures.
printmaking techniques (thick, thin, jagged,
with the use of lines, ribbed, fluted,
2. discusses possible uses of the printed Week 2 / 3rd Q
texture through stories woven) to produce A5EL-IIIc
artwork
and myths. visual texture.
3. shows skills in creating a linoleum, Week 2 / 3rd Q
rubber or wood cut print with the proper A5PL-IIId
use of carving tools.
4. creates variations of the same print by Week 3 / 3rd Q

using different colors of ink in printing the A5PR-IIIe
master plate.
5. follows the step-by-step process of Weeks 4-5 / 3rd Q

creating a print:
5.1 sketching the areas to be carved out
and areas that will remain
5.2 carving the image on the rubber or
wood using sharp cutting tools A5PR-IIIf
5.3 preliminary rubbing
5.4 final inking of the plate with printing
ink
demonstrates 5.5 placing paper over the plate,
understanding of new rubbing the back of the paper
5.6 impressing the print
289
printmaking techniques creates a variety of 5.7 repeating the process to get several
with the use of lines, prints using lines editions of the print
texture through stories (thick, thin, jagged, 6. works with the class to produce a Week 6 / 3rd Q
and myths. ribbed, fluted, compilation of their prints and create a A5PR-IIIg
woven) to produce book or calendar which they can give as
visual texture. gifts, sell,
or display on the walls of their school.
7. demonstrates contrast in a carved or Week 6 / 3rd Q
A5PR-IIIh-1
textured area in an artwork.
8. produces several editions of the same Weeks 7/ 3rd Q
print that are well-inked and evenly printed. A5PR-IIIh-2
rd
9. participates in a school/district exhibit Week 8/3
and culminating activity in celebration of A5PR-IIIh-3
the National Arts Month (February)
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 / 4th Q
dimensional crafts which express balance
demonstrates demonstrates and repeated variation of shapes and colors
understanding of colors, fundamental 1.1 mobile
A5EL-IVa
shapes, space, repetition, construction skills in 1.2 papier-mâché jar
and balance through making a 3- 1.3 paper beads
sculpture and 3- dimensional craft 2. identifies the different techniques in Week 1 /4th Q
A5EL-IVb
dimensional crafts. that expresses making 3-dimensional crafts
balance, artistic 2.1 mobile
design, and repeated 2.2 papier-mâché jar
variation of 2.3 paper beads
decorations and 3. discusses possibilities on the use of Week 2 / 4th Q
A5EL-IVc
colors created 3-D crafts.
1. papier-
mâché jars 4. applies knowledge of colors, shapes, and Week 3 / 4th Q
A5PL-IVd
with patterns balance in creating mobiles, papier-mâché
2. paper beads jars, and paper beads.
5. demonstrates artistry in making mobiles Week 4 / 4th Q
constructs 3-D craft with varied colors and shapes. A5PL-IVe
using primary and
290
secondary colors, 6. creates designs for making 3- Week 5 & 6 / 4th

geometric shapes, dimensional crafts Q
A5PR-IVf
space, and repetition 6.1 mobile
of colors to show 6.2 papier-mâché jar
balance of the 6.3 paper beads
structure and shape 7. shows skills in making a papier-mâché jar Week 7 / 4th Q A5PR-IVg
mobile
8. creates paper beads with artistic designs Week 8 / 4th Q

and varied colors out of old magazines and
colored papers for necklace, bracelet, ID
lanyard. A5PR-IVh

Subject: Arts
Standards
st The learner… The learner… 1. discusses the concept that art processes, Week 1/ 1st Q
1
elements and principles still apply even with the A6EL-Ia
demonstrates creates concepts use of new technologies.
understanding of through art
2. explains the elements and principles applied in Week 1/1st Q
A6PL-Ia
the use of lines, processes, elements, commercial art.
shapes, colors, and principles using 3. applies concepts on the use of the software Week 2 / 1st Q A6PR-Ib
texture, and the new technologies (commands, menu, etc.).
principles of (hardware and4. utilizes art skills in using new technologies Week 2 / 1st Q
emphasis and software) to create (hardware and software). A6PR-Ic
contrast in drawing personal or class logo.
a logo and own designs cartoon
cartoon character character on-the spot 5. creates personal or class logo as visual Week 3 / 1st Q
A6PR-Id
using new using new representation that can be used as a product,
technologies. brand, or trademark
291
technologies in 6. explains ideas about the logo Weeks 4 / 1st Q

drawing. A6PR-Id
creates concepts
through art
processes, elements, 7. explains the elements and principles applied in Week 5 / 1st Q
and principles using comic art. A6PL-Ie
new technologies
(hardware and 8. applies concepts on the steps/procedures in Week 6 / 1st Q
software) to create cartoon character making.
personal or class logo. A6PR-If
designs cartoon 9. utilizes art skills in using new technologies Week 6 / 1st Q
character on-the spot (hardware and software) in cartoon character
A6PR-Ig
using new making.
technologies.
10. creates own cartoon character to entertain, Week 7 / 1st Q
express opinions, ideas, etc. A6PR-Ih
11. explains ideas about the cartoon character Week 8 / 1st Q

A6PR-Ih
Standards
2nd The learner… The learner… 1. Reviews the concept that art processes, Week 1/ 2nd Q
elements and principles still apply even with the A6EL-IIa
demonstrates applies concepts on use of technologies.
understanding of the use of software in 2. explains the elements and principles applied in Week 1/ 2nd Q
shapes, space, creating digital digital art. A6PL-IIa
colors, and the paintings and graphic
principles of designs. 3. applies concepts on the use of the software Week 2/ 2nd Q
A6PR-IIb
emphasis, harmony (commands, menu, etc.)
and contrast in
digital painting and 4. utilizes art skills using new technologies Week 2/ 2nd Q A6PR-IId
(hardware and software) in digital painting.
292
poster design using 5. creates a digital painting similar with the Weeks 3 -4 / 2nd Q
A6PR-IIc
new technologies. Masters’ (e.g., Van Gogh, Amorsolo, etc.) in terms
of style, theme, etc.
6. discusses the elements and principles applied Weeks 5-6 /2nd Q
A6PL-IIf
in layouting.
7. applies skills in layouting and photo editing Weeks 5-6 /2nd Q
using new technologies (hardware and software) A6PR-IIg
in making a poster.
8. creates an advertisement/commercial or Weeks 7-8 /2nd Q A6PR-IIh
announcement poster.
Standards
3rd The learner… The learner… 1. Explains the truism that design principles still Week 1 / 3rd Q
apply for any new design (contrast of colors,
demonstrates creates simple shapes, and lines produces harmony) whether
understanding of printmaking done by hand or machine (computer). A6EL-IIIa
shapes, colors, (silkscreen) designs
values, and the on t-shirts 2. Demonstrates understanding that digital
and Week 1 / 3rd Q
principles of posters. technology has speeded up the printing of
A6PL-IIIb
emphasis, contrast, original designs and made it accessible to many,
and harmony in as emphasized in t-shirts and poster designs.
printmaking and 3. applies concepts on the steps/procedure in Week 2 / 3rd Q
A6PR-IIIc
photography using silkscreen printing.
new technologies. 4. produces own prints from original design to Week 2 / 3rd Q
silkscreen printing to convey a message or A6PR-IIId
statement.
describes the basic 5. Discusses the concepts and principles of Week 3 / 3rd Q A6PL-IIIf
concepts and photography.
principles of basic 6. discusses the parts and functions of the camera Week 4 / 3rd Q
A6PR-IIIg
photography. (point and shoot or phone camera).
293
7. applies composition skills to produce a printed Week 5-6 / 3rd Q

A6PR-IIIh
photograph for a simple photo essay.
8. participates in school/district exhibit and Weeks 7-8 / 3rd Q
culminating activity in celebration of the National
Arts Month (February)
4th The learner… The learner… 1. Discusses the concept that design principles Week 1 / 4th Q
and elements relates to everyday objects. A6EL-IVa
demonstrates creates an actual 3-D 2. explains the elements and principles applied in Week 1 /4th Q
understanding of digitally-enhanced product design. A6PL-IVa
shapes, colors, and paper bag for a
the principles of product or brand. 3. manifests understanding of concepts on the Week 2 / 4th Q
A6PR-IVb
contrast and applies concepts on use of software (commands, menu, etc.)
harmony through the use of new 4. utilizes art skills in using new technologies Week 2 / 4th Q
A6PR-IVc
the use of new technologies (hardware and software) in package design.
media in creating (hardware and 5. creates an actual 3-D digitally-enhanced Week 4 / 4th Q
A6PR-IVd
audio-video art and software) in creating product design for a paper bag.
product or package an audio-video 6. reviews the truism that art processes, Week 3 / 4th Q
design. art/animation. elements and principles still apply even with the
A6EL-IVe
use of technologies.
7. discusses the elements and principles

applied in audio-video art.
7. shows skills in making a papier-mâché jar Week 7 / 4th Q A6PL-IVe
8. applies concepts on the use of the software Weeks 4-5 / 4th Q A6PR-IVf
(commands, menu, etc.)
9. utilizes art skills in using new technologies Weeks 5-6 / 4th Q A6PR-IVg
(hardware and software)
10. creates an audio-video art /animation Weeks 7-8 / 4th Q A6PR-IVh

promoting a product.
294

Subject: Arts
Standards
st The learner... The learner… 1. analyzes elements and principles of art in the
1 production of one’s arts and crafts inspired by the Week 1/ 1st Q
A7EL-Ib-1
1. art elements and 1. create artworks arts of Luzon (highlands and lowlands)
processes by showing the 2. identifies characteristics of arts and crafts in Week 1/1st Q
synthesizing and characteristic specific areas in Luzon (e.g., papier mâché [taka]
applying prior elements of the arts from Paete, Ifugao wood sculptures [bul’ul], A7EL-Ia-2
knowledge and of Luzon (highlands Cordillera jewelry and pottery, tattoo, and Ilocos
skills and lowlands) weaving and pottery [burnay], etc.)
3. reflects on or derive the mood, idea, or
2. the salient 2. exhibit completed message emanating from selected artifacts and A7PL-Ih-1
features of the artworks for art objects Weeks 2 -4/ 1st Q
arts of Luzon appreciation and 4. appreciates the artifacts and art objects in Week 2 / 1st Q
(highlands and critiquing terms of their uses and their distinct use of art A7PL-Ih-2
lowlands) by elements and principles
showing the
relationship of the 5. incorporates the design, form, and spirit of Week 3 / 1st Q
elements of art the highland/lowland artifact and object in one’s A7PL-Ih-3
and processes creation
among culturally
6. traces the external (foreign) and internal Weeks 4 / 1st Q
diverse
(indigenous) influences reflected in the design of A7PL-Ih-4
communities in
an artwork and in the making of a craft or
the country
artifact
7. creates crafts that can be locally assembled Weeks 5-8 / 1st Q
3. the Philippines as with local materials, guided by local traditional
having a rich A7PR-Ic-e-1
techniques (e.g., habi, lilip, etc).
artistic and
cultural tradition 8. Discusses the elements from traditions/history Week 6 / 1st Q
from precolonial of a community for one’s artwork A7PR-If-2
to present times
295
9. shows the relationship of the development of Week 6 / 1st Q

crafts in specific areas of the country, according
A7PR-If-3
to functionality, traditional specialized expertise,
and availability of resources (e.g. pottery,
weaving, jewelry, baskets)
10. shows the relationship of Luzon (highlands Week 7 / 1st Q
and lowlands) arts and crafts to Philippine
culture, traditions, and history (Islamic
influences, Spanish heritage, and American
A7PR-Ih-4
legacies in education, business, modernization,
and entertainment, as well as in indigenous
practices, fiestas, and religious and social
practices)
Standards
2nd The learner… The learner… 1. analyzes the elements and principles of art in
the production one’s arts and crafts inspired by
A7EL-IIb-1
1. art elements and create artwork showing the arts of MIMAROPA and the Visayas Weeks 1 – 2 / 2nd
processes by the characteristic Q
synthesizing and elements of the arts of 2. identifies the characteristics of arts and crafts Week 1/ 2nd Q
applying prior MIMAROPA and the in specific areas in MIMAROPA and the Visayas,
knowledge and Visayas Marinduque (Moriones masks), Palawan
skills (Manunggul Jar), Mindoro (Hanunuo-Mangyan A7EL-IIa-2
writing, basketry, and weaving), Bohol
2. the salient (churches), Cebu (furniture), Iloilo (culinary arts
features of the and old houses), Samar (Basey mats), etc.
arts of MIMAROPA 3. reflects on and derive the mood, idea or Weeks 3-5/ 2nd Q
A7PL-IIh-1
and the Visayan message emanating from selected artifacts and
Islands by showing art objects
the relationship of 4. appreciates the artifacts and art objects in Week 2/ 2nd Q
A7PL-IIh-2
the elements of terms of its utilization and its distinct use of art
art and processes elements and principles
among culturally 5. incorporates the design, form and spirit of Weeks 3 -4 / 2nd A7PL-IIh-3
diverse artifacts and art objects from MIMAROPA and Q
the
Visayas
296
communities in
the country
6. explains the external (foreign) and internal Weeks 5 / 2nd Q
the Philippines as (indigenous) influences that are reflected in the A7PL-IIh-4
having a rich artistic design of an artwork or in the making of a craft
and cultural tradition or
from precolonial to artifact
present times 7. creates crafts that can be locally assembled Weeks 6/ 2nd Q
with local materials, guided by local traditional A7PR-IIc-e-1
8. discusses elements from traditions/history of a Weeks 7 /2nd Q

A7PR-IIf-2
community for one’s artwork
9. explains the correlation of the development Week 8

of crafts in specific areas of the country,
according to functionality, traditional specialized
A7PR-IIf-3
expertise, and availability of resources (e.g.,
architecture, weaving, pottery, accessories,
masks, and culinary arts)
10. shows the relationship of MIMAROPA and

Visayas arts and crafts to Philippine culture,
traditions, and history (Islamic influences,
Spanish heritage, and American legacies in A7PR-IIh-4
education, business, modernization, and
entertainment, as well as in indigenous
practices, fiestas, and religious and social
practices)
Standards
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production one’s arts and crafts inspired by the
1. art elements and 1. create artworks arts of Mindanao A7EL-IIIb-1
processes by showing the
297
synthesizing and characteristic 2. identifies characteristics of arts and crafts in Week 1 / 3rd Q
applying prior elements of the arts specific areas in Mindanao (e.g., maritime vessel
knowledge and of Mindanao [balanghay] from Butuan, vinta from
skills Zamboanga; Maranao’s malong, brasswares, A7EL-IIIa-2
2. exhibit completed okir, panolong, torogan, and sarimanok; Yakan’s
2. the salient artworks for fabric and face makeup and body
features of the appreciation and ornamentation; T’boli’s tinalak
arts of Mindanao critiquing and accessories; Tawi-tawi’s Pangalaydance, etc.
by showing the 3. reflects on and derive the mood, idea, or Weeks 3-5/3rd Q
relationship of the message emanating from selected artifacts and A7PL-IIIh-1
elements of art art objects
and processes 4. appreciates the artifacts and art objects in Week 2 / 3rd Q
among culturally terms of its utilization and their distinct use of art A7PL-IIIh-2
diverse elements and principles
communities in 5. incorporates the design, form, and spirit of Week 3 / 3rd Q
A7PL-IIIh-3
the country artifacts and objects from Mindanao to one’s
creation
3. the Philippines as 6. traces the external (foreign) and internal Week 4 / 3rd Q
A7PL-IIIh-4
having a rich artistic (indigenous) influences that are reflected in the
and cultural tradition design of an artwork and in the making of a craft
from precolonial to or artifact
present times 7. creates crafts that can be locally assembled Weeks 6-8/3rd Q
with local materials, guided by local traditional A7PR-IIIc-e-1
8. derives elements from traditions/history of a Weeks 6 / 3rd Q A7PR-IIIf-2
community for one’s artwork
9. shows the relationship of the development of
crafts in specific areas of the country, according
to functionality, traditional specialized expertise, A7PR-IIIf-3
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
10. shows the relationship of Mindanao’s arts Week 7
and crafts to Philippine culture, traditions, and A7PR-IIIh-4
history, particularly with Islamic influences and
indigenous (Lumad) practices
298
11. participates in exhibit using completed Week 8 A7PR-IIIg-5

Mindanao-inspired arts and crafts in an
organized manner
4th The learner… The learner… 1. identifies the festivals and theatrical forms Weeks 1-2 / 4th Q
A7EL-IVa-1
celebrated all over the country throughout the
1. how theatrical 1. create appropriate year
elements (sound, festival attire with 2. researches on the history of the festival and
music, gesture, accessories based theatrical composition and its evolution, and
A7EL-IVb-2
movement ,and on authentic festival describe how the townspeople participate and
costume) affect costumes contribute to the event
the creation and 3. discusses the elements and principles of arts as
communication of 2. create/improvise seen in Philippine Festivals A7EL-IVc-3
meaning in appropriate sound, 4. explains what makes each of the Philippine Weeks 3-4 / 4th Q A7PL-IVh-1
Philippine music, gesture, festivals unique through a visual presentation
Festivals and movements, and 5. designs the visual elements and components Weeks 5-8 / 4th Q
A7PR-IVd-1
Theatrical Forms costume for a of the selected festival or theatrical form
as influenced by chosen theatrical through
history and composition costumes, props, etc.
culture 6. analyzes the uniqueness of each group’s
performance of their selected festival or
2. theater and 3. take part in a chosen theatrical form A7PR-IVh-2
performance as a festival or in a 7. choreographs the movements and gestures
synthesis of arts and performance in a reflecting the mood of the selected Philippine
a significant theatrical play festival/theatrical form
expression of the 7. shows skills in making a papier-mâché jar A7PR-IVe-f-3
celebration of life in
various Philippine 8. improvises accompanying sound and rhythm
A7PR-IVe-f-4
communities of the Philippine festival/theatrical form
9. performs in a group showcase of the selected

Philippine festival/theatrical form
A7PR-IVg-5
299

Subject: Arts
Standards
st The learner… The learners… 1. analyzes elements and principles of art in the
1 Weeks 1-2/ 1st Q
production of arts and crafts inspired by the
A8EL-Ib-1
1. art elements and 1. create artworks cultures of Southeast Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in Southeast Asia: Indonesia
applying prior elements of the arts (batik, Wayang puppetry); Malaysia (modern
knowledge and of Southeast Asia batik, wau, and objects made from pewter); A8EL-Ia-2
skills Thailand (silk fabrics and Loi Kratong Lantern
2. exhibit completed Festival); Cambodia (AngkorWat and ancient
2. the salient artworks for temples); Singapore (Merlion), etc.
features of the appreciation and 3. reflects on and derive the mood, idea, or A8PL-Ih-1
arts of Southeast critiquing message from selected artifacts and art objects
Asia by showing 4. appreciates the artifacts and art objects in Weeks 3 -5/ 1st Q
the relationship terms of their utilization and their distinct use A8PL-Ih-2
of the elements of art elements and principles
of art and
processes among 5. incorporates the design, form, and spirit of
Southeast Asian artifacts and objects in one’s A8PL-Ih-3
culturally diverse
communities in creation
the region 6. traces the external (foreign) and internal
(indigenous) influences that are reflected in the A8PL-Ih-4
3. Southeast Asian design of an artwork and in the making of a
countries as craft
having a rich or artifact
artistic and 7. creates crafts that can be locally assembled Weeks 6-8 / 1st Q
cultural tradition with local materials, guided by local traditional A8PR-Ic-e-1
from prehistoric techniques (e.g.,batik, silk weaving, etc.)
to present times
8. derives elements from traditions/history of a
community for one’s artwork A8PR-If-2
300

crafts in specific countries in Southeast Asia,
according to functionality, traditional A8PR-If-3
specialized expertise and availability of
resources (e.g.,
pottery, weaving, jewelry, and basketry)
10. shows the commonalities and differences of
the culture of the Southeast Asian countries in A8PR-Ih-4
relation to Philippine culture
Standards
2nd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
A8EL-IIb-1
1. art elements and 1. create artworks cultures of East Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in East Asia: China (Chinese
applying prior elements of the painting and calligraphy); Japan (origami,
A8EL-IIa-2
knowledge and arts of East Asia woodblock printing, theater masks, face
skills painting, and anime and manga); and Korea
2. exhibit completed (theater masks, drums, and K-pop)
2. the salient artworks for 3. reflects on and derive the mood, idea or Weeks 3-5/3rd Q
A8PL-IIh-1
features of the appreciation and message from selected artifacts and art objects
arts of East Asia critiquing 4. appreciates the artifacts and art objects in
A8PL-IIh-2
by showing the terms of their utilization and their distinct use of
relationship of art elements and principles
the elements of 5. incorporates the design, form, and spirit of A8PL-IIh-3
art and processes East Asian artifacts and objects to one’s creation
among culturally 6. traces the external (foreign) and internal
A8PL-IIh-4
diverse (indigenous) influences that are reflected in the
communities in design of an artwork and in the making of a craft
the region 7. creates crafts that can be locally assembled Weeks 6-8/3rd Q
A8PR-IIc-e-1
with local materials, guided by local traditional
3. East Asian techniques (e.g., Gong-bi, Ikat, etc.)
countries as 8. derives elements from traditions/history of a A8PR-IIf-2
having a rich community for one’s artwork
301
artistic and 9. shows the relationship of the development of

cultural tradition crafts in specific countries in East Asia according
from prehistoric to functionality, traditional specialized A8PR-IIf-3
to present times expertise, and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
A8PR-IIh-4
the cultures of the East Asian countries in
relation to Philippine culture
Standards
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
1. art elements and 1. create artworks cultures of South Asia, West Asia, and Central A8EL-IIIb-1
processes by showing the Asia
synthesizing and characteristic 2. identifies characteristics of arts and crafts in
applying prior elements of the specific countries in South, West, and Central
knowledge and arts of South, West, Asia: India (rangoli, katak, mendhi, diwali); A8EL-IIIa-2
skills and Central Asia Saudi Arabia (carpet design); Pakistan (truck
art); and
2. the salient 2. exhibits completed Tibet (mandala), etc.
features of the artworks for 3. reflects on and derive the mood, idea or Weeks 3-5/3rd Q
A8PL-IIIh-1
arts of South, appreciation and message from selected artifacts and art objects
West, and critiquing
Central Asia by 4. appreciates the artifacts and art objects in
showing the terms of their utilization and their distinct use A8PL-IIIh-2
relationship of of art elements and principles
the elements of
art and processes 5. incorporates the design, form, and spirit of
among culturally South, West, and Central Asian artifacts and A8PL-IIIh-3
diverse objects to one’s creation
communities in
the region 6. traces the external (foreign) and internal
A8PL-IIIh-4
(indigenous) influences that are reflected in the
3. that the South, design of an artwork and in the making of a
West, and Central craft
Asian countries have 7. creates arts and crafts that can be locally Weeks 6-8/3rd Q
A8PR-IIIc-e-1
assembled with local materials, guided by local
302
a rich, artistic and traditional techniques (e.g., Ghonghdis,

cultural tradition Marbling Technique, etc.)
from prehistoric to 8. derives elements from traditions/history of a
A8PR-IIIf-2
present times community for one’s artwork

crafts in specific countries in South Asia, West
Asia, and Central Asia, according to A8PR-IIIf-3
functionality, traditional specialized expertise,
and availability
of resources
the cultures of the South Asian, West Asian, and A8PR-IIIh-4
Central Asian countries in relation to Philippine
culture
11. participates in an exhibit using completed
South-West-Central Asian-inspired crafts in an
A8PR-IIIg-5
organized manner
4th The learner… The learner… 1. identifies selected festivals and theatrical Weeks 1-2 / 4th
forms celebrated all over the Asian region Q
1. how theatrical 1. create appropriate 2. researches on the history of the festival and
elements (sound, festival attire with theatrical forms and its evolution, and describe
music, gesture, accessories based how the community participates and
movement, and on authentic contributes
costume) affect festival costumes to the event
the creation and 3. discusses the elements and principles of arts Week 4
communication 2. create/improvise as seen in Philippine Festivals Weeks 3-4 / 4th
of meaning in appropriate sound, 4. identifies the elements and principles of arts Q
Asian Festivals music, gesture, as manifested in Asian festivals and theatrical
and Theatrical movements, and forms
Forms as costume for a 5. through a visual presentation, explains what Weeks 5-8 / 4th
influenced by chosen theatrical make each of the Asian Festivals and Theatrical Q
history and composition forms unique
culture 6. designs the visual elements and components
of the selected festival or theatrical form
through costumes, props, etc.
303
2. theater and 3. take part in a chosen

performance as a festival or in a
synthesis of arts and performance in a 7. analyzes the uniqueness of each group’s
a significant theatrical play performance of their selected festival or
expression of the theatrical form
celebration of life in 8. shows the relationship of the selected Asian
various Asian festival and the festival in the Philippines in
communities terms of form and reason for holding the
celebration
9. choreographs the movements and gestures
reflecting the mood of the selected
festival/theatrical form of Asia
10. improvises accompanying sound and rhythm
of the selected festival/ theatrical form of Asia

Subject: Arts
st The learner… The learner.. 1. analyzes art elements and principles in the
1 production of work following the style of a Weeks 1-2/ 1st Q
1. art elements and 1. perform / participate western and classical art A9EL-Ib-1
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-Ia-2
applying prior creative impression during the different art periods
knowledge and (verbal/nonverbal) of 3. identifies representative artists from
A9EL-Ia-3
skills a particular artistic various art periods
period 4. reflects on and derives the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as message from selected artworks A9PL-Ih-1
integral to the 2. recognize the
development of difference and
organizations, uniqueness of the art 5. discusses the use or function of artworks
by evaluating their utilization and A9PL-Ih-2
spiritual belief, styles of the different
historical events, periods (techniques, combination of art elements and principles
304
scientific process, elements, 6. uses artworks to derive the

discoveries, and principles of art) traditions/history of an art period A9PL-Ih-3
natural disasters/
occurrences, and
other external 7. compares the characteristics of artworks
phenomena produced in the different art periods A9PL-Ih-4
8. creates artworks guided by techniques and Weeks 6-8 / 1st Q

styles of Western Classical art traditions A9PR-Ic-e-1
9. describes the influence of iconic artists

belonging to Western Classical art on the A9PR-Ic-e-2
evolution of art forms
10. applies different media techniques and

processes to communicate ideas, A9PR-Ic-e-3
experiences, and stories showing the
characteristics of
Western Classical art traditions
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A9PR-If-4
Western Classical art traditions
12. shows the influences of the Western

Classical art traditions to Philippine art form A9PR-1f-5
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
A9EL-IIb-1
nd
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks 3-5/ 2 Q
production of work following a specific art
A9EL-IIa-2
1. art elements and 1. performs/ participate style
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-IIa-3
applying prior creative impression during the Renaissance and Baroque periods
305
knowledge and (verbal/nonverbal) of 3. identifies representative artists from

A9PL-IIh-1
skills a particular artistic Renaissance and Baroque periods
period 4. reflects on and derive the mood, idea or Weeks 6-8 / 2nd Q
A9PL-IIh-2
2. the arts as message from selected artworks
integral to the 2. recognizes the 5. discusses the use or function of artworks by
development of difference and evaluating their utilization and combination of A9PL-IIh-3
organizations, uniqueness of the art art elements and principles
spiritual belief, styles of the different 6. uses artworks to derive the
A9PL-IIh-4
historical events, periods (techniques, traditions/history of an art period
scientific process, elements, 7. compares the characteristics of artworks A9PR-IIc-e-1
discoveries, and principles of art) produced in the different art periods
natural disasters/ 8. creates artworks guided by techniques and Weeks 3-5/ 2nd Q
A9PR-IIc-e-2
occurrences, and styles of the Renaissance and the Baroque
other external periods
phenomena 9. explains the influence of iconic artists
A9PR-IIc-e-3
belonging to the Renaissance and the Baroque
periods
processes to communicate ideas,
experiences, and stories showing the A9PR-IIf-4
characteristics of the Renaissance and the
Baroque periods
(e.g.,Fresco, Sfumato, etc.)
concepts and ideas using criteria from the A9PR-IIf-5
Renaissance and the Baroque periods
12. shows the influences of the Renaissance
and Baroque periods on the Philippine art
form A9EL-IIb-1
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K=12 CG Code
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/3rd Q
1. art elements 1. perform/participate style from the Neoclassic and Romantic
A9EL-IIIb-1
and processes competently in a periods
by synthesizing presentation of a 2. identifies distinct characteristics of arts
A9EL-IIIa-2
and applying creative impression during the Neoclassic and Romantic periods
306
prior knowledge (verbal/nonverbal) 3. identifies representative artists from the

A9EL-IIIa-3
and skills from the Neoclassic Neoclassic and Romantic periods
and Romantic periods 4. reflects on and derive the mood, idea, or Week 3 / 3rd Q A9PL-IIIh-1
2. the arts as integral message from selected artworks
to the development 2. recognize the 5. explains the use or function of artworks by
of organizations, difference and evaluating their utilization and combination of A9PL-IIIh-2
spiritual belief, uniqueness of the art art elements and principles
historical events, styles of the different 6. uses artworks to derive the
scientific discoveries, periods (techniques, traditions/history of the Neoclassic and A9PL-IIIh-3
natural disasters/ process, elements, Romantic periods
occurrences, and and principles of art) 7. compares the characteristics of artworks
other external produced in the Neoclassic and Romantic
A9PL-IIIh-4
phenomena periods
8. creates artworks guided by techniques Weeks 4-7 / 3rd Q

and styles of the Neoclassic and Romantic A9PR-IIIc-e-1
periods (e.g., linear style and painterly style)
9. describe the influence of iconic artists A9PR-IIIc-e-2

belonging to the Neoclassic and Romantic
periods
processes to communicate ideas, A9PR-IIIc-e-3
characteristics of the
Neoclassic and Romantic periods
concepts and ideas using criteria from the A9PR-IIIf-4
Neoclassic and Romantic periods
12. shows the influences of Neoclassic and
A9PR-IIIf-4
Romantic periods on Philippine art forms
13. participates in an exhibit using Week 8 / 3rd Q
completed artworks with Neoclassic and
A9PR-III-g -7
Romantic periods characteristics
307
4th The learner… The learner… 1. identifies selected theatrical forms from Weeks 1-2 / 4th Q
different art periods
1. how theatrical 1. create appropriate A9EL-IVa-1
elements (sound, theater play/opera 2. researches on the history of the theatrical
A9EL-IVb-2
music, gesture, costume and forms and their evolution
movement, and accessories and 3. identifies the elements and principles of
costume) affect improvise appropriate arts as manifested in Western Classical plays A9EL-IVc-3
the creation and sound, music, and opera
communication gesture, movements, 4. defines what makes selected western Week 2 / 4th Q
of meaning in and costume for a classical plays and operas unique through A9PL-IVc-1
Western Classical chosen theatrical visual representation
plays and opera composition 5. designs the visual elements and
as influenced by components of the selected Western classical
A9PR-IVd-1
history and 2. take part in a theater play and opera through costumes,
culture performance of a props, etc.
selected piece from 6. analyzes the uniqueness of each group’s
A9PR-IVh-2
2. theater and Western Classical performance of its selected Western classical
performance as a plays and opera theater play and opera
synthesis of arts 7. shows the influences of the selected Week 3 / 4th Q
Western Classical play or opera on Philippine
A9PR-IVh-6
theatrical performance in terms of form and
content of story
8. choreographs the movements and
gestures needed in the effective delivery of Weeks 4-6 / 4th Q A9PR-IVe-f-3
a selected piece from Western Classical
plays
and opera
9. improvises accompanying sound and
rhythm needed in the effective delivery of a A9PR-IVe-f-3
selected piece from Western Classical plays
and operas
10. performs in a group showcase of the Weeks 7-8
A9PR-IVg-5
selected piece from Western Classical plays
and operas
308

Subject: Arts
st The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/ 1st Q
1
1. art elements and 1. performs/ style from the various art movements A10EL-Ib-1
processes by participate 2. identifies distinct characteristics of arts
A10EL-Ia-2
synthesizing and competently in a from the various art movements
applying prior presentation of a 3. identifies representative artists and
knowledge and creative impression Filipino counterparts from the various art A10EL-Ia-3
skills (verbal/nonverbal) movements
from the various art 4. reflects on and derive the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as integral movements message from selected artworks A10PL-Ih-1
to the development
of organizations, 2. recognize the
spiritual belief, difference and *5. explains the role or function of artworks
historical events, uniqueness of the art by evaluating their utilization and A10PL-Ih-2
scientific styles of the various combination of art elements and principles
discoveries, natural art movements 6. uses artworks to derive the A10PL-Ih-3
disasters/ (techniques, process, traditions/history of the various art
occurrences and elements, and movements
other external principles of art)
phenomenon 7. compares the characteristics of artworks
produced in the various art movements A10PL-Ih-4
8. creates artworks guided by techniques Weeks 6-8 / 1st Q

and styles of the various art movements A10PR-Ic-e-1
(e.g., Impasto, Encaustic, etc.)
9. discusses the influence of iconic artists

belonging to the various art movements A10PR-Ic-e-2
309

experiences, and stories showing the A10PR-Ic-e-3
characteristics of the various art movements
(e.g., the use of industrial materials or found
objects, Silkscreen Printing, etc.)
concepts and ideas using criteria from the A10PR-If-4
various art movements
12. shows the influences of Modern Art

movements on Philippine art forms A10PR-I-f-5
2nd The learner… The learner… 1. identifies art elements in the technology-
based production arts
1. Uses new creates a tech-based Week 1 / 2nd Q A10EL-IIb-1
technologies that allow artwork (video clips and 2. identifies distinct characteristics of arts
new expressions in arts printed media such as during in the 21st century in terms of:
using art elements and posters, menus, 1.1 production A10EL-IIa-2
processes brochures etc.) relating 1.2 functionality range of audience
to a selected topic from reach
the different learning 3. identifies artworks produced by
areas using available technology from other countries and their A10EL-IIa-3
technologies, e.g., food adaptation by Philippine artists
and fashion 4. discusses the concept that technology is
an effective and vibrant tool for
A10PL-IIh-1
empowering a person to express his/her
ideas, goals, and Weeks 2-4/ 2nd Q
advocacies, which elicits immediate action
5. explains the role or function of artworks by
evaluating their utilization and combination A10PL-IIh-2
of art elements and principles
6. uses artworks to derive the
A10PL-IIh-3
traditions/history of a community (e.g.,
310
landscapes, images of people at work and

play, portrait studies, etc.)
7. compares the characteristics of artworks
A10PL-IIh-4
in the21st century
8. creates artworks that can be locally
assembled with local materials, guided by A10PR-IIc-e-1
21st-centurytechniques
9. explains the influence of technology in the
A10PR-IIc-e-2
21st century on the evolution of various Weeks 5-8 / 2nd
forms of art Q
A10PR-IIb-e-3
characteristics of 21st-centuryart (e.g., the
use of graphic software like Photoshop,
InDesign, etc.)
concepts and ideas using criteria appropriate A10PR-IIf-4
for the style or form
3rd The learner… The learner… 1. identifies art elements in the various Weeks 1-2/3rd Q
A10EL-IIIb-1
media-based arts in the Philippines
1. art elements and 1. create artworks using
processes by available media and 2. identifies representative artists as well as
synthesizing and natural resources on distinct characteristics of media-based arts A10EL-IIIa-2
applying prior local topics, issues, and and design in the Philippines
knowledge and concerns such as 3. discusses the truism that Filipino ingenuity
skills environmental is distinct, exceptional, and on a par with A10PL-IIIh-1
advocacies ecotourism, global standards Weeks 3-5 / 3rd Q
2. new technologies and economic and 4. discusses the role or function of artworks
that allow new livelihood projects by evaluating their utilization and A10PL-IIIh-2
expressions in the combination of art elements and principles
arts 5. uses artworks to derive the A10PL-IIIh-3
traditions/history of a community
311
6. creates artworks that can be assembled A10PR-IIIc-e-1

with local materials Weeks 5-7 / 3rd Q
7. explains the characteristics of media-
A10PR-IIIc-e-2
based arts and design in the Philippines

A10PR-IIIc-e-3
experiences, and stories (the use of
software to enhance/animate images like
Flash, Movie
Maker, Dreamweaver, etc.)
9. evaluates works of art in terms of artistic Week 8/ 3rd Q
concepts and ideas using criteria
A10PR-IIIf-4
appropriate for the style or form of media-
based arts and
design
mount a media-based exhibit of completed
A10PR-IIIg-5
artworks
4th The learner… The learner… 1. explains how an idea or theme is Weeks 1 / 4th Q
communicated in a selected performance
1. how theatrical 1. create appropriate through the integration of musical sounds,
A10EL-IVb-4
elements (sound, costumes, props, set songs, dialogue and dance
music, gesture, accessories, costumes 2. analyzes examples of plays based on
movement, and improvised lighting and theatrical forms, and elements of art as A10EL-IVa-2
costume) affect the other décor for applied to performance
creation and Philippine plays 3. illustrates how the different elements are
A10EL-IVc-3
communication of used to communicate the meaning Week 2 / 4th Q
meaning in a theater 2. create/improvise 4. Explains the uniqueness of each original
A10PL-IVh-1
play/performance appropriate sound, performance
incorporated with music, gesture, and 5. designs with a group the visual
media movements for a chosen components of a school play (stage design, A10PR-IVe-1
theatrical composition costume, props, etc.)
2. theater and 6. assumes the role of a character as an Week 3 / 4th Q
performance as a 3. participate in an actor/performance, or production staff Week 4 / 4th Q
A10PR-IVh-2
synthesis of arts original performance (director, choreography, light designer,
inspired by local stage
manager)
312
Philippine stories, 7. analyzes the uniqueness of the group that

myths, and events was given recognition for its performance
relevant to current and explain what component contributed to A10PR-IVh-3
issues its selection
8. contributes to the conceptualization of an

original performance A10PR-IVd-4
9. choreographs the movements and Week 5 / 4th Q

gestures needed in the effective delivery of
A10PR-IVf-g-5
an original performance with the use of
media
10. improvises accompanying sound and Weeks 6-8 / 4th Q
rhythm needed in the effective delivery of A10PR-IVf-g-6
an original performance with the use of
different media

Final K To 12 MELCS For MUSIC AND ARTS

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1

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

recognizes musical instruments through Week 1 recognizes musical instruments through

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Most Essential Learning Competencies Duration BUDGET OF WORK

Quarter Content Performance Most Essential Learning Competencies Duration BUDGET OF

identifies aurally and visually the Week 1

of variations group 1. solo

Quarter Content Performance Most Essential Learning Competencies Duration BUDGET OF

demonstrates identifies aurally and visually an ostinato or Week 2

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Standards Most Essential Duration Codes

identifies the pitch Week 1 MU5ME-IIa-2

Quarter Content Performance Standards Most Essential Learning Duration Codes

Quarter Content Performance Standards Most Essential Learning Duration Codes

demonstrates recognizes examples of horizontal 3- describes the texture of Week 4 MU5TX-IVe-1

Quarter Content Performance Standards Most Essential Learning Duration Codes

creates rhythmic Week 6-8 MU6RH-Ig-h-5

Quarter Content Performance Standards Most Essential Learning Duration Codes

Quarter Content Performance Standards Most Essential Learning Duration Codes

(repeat marks) 2. ternary

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

discovers ways of producing sounds on a Week 4 MU7MN-IIIb-h-4

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

characteristics rhythm, expression explores ways of producing sounds on a Week 3 MU8SE-IIb-h-5

Quarter Content Performance Most Essential Learning Competencies Duration Codes

analyzes musical elements of selected Week 2 MU8WS-IIIc-h-4

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Quarter Content Performance Most Essential Learning Competencies Duration Codes

and Baroque c) excerpts from during Medieval, Renaissance and

evaluates music and music performances using Week 7-8

characteristic features of analyzes the musical characteristics of Week 2 MU10CM-IIIa-h-2

Grade Level: Grade 1

and the principles of creates a harmonious Weeks 7 & 8/ 2nd

emphasis through 3- 2.4 paper, cardboard, (masks)

Grade Level: Grade 2

5. draws a portrait of two or more persons - his Week 7 & 8 / 1st

Week 7-8 / 1st Q A2PR-IIIh-3

Grade Level: Grade 3

7. sketches on-the-spot outside or near the school Week 7/1st Q

Grade Level: Grade 4

contemporary design through crayon etching A4EL-Id

5. produces a crayon resist on any of the Week 7/1st Q

6. tells a story or relates experiences about Week6/ 2nd Q A4EL-IIh

Grade Level: Grade 5

7. participates in putting up a mini-exhibit Weeks 7-8/1st Q

5. demonstrates skills and knowledge about Weeks 6-7/ 2nd Q

4. creates variations of the same print by Week 3 / 3rd Q