Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue,
Pasig City

K to 12 Curriculum Guide
ARTS
(Grade 7 to Grade 10)

January 2013
 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.

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 2

 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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 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.
The 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” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art
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 21 st
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 Art 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 Art 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 art of other countries. The
modules guide educators and provide our students with art 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 the arts.

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 4

 Figure 1. The Curriculum Framework of Music and Art
Education

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 Grade 12 Mastery of Proficiency in the chosen form or genre
Grade 12 Mastery of Proficiency in the chosen form or genre
Grade 11 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 10 Application of Contemporary Music and Arts
Grade 9 Application – Western Music and Arts
Grade 9 Application – Western Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 8 Application – Asian Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 7 Application – Philippine Folk Music and Arts
Grade 6 Application for Appropriate Mastery and Acquisition
Grade 6 Application for Appropriate Mastery and Acquisition
of Skills
Gradeof5 Skills
Exploration – Elements / Processes
Grade 5 Exploration – Elements / Processes
Grade 4 Formal Introduction to Elements / Processes
Grade 4 Formal Introduction to Elements / Processes
Grade 3 Preliminary Acquisition of Basic Knowledge and
Grade 3 Preliminary Acquisition of Basic Knowledge and
Skills
GradeSkills
2 Enhanced Understanding of Fundamental Processes
Grade 2 Enhanced Understanding of Fundamental Processes
Grade 1 Introduction to the Fundamental Processes
Grade 1 Introduction to the Fundamental Processes
Kindergarten Exposure to the Different Music & Art Processes
Kindergarten Exposure to the Different Music & Art Processes
(Experiential Learning)
(Experiential Learning)

Figure 2. Content of Music and Art per Grade Level

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 6

 Table 1. Basic Reference for Music and Art Content

Music Elements Arts Elements and Principles Music Processes Art Processes

 Rhythm  Color  Listening  Seeing/Observing

 Melody  Line  Reading  Reading

 Form  Shape/Form  Imitating (re-creating)  Imitating (re-creating)

 Timbre  Texture  Responding  Responding

 Dynamics  Rhythm  Creating  Creating (original works)

 Tempo  Balance  Performing (including movement)  Performing (different art

processes)

 Texture  Repetition *  Evaluating  Evaluating

Contrast

 Harmony *  Analyzing critically  Analyzing critically

 Emphasis

*No formal instruction in  Applying (transference)  Applying (transference)

harmony  Proportion

from K to 3

 Harmony/Unity

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 7

 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 The learner demonstrates 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.
understanding of 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.
understanding of 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.

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 8

GRADE LEVEL STANDARDS:

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 and observing, and
responding.

Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, 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, towards self-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 the arts through performing, creating, listening and
observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.

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

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

Grade 10 The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and
performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 9

 ARTS
(Grade 7 to Grade 10)

CONTENT OF ART

THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)

Kindergarten and Grade 1: Myself, my Family and School

Grade 2: My Neighborhood, My Community
Grade 3: My Province, My Region

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 Grade 4: Cultural Communities in the Philippines
Grade 5: History of the Philippines
Grade 6: The Philippines in the Present Times
Grade 7: The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao
Grade 8: Our Asian Neighbors
Grade 9: Western Classical Art Tradition
Grade 10: Modern and 21st Century Arts: Its Sources and Influences
Grade 11: Arts Related Careers
Grade 12: Arts Related Careers

DOMAINS OR DISCIPLINE AREAS IN TEACHING ART:

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

A. Creative Expression or Art Production: through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Media
…………………………………
B. Artistic Perception or Art Appreciation: of the Elements of Art (line, color, shape and texture)
…………………………………
of the Principles of Art (repetition, contrast, rhythm, balance, emphasis,
harmony, proportion and unity)
C. Historical, Cultural Context or Art History: of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle
…………………………… East, and Africa
D. Artistic and Critical Analysis or Art Criticism: of one’s work and peers, Philippine artists, and art masterpieces from the
…………………………… world

ARTS - GRADE 7
The Three Island Groups in the Philippines Luzon, Visayas, and Mindanao
Content Content Standards Performance Standards Learning Competencies CODE

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 11

 Art Gr.7 - UNIT 1

Arts and Crafts of Luzon The Learner… The Learner... The Learner...
(Highlands and
Lowlands)  demonstrates  create artworks  analyzes elements and principles A7EL-Ib-1
- Attire, Fabrics and understanding of art showing the of art in the production one’s arts
Tapestries elements and characteristic and crafts inspired by the arts of
- Crafts and Accessories, processes by elements of the arts Luzon (highlands and lowlands)
and Body synthesizing and of Luzon (highlands
Ornamentation applying prior and lowlands)
- Architectures knowledge and skills  identifies characteristics of arts
- Sculptures (gods/rituals) and crafts in specific areas in
- Everyday objects  demonstrates  exhibits completed Luzon (e.g. paper mache (taka)
Elements of Art understanding of the artworks for from Paete, Ifugao wood A7EL-Ia-2
 Line salient features of the appreciation and sculptures (bul’ul), Cordillera
 Shape and Form arts of Luzon critiquing jewelry and pottery, tattoo, Ilocos
 Value (highlands and weaving and pottery (burnay),
 Color lowlands) by showing etc.)
 Texture the relationship of the
 Space elements of art and
processes among
Principles of Art culturally diverse  reflects on and derives the mood, A7PL-Ih-1
 Rhythm communities in the idea, or message emanating from
 Balance country selected artifacts and art objects
 Emphasis  appreciates the effectiveness of
 Harmony artifacts and art objects in terms A7PL-Ih-2
 demonstrates
 Variety understanding that the of its utilization and its distinct
 Movement Philippines has a rich use of art elements and principles
 Proportion artistic and cultural  incorporates the design, form,
 Unity tradition from pre- and spirit of the highland/lowland A7PL-Ih-3
colonial to present artifact and object to one’s
times creation
 traces the external (foreign) and
internal (indigenous) influences A7PL-Ih-4
that are reflected in the design of
an artwork and in the making of a
craft or artifact

Content Content Standards Performance Standards Learning Competencies CODE

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 12

 Art Gr.7 - UNIT 1
Process  creates crafts that can be locally A7PR-Ic-1
 Drawing and Painting assembled with local materials, A7PR-Id-1
 Sculpture and guided by local traditional A7PR-Ie-1
Assemblage techniques
 Mounting an exhibit:
- Concept  derives from traditions/history of A7PR-If-2
- Content / labels a community for one’s artwork
- Physical layout  shows the relationship of the
development of crafts in specific
areas of the country, according
to functionality, traditional A7PR-If-3
specialized expertise, and
availability of resources (e.g.
pottery, weaving, jewelry,
baskets)
 shows the relationship of Luzon
(highland and lowlands) arts and
crafts to Philippine culture,
traditions, and history (Islamic
influences, Spanish heritage, A7PR-Ih-4
American legacies in education,
business, modernization, and
entertainment indigenous
practices, fiestas, religious and
social practices)
 mounts an exhibit using
completed Luzon (highlands and
A7PR-Ig-5
lowlands) inspired arts and
crafts in an organized manner

Content Content Standards Performance Standards Learning Competencies CODE

Art Gr.7 - UNIT 2

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 13

 Arts and Crafts of The Learner… The Learner... The Learner...
MIMAROPA (Mindoro,
Marinduque, Romblon,  demonstrates  creates an artwork  analyzes elements A7EL-IIb-1
and Palawan) and the understanding of art showing the and principles of art in the
Visayas elements and characteristic elements production one’s arts and crafts
- Attire, Fabrics and processes by of the arts of inspired by the arts of
Tapestries synthesizing and MIMAROPA and the MIMAROPA and the Visayas
- Crafts and Accessories, applying prior Visayas
and Body knowledge and skills  identifies
Ornamentation characteristics of arts and crafts
- Architectures  demonstrates in specific areas in MIMAROPA
- Sculptures (gods/rituals) understanding of the and the Visayas, Marinduque
- Everyday objects salient features of the (Moriones’ masks), Palawan
arts of MIMAROPA and (Manunggul Jar), Mindoro A7EL-IIa-2
Elements of Art
the Visayan Islands by (Hanunuo-Mangyan writing,
 Line
showing the basketry, and weaving), Bohol
 Shape and Form
relationship of the (churches), Cebu (furnitures),
 Value
elements of art and Iloilo (culinary arts, old houses),
 Color
processes among Samar (Basey mats), etc.
 Texture
culturally diverse
 Space
communities in the
Principles of Art  reflects on and derives the
country A7PL-IIh-1
mood, idea or message
 Rhythm emanating from selected
 demonstrates
 Balance understanding that the artifacts and art objects
 Emphasis Philippines has a rich  appreciates the effectiveness of A7PL-IIh-2
 Harmony artistic and cultural artifacts and art objects in terms
 Variety tradition from pre- of its utilization and its distinct
 Movement colonial to present use of art elements and
 Proportion times principles
 Unity o incorporates the design, form A7PL-IIh-3
and spirit of artifacts and art
objects from MIMAROPA and
the Visayas
o traces the external (foreign) and A7PL-IIh-4
internal (indigenous) influences
that are reflected in the design of
an artwork or in the making of a
craft or artifact

Content Content Standards Performance Standards Learning Competencies CODE

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 14

 Art Gr.7 - UNIT 2
Process  creates crafts that can be A7PR-IIc-1
 Drawing and Painting locally assembled with local A7PR-IId-1
 Sculpture and materials, guided by local A7PR-IIe-1
Assemblage traditional techniques
 Mounting an exhibit:
- Concept  derives from traditions/history
A7PR-IIf-2
- Content / labels of a community for one’s
- Physical layout artwork
 correlates the development of
crafts in specific areas of the
country, according to
functionality, traditional
A7PR-IIf-3
specialized expertise, and
availability of resources (e.g.
architecture, weaving,
pottery, accessories, masks,
and culinary arts)
 shows the relationship of
MIMAROPA and Visayas arts
and crafts to Philippine
culture, traditions, and history
(Islamic influences, Spanish
A7PR-IIh-4
heritage, American legacies
in education, business,
modernization, and
entertainment indigenous
practices, fiestas, religious
and social practices)
 mounts an exhibit using
completed MIMAROPA –
Visayan-inspired arts and A7PR-IIg-5
crafts in an organized
manner

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 15

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.7 - UNIT 3

Arts and Crafts of The Learner… The Learner... The Learner...

Mindanao
- Attire, Fabrics and  demonstrates  create artworks  analyzes elements and A7EL-IIIb-1
Tapestries understanding of art showing the principles of art in the production
- Crafts and Accessories, elements and characteristic one’s arts and crafts inspired by
and Body processes by elements of the arts the arts of Mindanao
Ornamentation synthesizing and of Mindanao
 identifies characteristics of arts
- Architectures applying prior
and crafts in specific areas in
- Sculptures (gods/rituals) knowledge and skills  exhibits completed
Mindanao (e.g. maritime vessel
- Everyday objects artworks for
– balanghay from Butuan, vinta
 demonstrates appreciation and
Elements of Art from Zamboanga; Maranao’s
understanding of the critiquing
malong, brasswares, okir; A7EL-IIIa-2
salient features of the
Line panolong, torogan, and
 arts of Mindanao by
Shape and Form sarimanok; Yakan’s fabric and
 showing the
Value face make-up and body
 relationship of the
Color ornamentation; T’boli’s tinalak
 elements of art and
Texture and accessories, Tawi-tawi’s
 processes among
Space Pangalay dance, etc.
 culturally diverse
Principles of Art communities in the  reflects on and derives the
country A7PL-IIIh-1
mood, idea, or message
 Rhythm emanating from selected
 Balance  demonstrates artifacts and art objects
 Emphasis understanding that the  appreciates the effectiveness of A7PL-IIIh-2
 Harmony Philippines has a rich artifacts and art objects in terms
 Variety artistic and cultural of its utilization and its distinct
 Movement tradition from pre- use of art elements and
colonial to present principles
 Proportion
times  incorporates the design, form A7PL-IIIh-3
 Unity
and spirit of artifacts and
objects from Mindanao to one’s
creation
 traces the external (foreign) and A7PL-IIIh-4
internal (indigenous) influences
that are reflected in the design
of an artwork and in the making
of a craft or artifact

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 16

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.7 - UNIT 3
Process  creates crafts that can be A7PR-IIIc-1
 Drawing and Painting locally assembled with local A7PR-IIId-1
 Sculpture and materials, guided by local A7PR-IIIe-1
Assemblage traditional techniques
 Mounting an exhibit:  derives from
A7PR-IIIf-2
- Concept traditions/history of a
- Content / labels community for one’s artwork
- Physical layout  shows the relationship of the
development of crafts in
specific areas of the country,
according to functionality,
A7PR-IIIf-3
traditional specialized
expertise, and availability of
resources (e.g. pottery,
weaving, jewelry, baskets)
 shows the relationship of
Mindanao’s arts and crafts to
Philippine culture, traditions,
A7PR-IIIh-4
and history particularly with
Islamic influences and
indigenous practices
(Lumad)
 mounts exhibit using
completed Mindanao inspired
A7PR-IIIg-5
arts and crafts in an organized
manner

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 17

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.7 - UNIT 4
Festivals and Theatrical Forms The Learner… The Learner... The Learner... A7EL-IVa-1

Religious:  demonstrates  creates appropriate festival  identifies the festivals and

 Lucban, Quezon – Pahiyas understanding of how attire with accessories theatrical forms celebrated all over
 Obando, Bulacan – Fertility Dance theatrical elements (sound, based on authentic festival the country throughout the year
 Marinduque- Moriones music, gesture, movement costumes
 Aklan – Ati-atihan and costume) affect the
 Cebu – Sinulog creation and communication  creates/improvises
 Iloilo – Dinagyang of meaning in Philippine appropriate sound, music,  researches on the history of the A7EL-IVb-2
Festivals and Theatrical gesture, movements and festival and theatrical composition
 Santacruzan
Forms as influenced by costume for a chosen and its evolution and describes
history and culture theatrical composition how the townspeople participate
Non-Religious / Regional Festivals
 Baguio- Panagbenga and contribute to its festivity and
 demonstrates  takes part in a chosen gaiety
 Bacolod – Maskara
understanding of theater festival or in a performance
 Bukidnon – Kaamulan and performance as a
 Davao – Kadayawan in a theatrical play
synthesis of arts and a
significant expression of the  identifies the elements & principles A7EL-IVc-3
Representative Philippine celebration of life in various of arts as seen in Philippine
Theatrical Forms Philippine communities Festivals
 Shadow Puppet Play
 Dance Drama
 Moro-moro
 Sarswela
 Senakulo

Elements of Art as Applied to Philippine

Theater and Festivals:
 Sound and Music
 Gesture, Movement and Dance
 Costume, Mask, Make-up and
Accessories
 Spectacle
 defines what makes each of the A7PL-IVh-1
Principles of Arts Philippine festivals unique through
 Rhythm a visual presentation
 Balance
 Emphasis
 Harmony
 Variety
 Movement
 Proportion
 Unity

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 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.7 - UNIT 4
Process  designs the visual A7PR-IVd-1
 Designing for stage, elements and
costume, props for a components of the
theatrical play or festival selected festival or
 Choreographing theatrical form
movement patterns and  analyzes the uniqueness A7PR-IVh-2
figures of each group’s
 Recreating a Philippine performance of their
festival or staging a selected festival or
theatrical form theatrical form
 choreographs the A7PR-IVe-3
movements and gestures A7PR-IVf-3
reflecting the mood of the
selected Philippine
festival/theatrical form
 Improvises A7PR-IVe-4
accompanying sound A7PR-IVf-4
and rhythm of the
Philippine
festival/theatrical form
 Performs in a group A7PR-IVg-5
showcase of the selected
Philippine
festival/theatrical form

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 ARTS - GRADE 8
Our Asian Neighbors
Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.8 - UNIT 1

Arts of Southeast Asia The Learner… The Learner... The Learner... A8EL-Ib-1

Indonesia, Malaysia,  demonstrates understanding  creates artworks  analyzes elements and principles of art
Thailand, Cambodia, of art elements and processes showing the in the production of arts and crafts
Myanmar, Vietnam, Laos by synthesizing and applying characteristic elements inspired by the cultures of Southeast
PDR, Brunei and Singapore prior knowledge and skills of the arts of Southeast Asia
- Attire, Fabrics and Asia
Tapestries  demonstrates understanding A8EL-Ia-2
- Crafts and Accessories, of the salient features of the  exhibits completed
and Body Ornamentation arts of Southeast Asia by artworks for
- Architectures showing the relationship of the appreciation and  identifies characteristics of arts and
- Sculptures (gods/rituals) elements of art and processes critiquing crafts in specific countries in Southeast
- Everyday objects among culturally diverse Asia – Indonesia (batik, Wayang
communities in the region puppetry); Malaysia (modern batik,
Elements of Art wau, and objects made from pewter);
 demonstrates understanding Thailand (silk fabrics and Loi Kratong
 Line that the Southeast Asian Lantern Festival); Cambodia (Angkor
 Shape and Form countries have a rich artistic Wat and ancient temples); Singapore
 Value and cultural tradition from pre- (Mer Lion), etc.
 Color historic to present times
 Texture
 Space
Principles of Art  reflects on and derives the mood, idea A8PL-Ih-1
 Rhythm or message emanating from selected
 Balance artifacts and art objects
 Emphasis  appreciates the effectiveness of
 Harmony artifacts and art objects in terms of its A8PL-Ih-2
 Variety utilization and its distinct use of art
 Movement elements and principles
 Proportion
 Unity  incorporates the design, form and
spirit of Southeast Asian artifacts and A8PL-Ih-3
objects to one’s creation

 traces the external (foreign) and

internal (indigenous) influences that
are reflected in the design of an A8PL-Ih-4
artwork and in the making of a craft or
artifact

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 20

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.8 - UNIT 1
Process  creates crafts that can be A8PR-Ic-1
 Drawing and Painting locally assembled with local A8PR-Id-1
 Sculpture and materials, guided by local A8PR-Ie-1
Assemblage traditional techniques
 Batik processes  derives from traditions/history
A8PR-If-2
 Mounting an exhibit: of a community for one’s
- Concept artwork
- Content / labels  shows the relationship of the
- Physical layout development of crafts in
specific countries in Southeast
Asia, according to functionality,
A8PR-If-3
traditional specialized expertise
and availability of resources
(e.g. pottery, weaving, jewelry,
baskets)
 shows the commonalities and
differences of the culture of the A8PR-Ih-4
Southeast Asian countries in
relation to Philippine culture
 mounts an exhibit using
completed Southeast Asian-
A8PR-Ig-5
inspired arts and crafts in an
organized manner

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 21

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.8 - UNIT 2

Arts of East Asia The Learner… The Learner... The Learner... A8EL-IIb-1

China, Japan, and Korea  demonstrates  creates artworks  analyzes elements and principles
- Attire, Fabrics and understanding of art showing the of art in the production of arts and
Tapestries elements and processes characteristic crafts inspired by the cultures of
- Crafts and Accessories, by synthesizing and elements of the arts East Asia
and Body applying prior knowledge of East Asia A8EL-IIa-2
Ornamentation and skills
- Architectures  exhibits completed
- Sculptures  demonstrates artworks for  identifies characteristics of arts
(gods/rituals) understanding of the appreciation and and crafts in specific countries in
- Everyday objects salient features of the arts critiquing East Asia – China (Chinese
of East Asia by showing painting, calligraphy), Japan
Elements of Art the relationship of the (origami, woodblock printing,
 Line elements of art and theater masks, face painting,
 Shape and Form processes among anime and manga), Korea
 Value culturally diverse (theater masks, drums, K-pop)
 Color communities in the region
 Texture
 Space  demonstrates
Principles of Art understanding that the  reflects on and derives the mood, A8PL-IIh-1
 Rhythm East Asian countries have idea or message emanating from
 Balance a rich artistic and cultural selected artifacts and art objects
 Emphasis tradition from pre-historic  appreciates the effectiveness of
 Harmony to present times artifacts and art objects in terms A8PL-IIh-2
 Variety of its utilization and its distinct
 Movement use of art elements and principles
 Proportion  incorporates the design, form, A8PL-IIh-3
 Unity and spirit of East Asian artifacts
and objects to one’s creation
 traces the external (foreign) and
internal (indigenous) influences
that are reflected in the design of A8PL-IIh-4
an artwork and in the making of a
craft

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 22

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.8 - UNIT 2
Process  creates crafts that can be A8PR-IIc-1
 Drawing and Painting locally assembled with local A8PR-IId-1
 Sculpture and materials, guided by local A8PR-IIe-1
Assemblage traditional techniques
 Printing  derives from traditions/history
A8PR-IIf-2
 Mounting an exhibit: of a community for one’s
- Concept artwork
- Content / Labels  shows the relationship of the
- Physical layout development of crafts in
specific countries in East Asia,
according to functionality,
A8PR-IIf-3
traditional specialized
expertise, and availability of
resources (e.g. pottery,
weaving, jewelry, baskets)
 shows the commonalities and
differences of the cultures of A8PR-IIh-4
the East Asian countries in
relation to Philippine culture
 mounts an exhibit using
completed East Asian-inspired A8PR-IIg-5
crafts in an organized manner

Content Content Standards Performance Standards Learning Competencies CODE

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 23

 Art Gr.8 - UNIT 3

Arts of South, West And The Learner… The Learner... The Learner...
Central Asia
 demonstrates  creates artworks  analyzes elements and principles of A8EL-IIIb-1
Examples: understanding of art showing the art in the production of arts and
South Asia– India elements and processes by characteristic crafts inspired by the cultures of
West Asia – Iran, Saudi synthesizing and applying elements of the arts of South Asia, West Asia and Central
Arabia, and Turkey prior knowledge and skills South, West, and Asia
Central Asia – Pakistan, Central Asia
Tibet  demonstrates
understanding of the salient  exhibits completed
- Attire, Fabrics and features of the arts of South, artworks for
Tapestries West, and Central Asia by appreciation and
- Crafts and Accessories, showing the relationship of critiquing
and Body Ornamentation the elements of art and  identifies characteristics of arts and
- Architectures processes among culturally crafts in specific countries in South,
- Sculptures (gods/rituals) diverse communities in the West, and Central Asia – India
- Everyday objects region (rangoli, katak, mednhi, diwali); A8EL-IIIa-2
Saudi Arabia (carpet design);
Elements of Art  demonstrates Pakistan (truck art); Tibet (mandala)
 Line understanding that the etc.
 Shape and Form South, West, and Central
 Value Asian countries have a rich
 Color artistic and cultural tradition
 Texture from Pre-historic to present
 Space times
Principles of Art  reflects on and derives the mood, A8PL-IIIh-1
 Rhythm idea or message emanating from
 Balance selected artifacts and art objects
 Emphasis  appreciates the effectiveness of
A8PL-IIIh-2
 Harmony artifacts and art objects in terms of
 Variety its utilization and its distinct use of
 Movement art elements and principles
 Proportion  incorporates the design, form and
 Unity spirit of South, West, and Central A8PL-IIIh-3
Asian artifacts and objects to one’s
creation
 traces the external (foreign) and
internal (indigenous) influences that
are reflected in the design of an A8PL-IIIh-4
artwork and in the making of a craft

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 24

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.8 - UNIT 3
Process  creates arts and crafts that can A8PR-IIIc-1
 Drawing and Painting be locally assembled with local A8PR-IIId-1
 Sculpture and materials, guided by local A8PR-IIIe-1
Assemblage traditional techniques
 Printing  derives from traditions/history of A8PR-IIIf-2
 Mounting an exhibit: a community for one’s artwork
- Concept  shows the relationship of the
- Content / Labels development of crafts in specific
- Physical layout countries in South Asia, West
Asia and Central Asia, according A8PR-IIIf-3
to functionality, traditional
specialized expertise, and
availability of resources
 shows the commonalities and
differences of the cultures of the
A8PR-IIIh-4
South Asian, West Asian and
Central Asian countries in
relation to Philippine culture
 mounts an exhibit using
completed South-West-Central
A8PR-IIIg-5
– Asian inspired crafts in
organized manner

Content Content Standards Performance Standards Learning Competencies CODE

Art Gr.8 - UNIT 4

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 25

 Festivals and Theatrical The Learner… The Learner... The Learner...
Forms of Asia
 demonstrates understanding  creates appropriate festival  identifies selected festivals and
 Thailand – Lantern Festival of how theatrical elements theatrical forms celebrated all over the A8EL-IVa-1
attire with accessories based
 Japan – Kodo Taiko Drum Festival (sound, music, gesture, on authentic festival Asian region
movement and costume) costumes
Representative Asian affect the creation and
Theatrical Forms communication of meaning in  creates/improvises
Asian Festivals and appropriate sound, music,  researches on the history of the
 Kabuki Theatrical Forms as gesture, movements and festival and theatrical forms and its
 Noh influenced by history and costume for a chosen evolution, and describes how the
 Wayang Kulit culture theatrical composition community participates and A8EL-IVb-2
 Peking Opera contributes to its festivity and gaiety
 demonstrates understanding  takes part in a chosen
Elements of Art as Applied to Asian of theater and performance festival or in a performance
Theater and Festivals: as a synthesis of arts and a in a theatrical play
 Sound & Music significant expression of the
celebration of life in various  identifies the elements and principles
 Gesture, Movement and Dance A8PL-IVc-1
Asian communities
 Costume, Mask, Make-up, and of arts as manifested in Asian festivals
Accessories and theatrical forms
 Spectacle
Principles of Art  defines what make each of the Asian
 Rhythm Festivals and Theatrical forms unique
 Balance through a visual presentation
 Emphasis
 Harmony A8PL-IVh-2
 Variety
 Movement
 Proportion
 Unity
Process  designs the visual elements and A8PR-IVd-1
 Designing for stage, costume, components of the selected festival or
props for a theatrical play or theatrical form
festival  analyzes the uniqueness of each A8PR-IVh-2
 Choreographing movement group’s performance of their selected
patterns and figures festival or theatrical form
 Recreating an Asian festival or  shows the relationship of the selected A8PR-IVh-3
staging a theatrical form Asian festival and the festival in the
Philippines in terms of form and
reason for holding the celebration
 choreographs the movements and A8PR-IVe-4
gestures reflecting the mood of the A8PR-IVf-4
selected festival/theatrical form of Asia
 improvises accompanying sound and A8PR-IVe-5
rhythm of the selected festival/ A8PR-IVf-5
theatrical form of Asia
 performs in a group showcase of the A8PR-IVg-6
selected festival/theatrical form

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 26


Content
Art Gr.9- UNIT 1
WESTERN CLASSICAL ART
TRADITIONS
Ancient Art
- Pre-historic Art
Classical Art
- Egyptian Art
- Greek Art
- Roman Art
Medieval Art
- Byzantine
- Romanesque
- Gothic
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
ARTS - GRADE 9
Western Classical Art Traditions
Content Standards Performance Standards Learning Competencies CODE
The Learner… The Learner... The Learner... A9EL-Ib-1
 demonstrates  performs / participates  analyzes art elements and
understanding of art competently in a principles in the production
elements and presentation of a of work following the style of
processes by creative impression a western classical art
synthesizing and (verbal/non verbal) of a
applying prior particular artistic period A9EL-Ia-2
knowledge and skills  identifies distinct
 recognizes the characteristics of arts during
 demonstrates difference and the different art periods
understanding that uniqueness of the art
the arts are integral styles of the different  identifies representative A9EL-Ia-3
to the development periods (techniques, artists from various art
of organizations, process, elements and
spiritual belief, principles of art) periods
historical events,
scientific discoveries,
natural disasters/
occurrences and
other external
phenomenon
27
 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.9- UNIT 1
Principles of Art  reflects on and derives the mood, A9PL-Ih-1
 Rhythm idea or message emanating from
 Balance selected artworks
 Emphasis  determines the effectiveness of A9PL-Ih-2
 Harmony
Content Content Standards Performance Standards artworks
LearningbyCompetencies
evaluating its utilization CODE
Art Gr.9-
Variety and combination of art elements and
UNIT 2
Principles
Movement principles
of Art  reflects on and derives the mood, A9PL-IIh-1
 Proportion
Rhythm idea
uses artworks to
or message derive the
emanating from A9PL-Ih-3
 Unity
Balance traditions/history
selected artworks of an art period
 Emphasis  determines
compare thethe effectiveness
characteristicsofof A9PL-IIh-2
A9PL-Ih-4
 Harmony artworks by evaluating its utilization
artworks produced in the different art
 Variety andperiods
combination of art elements
 Movement and principles
Process:  creates artworks guided by A9PR-Ic-1
 Proportion  uses artworks to derive the A9PL-IIh-3
A9PR-Id-1
techniques and styles of Western
 Unity traditions/history of an art period A9PR-Ie-1
 Painting and/ or Drawing Classical art traditions
 Sculpture and Assemblage
 compare
describesthe the
characteristics
influence ofoficonic A9PL-IIh-4
A9PR-Ic-2
 Mounting an exhibit: A9PR-Id-2
artworks
artists produced
belongingintothe different
Western
- Concept A9PR-Ie-2
art Classical
periods art on the evolution of art
- Content / Labels
Process: formsartworks guided by
 creates A9PR-IIc-1
- Physical layout
techniques
applies different media
and styles of the techniques A9PR-Ic-3
A9PR-IId-1
 Painting and/ or and processes
Renaissance and theto communicate
Baroque A9PR-Id-3
A9PR-IIe-1
Drawing ideas, experiences and stories
periods A9PR-Ie-3
 Sculpture and showingthe
 describes theinfluence
characteristics
of iconicof A9PR-IIc-2
Assemblage Western Classical art
artists belonging to Renaissance traditions A9PR-IId-2
 Mounting an exhibit: andevaluates
the Baroque works of art in terms of
periods A9PR-If-4
A9PR-IIe-2
- Concept artistic concepts and ideas using
- Content / Labels  applies
criteria from the
different Western
media Classical
techniques A9PR-IIc-3
- Physical layout andartprocesses
traditions to communicate A9PR-IId-3
ideas,
showsexperiences
the influences of the Western A9PR-IIe-3
and stories A9PR-1f-5
showing the art
Classical characteristics
traditions to of the
Philippine
Renaissance
art form and the Baroque
periods
 mounts an exhibit using computed A9PR-Ig-6
 evaluates works of art in
Western Classical art traditionterms of A9PR-IIf-4
artistic concepts and ideas using
criteria from the Renaissance and
the Baroque periods
Content Content Standards Performance Standards  shows the influences
Learning of the
Competencies A9PR-IIf-5
CODE
Art Gr.9 – Unit 2 Renaissance and Baroque periods
The Learner… The Learner... to the
The Philippine art form
Learner... A9EL-IIb-1
ARTS OF THE RENAISSANCE  mounts an exhibit using completed A9PR-IIg-6
K to 12 Curriculum
AND BAROQUEGuidePERIOD
version as of January
 2013 MUSIC ANDunderstanding
demonstrates ARTS  performs / participates  Renaissance
analyzes art and 28 Baroque
the
elements and
of art elements and competently in a principles in the production of
periods
 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.9 – Unit 3
ARTS OF THE The Learner… The Learner... The Learner... A9EL-IIIb-1
NEOCLASSIC AND
ROMANTIC PERIOD  demonstrates  performs /  analyzes art elements
understanding of art participates and principles in the
Neo-Classic elements and processes by competently in a production of work
 David synthesizing and applying presentation of a following a specific art
prior knowledge and skills creative impression style from the Neoclassic
 Ingres
 demonstrates (verbal/non verbal) and Romantic periods
 Goya
understanding that the arts from the Neoclassic  identifies distinct A9EL-IIIa-2
are integral to the and Romantic characteristics of arts
Romantic development of periods during the Neoclassic
 Goya organizations, spiritual and Romantic periods
 Delacroix belief, historical events,  recognizes the
 Gericault  identifies representative A9EL-IIIa-3
scientific discoveries, difference &
artists from the
natural disasters/ uniqueness of the art
Neoclassic and
occurrences and other styles of the different
Romantic periods
external phenomenon periods (techniques,
process, elements
and principles of art)

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 29

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.9- UNIT 3
Principles of Art  reflects on and derives the mood, A9PL-IIIh-1
 Rhythm idea, or message emanating from
 Content
Balance Content Standards Performance Standards Learning
selected Competencies
artworks CODE
Art Gr.9
 - UNIT 4  determines the effectiveness of A9PL-IIIh-2
Emphasis
WESTERN
 CLASSICAL
Harmony The Learner… The Learner... The artworks
Learner...by evaluating its utilization
PLAYS AND OPERA and combination of art elements
 Variety
 demonstrates  creates appropriate  and identifies selected theatrical forms
principles A9EL-IVa-1
 Movement
Greek: understanding of how theater play/opera from different art periods
 Rex,
Oedipus Proportion
Medea theatrical elements costume and  uses artworks to derive the A9PL-IIIh-3
 Unity (sound, music, accessories and traditions/history of the Neoclassic
Renaissance: gesture, movement improvises and Romantic periods
Shakespeare Plays and costume) affect appropriate sound,
the creation and music, gesture,   compare
researchestheon the history of of
characteristics the A9PL-IIIh-4
theatricalproduced
artworks forms andinits evolution
the Neoclassic A9EL-IVb-2
Romantic: communication of movements and
Carmen meaning in Western costume for a chosen and Romantic periods
Process: Classical plays and theatrical composition  creates artworks guided by A9PR-IIIc-1
Elements of Art as Applied opera as influenced by techniques and styles of the A9PR-IIId-1
 Painting
to Western and/ or
Classical history and culture Neoclassic and Romantic periods A9PR-IIIe-1
Drawing
Theater and Opera:
 Sculpture  demonstrates  takes part in a   describes the elements
identifies the influenceand
of iconic
principles A9PR-IIIc-2
 Mounting
 Sound & Music
an exhibit: understanding of performance of a artists belonging to the Neoclassic
of arts as manifested in Western A9PR-IIId-2
A9EL-IVc-3
 Gesture, Movement and
- Concept theater and selected piece from and Romantic
Classical playsperiods
and opera A9PR-IIIe-2
Dance- Content / Labels performance as a Western Classical
 Costume, Mask, layout
- Physical Make- synthesis of arts plays and opera  applies different media techniques A9PR-IIIc-3
up, and Accessories and processes to communicate A9PR-IIId-3
 Spectacle ideas, experiences and stories A9PR-IIIe-3
showing the characteristics of the
Neoclassic and Romantic periods
Principles of Art
  evaluates
defines whatworks
makesof art in terms of
selected A9PR-IIIf-4
 Rhythm artistic concepts
western classicaland ideas
plays andusing
opera
 Balance criteria from the Neoclassic and
unique through visual representation
 Emphasis Romantic periods
 Harmony  shows the influences of Neoclassic A9PR-IIIf-4
 Variety and Romantic periods to Philippine
 Movement art forms
 Proportion  mounts exhibit using completed A9PR-III-g -7
 Unity Neoclassic and Romantic periods

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 30

 Content
Art Gr.9 - UNIT 4
Process
 Designing for stage,
costume, props of a
selected theatrical
play or opera
 Choreographing
movement patterns
and figures
 Recreating a
Western classical
theater play and
opera
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
Content Standards
Performance Standards Learning Competencies CODE
 designs the visual elements A9PR-IVd-1
and components of the
selected Western classical
theater play and opera
 analyzes the uniqueness of A9PR-IVh-2
each group’s performance of
their selected Western
classical theater play and
opera
 shows the influences of the A9PR-IVh-6
selected Western Classical
play or opera to Philippine
Theatrical performance in
terms of form and content of
story
 choreographs the movements A9PR-IVe-3
and gestures needed in the A9PR-IVf-3
effective delivery of a selected
piece from Western Classical
plays and opera
 improvises accompanying A9PR-IVe-3
sound and rhythm needed in A9PR-IVf-3
the effective delivery of a
selected piece from Western
Classical plays and opera
 performs in a group showcase A9PR-IVg-5
of the selected piece from
Western Classical plays and
opera
31
 ARTS - GRADE 10
MODERN AND CONTEMPORARY ARTS:
ITS SOURCES AND INFLUENCES

Content Content Standards Performance Standards Learning Competencies CODE

Art Gr.10- UNIT 1
MODERN ART The Learner… The Learner... The Learner...

Impressionism  demonstrates  performs /  analyzes art elements and A10EL-Ib-1

Expressionism understanding of art
elements and processes by
synthesizing and applying
Cubism
prior knowledge and skills
Dadaism
Surrealism
Abstract Realism
 demonstrates
Pop Art understanding that the arts
are integral to the
Op Art
development of
organizations, spiritual
Performance Art belief, historical events,
Happenings and Mob scientific discoveries,
natural disasters/
occurrences and other
external phenomenon
participates principles in the production of
competently in a work following a specific art
presentation of a style from the various art
creative impression movements
(verbal/non verbal)  identifies distinct A10EL-Ia-2
from the various art characteristics of arts from the
movements various art movements
 recognizes the  identifies representative artists A10EL-Ia-3
difference & and Filipino counterparts
uniqueness of the art from the various art
styles of the various movements
art movements
(techniques,
process, elements
and principles of art)

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 32

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.10 - UNIT 1
Principles ofContent
Art Content Standards Performance  Learning
reflects onCompetencies
and derives the CODE
A10PL-Ih-1
 Rhythm Standards mood, idea, or message
Art
 Gr.10 – Unit 2
Balance emanating from selected
TECHNOLOGY-BASED
 Emphasis ART The Learner… The Learner... The artworks
Learner...
 Harmony  determines the effectiveness of A10PL-Ih-2
 Computer/Digital
Variety Arts  demonstrates  creates a tech-  artworks
identifiesbyart elementsitsin
evaluating A10EL-IIb-1
 - Cellular Phones
Movement (photos and understanding that the based artwork the technology
utilization based
and combination of art
new technologies allow (video clips, printed production
elements andarts
principles
 videos)
Proportion
new expressions in arts media-poster,
 - Computer-generated
Unity Images  uses artworks to derive the A10PL-Ih-3
- Digital Photography (DLSR using art elements and menu, brochures  identifies distinctof the various A10EL-IIa-2
traditions/history
processes etc.) relating to a
and Point-and-Shoot) artcharacteristics
movements of arts
- Video Games selected topic from during the 21st Century in
the different  compare
terms of:the characteristics of A10PL-Ih-4
- Digital Painting and Imaging
learning areas artworks produced in the various
1. production
using available art2.movements
functionality
 Videos – TV & Film
Process: technologies. e.g.  creates artworks
3. range guided by
of audience A10PR-Ic-1
food & fashion techniques
reachand styles of the A10PR-Id-1
 Painting and/ or Drawing  various art artworks
identifies movements A10PR-Ie-1
A10EL-IIa-3
 Sculpture and produced by technology
Assemblage  describes
from other the influenceand
countries of iconic A10PR-Ic-2
 Mounting an exhibit: artists belonging to the various
its adaptation by Philippine A10PR-Id-2
- Concept art movements
artists A10PR-Ie-2
- Content / Labels  applies different media A10PR-Ic-3
- Physical layout techniques and processes to A10PR-Id-3
communicate ideas, experiences A10PR-Ie-3
and stories showing the
characteristics of the various art
movements
 evaluates works of art in terms of A10PR-If-4
artistic concepts and ideas using
criteria from the various art
movements
 shows the influences of Modern A10PR-I-f-5
Art movements to Philippine art
forms
 mounts exhibit using completed A10PR-I-g-6
artworks influenced by Modern
Art movements

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 33

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr. 10 - UNIT 2
Principles of Art  realizes that technology is an A10PL-IIh-1
 Rhythm effective and vibrant tool for
 Balance empowering a person to express
 Emphasis his ideas, goals and advocacies
 Harmony that elicits immediate actions
 Variety  determines the effectiveness of A10PL-IIh-2
 Movement artworks by evaluating its
 Proportion utilization and combination of art
 Unity elements and principles
 uses artworks to derive the A10PL-IIh-3
traditions/history of a community
(e.g. landscapes, images of
people at work and play, portrait
studies, etc.)
 compares the characteristics of A10PL-IIh-4
artworks during the 21st Century
Process:  creates artworks that can be A10PR-IIc-1
 computer locally assembled with local A10PR-IId-1
manipulation materials, guided by 21st Century A10PR-IIe-1
 light setting techniques
 digital enhancements  describes the influence of A10PR-IIc-2
 printing technology during 21st Century A10PR-IId-2
 digital circulation on the evolution of various forms A10PR-IIe-2
of art
 applies different media A10PR-IIb-3
techniques and processes to A10PR-IIc-3
communicate ideas, experiences A10PR-IId-3
and stories showing the A10PR-IIe-3
characteristics of 21st Century
art
 evaluates works of art in terms of A10PR-IIf-4
artistic concepts and ideas using
criteria appropriate for the style
or form
 mounts an exhibit using A10PR-II-g-5
completed technology based
artworks

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 34

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.10 – Unit 3
MEDIA-BASED ARTS AND The Learner… The Learner... The Learner...
DESIGN IN THE PHILIPPINE
 demonstrates  creates artworks using  identifies art elements in A10EL-IIIb-
 Photography understanding of art available media and the various media-based 1
- George Tappan elements and processes natural resources on arts in the Philippines
- John Chua by synthesizing and local topics, issues
 Film applying prior knowledge and concerns such as  identifies representative A10EL-IIIa-
- Brillante Mendoza and skills environmental artists as well as distinct 2
- Mario Delos Reyes advocacies eco- characteristics of
- Laurice Guillen  demonstrates tourism, economic media-based arts and
understanding that the and livelihood projects design in the Philippines
new technologies allow
 Animation
new expressions in arts
- Animation Council of the
Philippines
- Philippine Animation
Studio, Inc.

 Print Media
- Advertisements
- Comic books

 Innovations in Product &

Industrial Design
- Kenneth Cobonpue, Monique
Lhuillier, Josie Natori, Lulu
Tan Gan, Ditas Sandico-Ong,
Rajo Laurel, Aze Ong

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 35

 Content Content Standards Performance Standards Learning Competencies CODE
Art Gr. 10 - UNIT 3
Principles of Art  realizes that the Filipino ingenuity A10PL-IIIh-1
 Rhythm is distinct, exceptional and at par
 Balance with global standards
 Emphasis  determines the effectiveness of A10PL-IIIh-2
Content Content Standards Performance Standards Learning Competencies CODE
 Harmony artworks by evaluating its
Art Gr.10 - UNIT 4 utilization and combination of art
 Variety
ORIGINAL The Learner… The Learner... The elements
Learner... and principles
 Movement WITH
PERFORMANCE
 USE
THE Proportion
OF MEDIA  demonstrates  creates appropriate  uses artworks
explains to derive
how an idea orthe A10PL-IIIh-3
A10EL-IVb-4
 Unity understanding of how costumes, props, set traditions/history of
theme is communicateda community
in
A. Philippine Theater
Groups theatrical elements accessories, a selected performance
(sound, music, costumes improvised through the integration of
 PETA
Process: gesture, movement lighting and other  creates
musicalartworks
sounds,that can be
songs, A10PR-IIIc-1
 Repertory Philippines and costume) affect décor for Philippine locally
dialogue and dance local
assembled with A10PR-IIId-1
 painting
 Trumpets the creation and plays  materials
analyzes examples of A10PR-IIIe-1
A10EL-IVa-2
 drawingPilipino
 Tanghalang communication of plays based on theatrical
 New constructing
Voice Company meaning in a theater  creates/improvises  describes
forms, andthe characteristics
elements of art of A10PR-IIIc-2
 assembling play / performance appropriate sound, media-based arts and design in A10PR-IIId-2
 Atlantis Productions as applied to performance
 printing incorporated with music, gesture, and the Philippines A10PR-IIIe-2
B. Local
 Performing
carving Groups media movements for a
C. Roles in a production chosen theatrical  applies different media A10PR-IIIc-3
 director  demonstrates composition techniques and processes to A10PR-IIId-3
 actor understanding of  illustrates howideas,
communicate experiences A10EL-IVc-3
the different A10PR-IIIe-3
 choreographer theater and  participates in an elements
and storiesare used to
 stage manager performance as a original performance  communicate
evaluates worksthe
of meaning
art in terms of A10PR-IIIf-4
 light designer synthesis of arts inspired by local artistic concepts and ideas using
 set designer Philippine stories, criteria appropriate for the style
myths and events, or form of media-based arts and
Elements of Art as Applied relevant to current design
to an Original Performance: issues  mounts a media-based exhibit A10PR-IIIg-5
 Sound & Music using completed artworks
 Gesture, Movement and
Dance
 Costume, Mask, Make-up,
and Accessories
 Spectacle

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 36

 Principles of Art  defines the uniqueness of A10PL-IVh-1
 Rhythm each original performance
 Balance
 Emphasis
 Harmony
 Variety
 Movement
 Proportion
 Unity

K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 37

 Content
Art Gr.10 - UNIT 4
Process
 Designing for stage,
costume, props of a
selected theatrical
play
 Choreographing
movement patterns
and figures
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS
Content Standards Performance Standards Learning Competencies CODE
 designs with a group the visual A10PR-IVe-1
components of a school play
 assumes the role of a A10PR-IVh-2
character as an
actor/performance, or
production staff (director,
choreography, light designer,
stage manager)
 analyzes the uniqueness of A10PR-IVh-3
the group that was given
recognition for its performance
and explain what component
contributed to their being
selected
 contributes to the A10PR-IVd-4
conceptualization of an
original performance
 choreographs the movements A10PR-IVf-5
and gestures needed in the A10PR-IVg-5
effective delivery of an original
performance with the use of
media
 improvises accompanying A10PR-IVf-6
sound and rhythm needed in A10PR-IVg-6
the effective delivery of an
original performance with the
use of media
38