FINAL PERFORMANCE TASK

(SECOND QUARTER)
Title: Mat Weaving
Performance Standard: The learner creates artwork showing the characteristic elements of the arts of
MIMAROPA and the Visayas (DepEd-MELC).
Mat-weaving is a genuine treasure handed down as a tradition or a trade from one generation to another as it is
widely practiced in the country. Its ingenuity is very much employed in its creation and the designs may vary
from the practices of those from other regions. As a known designer promoting Philippines’ indigenous culture,
you are assigned to create your own mat design following the procedure provided below. Your artwork will be
presented to the Director of Tourism as part of their campaign to re-launch the country as a tourist destination
amidst the pandemic. The mat will be evaluated according to its Art Elements and Principle, Color Scheme,

Composition, and Craftsmanship.

Materials:
Paper in various colors, Glue, Scissors, Paper edging scissors (optional), and Glitter glue, puffy paint, stickers,
beads or other decorative materials

Procedure:
Part A: Prepare the paper.
1. Get a piece of white paper and fold it in half.
2. Cut the folded paper in half but leave an uncut space at the edge of the paper that is about ½" to 1" long.
3. Cut the two dangling halves in half again to make quarters. Continue to cut each of the 4 sections in half
again.
4. Unfold. You will have a piece of paper with 8 slots.
Part B: Prepare the strips.
1. Use colorful paper. Fold the sheets in half.
2. Cut the sheet into strips as above. This time cut all the way across the paper so you get 8 strips of paper.
Part C: Weave.
1. Use the strips of colored paper made in Part B to weave into the slotted paper made in Part A.
2. Weave the strips up and down through the slots of the white sheet. Alternate the strips: start with up and
down; then weave the next strip down and up. You will get a checkerboard pattern.
3. When the white sheet is filled with weaved strips, flip over the weaved mat. Fold the protruding strip-
ends to make them flush with the white page. Use tape or glue to secure the ends in place.
4. Turn it over again.
5. When done, you may add different decorative materials to make your woven mat unique.
Rubrics for Scoring:
4 points 3 points 2 points 1 point
CRITERIA Above expectation Meets expectation Below expectation Did not meet
expectation
Arts elements and Arts elements and Arts elements and
Arts elements and
Art Elements principles are applied principles are somewhat principles are not
principles are applied in
and Principle in the craft skillfully applied in the craft applied in the craft
the craft properly.
and artistically. properly. properly.
Color combination
applied is Color combination Color combination Color combination
Color Scheme complementary and applied is applied is somewhat applied is not
appealing to the eyes complementary. complementary. complementary.
of the viewer.
A lot of instructions
All the instructions All the instructions Some instructions given
given were not
given are followed given are followed and were not followed and
followed. The tasks are
Composition and tasks are tasks are completed as tasks are completed as
completed as directed
completed as directed directed with few directed with some
but with a lot of
with no mistakes. mistakes. mistakes.
mistakes.
Pattern of weaving is
Pattern of weaving is Pattern of weaving is
often or mostly
Pattern of weaving is mostly correct. Few somewhat incorrect.
incorrect. Many
Craftsmanship correct. No mistakes mistakes are made but Many mistakes are made
mistakes are made
are committed. these do not disrupt the which somewhat disrupt
which disrupt the
craftsmanship. the craftsmanship.
craftsmanship.

Performance Task: Second Quarter

Congratulations! You are so close to accomplishing this module! After finishing all the
modules for this quarter, you are now ready for your final performance task. Please read the
engaging scenario below and the rubrics that follow to understand what you will need to do.
Performance Standard
The learners will be able to make informed decisions in the choice of food to eat during
adolescence.

Title: To Eat or Not to Eat?

Every day, 95 children in the Philippines die from malnutrition. Twenty-seven out of
1,000 Filipino children do not get past their fifth birthday. A third of Filipino children are
stunted, or short for their age. Stunting after 2 years of age can be permanent, irreversible, and
even fatal. (https://www.unicef.org/philippines/child-survival)

Your Local Government Unit decides to join United for Healthier Kids, an advocacy
program initiated by Nestlé Philippines, which helps address malnutrition in schoolchildren. This
local organization works to address various aspects of malnutrition, such as access to food,
nutrition education, water, sanitation and hygiene, and nutrition in disaster.

As the head nutritionist in your town, you are tasked by your mayor to conduct an
information dissemination campaign to promote proper nutrition to the different schools in your
locality. To do this, your team has to make a rap or song, an infomercial, a nutrition fact poster,
and a PowerPoint presentation to be used in your campaign. All of these should include ways to
prevent malnutrition as well as the ways to determine the kind and amount of food that should be
taken by school children to keep them healthy.

Your information material will be evaluated and approved by the mayor and the council
before it will be released to the public. The evaluation will be based on presentation, originality,
creativity, and accuracy and relevance of the content.

Rubrics:
CRITERIA 4 points 3 points 2 points 1 point
Some of the Most of the
Accuracy Contents are accurate,
Contents are contents are contents are not
and relevant, and have a
accurate and related accurate and accurate and not
Relevance of good impact on the
to the topic. related to related to the
the Content audience.
the topic. topic.
The output presents The output presents The output The output
evidence of in-depth evidence of introduces some introduces very
Subject knowledge of the knowledge of the concepts about minimal concepts
knowledge topic. Major scientific topic. Scientific the topic. about the topic.
concepts are concepts are
integrated. integrated.
Communicates Does not
Communicates some sufficiently
Communicates
the main idea and important ideas communicate any
Presentation important ideas and
strongly promotes and slightly idea that can
promotes awareness
awareness promotes promote
awareness awareness
The contents of
Reflects an The product
the product are
exceptional Reflects student shows little signs
copied
Originality degree of student ingenuity in their of being copied
from the designs
ingenuity in their creation from ideas of
or
creation others
ideas of others
Has good use of Elements used
Has excellent sense Minimal use of
Creativity graphics and other are destructive to
of design design elements
design elements the audience
 SECOND QUARTER
Unit 2: Music of Cordillera, Mindoro, Palawan and Visayas

Content Standard: The learner demonstrates understanding of the musical characteristics of

representative music from the highlands of Luzon, Mindoro, Palawan, and the Visayas.
Performance Standard: The learner performs selected vocal and instrumental music of
Cordillera, Mindoro, Palawan and the Visayas in appropriate style.
Values Formation Standard: The learner will become appreciative, innovative and
resourceful in making musical instruments.

“CULTURAL SHOW AT CCP”

Engaging Scenario:

The Cultural Center of the Philippines (CCP) is proud to host the Manila International
Performing Arts Summit (MIPAS) 2020 on December 21-23, 2020 and will be a part of the
CCP's 50th Anniversary celebration.
Composing of three events, MIPAS aims to feature the best performances Asia has to offer,
expand its audiences to an international platform, and engage with potential networks to help
the industry grow to prominence.
Your group, which is the Batang DICES Yaman ng Lahi is invited to perform on the said
event. You are asked to present one music performance from any music from the following
regions: Cordillera, Mindoro, Palawan, and Visayas. You may choose vocal or instrumental
Music.

The day of performance finally comes. It’s Showtime! You are now going to perform your
music. you are now ready to amaze other musicians on the beauty of Philippine Music.

Singing Performance Rubrics:

Criteria Excellent Proficient Satisfactory Beginner

Pitch Confidently sings in Sings songs Sings songs Developing
Direction tune for most songs easily and mostly in tune. towards singing
appropriate to manages some Developing in tune. Has
student’s level. more complex breath control limited breathing
Proper breath tunes some of for typical control. Pitch is
control enhances the time. Has patterns. Has uncertain.
 phrasing. Matches adequate breath difficulty with
pitch reliability. control. managing pitch
control.
Rhythm Maintains Maintains Some regularity rhythm is
appropriate rhythm consistent in tempo- uncertain and
for given songs. Can rhythm. rhythm, but irregular.
punctuate effectively sometimes
and independently. misses.
Dynamics Dynamic level is Dynamic level Dynamic level Dynamic level is
appropriate for is consistent varies often too loud,
different aspects of and generally inconsistently overpowering or
the song. Reflects appropriate and but is developing so soft that the
the notation and/or balanced towards song cannot be
the director’s intent. within the appropriate heard.
ensemble. levels.
Facial Expression enhances Expression is Expression is Monotonic or
Expression performance by generally sometimes inappropriate
and adding appropriate appropriate to appropriate but expression on
gestures depth and emotional the song being may be performance.
range. sung. inconsistent.

Instrumental Music Performance Rubrics:

Criteria Excellent Proficient Satisfactory Beginner

Rhythm Consistently Generally able to Occasionally Rarely able
able to replicate complex able to to replicate
replicate rhythmic patterns while replicate complex
complex sustaining a steady beat. complex rhythmic
rhythmic rhythmic patterns
patterns while patterns while while
sustaining a sustaining a sustaining a
steady beat. steady beat. steady beat.
Melody Consistently Generally able to Occasionally Rarely able
able to replicate the given able to to replicate
replicate the melodic phrase of the replicate the the given
given melodic given music. given melodic melodic
phrase of the phrase of the phrase of the
given music. music. music.
Improvisation Spontaneously Spontaneously creates Spontaneously Rarely
creates a an affective creates an creates an
highly improvisation to the acceptable effective
effective and music. improvisation improvisation
innovative to the music. to the music.
improvisation
to the music.
Expressiveness Consistently Generally, responds Responds to Rarely
and responds with with sensitivity to the the respond to
Engagement nuances and requirements of the requirements the
sensitivity to music and performs of the music requirements
the with great deal of and performs of the music
requirements energy, focus, and with some and performs
of the music confidence. focus energy, with little
and performs focus, and energy,
with unusual confidence. focus, and
amount of confidence.
energy, focus,
and
confidence.

PERFORMANCE TASK
Performance Standard/s:
The learners shall be able to ... design an individualized exercise
program that involves individual / dual or combative sports to achieve personal
fitness.

Engaging
Scenario

The school has opened tryouts for membership to the Arnis varsity team. You as a
fitness coach and an Arnis practitioner is assigned to showcase what is expected from those
who will join the tryouts. Your task is to demonstrate how to perform the correct execution
of the basic exercises, stances and striking and blocking techniques of Arnis. To motivate
 the participants, your goal is to execute these basic Arnis skills through a short video clip
using the music of “Ang Puso” by Spongecola. Your performance should meet the
specified scoring rubric.

Criteria Excellent Proficient Adequate Limited 1

4 3 2
Accuracy Performs Performs Performs Lacks
40% movements with movements movements with movements and
precision. with minimum some mistakes. with many
precision. errors.
Movements Performs all Performs some Rarely performs Improper
30% movements in of the movements in movements
proper order. movements in proper order. which are not
proper order. in
proper
order.
Rhythm/Tempo 20% Demonstrates Demonstrates Demonstrates Demonstrates
excellence, good effort or inconsistent little effort or
effort or enthusiasm and effort or enthusiasm and
enthusiasm and performs with enthusiasm and performs
performs with proper performs with a without
proper coordination. little coordination
coordination. coordination.
Video The video shows The video The video The video fails
10% a very clear shows a clear slightly shows to show proper
demonstration of demonstration a proper demonstration
the correct of demonstration of the task.
execution the correct of of the task.
of the task. execution
of the task.