SUBJECT MATTER BUDGET (SMB) WITH LEARNING COMPETENCIES (LCs)

A. Y. 2016 2017

Subject: Music Grade Level: 3 Curriculum: K

12

FIRST QUARTER SECOND QUARTER THIRD QUARTER FOURTH QUARTER

I. RHYTHM II. MELODY IV. TIMBRE VI. TEMPO

1. Sound and Silence 1. Pitch 1. Voice Production 1. Speed of Sound in Music

Relates images with Identifies the pitch of Techniques Mimics animal
sound and silence a tone as: Identifies and movements
within a rhythmic o High higher compares the voice according to speed
pattern o Moderately high of: MU3TP-IVa-1
MU3RH-Ia-1 higher o Classmates as Relates movement to
o Moderately low they sing or changes and
2. Steady Beats lower speak variations in tempo
Maintains a steady o Low lower o Selected popular MU3TP-IVa-2
beat when chanting, MU3ME-IIa-1 singers in Responds with
walking, tapping, Matches the correct recording movement to tempo
clapping, and playing pitch of tones MU3TB-IIIb-4 changes to a variety
musical instruments o With the voice Compares the use of of tempo in recorded
MU3RH-Ib-h-2 o With an the voice in music
instrument speaking and in MU3TP-IVb-c-4
3. Simple Rhythm Pattern
Subject Matter Budget (SMB) & Learning Competencies (LCs) || Grade 3 Music (K 12 Curriculum)Page 1
 Claps, taps, chants, MU3ME-IIa-2 singing Distinguishes among
walks, and plays MU3TB-IIIb-5 fast, moderate, and
musical instruments in slow in music
respond to sound with 2. Melodic Lines 2. Variation in Sound MU3TP-IVb-5
the correct rhythm Relates movements Quality
o In measures of 2s, with levels of pitch Recognizes 2. Conducting and Tempo
3s, and 4s MU3ME-IIb-3 differences in sound Sings songs with
o Echo clapping Matches the voice quality coming from proper tempo
o Marching with the pitches of a a variety of sound following basic
o Dancing the waltz melody sources conducting gestures
MU3RH-Ia-c-3 MU3ME-IIb-c-4 MU3TB-IIIa-1 MU3TP-IVa-2
Claps the written stick Uses the voice and Uses the terms: fast,
notation on the board 3. Melodic Patterns and other sources of moderate, and slow
representing the Contour sound to produce a (faster, slower, etc.)
sound heard Recreates simple variety of timbres to identify tempo
MU3RH-Id-4 patterns and contour MU3TB-IIIc-6 changes and
of a melody variations
4. Ostinato MU3ME-IIb-5 3. Introduction to Musical MU3TP-IVb-6
Plays simple ostinato Sings entire simple Instruments Sings songs with
patterns with songs with accurate Recognizes musical designated tempo
classroom instruments pitch instruments through MU3TP-IVa-c-7
and other sound o Children and sound
sources Traditional Songs MU3TB-IIIb-3 VII. TEXTURE
MU3RH-Id-h-5 o Folksongs
Creates simple MU3ME-IIc-6 V. DYNAMICS 1. Single Melodic Line or
ostinato patterns in Simultaneous
measures of 2s, 3s,III. FORM 1. Volume of Sound in Occurrence of Multiple
and 4s through body Music Melodic Lines
movements 1. Musical Lines Distinguishes Distinguishes
MU3RH-Ie-6 Identify musical lines loud, medium, between single
Creates ostinato as: and soft in music musical line and
patterns in different o Similar MU3DY-IIId-2 multiple musical

Subject Matter Budget (SMB) & Learning Competencies (LCs) || Grade 3 Music (K 12 Curriculum)Page 2
 meters using o Same Relates dynamics to lines which occur
combination of o Different through the movements of simultaneously
different sound movements and animals MU3TX-IVd-f-3
sources geometric shapes MU3DY-IIId-3
MU3RH-If-7 or objects Uses terms loud, 2. Distinction between
MU3FO-IId-2 medium, and Thinness and Thickness
soft (louder, in Music
2. Musical Beginning, softer) to identify Distinguishes
Middle, and End changes and between thinness
Identifies the variations in volume and thickness of
beginning, middle, MU3DY-IIIe-4 musical sound
and ending of a song Uses varied MU3TX-IVg-h-4
MU3FO-IId-1 dynamics to Demonstrates the
Renders a song enhance poetry, concept of texture by
confidently, giving chants, drama, singing two-part
appropriate songs, and musical rounds
emphasis on the MU3DY-IIIf-h-6 MU3TX-IVd-f-1
beginning and on the Demonstrates the
ending 2. Conducting and concept of texture by
MU3FO-IIg-h-6 Dynamics singing partner
Interprets the songs
3. Repeats in Music dynamics of a song MU3TX-IVd-f-2
Recognizes through body
repetitions within a movements
song o Small movement
MU3FO-IId-3 soft
Sings repetitions of o Big movement
musical lines loud
independently MU3DY-IIId-1
MU3FO-IIe-4 Responds to
Plays repetitions of conducting gestures
musical lines of the teacher for

Subject Matter Budget (SMB) & Learning Competencies (LCs) || Grade 3 Music (K 12 Curriculum)Page 3
 MU3FO-IIf-5 loud and soft
MU3DY-IIIe-h-5

Performance Task: Performance Task: Performance Task: Performance Task:

One Beat, One Sound The Gospel in Action Folksong Lets Sing Together
Group presentation of Group presentation of Group singing of Group presentation of
song with the use of sacred songs related to Philippine Folksong while round and partner songs
rhythm as ostinato beat. their project painting. dancing
Integrated with Arts, Integrated with Physical
Christian Living Education
Education, and
Mathematics

Prepared by:

Mr. Daniel M. Diaz

Date:
June 1, 2016

Subject Matter Budget (SMB) & Learning Competencies (LCs) || Grade 3 Music (K 12 Curriculum)Page 4