SPECIAL PROGRAM IN THE ARTS (SPA) IMPLEMENTING GUIDELINES

I. RATIONALE:

The Department of Education as the prime mover in building the nation has a direct responsibility in
overseeing the effective and full implementation of the Basic Education Curriculum (BEC) that is closest to the
learner’s growth and development.

With this, the Special Program in the Arts offers a comprehensive Basic Education centered on the Arts,
covering a range of art forms and disciplines. Arts education is an integral component of a balanced educational
program which aims to prepare graduates for the world of work, for higher education, and for entrepreneurship.
This is a program which also helps learners with potentials or talents in the arts namely, Music, Dance, Theatre
Arts, Visual Arts, Media Arts, and Creative Writing that will contribute to the socio-cultural and economic growth of
the country in accordance with the Philippine Constitution Article XIV Sections. 2, 3,10,14, 18 and R.A No. 9155
otherwise known as “Governance of Basic Education Act of 2001.”
To address diverse types of learners and multiple intelligences, the Special Program in the Arts should be
sustained, thus, the objectives are as follow:

1. develop knowledge and skills of students with potential in the Arts: Music, Visual Arts, Theater Arts, Media
Arts, Creative Writing, Dance, and/or Traditional Arts;

2. stimulate learners’ creativity and sense of imagination;

3. hone the learners’ various facilities of expression to communicate their ideas and feelings through their
chosen art forms;
 4. foster a sense of pride of being a Filipino through appreciation of culture and arts;
5. cultivate aesthetic awareness and identity; and
6. develop the habits of heart and mind students will need as preparation for life and work in a postmodern
society regardless of their chosen career.

II. Scope of the Policy

The Special Program in the Arts (SPA) is a nationwide program for students who have demonstrated talent or
potential in the arts.

This policy shall apply to all learners in both public and private schools who are artistically gifted and with
good academic performance in the following art specializations:

1. Dance
2. Music (Vocal and Instrumental)
3. Media Arts
4. Theater Arts
5. Visual Arts
6. Creative Writing

III. Definition of Terms

For the purpose of this policy, the following terms shall be understood as follows:
Aesthetic Awareness - has been described as one of the defining qualities of being human. Becoming aware of
the beauty of sound – a part of aesthetic awareness – requires key listening skills. Sometimes the most unusual
sounds and beautiful sights can strike a chord within us, and even within a precocious young child.

Artistically gifted - learners who often demonstrate talent in their chosen medium, whether it’s music, visual
arts, theater arts, media arts, creative writing, and dance.

Diverse learners - are learners that are racially, ethnically, culturally, economically and or linguistically diverse.
They are learners who learn differently from the majority.

Folk art - covers all forms of visual arts made in the context of folk culture. Definitions vary, but generally the
objects have practical utility of some kind, rather than being exclusively decorative. Tangible folk art includes
objects which are historically crafted and used within a traditional community.

Multiple intelligences - represent different intellectual abilities in which an artist approaches a range of tasks
categorized in a number of different ways like verbal-linguistic, logical-mathematical, visual-spatial, music, bodily-
kinesthetic, intrapersonal and interpersonal.

Retention - is repeating an academic year in school due to three (3) or more failed subjects and non-compliance
with the required minimum number of attendance. (Ref: D.O. No. 8, s. 2015).

SPA Program Head - the person in-charge of the programs and activities of the SPA and assumes the duties
and responsibilities of a head teacher.

Special Training - refers to relevant local or international capability building activity of teachers to build their
competencies which will enable them to handle the demands in teaching the art disciplines sponsored and/or
initiated by the Department of Education, accredited institutions/service providers.
 Teachers Specialist - is a permanent/regular teacher with special training in the arts hired to handle/teach any
of the arts discipline.

Teacher Trainers - are hired art practitioners outside of DepEd whose services are paid in a contractual basis.

1. ENROLMENT

I- Learner Selection
1.1 Selection Committee:
The committee shall compose of the following:
Chair: School Principal
Co-Chair: SPA Program Head
Members: SPA Teachers
Guidance in Charge

1.2 Qualifying Examination:

1.2.1 Written Examination (Prepared by the teachers of the art disciplines/art specialization/HSOII)
10 items per Discipline - 20%
1.2.2 Audition - 50%
1.2.3 Portfolio presentation - 20%
1.2.4 Interview - 10%

1.3 The applicant who has acquired/ accumulated a minimum of 60% will be admitted in the Special
Program in the Arts (1.2)
 1.4 Basic documentary requirements for selection:

a. PSA/LCR Birth certificate

b. Form 138 – A/SF9
c. Certification of Good Moral Character
d. Medical certification (Optional)

1.5 After the selection process, the SPA Department Head shall submit the following:
a. List of enrollees per specialization
b. Class Program
c. List of learning materials, equipment, and
facilities
d. Blue print of SPA Classrooms,
laboratories, and other facilities

II- Curriculum Design

A. The school shall offer a four-year curriculum based on the K to 12 Basic Education Program with
specialization in the Arts.
1. Dance
Learners will develop techniques, movement, vocabulary, and a deeper understanding of dance as a form
of communication and expression. Dance offerings may include cultural, folk, ballet, and jazz. Emphasis
should be given on the native dances of the region. The language of instruction will be bilingual.

2. Music
The Music Program is designed for learners with interest in vocal and instrumental music. The region may
use their own instruments or local/folk songs. The language of instruction will be bilingual.
 3. Theater Arts
There’s a great deal of emphasis on group work skills and live performances on spoken text in a number of
styles and genres in the Theater Arts program. Contemporary and classical acting techniques will be
introduced. Regions may also use their own theater art forms as materials. The language of instruction will
be bilingual.

4. Creative Writing
Learners will be trained to explore and write their own ideas and experiences. They will study and work on
all genres like poetry, fiction, non-fiction, etc. The study and use of local materials like their own folklore
will be encouraged. The language of instruction will be bilingual.

5. Media Arts
The Media Art Program teaches learners to use elements and tools of current and emerging technologies
to create works and express feelings and ideas. Learners will be trained to analyze and create work
through photography, video, short film, audio, interactive media, etc. The language of instruction will be in
bilingual.

6. Visual Arts
The Visual Arts Program will help learners discover what they can produce through their own creativity in
paintings, print making, creative crafts and design, computer graphics, sculpture, and folk arts. The
language of instruction will be bilingual.

B. In addition to Dance and Music which are the basic requirements, the school shall choose at least two
from among the following disciplines, namely, Theater Arts, Creative Writing, Media Arts, and Visual Arts

C. The SPA shall be opened to Key Stages 2 and 3 learners enrolled in Philippines schools.
 D. The learners of the SPA must:
a. have potential/skills in any of the arts specialization offered, and
b. have participated in arts activities/competitions, as attested by school principal.
E. The learners admitted to the Special Program in the Arts shall form a separate section/class.
III- TRANSFER

1. SPA learners who wish to transfer to another SPA school shall be admitted provided that they:
a. come from any of the schools implementing the SPA; and
b. submit the documents required for admission in the program as stated in 1.4.

2. Transfer out of the program shall be accepted in the regular program provided that the learner
has satisfactorily met the basic requirements without any deficiency.

3. Transfer to another specialization is only allowed once.

IV- RETENTION TO THE PROGRAM

1. To be retained in the program, a learner shall:

1.1 maintain a grade of 85% in the specialization and NO failing grade in all subjects;
1.2 must not incur absences of more than twenty percent (20%) OF THE TOTAL NUMBER OF
SCHOOL DAYS;
1.3 must exhibit good behavior at all times;
1.4 undertake remedial and make up classes to be conducted by the school designed for learners
who are at risk of dropping out; and
1.5 be allowed reasonable time to make up and comply with other requirements in the different
subject areas including but not limited to quizzes and other examinations that they missed and/or
failed to comply with.
V- CLASS SIZE

There shall be a maximum of forty-five (45) learners per class in a school that offers the Special Program in
the Arts.

VI- Time Allotment:

The Arts specialization shall be offered for two (2) hours a day. Should there be a need to have enhancement
of the skills per specialization, this shall be done outside of class hours.

VII- Facilities and Resources

Standard equipment and facilities of the selected specialization/s offered by the school or must have access
equipment and facilities available within the locality, namely:

1. Classrooms for SPA classes shall confine in one area/location (Zoning).

2. Laboratory/workshop/practice room per specialization
3. Library
4. LCD Projector & White screen
5. Sound System
6. DSLR Camera & with Tripod
7. For Visual Art - Workshop area with sinks
8. Show room/Exhibit Area
9. Musical Instruments (e.g. keyboard/piano, rondalla, band, ethnic/traditional, and other instruments)
10. Dance Studio
11. Lapel
12. Led TV
 13. Storage Room

LEARNING DELIVERY

Teaching and learning activities that may be adopted depend on the delivery modalities as well as on the
learning needs and contexts of learners such as:

 Formal learning activities: learning activities have a more defined program management structure, owing to
the multiple tasks that need to be orchestrated, a face-to-face setting is recommended;
 Blended modalities (i.e., face-to-face and online): may adopt the online program delivery, especially since
face-to-face sessions oftentimes involve computer-aided learning activities;
 Situated learning: such as field work, practicums, and other situated learning can support achievement of a
wide range of learning outcomes;
 Defining session and module outcomes: by breaking down units into smaller components. This helps
ensure that everything you wish learners to be able to do is taught and done within the unit.  Identified gaps in
supporting development of the LOs may be addressed by providing sufficient scaffolding to learners;
 Benchmarking activities: depend largely on the objectives, scope, duration, number of learners, and target
sites for benchmarking that would reinforce teaching and learning;
 Coaching: a strategy of helping individuals or teams to fulfill their potentials to excel in their performance;
 Mentoring: a mentor usually provides the knowledge, guidance and insight on request or on call. Mentors
are typically experienced people with a high level of knowledge of the art discipline and how things are done.

GENERAL POLICY STATEMENT

“Ignorance of our cultural strength and positive qualities as a people results in lack of pride of being a Filipino.
Lack of pride being Filipino causes lack of commitment to the nation, a low level of achievement or even
mediocrity”- Felipe De Leon (Former NCCA Commissioner).
 The Special Program in the Arts SPA, is a program that promotes awareness for Arts and Culture and
provides Filipino leaners opportunities to hone their skills and talents along the different art disciplines. As teachers
find great joy in preserving, promoting, and eventually protecting our national heritage, we as a nation shall
continue to pass these on from the present to the next generation.

Corollary to DepEd’s vision and mission, the SPA offers a comprehensive basic education program that is
responsive to learners whose inclination and interest is on Music, Dance, Theatre Arts, Visual Arts, Media Arts, and
Creative Writing. Moreover, this program prepares learners to be attuned with the creative world of industries,
having Arts Education as the major component of a holistic development. Hence, as an essential element in our
educational system, schools are encouraged to implement this program wholeheartedly.

3.TEACHER SPECIALIST/TRAINER:
A teacher specialist must: (INDUCTION)
3.1. be a graduate of any of the following
courses:
BSE, BSEED, BM, BS MUSIC, FINE
ARTS, BA in THEATER, GDCE,
GDTA, CPE, BPE Major in Dance, and
other courses with at least 18
units in Education
3.2. be a licensed teacher
3.3. have attended trainings in any of the arts
discipline,
3.4 be a practitioner in the field
3.5. be strongly interested in the arts
3.6. be willing to have special training in
 humanities
3.7. be physically, psychologically, and
mentally fit.
3.8. be committed, dedicated, passionate, and
willing to stay in the program
for at least five (5) years.

IN-SERVICE

III.9 upgrade his skills through trainings,

workshop and further studies
sponsored by DepEd, NCCA, CCP, and
other arts related service providers.
3.10. have staged at least one performance per
school year.
3.11. have a teaching load based on the Magna
Carta.
4. SUPPORT FROM STAKEHOLDERS:

SPA Schools may source out funds from the following:

4.1. Local Government Unit

Special Education Fund (SEF), School site
donation, Honoraria for locally
funded teacher/specialists
4.2. Adopt-a School Program- donation/
maintenance/repair of facilities.
Immersion activities
4.3 Provincial/City and Municipal Tourism
Offices
Immersion, Trainings and seminars
4.4 National Commission on Culture and
the Arts
Trainings and seminars for teachers and
students
4.5 Cultural Center of the Philippines
Exposures, experience with the national
artist
4.6 SPA PTA
For logistics and financial support to
students’ activities, contests for the
whole school year.
4.7 DepEd schools
Roadshow presentation as advocacy and
fund raising campaign.
4.8 Alumni Organization
Sponsors and donations/Service
providers
4.9 Philippine High School for the Arts
4.10 Civic Spirited Persons/Groups
4.11 Support from INGOs and NGOs
4.12 Manila Economic Cultural Office
4.10 Partnerships with museums, cultural
institutions and community arts
organizations:
  encouraged to enrich the classroom experience and to provide arts programs and arts
encounters outside of the school walls
5.11 Partnerships with a certified and/or
endorsed arts instructor:
 school must create strong arts partnerships with a certified and/or endorsed arts
instructor in providing quality arts education

AFTER THE IMPLEMENTATION PHASE

3. TEACHER SPECIALISTS/TRAINERS
3.1. SPA teachers shall enjoy the privilege of attending seminar-workshop for free, and travel abroad to
participate in festivals, and cultural exchange on Official Business.

3.2. Teacher Specialist shall engage and aspire to win in competitions.

Winners in the Division Level – shall be recognized in the school
Winners in the Regional Level- shall be recognized in the division
Winners in the National Level shall be recognized by the region
Winners in International Level shall be recognized by the Central Office
3.3. Scholarship shall be awarded to teacher specialists who have served at least three years in the SPA
provided he/she meets the minimum requirements asked for.
3.4. Retired Teacher Specialists/trainers who are still willing to extend their service to the school are
allowed provided their service is on voluntary basis.
3.5. Teacher-specialist shall keep a portfolio of his/her annual accomplishments.
3.6. Teacher-specialists are encouraged to upgrade their skills and sustain a network of connections
through roadshow presentations, outreach programs and income generating projects.
3.7. Teacher-specialists are allowed to organize and engage in professional organization related to
their field of interests for professional growth.
3.8. Teacher specialists who were granted scholarship shall render return of services as resource person,
trainers, consultant, facilitator in the SPA or in any arts-related activities.

4. SUPPORT FROM STAKEHOLDERS

4.1. Stakeholders shall be invited in post conference conducted by the school.

4.2. Stakeholders shall be recognized during the “Brigada Eskuwela”, Foundation Day, and other
relevant activities in the schools for their support to the SPA.
4.3. Partnership with stakeholders shall be sealed by a Memorandum of Agreement and deed of donations.
4.4. The school shall continue strengthening relationship with stakeholders for sustainability.
EVALUATION and ASSESSMENT

Evaluation and Assessment (Based on DepEd Order No. 8 s, 2015 p. 27)

1. Evaluation
 The National, Regional and Division Committees shall convene to formulate an evaluation instrument
for the program with the Monitoring & Evaluation of both the regional and division offices.
 The evaluation of the learners shall be conducted quarterly
 The regional committee shall have a quarterly consultation with the school head and teachers regarding
instructional and administrative concerns and provide quarterly feedback to the national committee on
issues concern regarding the implementation of the program.

2. Ratings
  Subjects such as English, Filipino, Science, Mathematics, Araling Panlipunan, MAPEH and EsP shall
be rated/treated as K to 12 BEP subjects.
 EPP/TLE shall be integrated according to the needs of the art specializations
 Specialization is given a daily time allotment of two (2) hours, broken down as follows:
1 hour for theory
1 hour for practicum

The ratings for specialization shall be based on the portfolio assessment which records the progress of the
learner (based on work outputs) towards a marked competency and is given a weight of 40% and the performance
assessment of the learner for every grading period that is given a weight of 60%.

A. Portfolio Assessment
1. Written Work
20%
 Essays
 Reaction/Reflection Paper
 Research Paper
2. Quarterly Assessment 20%
B. Performance Tasks 60%

TOTAL 100%

Recognition
 A culminating activity in the form of exhibits/recitals shall be conducted quarterly to display/showcase
the evidence of their art work and/or perform their special talents.
  A gold medal will be awarded to the most outstanding leaners per specialization at the end of the school
year.

SPA STRUCTURE and FUNCTIONS

National

Regional

Division

School Head/
Principal

SPA Program
Head

SPA Teacher/ SPA Teacher/ SPA Teacher/ SPA Teacher/ SPA Teacher/
Trainer Trainer Trainer Trainer Trainer
1. DepEd Central Office Coordinator
1. Monitors the implementation of the different SPA schools in every region
2. Conducts Program Implementation Review and necessary training to bridge the gap and/or to
enhance the program
3. Coordinates SPA activities for the different region

2. Regional Coordinator for SPA

1. Monitors the implementation of the different SPA schools in every division
2. Conducts Program Implementation Review and necessary training to bridge the gap and/or to
enhance the program
3. Coordinates SPA activities in the region
4. Attends all meetings on SPA
5. Submits all the necessary reports to the central office

3. Division Coordinator for SPA

1. Monitors the implementation of the different SPA schools in every school
2. Conducts Program Implementation Review and necessary training to bridge the gap and/or to
enhance the program
3. Coordinates SPA activities in the division
4. Attends all meetings on SPA
5. Submits all the necessary reports to the regional office
6. Provides technical assistance in every SPA school
4. STRUCTURE OF SPA IN SCHOOL

1. The Special Program in the Arts shall be a separate entity from other departments.
2. The School Head shall designate a Program Head and is empowered to assume the duties
and responsibilities of a Head Teacher.
4.1. Principal/School Head
1.1 Attends professional/special training in the Special Curricular Program offering
1.2 Attends capability enhancement
1.3 Commits to the development and continuance of the existing Special Program
1.4 Plans and organizes steering committee
1.5 Prepares an action plan regarding Special Program that includes human, materials, and
financial resources

1.6 Monitors and evaluates the SPA programs and projects

1.7 Provides technical assistance to SPA teachers and students
1.8 Aspires for a continuous improvement for himself/herself and teachers
1.9 Considers SPA in the preparation of SIP and
APP, being a significant school program

4.2 SPA Program Head

The Program head of the SPA shall have the following duties and responsibilities:
1.2 Assumes and performs the following duties and responsibilities of a Head Teacher:
• 2.1.1 Prepares a quarterly report for submission
• 2.1.2 Observes the proper implementation of
teacher and student development programs 2.1.3 Accelerates the implementation of SPA time
for instruction.
• 2.1.4 Initiates programming of SPA in school as per DepEd Order nos. 35 and 76 s. 1995
• 2.1.5 Leads in the creation of SPA corners in every classroom.
• 2.1.6 Reviews for adoption pamphlet and other advocacy materials for the enhancement of SPA program.
• 2.1.7 Participates in the selection committee that recommends potential teachers for promotion
• 2.1.8 Participates in the continuous improvement of the program
• 2.1.9 Conducts programs and activities to enrich the program
• 2.2.10 Coordinates, collaborates, and corroborates with program partners to enhance the SPA
• 2.2.11 Updates, Assesses, Assists, and Prepares needed documents/reports for submission
• 2.2.12 Supports teachers and students during the conduct of Division, Regional and National
Festival of Talents
• 2.2.13 Encourages SPA teachers to participate in the Regional and National Seminars on
Summer Arts Academy, National Folk Dance, “Sanay Guro”, Choir and Rondalla
for teachers and students
• 2.2.14 Encourages external stakeholders to support the continuous process for the improvement of the
program
2.2 Attends professional/special training in the Special Program in the Arts offering
2.3 Facilitates effective community and stakeholder’s participation in the continuous improvement of the
program
2.4 Conducts programs and activities to enrich the program
2.5 Coordinates, collaborates and corroboration to enhance programs and projects
2.6 Updates, assesses, assists, and prepares needed documents/reports for submission
2.7 Plans and organizes programs and activities ofthe SPA
2.8 Taps support from the stakeholders

SPA PROCESS FLOW

• The School Head will write a letter to the Schools Division Superintendent for the Opening of the Special
Program in the Arts Classes in their school.
• The SDS will endorse the letter to the Regional Director.

School Principal/ Schools Division

PROGRAM SUSTAINABILITY Regional Director
School Head Superintendent
 
1. Strengthen tie-up with the NGOs and LGUs in terms of material/ financial/ trainings
2. Use extensively various means of medium such as television, radio and the social media in the
expansion, recognition, acceptance, promotion, and participation to the Special Program in the Arts.
2.1 Create SPA Face Book page/website (Success Stories)
2.2 Posting of Advertisement Print Materials e.g. Tarpaulins, Posters

3. Extend concern as part of the reaching out plan of the school in providing the Special Program
in the Arts other than the school setting but also in the community as well.

3.1 Offer free showcase of Talents (to the K to 12 learners and parents)
 3.2 Conduct of Summer Art Workshop with 10-15-day service credits or stipend to the Teacher-Specialists
3.3 Participation to community activities as guest performers e.g. cultural shows,Fiestas, Foundation Day,
Holy Week, etc.

4. Procure assessment/screening tools and assistive devices for Special Program in the Arts learners.
5. Recognize deserving SPA Teachers andstudents through “Gawad Sining Parangal.”

MONITORING & EVALUATION

1. Regional QAD in partnership with the CLMD shall
continuously gather feedback on the
implementation of SPA from all concerned internal
and external stakeholders. It shall conduct a
periodic of review of this special program to further
enhance its relevance and effectiveness.
REFERENCES
Provisions stipulated in
 DepED Order No. 8, s. 2015;
 DepEd Order No. 40, s. 2015
 DECS Memorandum No. 135, s. 2001; and
 DECS Order No. 40, s. 1995

EFFECTIVITY

This policies and guidelines shall take effect immediately upon its approval by the Secretary of the
Department of Education or his/her official representative.