Religion & Spirituality

K to 12 Curriculum Guide MUSIC (Grade 1 to Grade 10

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K to 12 Curriculum Guide MUSIC (Grade 1 to Grade 10
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    Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City May 2016 K to 12 Curriculum Guide MUSIC (Grade 1 to Grade 10)  K to 12 BASIC EDUCATION CURRICULUM K to 12 Music Curriculum Guide May 2016 Page 2 of 94 Learning Materials are uploaded at http://lrmds.deped.gov.ph/ . *These materials are in textbooks that have been delivered to schools.   CONCEPTUAL FRAMEWORK Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.  As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and creating. (See Figure 1 and Figure 2) The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, 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.  K to 12 BASIC EDUCATION CURRICULUM K to 12 Music Curriculum Guide May 2016 Page 3 of 94 Learning Materials are uploaded at http://lrmds.deped.gov.ph/ . *These materials are in textbooks that have been delivered to schools.   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 be coming. 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 developme nt 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 instils, within every individual Filipino learner, pride in his/her own cultural identity.  K to 12 BASIC EDUCATION CURRICULUM K to 12 Music Curriculum Guide May 2016 Page 4 of 94 Learning Materials are uploaded at http://lrmds.deped.gov.ph/ . *These materials are in textbooks that have been delivered to schools.     Figure 1. The Curriculum Framework of Music and Arts Education    K to 12 BASIC EDUCATION CURRICULUM K to 12 Music Curriculum Guide May 2016 Page 5 of 94 Learning Materials are uploaded at http://lrmds.deped.gov.ph/ . *These materials are in textbooks that have been delivered to schools.   Figure 2. Content of Music and Arts per Grade Level     Grade 12 Mastery of Proficiency in the chosen form or genre   Grade 11 Mastery of Proficiency in the chosen form or genre   Grade 10 Application of Contemporary Music and Arts   Grade 9 Application  –  Western Music and Arts   Grade 8 Application  –  Asian Music and Arts   Grade 7 Application  –  Philippine Folk Music and Arts Grade 6 Application for Appropriate Mastery and Acquisition of Skills   Grade 5 Exploration  –  Elements / Processes   Grade 4 Formal Introduction to Elements / Processes  Grade 3 Preliminary Acquisition of Basic Knowledge and Skills   Grade 2 Enhanced Understanding of Fundamental Processes Grade 1 Introduction to the Fundamental Processes   Kindergarten Exposure to the Different Music & Art Processes Exeriential Learnin
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