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Republic of the PhilippinesDepartment of Education

DepEd Complex, Meralco Avenue Pasig City

K TO 12 CURRICULUM GUIDE

ARTS

(Grade 1 to 6)

July 27, 2012

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K to 12 - Curriculum Guide - version as July 27, 2012 2

CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of knowledge, skills, and values necessary for artistic expression and

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

performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and arts to the

development of his/her own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative

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

(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and

creating. (See Figure 1 and Figure 2)

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

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

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

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

Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.

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K TO 12 MUSIC AND ART

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ―tapestry moving in time. The

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

functions, and identities, from the utilitarian to aesthetic.

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

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

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

this characteristic as a ―continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and

fulfillment.

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

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

application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the

SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general

education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate

his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.

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K TO 12 MUSIC AND ARTS

PHILOSOPHY AND RATIONALE FOR ARTS

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

enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations,

celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.

Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct

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

an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC

INTELLIGENCES”. The Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Arts develops and increases

a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a

student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21st Century.

The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and

posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads,

iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and

designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Arts to students

is one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.

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

indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the arts of other countries. The modules guide educators

and provide our students with arts experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from

Kindergarten to Grade 12.

The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual

expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the

Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to

professionals in various art-related fields so the student can discover and consider the different career opportunities in arts.

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Figure 2. Content of Music and Art per Grade Level

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Figure 1. The Curriculum Framework of Music and Art Education

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Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes Rhythm

Melody

Form

Timbre

Dynamics

Tempo

Texture

Harmony*

* No formal instruction in harmonyfrom K to 3

Color

Line

Shape/Form

Texture

Rhythm

Balance

Repetition

* Contrast

Emphasis

Proportion

Harmony/Unity

Listening

Reading

Imitating (re-creating)

Responding

Creating

Performing (includingMovement)

Evaluating

Analyzing critically

Applying (transference)

Seeing/Observing

Reading

Imitating (re-creating)

Responding

Creating (original words)

Performing (different artprocesses)

Evaluating

Analyzing critically

Applying (transference)

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

through

appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural

identity and diversity, and expansion of his/her world vision

KEY STAGE STANDARDS:

K - 3 4 - 6 7 – 10

The learner demonstrates understanding of

fundamental processes through

performing, creating, and responding,

aimed towards the development of

appreciation of music and art, and

acquisition of basic knowledge and skills.


basic elements and concepts through

performing, creating, and responding, aimed

towards the development of appreciation of

music and art, and acquisition of basic

knowledge and skills.


salient features of music and art of the

Philippines and the world, through

appreciation, analysis, and performance, for

self-development, the celebration of Filipino

cultural identity and diversity, and the

expansion of one’s world vision.


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Grade Level Grade Level Standards

Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating,listening and observing, and responding.

Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening andobserving, and responding.

Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, andresponding, towards the development of appreciation of music and art, and the acquisition of basic knowledge and skills.

Grade 4 Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towardsself-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art,

towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision. Grade 6 Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art,towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Grade 7 The learner demonstrates basic understanding of the fundamental processes in music and art through performing, creating,listening and observing, and responding towards appreciation of the cultural richness of the different provinces in thePhilippines

Grade 8 The learner demonstrates understanding of salient features of Asian music and art, through appreciation, analysis, andperformance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s worldvision.

Grade 9 The learner demonstrates understanding of salient features of Western music and art from different historical periods, throughappreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and theexpansion of one’s world vision.

Grade 10 The learner demonstrates understanding of salient features of contemporary music and art, through appreciation, analysis,

and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’sworld vision.


GRADE LEVEL STANDARDS:

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A. Creative Expression or Art Production :B. Artistic Perception or Art Appreciation:

C. Historical, Cultural Context or Art History:

D. Artistic and Critical Analysis or Art Criticism:

through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Mediaof the elements of Art (line, color, shape and texture)of the principles of Art (repetition, contrast, rhythm, balance, emphasis, harmony,proportion and unity)Of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle East, and Africa.Of one’s work and peers, Philippine artists, and art masterpieces from the world.

K TO 12 ART

Content Content Standards Performance Standards Learning Competencies

GRADE 1

Grade 1 - FIRST QUARTER

I. Process:

DRAWING− portraits− family portraits− persons− school, furniture

II. Elements:shapes

lines

texture

III. Principles:

The learner…

demonstrates understandingof lines, shapes and texture,and principles of balance,proportion and variety throughdrawing

demonstrate understandingthat ART is all around us andis created by different people

understands that a drawingcan be realistic, imaginary,

The learner…

creates a portrait of himselfand his family which showsthe elements and principlesof art

The learner…

identifies different lines,shapes, texture used by artistsin drawing

distinguishes and identifies

the different kinds of drawings:− portraits− family portraits− school ground− on-the-spot drawings of

home/school surroundings

There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops thestudent’sHIGHER ORDER THINKING SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines aretaught from K to 12 In a SPIRAL PROGRESSION APPROACH, beginning with very simple concepts, activities and valueswhich gradually become more complicated and multi-faceted through each grade level.

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K TO 12 ART


balance

proportion

variety

useful or decorative uses different drawing toolsmaterials - pencil, crayons,piece of charcoal, a stick ondifferent papers, sinamay ,

leaves, tree bark, and otherlocal materials to create hisdrawing

observes and sees the detailsin a person’s face/body, in aview, to be able to show itsshape and texture

creates a drawing to expressones ideas about oneself, one’sfamily , home and school

draws different animals (pets)showing different shapes andtextures

draws different kinds of plantsshowing a variety of shapes,lines and color

creates a view-finder to helphim/her select a particular viewto draw

Grade 1 - SECOND QUARTERI. Process:

PAINTING− Creating colors from natural

material and from man-madematerials

The Learner

demonstrates understandingof colors and shapes, and theprinciples of harmony, rhythmand balance through painting

creates a harmonious designnatural and man-made objectsto express ideas using colorsand shapes, and harmony

identifies colors seen in thesurroundings - in both naturaland man-made objects

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K TO 12 ART


II. Elements:

Colors

− natural colors− primary colors

− secondary colors

Shapes

− geometric shapes

− organic shapes

III. Principles:

harmony

rhythm

balance

understands that Filipinoslove bright colors as seen inthe fiestas; their creativity is

seen in their artistic designsfor parols.

expresses that colors havenames, and have groups andcan be produced by mixing twoor more colors

paints a design based on thePhilippine jeepney or fiesta décor and shapes using primarycolors arranged in balancedpattern

experiments on paintingusing different painting tools andpaints and produce differentcolors

draws a design out of repeated

abstract and geometricshapes like in a parol and paintsit in primary and secondarycolors

uses his creativity to createpaints from nature and foundmaterials, and brushes fromtwigs, cloth and other materials

creates a design inspired byPhilippine flowers or objects

found in school

paints a home/schoollandscape or design choosingspecific colors to create acertain feeling or mood

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K TO 12 ART


appreciates and talks aboutthe landscape he painted andthe landscapes of others

Grade 1 - THIRD QUARTER

I. Process:

PRINTMAKING− This process allows the− artist to copy the image− he creates several times

Kinds of prints:− Nature print− Object prints− Stencil prints

II. Elements:

Texture

Shape

III. Principles:

Prints can be− repeated− alternated− emphasized

demonstrates understandingof texture and shapes and printsthat can be repeated, alternatedand emphasized throughprintmaking

understands that printmakingis an old art form as seen in thecave drawings.

Understands that prints makeit possible for many people tohave a copy of an artist’sartwork.

creates a print using objectsfrom nature and foundobjects at home and inschool that show repetition,alternation and emphasis

identifies a print from natureand one made from a man-made object

distinguishes between a printand a drawing or painting

identifies different kinds oftextures and shapes in nature,in the surroundings and in art(home and school)

creates a print by rubbingpencil or crayon on paperplaced on top of a texturedobjects from nature and foundobjects

creates a print by using hisfinger or palm or any part of hisbody and applying dyes or paintand pressing it to create animpression

replicates repeated patternsin nature, in the environmentand in works of art at home andin school

identifies artistically designed

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K TO 12 ART


prints in the works displayedand in his own work

repeats a design by the use

of stencil (recycled paper,plastic, cardboard, leaves, andother materials) and prints onpaper, cloth, sinamay, bark, or awall

Grade 1 - FOURTH QUARTER

I. Process:3-Dimension works and

SCULPTURE

II. Elements:

shape (3-dimension it hasheight, depth and width)

texture - feel of the surface

III. Principles:

Proportion - parts are of the

proper size and weight so thatthe sculpture is balanced.

Emphasis is created by usingunusual decorative materials thatare big, or colorful, or unusual.

demonstrates understanding oftexture and 3-D shapes, andprinciple of proportion andemphasis through 3-D works andsculpture

understands that pottery hasbeen practiced by Filipinos evenbefore the Spanish came; theyused it for their use – as jars forwater, rice, meat and fish.

creates a useful 3-Dimensional object/sculptureusing found objects and recycledmaterials

observes the characteristics ofanimals in terms of their shapeand texture of their skills, andtranslates this into a 3-Dsculpture using differentmaterials and tools.

distinguishes between a 2-dimensional and 3-dimensionalartwork and states thedifference

creates human figures out ofclay, flour-salt mixture, or paper-mache using differenttechniques

creates mobiles out ofrecycled cardboard and paper,baskets, leaves, string anddecorates it with found objects

constructs a mask out ofcardboard, glue, foundmaterials, bilao, paper plate,string, seeds and other found

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K TO 12 ART


materials like the Ati-atihanmasks of Aklan

identifies different materials

can be used in creating a 3-dimensional object:− clay or wood (human or

animal figure)− bamboo (furniture, bahay

kubo) softwood (trumpo) paper, cardboard, (masks)

− found material - parol,sarangola

− marble – religious statue

uses his/her creativity in

recycling discarded materialsand uses it to create a maskand a useful object

creates a useful 3D object:pendants− a pencil holder, bowl,

container, using recycledmaterials like plastic bottles

appreciates the creativity oflocal and indigenous craftsmenand women who create artisticand useful things out of recycledmaterials like the parol,maskara, local toys, masks

can select 3D objects that arewell proportioned, balanced and

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K TO 12 ART


show emphasis in design

GRADE 2


I. Process:DRAWING− portrait of two or more people

in one work− body in motion− still life of f ruits/plants (drawing

from life) imaginary landscape

II. Elements:

different lines

natural shapes

colors - contrasting

III. Principles:

variety of lines, shapes

proportion of body parts, fruits

contrast of shapes

The learner...

demonstrates understandingon lines, shapes and colors aselements of art, and variety,proportion and contrast asprinciples of art through drawing

The learner...

creates a drawing based oncareful observation of a person;a plant, fruits and objects fromnature.

Creates a drawing from adrawing from one’s imagination

The learner...

draws a portrait of two ormore persons - his friends, hisfamily, showing the differencesin the shape of their facialfeatures (shape of eyes, nose,lips, head, and texture of thehair

shows motion or action in thedrawing of human bodies

points out the contrastbetween shapes and colors ofdifferent fruits or plants andflowers in one’s work and in thework of others

composes the different fruitsor plants to show overlapping ofshapes and the contrast ofcolors and shapes in his coloreddrawing,

draws from an actual still lifearrangement

creates an imaginarylandscape or world from adream or a story

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K TO 12 ART


appreciates the differentstyles of Filipino artists whenthey create portraits to capturetheir likeness and character

Philippines artists: DamianDomingo, Simon Flores, JuanLuna, Amorsolo, etc.

plants portraits of persons tocapture their likeness andcharacter

Grade 2 - SECOND QUARTER

I. Process:

PAINTING− fishes and sea creatures or

wild forest animals

− designs: lines, shapes,tricycles, jeepneys

II. Elements:

colors− primary− secondary

shapes− organic− geometric

textures− spotted− furry− shiny, slimy

III. Principles:

repetition

The learner...

demonstrates understandingof using two or more kinds of

lines, colors and shapes, andrepeating or contrasting so thatthere is rhythm

The learner...

creates harmoniously with agroup a composition or design

for a tricycle or jeepney thatshows unity while using avariety of lines, shapes andcolors to achieve contrast,repetition and rhythm and Unity.

The learner...

points out the unique shapes,colors, texture and design of

the skin covering of differentfishes and sea creatures or ofwild forest animals from picturesor memory, and draws withpencil or crayon these sea orforest animals in their habitatshowing their unique shapesand features

describes the lines, shapes andtextures seen in animals in thecommunity using visual artwords

paints the drawing of animalsto show the variety of colors andtextures found in the skincovering of these animals

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K TO 12 ART


contrast

rhythm

points out the contrasts in thecolors, shapes, texturesbetween two or more animals

creates a design by using two ormore kinds of lines, colors andshapes and repeating orcontrasting them, so that thereis rhythm

with a group, draws theoutline of a tricycle or jeepneyon a big paper, and paints thedesign of lines and shapes thatshow repetition, contrast andrhythm, with a groupharmoniously

uses with control the use ofpainting tools and materials topaint the different line, shapesand colors in his work or in awork done with others


I. Process:

PRINTMAKING− banana trunk prints− fern prints− eraser prints− found object prints− cut out designs− card making

II. Elements:

shapes

The learner...

demonstrates understandingof shapes, textures, colors andrepetition of motif, contrast ofmotif and color

The learner...

creates a print from naturaland man-made objects that canbe repeated or alternated inshape or color

creates a print by repeating,alternating or contrasting thecolor or size or texture of theprints

The learner...

experiments with natural objects(leaves, twig, sliced vegetables,banana stalks, bark of trees,etc.) by dabbing dyes or paintson the surface and presses thison paper or cloth, sinamay andany other material to create aprint

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K TO 12 ART


textures

colors

III. Principles:

repetition of motifcontrast of motif & color

shows facility in making aclear print from natural andmanmade objects

collects man-made objects witha flat surface and dab dyes orpaint before pressing it on paperor any cloth to create a print

creates a consistent patternby making two or three printsthat are repeated or alternatedin shape or color

creates prints for a card andmakes several copies oreditions of the print so the cardscan be exchanged with otherpeople

carves a shape or letter on an

eraser or kamote which can bepainted and printed severaltimes


I. Process:

SCULPTURE and 3-DCRAFTS− box figure sculpture− kites and boats− paper mache animals− clay figures

Elements:− animal shapes− geometric shapes− texture

II. Principles:

The learner...

demonstrates understanding ofshapes, texture, and proportionand balance through sculptureand 3-dimensional crafts

The learner...

creates a 3-dimensional freestanding balance figure usingdifferent materials (foundmaterials, recycled, local ormanufactured)

The learner...

creates a free-standingbalanced figure made of boxesand found material

creates an imaginary robot orcreature using different sizes ofboxes, coils, wires, bottle capsand other found material

identify the artistry of differentlocal craftsmen in creating:− taka, paper mache horses

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K TO 12 ART


proportion

balance

and other animals in Paete,Laguna

− sarangola, or kites made byartists

− banca, native boats fromCavite, and coastal towns

constructs a native kite fromthin bamboo sticks, papel de japon glue and string and testsits design (proportion andbalance)

learns the steps in making apaper mache animal figureusing an armature

molds an animal shape usingpaper mache on wire orbamboo armature or framework,showing the animal in action

show the beginning skill in themethod of creating 3-dimensional free standingfigures out of different materials− clay, wood, found materials,

recycled objects, wire, metal,bamboo

creates a clay human figurethat is balanced and can standon its own

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K TO 12 ART


GRADE 3


I. Process:DRAWING

− people in the province/regionon-the-spot sketching ofplants, trees or buildinggeometric line designs

II. Elements:

Lines− lines can show movement

texture is created by usingdifferent lines

shape of natural objects are

free in form or organic

III. Principles:

Balance− balance of size

Contrast− contrast of texture

The learner…

demonstrates understandingof lines, texture, shapes andbalance of size, contrast oftexture through drawing

The learner…

creates an artwork of peoplein the province/region on-the-spot sketching of plants, treesor buildings and geometric linedesigns

shows a work of art based onclose observation of naturalobjects in his/ her surroundingnoting its size, shape andtexture

The learner…

distinguishes the size ofpersons in the drawing, toindicate its distance from theviewer

shows the illusion of space indrawing by drawing the objectsand persons in different sizes

creates a pencil or pendrawing of a scene in daily life,

where people in theprovince/region show theiroccupation by the action theyare doing

tells that in a landscape, thenearest object drawn is theforeground; the objects behindthe foreground are the middleground, while objects farthestaway are the background, andby doing this there is balance

sketches and colors a view ofthe province/region with housesand buildings indicating theforeground, middleground andthe background by the size ofthe objects

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K TO 12 ART


sketches on-the-spot outsideor near the school to draw aplant, flowers or a tree showing

the different textures and shapeof each part, using only a pencilor black crayon or ballpen

creates a geometric designby contrasting two kinds of linesin terms of type or size

appreciates that artists createvisual textures by using avariety of lines and colors


I. Process:PAINTING

− fruits and plants (still life)scene at a time of day wildanimal (close-up)

II. Elements:

Color− mix colors to create tints,

shades and neutral colors

Shape− animals have shapes− adapted to their needs

Texture− is created by variety of lines

III. Principles:

The learner...

demonstrates understandingof lines, texture, shapes andbalance of size, contrast oftexture through drawing

The learner...

creates an artwork of peoplein the province/region on-the-spot sketching of plants, treesand buildings and geometricline designs

applies knowledge of planesin a landscape (foreground,middle ground and background)in painting a landscape

The learner...

perceives how harmony iscreated in an artwork becauseof complementary colors andshapes

paints a still life by observingthe different shapes, color andtexture of fruits, drawing themoverlapping and choosing theright colors for each fruit

creates new tints and shadesof colors by mixing two or morecolors

paints a landscape at aparticular time of the day and

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K TO 12 ART


Harmony− colors, shapes and lines that

complement each other createharmony and a mood of the

painting

selects colors that complementeach other to create a mood

appreciates that nature is so

rich for no two animals have thesame shape, skin covering andcolor

observes the characteristicsof a wild animal by makingseveral pencil sketches, andpainting it later, adding thetexture of its skin covering

sees that there is harmony innature as seen in the color oflandscapes at different times of

the dayEx:− landscapes of Felix Hidalgo,

Fernando Amorsolo,Jonahmar Salvosa

− Still life’s of Araceli Dans,Jorge Pineda, Agustin Goy

appreciates the Filipino artists

painted landscapes in their ownparticular style and can identifywhat makes each artist unique

in his use of colors to createharmony


I. Process:

PRINTMAKING (stencils)

The learner... The learner... The learner...

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K TO 12 ART


− T-shirt /cloth print− poster prints− duffel bag print

II. Elements:Shape

− letter stencils− logo designs− abstract shapes

Color− Complementary colors

III. Principles:

Repetition− of letters and logos and

shapes

Emphasis− of shapes by contrast

demonstrates understandingof shapes, colors and principlerepetition and emphasis throughprintmaking (stencils)

exhibits basic skills in makinga design for a print andproducing several clean copiesof the print

manipulates a stencil withadequate skill to produce aclean print for a message,slogan or logo for a T-shirt,poster or bag

produces at least 3 goodcopies of print usingcomplementary colors andcontrasting shapes

tells that a print can be madefrom objects from nature thatprints made by artists can berealistic or abstract

writes a slogan or logo of afew words about theenvironment correlatedmessages to be printed on T-shirts, posters or banners orbags

designs an attractive logo ormessage about the environmentwith letters and abstract shapesto be used for a print

creates and cuts a stencilfrom paper or plastic sheets tobe used for multiple prints oncloth or hard paper

realizes that a print designcan be duplicated many timesby hand or by machine and canbe shared with others

observes that a good printdesign uses repetition of shapesor lines and emphasis throughcontrast of shapes and lines

creates a print for a shirt, bagor a poster using letter stencilsor abstract designs usinghis/her selected message and

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K TO 12 ART


prints several copies


I. Process:

SCULPTURE and CRAFTS− puppets on a stick− imaginary masks

II. Elements:

SHAPES− human and animals

COLORS− primary− secondary− tertiary

TEXTURES− visual and actual

III. Principles:

Emphasis− by Variation of shapes and

texture

CONTRAST− of colors

The learner...

demonstrates understandingof shapes, colors, textures, andemphasis by variation of shapesand texture and contrast ofcolors through sculpture andcrafts

The learner...

creates a single puppetbased on character in legend,myth or story using recycledhard material

creates a mask or headdressthat is imaginary in design usingfound and recycled materials

demonstrates basic skill inconstructing a puppet madefrom a hard material and stick,

which can be manipulated

The learner...

identifies different styles ofpuppets made In the Philippines(from Teatro Mulat and AninoTheater)

constructs a simple puppetbased on a character in alegend, myth or story usingrecycled cardboard, bark of atree or any hard material andbamboo stick or twig

decorates a puppet usingdesigns that would give it aspecific and unique character

applies designs of variedshapes and colors on puppetsto show the unique character ofthe puppet

manipulates a puppet to actout a character in a storytogether with other puppets

appreciates variations ofpuppets in terms of material,structure, shapes, colors andintricacy of textural details

acts as puppeteer together

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with others, in a performance ofthe story, using the puppethe/she created

designs a mask that usesrecycled materials and naturalobjects

creates a mask or headdressthat is imaginary in design usingfound and recycled material,inspired by local festivals

GRADE 4


I. Process:

DRAWING

− drawing of figures fromcultural communities

− crayon etching of ethnicdesigns

− crayon resist of scenes fromcultural communities

II. Elements:

LINES− organic and geometric

COLORS− primary

SHAPES− stylized based on nature

III. Principles:

REPETITION− of motifs

RHYTHM

The learner...

demonstrates understandingof basic elements and conceptsin drawing : lines, colors,shapes, repetition, rhythmthrough drawing ethnics drawingfigures and designs.

Demonstrates appreciation ofthe rich culture of our Philippinescommunities in Luzon andMindanao.

The learner...

Appreciates the variety ofculture in a community by wayof attire, body accessories,religious practices and lifestyle

creates unique design ofhouses, and other householdobjects used by the culturalgroups

writes a comparativedescription of houses andutensils used by select culturalgroups from different provinces

The learner...

distinguishes distinctivecharacteristics of severalcultural communities in terms ofattire, body accessories,religious practices and lifestyle

appreciates the rich variety ofcultural communities in thePhilippines and theiruniqueness− LUZON- Ivatan, Ifugao,

Kalinga, Bontok, Gaddang, Agta

− VISAYAS - Ati− MINDANAO- Badjao,

Mangyan,Samal, Yakan,ubanon,Manobo, Higaonon,Talaandig, Matigsalog,Bilaan, T’boli, Tiruray,

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Mansaka, Tausug

creates a drawing after closestudy and observation of one of

the cultural communities’ way ofdressing and accessories

identifies specific clothing,objects and designs of thecultural communities andapplies it to a drawing of theattire and accessories of one ofthese cultural groups

translates research of theartistic designs of the culturalcommunities into a

contemporary design

adapts an indigenous culturalmotif into a contemporarydesign in a crayon etching

produces a crayon resist onany of the topics: the uniquedesign of the houses,household objects, practices orrituals of one of the culturalgroups


I. Process: The learner... The learner... The learner...

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PAINTING- landscape in a province

− (indigenous houses)− mural painting

II. Elements:

SHAPES− showing foreground, middle

ground and background

COLOR− to show mood and

atmosphere

III. Principles:

PROPORTIONof houses, buildings, fields,mountains, sky in a landscape

demonstrates understandingof shapes, colors and theproportion of houses, building,

fields, mountains, sky in alandscape through painting

creates a sketch and paints alandscape and mural usingshapes and colors appropriate

to the cultural community wayof life

realizes that the choice ofcolors to use in a landscapegives the mood or feeling of thepainting

views pictures of localitieswhere different culturalcommunities live and

understands that each grouphas distinct houses andpractices

distinguishes the attire,accessories, life ways ofselected cultural communitiesfrom different parts of thecountry

compares the geographicallocation, practices, festivals,and cultural practices of the

different cultural groups

creates a preliminary sketchof the landscape of one of thecultural communities based onresearch and observation

paints the sketchedlandscape using colorsappropriate to the reality of thecultural community’s life ways

combines his/her individual

landscapes with the landscapesof others within the class tocreate a mural which they willput up for their class and theirschool to appreciate

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creates mural or story aboutcultural communities

honors the cultural

communities and their cultureby knowing about theirpractices, houses, and culture.


I. Process:

PRINTMAKING− relief prints- glue print

cardboard print found objectsprint

II. Element:

TEXTURE

− from a variety of materialsLINES

− Organic, geometric

COLORS− earth or natural colors

III. Principles:

CONTRAST− smooth vs. rough− curves vs. straight lines− small shapes vs. Big

The learner...

demonstrates understandingof texture, lines, colors, andcontrast and other printmakingtechniques through printmaking

understands that relief prints

created by craftsmen of othercountries use differenttechniques and materials

understands the principle ofrelief prints: the embossedtextured shapes will be printedwhile the depresses parts willserve as empty spacesproviding contrast.

The learner...

creates relief prints and printfound objects using ethnicdesigns

produces multiple copies of

relief print using industrialpaint or natural dyes to createdecorative borders on an a wallin class or the school or for aplay or for a decorative panel

The learner...

discovers the principle ofcontrasts and appreciates thatrelief prints are more interestingand harmonious

creates a relief master using

additive and subtractiveprocesses

prints reliefs with adequateskill to produce clean prints witha particular design motif(repeated or alternating) on awall or a big space

creates the relief mold usingfound material: hard foam;cardboard shapes glued onwood; string and buttons, oldscrews, metal parts glued onwood or cardboard

sketches or studies theethnic motifs and creates adesign by repeating, alternating

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or radiating the motif

appreciates that relief printsare more interesting if there is a

balance of textured areas andsmooth areas; big shapes andsmall shapes.


I. Process:

SCULPTURE and 3-D crafts− Textile craft: tie-dye (one color; 2 colors) Mat weaving (buri)

II. Elements:

COLOR− dyes can be combined to

create new colors

III. Principles:

REPETITION− of motifs, colors

The learner...

demonstrates understandingon color (dyes) and repetition ofmotifs, colors through thecreation of sculpture and 3-Dcrafts

The learner...

applies individually theintricate procedures in tie-dyeing in clothes or T-shirts

practices traditional skills in

mat weaving from indigenousmaterial like abaca tapestries

replicates traditional skills liketie-dye and mat weaving that isstill being practiced by localcraftsmen from indigenouscommunities

researches on tie-dyed craftsof the T’boli and presentsdesigns made by them ;presents research on tie-dyed

products of other countries tocompare their designs andcolors

The learner...

researches on textiletraditions like tie-dye -done inChina, India, Japan, Indonesiain the olden times andpresently, in other countries and

also in the Philippines - like theT’bolis who create their Tinalakmats by tie-dyeing abacastrands

appreciates the intricate stepsinvolved in tie-dyeing for clothand weaving as seen in theabaca tapestries (T’nalak) doneby the T’bolis and the intricatelydesigned mats done in otherprovinces

observes the intricatedesigns of mats woven in:− Basey, Samar buri mats− Iloilo bamban mats− Badjao & Samal mats− Laminusa mats of Tawi-tawi

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− Romblon buri mats andnotes the uniquecharacteristic of each

emphasizes textile crafts liketie-dye demands practice andfaithful repetition of the steps toproduce good designs

creates original tie-dyedesigns by following traditionalsteps in dyeing textiles usingone color and two colors asapplied to T-shirts or any cottoncloth

presents pictures or actual

samples of different kinds ofmat weaving traditions in thePhilippines

creates a small mat usingcolored buri strips or anymaterial that can be woven,showing different designs:square, checkered, zigzag, andstripes

GRADE 5


I. Process:DRAWING

− drawing from archeologicalartifact drawing Philippinehouses and buildings,churches from different

The learner...

demonstrates understandingof lines, shapes and principles ofrhythm and balance throughdrawing from archeological

The learner...

creates different artifact andarchitectural buildings found inthe locality and on differentparts of the Philippine using

The learner...

identifies events, practices,and culture influenced byforeigners who have come toour country by way of trade

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historical periods (on-the-spot)

II. Elements:

LINES

− crosshatching to simulate 3-dimensional effect

SHAPES− geometric 3 dimension

III. Principles:

RHYTHM− repeated motifs

BALANCE− symmetrical and asymmetrical

artifacts− drawing of Philippine houses,

buildings and churches fromother historical periods using

cross hatching lines tosimulate 3-dimensional effect,geometric 3-dimensionshapes with principles onrhythm and balance

cross-hatching lines andgeometric dimensions withrhythm and balance

put up an exhibit onPhilippine Articrafts andPhilippine houses from differenthistorical periods, the miniatureor replica

realizes that our being anarchipelago and beingstrategically located has made

us part of a vibrant tradingtradition (Chinese merchants,Galleon Trade, Silk traders)

sees from archeologicalartifacts that the form of ourhouses, our clothes, language,lifestyle - utensils, food, pottery,furniture, etcetera areinfluenced by foreigners whohave come to ourshores.(manunggul jar,balanghai, bahay na bato,

kundiman, Gabaldon schools,vaudeville, Spanish - inspiredchurches

gives the illusion of depthand 3-dimensionality by the useof cross-hatching and shadingin drawings (old pottery, boats, jars, musical instruments)

shows details of architecturalfeatures of a bahay kubo, atorogan, a bahay na bato,

simbahan, carcel, etc) and isable to name the significantparts

talks and describes thedifferent artifacts and

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architectural buildings found intheir locality and in differentparts of the Philippines

creates 3-dimensionaldrawings from importantarcheological artifacts seen inbooks and the museums(National Museum and itsbranches in the Phil) and in oldbuildings or churches in thecommunity

draws old houses, churchesor buildings on the spot, andcreates a mural with thedrawings of the others of their

community

creates a mini-exhibit withlabels on Philippine artifacts andhouses after completingdrawings with the whole class


I. Process:

PAINTING− landscapes of important

places in the community

(natural or man-made)

II. Elements:

LINE− (one-point perspective In

landscape drawing)

COLOR

The learner...

demonstrates understandingoflines, colors and harmonythrough painting and

explains/illustrates landscapesof important historical plans inthe community, (natural or man-made) using one-pointperspective in landscapedrawing in complimentary colors

The learner...

creates sketches of thesignificant natural or man-madeplace in the community using

complimentary colors

draws/paints best-likedimportant historical places

The learner...

identifies important naturaland historical places in theircommunity that tourists usually

go to or that has beendesignated World Heritage Site,or sites that local peoplevalue(ex: rice terraces inBanawe, Batad; Paoay Churchand Miag-ao Church landscape

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− Complementary

III. Principles:

HARMONY

− created through the rightproportion of parts

create through the rightproportion of part

of Batanes, Callao Caves inCagayan; old houses of Taal,Batangas; the torogan inMarawi)

names and points out thearchitectural features or naturalfeatures of the place afterobservation from pictures or anactual visit to the place

realizes that artists in allperiods, have paintedlandscapes of beautiful orsignificant places in theirprovince or country and theyhave their own styles in

painting(ex: Fabian dela Rosa;Fernando Amorsolo, CarlosFrancisco, VicenteManansala,Jose Blanco, VictorEdades,Juan Arellano,Prudencio Lamarroza, MannyBaldemor)

uses visual perception bynoting and naming thesignificant details in the place orlandscape to be able to sketch itfaithfully by

appreciates the skill andartistry of Philippine paintersand artists in painting differentlandscapes of the Philippinesand is able to describe what

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makes each artist unique

draws on the spot sketches ofthe significant natural or man-

made places in their community

− selects one of the sketchesand creates a preliminarydrawing for a painting of thatparticular landscape, usingcomplementary colors

− utilizes one-point perspectiveto paint the landscape,designating objects in theforeground, middle groundand background area to give

depth to the landscape

− selects complementary colorin painting to create aharmonious landscape


I. Process:

PRINTMAKING− linoleum or rubber print or

wood print of a Philippinemythological creature

II. Elements:LINE

− Thick, thin, jagged lines

TEXTURE− ribbed, fluted, woven, carved

The learner...

explores new printmakingtechniques, reading stories,traditional Philippine mythsusing line, texture and contrast

The learner...

creates variety of prints usingthick, thin, jagged lines, ribbed,fluted, woven, carved textureand contrast of solid areas of

thick textured and fine lines

The learner...

explores a new printmakingtechnique, using a sheet of thinrubber (used for soles of shoes)or linoleum or any soft wood

that can be carved or gouged tocreate dif. lines and textures

designs a mythologicalcreature from reading storiesabout them(Mariang Makiling,

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III. Principles:

CONTRAST− of carved textured areas, solid

areas of thick textured lines

and fine lines

Bernardo Carpio, dwende,capre, sirena, Darna, diwata,Dalagang Magayon, etc)

appreciates the richness ofthe traditional Philippine mythsand legends from the localcommunity and from differentparts of the country

shows beginning skill increating a lino, rubber or woodprint by safe use of carving toolsand carving a variety ofindentations to create texturesand lines

produces several goodeditions of the same print thatare well-inked and evenlyprinted

creates variations from thesame print by using differentcolors of ink in printing themaster plate

follows the step by stepprocess of creating a print :− sketching the drawing

indicating areas to be carvedout and areas that will remain

− carving the image on therubber or wood using sharpcutting tools

− doing a preliminary rubbing

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− finally inking the plate withprinting ink

− placing paper over it , rubbingthe back of the paper to getthe

− impression of the print− repeating the process to get

several editions of the print− works with the class, to

produce a compilation of theirprints to create a book orcalendar which they can giveas gifts, sell or display in thewalls of their school


I. Process:

SCULPTURE AND 3-DCRAFTS− Constructing a PAROL

II. Elements:

COLOR− primary colors− secondary colors

SHAPE− Geometric shape− Organic shapes

III. Principles:

REPETITION− colors, Shapes

BALANCE− of the Structure and shape

The learner...

demonstrates understandingof colors, shapes, repetition andbalance through sculpture and3-dimensional crafts

The learner...

demonstrates fundamentalconstruction skills in making a3-D dimensional parol that isbalance, and artistic withrepeated decoration and colors

construct a 3-D craft usingprimary and secondary colors,geometric and organic shapes,repetition of colors and shapesand balance of the structureand shape

The learner...

appreciates the manyvariations in the geometricdesign and materials of thePhilippine parol, particularly theones coming from Pampanga

knows that unknowncraftsmen are behind the artistryand design of the award-winning parols, which showcreativity and imagination intheir use of natural and

geometric shapes and colorsand local materials

understands the historicalconnection to Mexico and thereligious significance of the

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parol to Philippine traditions inthe celebration of the Christmasseason

shows knowledge of designby his/her repetition of colorsand shapes in the making of theparol

traces Philippine historicalroots to Mexico and Spain asseen in our Christmasdecorations like the parol withthe belen

constructs framework of thestar-shaped parol out of thin

pliable bamboo sticks with endstied with string

uses different colors of thetransparent papel de japon tocover the bamboo frameworkwith glue and overlap it withdifferent shapes and colors tocreate new designs

adds decorative tassels andfringes to make the parol movein the wind, making it a colorful

mobile with lights

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GRADE 6


I. Process:

DRAWING,

− NEW TECHNOLOGIES animation, digital art,computer art and drawingbig murals, designs forVCDs, posters , websites

II. Elements:

LINE,

SHAPE

TEXTURE− producing these using

technology

III. Principles:CONTRAST

EMPHASIS

The learner...

demonstrates understandingin exploring new technologiesusing line, shape, textureelements and principles ofcontrast and emphasis throughdrawing

The learner...

creates website and originalcharacter that can be put in acartoon or animation usingvarious shapes, lines andtextures

The learner...

explores that with thepresence of new technologies,new instruments can be usedfor drawing− ex: sketching w/computer,

coloring with computer doingfloor plans lay outing amagazine page doing productdesign painting a huge mural

realizes that art processes,elements and principles stillapply even with the use of

technologies

discovers that the visual artscan now be shared, seen andproduced digitally and thatpeople can appreciate, critique,comment on one’s artworks

uses regular drawing skillsapplied to a new medium(technology) and updatesknowledge on the new digitaltools for art that is available

uses the internet and createsa website to disseminate andpromote one’s own drawingsand artworks and share these toa bigger audience than the

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school population

creates an original cartooncharacter on the computerfollowing the steps of animation

designs a website, a logo andan attractive home page topromote one’s province anditsproducts

researches on artists,drawings and artworks that canbe accessed through theinternet from all periods (thepast, through museumwebsites, the present through

blogs, Flickr, Tumblr, etc) andshare these with the class

creates a drawing (portrait,landscape, event) and uploadsit on the internet and reports onhow many people accessed it orreacted to it

creates a website about theprovince , composing a homepage that gives informationabout your province that will

interest others

Grade 6 - SECONDQUARTER

I. Process:

PAINTING− mural on environment product

The learner...

demonstrates understanding

The learner...

chooses and points unusually

The learner...

recognizes that a mural is an

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design ex: attractive trashcans

II. Elements:

COLOR− primary, secondary and neon

colors

CONTRAST− of lines, shapes

of painting a mural onenvironment product designusing primary, secondary, neoncolors and contrast of lines andshapes

shaped container to be a trashcan with environment productdesign using primary,secondary neon colors andcontrast of lines and shapes

effective way to give a messageabout specific ways to save thelocal environment using wordsand visuals to support themessage, and by using brightand contrasting colors andshapes

researches on design ofmurals about the environmentas seen in the internet, or inmagazines, T-shirts, on TV,etcetera and analyze its visualcomposition

appreciates that well-designed and attractive

products attract people to use it,thus, a well designed trash canwould be used by people

works with a groupcooperatively to complete awall-size piece of painting ormural that will attract the viewer

writes a public message thatwill attract and be rememberedby the people, for them to thinkand act for the environment;

discovers that utilitarianproducts like a trash can, needsto be well-designed for peopleto be attracted to use it ―Formfollows function”

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plans the composition anddesign of a mural with amessage about theenvironment, together with agroup

selects site of mural and withthe group, enlarge the design bysketching and later painting it

chooses an unusually shapedcontainer to be a trash can andpaints it with attractive colors sothe public will immediately throwtheir trash there

Grade 6 - THIRD QUARTERI. Process:

PRINTMAKING− Silk-screen printing on cloth

and paper for a commercialquantity

II. Elements:

SHAPES− Letters and geometric shapes

COLORS− primary blended with

secondary and tertiary colors

III. Principles:

CONTRAST− of shapes and colors

HARMONY− of letters, shapes, colors

The learner...

demonstrates understandingof printmaking design usingsilkscreen printing with lettersand geometric shapes, primaryblended with secondary andtertiary colors, contrast ofshapes and colors, harmony ofletters, shapes and color

The learner...

creates an original design fora T-shirt that promotes theculture of one’s province orregion

The learner...

understands that digitaltechnology has speeded up theprinting of original designs andmade it accessible to many, asseen in T-shirts and posterdesigns

realizes the originality andcreativity of the artist needed forthe design of products, although

duplicating machines can copyit easily (discusses concept ofcopyright and intellectualproperty of artists, musicians)

knows that design principles

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still apply for any new design(contrast of colors, shapes andlines produces harmony) doneby hand or by use of machine

replicates a product designer(an entrepreneur or businessman/woman) in real life as aprofession

creates an original designbased on specifications

produces own prints andduplicates them or selects aprinter to produce many T-shirts

promotes and advertises saleof the T-shirts, by leaflets,advertising posters or using theinternet business sites

submits a report of the resultsof the business project

sources silk screen printersand compares their prices andquality of printing and chooseone to silkscreen their selecteddesign (survey) or creates

his/her own silk screen prints(production)

organizes an event with theclass where the T-shirt productscan be sold (promotion,

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marketing, sales)

Grade 6 – FOURTH QUARTER

I. Process:

SCULPTURE and NEWMEDIA− photography and video of

places and local events

II. Elements:

COLOR− subdued and vibrant− quiet vs. busy

III. Principles:

CONTRAST− of art elements makes the

viewer alert and watchful

The learner...

demonstrates understandingof sculpture and new mediasuch a internet, video cam, cellphone, visual media and othersneeded to live productively

demonstrates skills insculpture and photography andother new media using color andcontrast

The learner...

produces and exhibits artistryin recording a visual event andvisual report that proves thatmore and more the movingimage is the potent means ofcommunication

The learner...

classifies LearningCompetencies that in thepresent world, events happenso quickly that it has to berecorded immediately through acamera, video cam or cellphone with camera /videofunctions, and by any person

identifies visual media such

as television, film and internetthat transmits events, thoughts,oppressions, violence,tragedies, immediately, makingit accessible to everyone, thusupholding the democratic rightof people to know.(discuss the Arab Spring uprisings, theEDSA II, the tsunami of Japan,the earthquake and floods in thePhil. and other events that areimmediately witnessed bypeople around the world via the

internet)

expresses knowledge of newtechnology needed to live andwork productively in the presentworld

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records an event: a disaster,a celebration, a school function,a performance, a speech of animportant person, throughseveral means: camera,recorder, video, cell phone,etcetera

creates artistry in recording avisual event - the imagescaptured are focused, well-composed, and gives themessage intended in aneffective and memorablemanner

enhances the visual eventrecorded by creative editing andby the use of color, by cropping,by adding sounds, music or anarrative

gives comments to an eventwhile presenting before theclass, to add a personaldimension to the AVpresentation

sends one’s recording of an

event to another person,uploads it on the web, shares itwith the general public

creates a campaign (askingfor help for flood victims; raise

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funds for an environmentproject; invites people to ahistorical or cultural site in one’s province) and uploads it on thenet

monitors the results of anevent through internet

arts cg (gr 1-6)

Documents