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Republic of the Philippines

President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

College/Department College of Teacher Education

Course Code ESC 1
Course Title Teaching Music in the Elementary Grades
Place of the Course in Major
the Program
Semester & First Semester, AY 2022-2023
Academic Year

Introduction

Music Education in the Philippines can be observed in three different settings: in the community
as an intercultural tradition, in a school classroom as a curricular component of basic education and in a
university as a prerequisite for future professional music career (Borromeo n.d.). Formal school music
education in the Philippines had its early beginnings when the Spanish colonizers brought western music
to the islands during the 1500s. Together with church missionaries and music teachers, proper music
training, such as solfeggio, vocalization, and composition, was taught in schools established by the church
(Del Valle n.d.). Over the past decades, Philippine music education had experienced relative changes
regarding curriculum contents and structure. K to 12 Curriculum was implemented with the goal of
decongesting the subjects of the previous curriculum and change the previous curricula’s learning areas.
Learning areas within the K to 12 curriculum Grades 1- 10 are reformatted into Language, Arts and
Humanities, Science and Mathematics, and Technology and Livelihood Education. Subjects under
MAKABAYAN (Social Studies, Values Education, MAPEH, and Technology and Livelihood Education)
are now separate subjects.

Intended Learning Outcomes

Upon successful completion of his module, you will be able to:

1. Evaluate and discuss the scope and sequence of musical concepts for first to sixth grades

Discussion

Music curriculum of K to 12

The design of the music curricula is student-centered, performance-based and uses the spiral
progression approach (Department of Education 2016a). According to Department of Education (2012a:
Order No.31 s.2012), “The overall design of Grades 1 to 10 curriculum follows the spiral approach across
subjects by building on the same concepts developed in increasing complexity and sophistication starting
from grade school.” (Enclosure No.1, p.1). Spiral progression approach helps students to achieve gradual
mastery of the core and general principle of learning from the early years while gradually proceeding into
complex concepts as years progresses. In music, this ensures the students of a good foundation of the basic
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principle of music theory as concepts and fundamental music processes are revisited while incorporating
complex ideas in the succeeding years.

There are three key stages of standards in the Music curriculum. These are the lower primary level
(Kindergarten to Grade 3), upper primary level (Grades 4 to Grade 6), and the junior high school (Grades
7 to 10) as shown in figure 2. Fundamentals process and basic theory of music are mostly taught at the
primary level while historical and regional music concepts incorporated with music appreciation are the
main points of learning at the secondary level. The lower primary level student is initially exposed to music
through listening and observing, creating and performing. This process enables the learner to be familiar
with the basic concepts of music as well as understand the vital processes in music. The formal introduction
of the core elements of music starts at the upper primary level. In this stage, learners rediscover the elements
of music more complexly while musical awareness is developed through this stage. The learner recognizes
the basic concepts through the processes of performing, listening and creating while developing music
appreciation and awareness skills.

K-3 4-6 7 – 10

The learner demonstrates The learner demonstrates The learner demonstrates

understanding of understanding of basic elements understanding of salient
fundamental processes and concepts through features of music and art of the
through performing, creating, and Philippines and the world,
Performing, creating, and responding, aimed towards the through appreciation, analysis,
responding, aimed towards the development of appreciation of and performance, for self-
development of appreciation of music and art, and acquisition of development, the celebration of
music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and
basic knowledge and skills. diversity, and the expansion of
one’s world vision.
Figure 1 Key Stage Standards in the Music Curriculum source: Department of Education (2016a) K to 12
Music Curriculum Guide (Grade 1 to Grade 10), p.7

Learning Area Standard of Music in K to 12 Basic Education Curriculum

The learner demonstrates an understanding of basic concepts and processes in music 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.
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Figure 2: Basic Reference for Music Content

The music element that will discuss from Kinder to Grades 6 are the Foll owing:
• Rhythm
• Melody
• Form
• Timbre
• Dynamics
• Tempo
• Texture
• Harmony (But no Formal instruction in harmony from k to grade 3
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Grade Level Grade Level Standards

Kindergarten The learner is exposed to the different basic music and art processes
through experiential learning.
The learner demonstrates basic understanding of the fundamental processes
Grade 1
in music and art, through performing, creating, listening and observing, and
responding.
The learner demonstrates understanding of the basic and fundamental
Grade 2
processes in music and art, through performing, creating, listening and
observing, and responding.
The learner has acquired the basic and fundamental processes
Grade 3
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.
Through the formal introduction of elements, the learner can identify the
Grade 4
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.
Through exploration, the learner demonstrates a deeper understanding of
Grade 5
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.
Through application, the learner demonstrates understanding of the basic
Grade 6
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.

Elements and fundamentals of music are introduced during the elementary years. Teaching is
divided into four quarters of the school year. The first quarter focuses on rhythms, second quarter on melody
and forms; third quarter talks about forms, timbre, and dynamics while the last quarter focuses on the topics
on tempo, texture, and harmony, the latter introduced in Grades 5 and 6.

The Music Program focuses on the learner as the recipient of the knowledge, skills and values
necessary for artistic expression and cultural literacy. The Curriculum design is student-centered, based on
spiral progression, 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 expand his/her vision of the world.
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Grade 1

PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to the
understanding of sound, silence pulse of the sounds heard and
1. Distinction and rhythm performs with accuracy the
Between Sound rhythmic patterns
and Silence
2. Steady Beats
3. Simple
Rhythmic
Patterns
4. Ostinato
SECOND QUARTER
II. MELODY demonstrates basic responds accurately to high and
understanding of pitch and low tones through body
1. Pitch simple melodic patterns movements, singing, and playing
2. Simple Melodic other sources of sounds
Patterns
III. FORM demonstrates basic responds with precision to
understanding of the concepts of changes in musical lines with
1. Musical Lines musical lines, beginnings and body movements
2. Beginnings and endings in music, and repeats in
Endings in music
Music
Repeats in Music
THIRD QUARTER
IV. TIMBRE demonstrates understanding of distinguishes accurately the
the basic concepts of timbre different sources of sounds heard
1. Quality of Sound and be able to produce a variety
in Music of timbres
2. Distinction
Between Speaking
and Singing
V. DYNAMICS demonstrates understanding of creatively interprets with body
the basic concepts of dynamics movements the dynamic levels to
1.
Volume of Sound enhance poetry, chants, drama,
in Music and musical stories
2. Distinction
Between Loudness
and Softness in
Music
FOURTH QUARTER
VI. TEMPO demonstrates understanding of performs with accuracy varied
the basic concepts of tempo tempi through movements or
1. Speed of Sound dance steps to enhance poetry,
In Music
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2. Distinction chants, drama, and musical

Between Fastness stories
and Slowness in
Music
VII. TEXTURE demonstrates understanding of sings songs to involve oneself
the basic concepts of texture and experience the concept of
1. Distinction texture
Between Thinness
and Thickness in
Music
2. Single Melodic
Line or
Simultaneous
Occurrence of
Multiple Melodic
Lines

GRADE 2

PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to the
understanding of sound, silence pulse of sounds heard and
1.
Distinction and rhythmic patterns and performs with accuracy the
Between Sound develops musical awareness rhythmic patterns in expressing
and Silence while performing the oneself
2. Steady Beats fundamental processes in music
3. Simple
Rhythmic
Patterns
4. Ostinato
SECOND QUARTER
II. MELODY demonstrates basic performs with accuracy of pitch,
understanding of pitch and the simple melodic patterns
1. Pitch simple melodic patterns through body movements,
2. Simple Melodic singing or playing musical
Patterns instruments
III. FORM demonstrates understanding of performs a song, chosen from
the basic concepts of musical among the previously learned
1.
Musical Lines form songs that shows the basic
2.
Beginnings and concepts of musical lines,
Endings in beginnings, endings and repeats
Music through body movement, vocal
Repeats in Music sounds, and instrumental sounds
THIRD QUARTER
IV. TIMBRE demonstrates understanding of determines accurately the
the basic concepts of timbre sources of sounds heard, and
1. Quality of Sound produce sounds using voice,
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in Music body, and objects, and be able to

2. Introduction to sing in accurate pitch
Voice Production
3. Differentiation
in Sound
Quality
4. Introduction to
Musical
Instruments
V. DYNAMICS demonstrates understanding of creatively applies changes in
the basic concepts of dynamics dynamics to enhance rhymes,
1. Volume of Sound chants, drama, and musical
in Music stories
2. Distinction
Between Loudness
and Softness in
Music
FOURTH QUARTER
VI. TEMPO demonstrates understanding of uses varied tempito enhance
the basic concepts of tempo rhymes, chants, drama, and
1. Speed of Sound In musical stories
Music
2. Distinction
Between
Fastness and
Slowness in
Music
VII. TEXTURE demonstrates understanding of distinguishes accurately between
the basic concepts of texture single musical line and multiple
1. Single Melodic Line musical lines which occur
or Simultaneous simultaneously in a given song
Occurrence of
Multiple Melodic
Lines
2. Distinction Between
3. Thinness and
Thickness in
Music

GRADE 3

PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates understanding of 1. performs simple ostinato
the basic concepts of rhythm patterns/simple rhythmic
1. Sound and Silence accompaniments on classroom
2. Steady Beats instruments and other sound
3. Simple sources to a given song
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Rhythmic
Pattern
4. Ostinato
SECOND QUARTER
II. MELODY demonstrates understanding of sings the melody of a song with
the basic concepts of melody accurate pitch
1. Pitch
2. Melodic Lines
3. Melodic Patterns
andContour
III. FORM demonstrates understanding of sings, plays, and performs
the basic concepts of musical (through body movements) a
1.
Musical Lines form chosen song showing the basic
2.
Musical concepts of musical lines,
Beginning, beginnings, endings and repeats
Middle, and End
Repeats in music
THIRD QUARTER
IV. TIMBRE demonstrates understanding of applies vocal techniques in
the basic concepts of timbre singing to produce a pleasing
1.
Voice vocal quality:
Production 1. using head tones
Techniques 2. employing proper
2. Variation in breathing
Sound Quality using the diaphragm
2.1 Similar
2.2 Different
3. Introduction to
Musical
Instruments
IV. DYNAMICS demonstrates understanding sings songs with proper
of the basic concepts of dynamics following basic
1.
Volume of Sound dynamics in conducting gestures
in Music order to respond to conducting
2. Conducting and gestures using symbols
Dynamics indicating variances in dynamics
FOURTH QUARTER
V. TEMPO demonstrates understanding of enhances performance of poetry,
the concepts of tempo in order to chants, drama, musical stories,
1. Speed of Sound in respond to conducting symbols and songs by using a variety of
Music indicating variations in tempo tempo
1.1 Fast
1.2 Slow
2. Conducting and
Tempo
VI. TEXTURE demonstrates understanding of sings
the basic concepts of texture 1. “two-part rounds”
1. Single Melodic Line “partner songs”
or Simultaneous
Occurrence of
Multiple
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Melodic Lines
2. Distinction
Between Thinness
and Thickness in
Music

GRADES 4

PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates understanding of creates rhythmic patterns in:
concepts pertaining to rhythm 1. simple time signatures
1. Musical and musical symbols simple one-measure ostinato
Symbols and pattern
Concepts:
1.1 Notes and Rests
1.2 Meters
1.3 Rhythmic Patterns
1.4 Simple
Time
Signat
ures
5. Ostinato
SECOND QUARTER
recognizes the musical symbols analyzes melodic movement and
II. MELODY and demonstrates understanding range and be able to create and
of concepts pertaining to melody perform simple melodies
1. Musical
Symbols and
Concepts:
1.1 Intervals
1.2 Scales
1.3 Melodic Contours
1.4 Patterns of
successive
pitches of a C
Major scale
THIRD QUARTER
III. FORM demonstrates understanding of performs similar and contrasting
musical phrases, and the uses and musical phrases
1. Phrases in a Musical meaning of musical terms in
Piece form
2. Structure of Musical
Sound
2.1 Antecedent
(Question)
Phrase
2.2 Consequent
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(Answer)
Phrase
2.3 Introduction
CODA (ending)Phrase
IV. TIMBRE demonstrates understanding of participates actively in a group
variations of sound in music performance to demonstrate
1. Variations of Sound (lightness and heaviness) as different vocal and instrumental
1.1 Vocal applied to vocal and instrumental sounds
2. Instrumental music
V. DYNAMICS recognizes the musical symbols applies forte and piano to
and demonstrates understanding designate loudness and
1. Volume of Sound in of concepts pertaining to volume softness in a musical example
Music in music 1. singing
playing instrument
FOURTH QUARTER
VI. TEMPO demonstrates understanding creates and performs
of concepts pertaining to body movements
1. Speed / Flow of speed/flow of music appropriate to a given
Music demonstrates understanding of tempo
concepts pertaining to creates and performs body
speed/flow of music movements appropriate to a
given tempo
VII. TEXTURE demonstrates understanding of sings two-part rounds and
concepts pertaining to texture in partner songs with others
1. Simultaneous music
Occurrence of
Multiple Melodic
Lines
2. Distinction Between
Thinness and
Thickness in Music
VIII. HARMONY demonstrates understanding of performs examples of harmonic
harmonic intervals interval with others
1. Simultaneous
Sounding of Two Tones /
Pitches

GRADES 5

PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM recognizes the musical symbols performs with a conductor, a
and demonstrates understanding speech chorus in simple time
1. Musical Symbols of concepts pertaining to rhythm signatures
and Concepts 1. choral
1. Notes and Rests 2. instrumental
2. Meters
3. Rhythmic
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Patterns
2. Simple Time
Signatures
SECOND QUARTER
recognizes the musical symbols accurate performance of songs
II. MELODY and demonstrates understanding following the musical symbols
of concepts pertaining to melody pertaining to melody indicated in
Musical Symbols and the piece
Concepts
1. Accidentals
2. F-Clef
3. IntervalsScales
4. Scales
(Pentatonic, C
major, G major)
5. Melodic Contours
THIRD QUARTER
IV. FORM demonstrates understanding of performs the created song with
the uses and meaning of musical appropriate musicality
Structure of terms in Form
Musical Sound
1. Strophic
2. Unitary
V. TIMBRE demonstrates understanding of participates in a group
variations of sound density in performance to demonstrate
1. Vocal and music (lightness and heaviness) different vocal and instrumental
Instrumental as applied to vocal and sounds
Sounds instrumental music
VI. DYNAMICS demonstrates understanding of applies dynamics to musical
concepts pertaining to volume in selections
1. Variations of music
Volume in Musical
Sound
FOURTH QUARTER
VII. TEMPO symbols and demonstrates various tempo to vocal and
understanding of concepts instrumental performances
1. Variations of pertaining to speed in music
Speed in Musical
Sound
VIII. TEXTURE demonstrates understanding of recognizes examples of
concepts pertaining to texture in horizontal 3-part vocal or
1. Densities of music instrumental texture, aurally and
Musical visually
Sound
VIII. HARMONY recognizes the musical symbols performs a vocal or instrumental
and demonstrates understanding ensemble using the following
Introduction to Major Triad of harmonic intervals major triads( I, IV, V )

GRADES 6
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PERFORMANCE
CONTENT CONTENT STANDARDS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates understanding of responds to beats in music heard
Musical Symbols and the concept of rhythm by with appropriate conducting
Concepts: applying notes and rests, patterns of and 2 3 4 6
1. Notes and Rests rhythmic patterns, and time 4 4 4 8
2. Meters signatures
3. Rhythmic Patterns
4. Time Signatures
5. Conducting
SECOND QUARTER
II. MELODY demonstrates the concept of applies learned concepts of
melody by using intervals in melody and other elements to
1.
Intervals major scales and in the minor composition and performance
2.
Major Scales scales
3.
Minor Scales
THIRD QUARTER
III. FORM demonstrates understanding of performs accurately the design or
the concept of musical forms and structure of a given musical piece
1. Structure of musical symbols (repeat marks)
Musical Forms indicated
1.1 binary (AB)
1.2 ternary (ABA)
1.3 rondo (ABACA)
2. Repeat Marks
2.1 Da Capo (D.C.)
2.2 Dal Segno (D.S.)
2.3 Al Fine (up
to the end)
2.4 D.C. al Fine
(repeat from
the beginning
until the word
Fine)
2.5║: :║
2.6 ┌───┐┌───┐
2.7 1 2
(ending 1, ending 2)
IV. TIMBRE demonstrates understanding of aurally determines the sound of a
the concept of timbre through single instrument in any section
1. Introduction recognizing musical instruments of the orchestra
of Musical aurally and visually
Instruments
V. DYNAMICS demonstrates understanding of applies the appropriate dynamic
the concept of dynamics through levels in vocal and instrumental
1. Variations in a wide variety of dynamic levels music
Dynamics
FOURTH QUARTER
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VI. TEMPO demonstrates understanding of performs a given song, using

the various tempo tempo marks appropriately
1. Variations of
Tempo
VII. TEXTURE demonstrates the concept of performs accurately a given song
texture as: with monophonic, homophonic,
1. Variations in Texture 1. monophonic (onevoice) and polyphonic textures
1. Monophony 2. homophonic(voice and
2. Homophony accompaniment)
2. Polyphony polyphonic(many
voices)
VIII HARMONY demonstrates understanding of demonstrates harmony in group
1. Primary Chords the concepts of harmony through performances
2. Harmony in Group the intervals that constitute the 1. choir
Performances primary chords of major and 2. rondalla
minor scales in music 3. lyre band

Suggested Readings

• http://depedbohol.org/v2/wp-content/uploads/2016/03/Music-CG.pdf

Resources and Additional Resources

• https://www.academia.edu/38078704/K_to_12_Curriculum_Guide_MUSIC_Grade_1_to_Grade_
10
• https://www.deped.gov.ph/wp-content/uploads/2012/04/DO_s2012_31.pdf
• https://ir.lib.hiroshimau.ac.jp/files/public/4/47395/20190411112637185946/MusicCultEduc_31_
125.pdf

Prepared by:

RAYMOND DUMLAO ESPIRITU

Instructor I