Republic of the Philippines

DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City

Curriculum Guide
for
Children with Autism
Primary Level
SPECIAL EDUCATION DIVISION
Bureau of Elementary Education
 CURRICULUM GUIDE FOR AUTISM
Grade 2 Arts
CONTENT PERFORMANCE
CONTENT LEARNINGCOMPETENCIES
STANDARD STANDARD
Process: The learner... The learner...
 Drawing  sees that each  observes  draws a portrait of his friends, his family,
person has a unique distinctions between facial showing differences in the shape of their facial
Elements: face ( round, oval, features of persons: features
- different lines square ) and each - like shape of the
- natural shapes has a different body eyes, nose, lips, head;
shape (tall, fat, thin, and texture of the hair and  shows motion or action in the drawing of
- colors - contrasting small, big) - showing can show these in human bodies
the variety of human drawing
Principles: beings in this world (draws a face of a person
- variety of lines,  (realizes that whom he/she likes most)  draws the different fruits or plants to show
shapes every person has a  observes the overlapping of shapes and the contrast of
- proportion of body unique face, different position of the arms, legs colors and shapes in his colored drawing
parts, body shapes) and body when a person
- contrast of shapes is doing an action, and
- fruits  appreciates portrays this in an action-
the variety of shapes drawing
of Philippine plants, (draws a person who is
their leaves and fruits walking, running, jumping)
and their contrasting
colors  recognizes with
pride the different shapes
of leaves of plants, fruits
and their variety of colors
 translates his  draws from an actual still life arrangement
Process:  notes the variety imagination into drawing that
 Painting of the shapes, designs on others can appreciate and see  creates an imaginary landscape or world from a dream
Elements: the covering and skin of or a story
- colors – primary fishes and sea creatures;  points out the contrast
colors and shapes are between shapes and colors of  paints drawing of animals to show variety of colors and
- secondary shapes – repeated or contrasted different fruits or plants and textures found in the skin covering of these animals
organic flowers in one’s work and in
the work of others
- geometric
 CURRICULUM GUIDE FOR AUTISM
Grade 2 Arts
CONTENT PERFORMANCE
CONTENT LEARNINGCOMPETENCIES
STANDARD STANDARD
- textures –spotted,  observes that  describes the lines,
furry shiny, slim local man-made objects shapes and textures seen in
- like tricycles, jeepneys different sea or forest animals
Principles: ,kalesas, and bicycles using visual art works
- repetition with sidecar that show
- contrast unity while using a  points out the
- rhythm variety of lines, shapes contrasts in the colors, ,
and colors shapes, textures between two
or more animals

 works harmoniously
with a group in painting a
design for a tricycle, jeepney,
kalesa or bike with sidecar
showing unity while using a
variety of lines, shapes and
colors

 displays control  displays control in  draws with a group the outline of a tricycle, or jeepney,
in the use of painting the use of painting tools or kalesa or bike with sidecar on big paper, and paints
tools and materials to and materials to paint the the design of lines and shapes that show repetition,
paint the different lines, different lines, shapes contrast and rhythm
shapes and colors in his and colors in his work or
work or in work done by other’s work  Observes control in the use of painting tools
or with others
 tells something about the work of others or
one’s own work
Process:
 Printmaking  realizes that  shows facility in making  experiments with natural objects (leaves, twig, sliced
- banana trunk prints, designs for prints can be a clear print from natural and vegetables, banana stalks, bark of trees, etc.) by
fern prints, eraser found in many natural manmade objects. dabbing dyes or paints on the surface and pressing this
prints, found object objects: leaves, cut on paper or cloth, sinamay and any material to create a
prints, cut out designs, trunk of banana stalks, print
card making shape of twigs, grass,
and flat stones  collects man-made objects with a flat surface and dab
 CURRICULUM GUIDE FOR AUTISM
Grade 2 Arts
CONTENT PERFORMANCE
CONTENT LEARNINGCOMPETENCIES
STANDARD STANDARD
dyes or paint before pressing it on paper or any cloth to
 sees that create a print
patterns created by man
Elements: usually repeat a line,
 shapes shape or color to create
 textures a harmonious design
 colors
 observes that
any object that has a flat
Principles: surface and a specific
 repetition of motif shape can be painted
 contrast of motif and and printed to create a
color design ( an eraser, sides
of a popsicle stick; a
slice of kamote or
potato;
corn cob)
Principles:
- repetition of motif  sees that  creates a consistent  creates a print by repeating, alternating or contrasting
- contrast of motif and patterns created by man pattern by making two or the color or size or texture of the prints
color usually repeats a line, three prints that are repeated  creates prints for a card and makes several copies or
shape or color to create or alternated in shape or color editions of the print so the cards can be exchanged
a harmonious design  prints multiple copies with other people
of his design so that he can  makes several designs for cards to be used in various
have several cards or papers ways which can be shared to others
that can be exchanged or
given as gifts

 observes that  carves a shape or letter

any object that has a flat on an eraser or kamote which
surface and has a can be painted and printed
specific shape can be several times
painted and printed to
create a design ( an
eraser, sides of a
 CURRICULUM GUIDE FOR AUTISM
Grade 2 Arts
CONTENT PERFORMANCE
CONTENT LEARNINGCOMPETENCIES
STANDARD STANDARD
popsicle stick; a slice of
kamote or potato; or
corn cob)
 realizes that
prints are needed to
multiply an artist’s
design and make it
available to many
people
Process: ...  creates a free-standing
 Sculpture and 3-D  realizes that all balanced figure made of boxes  creates an imaginary robot or creature using different
Crafts man-made objects and and found material.( skillful sizes of boxes, coils, wires, bottle caps and other found
- box figure sculpture toys were created by guidance of the teacher is materials putting them together with glue, wires, tape
- kites and boats artists and craftsmen needed)
- paper mache animals using local or
- clay figures manufactured materials  constructs a native kite from thin bamboo sticks, papel
Elements: de hapon,glue and string and tests its design
 animal shapes  sees the artistry  discovers the (proportion and balance) by flying it (skillful guidance of
 geometric shapes of different local traditional way of making a the teacher is needed)
 texture craftsmen in creating: sarangola, which is an old
- taka, paper iconic toy of the Philippines  molds an animal shape using paper mache on wire or
Principles: mache horses and other and can make it fly bamboo armature or framework, showing the animal in
 proportion animals in Paete, Laguna action (teacher’s assistance is needed)
 balance - saranggola,or  applies steps in making
kites made by artists a paper mache animal figure
- banca, native using an armature/frame or
boats from Cavite, and skeleton
coastal towns

 sees that 3-D  demonstrates  creates a clay human figure that is balanced and can
human figures can be beginning skill in the stand on its own
made of different method of creating 3-
materials such as dimensional free standing
clay, wood, found figures out
materials , different materials
 CURRICULUM GUIDE FOR AUTISM
Grade 2 Arts
CONTENT PERFORMANCE
CONTENT LEARNINGCOMPETENCIES
STANDARD STANDARD
recycled
objects, wire,
metal,
bamboo etc.: .