Holy Redeemer School (HRS) of Cabuyao, Laguna Inc.

Banlic, City Of Cabuyao, Laguna

Landline-(049) 531-4926/Mobile-09338107504/E-Mail-holyredeemerbanlic.cashier@gmail.com
FB Page: Holy Redeemer School of Cabuyao Banlic

“We are Future-Ready”

UNPACKED CURRICULUM MAP (FIRST QUARTER)

UNIT WRITERS: Benilda Marie G. Ignacio, Kat B. Diaz, Jayann Rose C. Enciso, Rachel Matew SUBJECT: MAPEH 9
QUARTER: First Quarter
UNIT TOPIC:
 Music
 Arts
 Physical Education
 Health [integrated to Science]
COURSE DESCRIPTION:
Music Education is an integral part of the educational curriculum that aims to provide various avenues for learning and discovery of the
student’s full potentials in attaining, sustaining and promoting the Western culture while engaging oneself through musical activities. Music
Education curriculum includes value, knowledge, skills and performances through various musical processes in order to achieve artistic expression
and cultural literacy while it instills within oneself pride in his/her own cultural identity as well as the student’s individual quest for self-expression.

In the pursuit to meet the challenges and needs of the students who come from diverse environmental set-up, the Music Education Grade 9 course outline is a collection of various
learning outcomes focusing on the different eras in Western Music. The outline covers the topics from Music of the Medieval Era, Music of the Renaissance Era, Music of the Baroque
Era, Music of the Classical Era and Music of the Romantic Era. This outline employs the philosophy of Music as an aural and a temporal art as a basis for the acquisition of 21st century
skills in Music. It involves the context of conveying one’s ideas and feelings in addressing the human spirit in order to help the students’ to understand and acquire needed skills in
order to be more competent, confident and committed to self-development, creating social awareness and cultural sensitivity in expanding one’s world vision through Music and
engaging themselves to be life-long learners while surrendering oneself for God’s greater glory and in achieving excellence in the service of humanity.
PHILOSOPHY:

The Holy Redeemer School of Cabuyao believes that students learn best when they are actively involved in their education, when they become responsible for their growth as
students, and when their learning is based on life experiences. The school is geared towards creating in the students the intellect to work at the highest level of which they are
capable, as the students journey satisfactorily to complete each developmental stage.

The educational philosophy of Holy Redeemer School of Cabuyao emphasizes three ideals that we seek to develop in each student:

 Christian Character Development

Conforming to its vision of unfolding student's personality to grow in Christ and spread His words, the school aims the students to seek God in all things surpassing every trial
with a heart of courage believing in the power of His greatness.
  Accountability through Community Involvement
Looking for practical ways in achieving a learning environment with the community as a partner, the school encourages the students to practice the function of a reliable school
that renders service in the community as one of its stakeholders.
 Commitment on Excellence
Directed in producing globally competitive graduates, the school targets to build upon each student a character of persistence and determination of which is capable of executing
his knowledge, skills and capabilities that are needed in creating professionals.
VISION:
Our vision is to bring up our pupils in an atmosphere of self-respect, discipline, reliance and to unfold the totality of human person in them, to grow in Christ, spread his words
through love and good works towards others thus our ultimate goal is to make Christ as his King and savior and to seek the kingdom of His Father.
MISSION:
To provide every child the best quality of education by developing his physical, moral and social values as an individual through formal training, we are committed to equip every
child with the essential knowledge, facts and skills which are relevant in assuring his future priorities.
CORE VALUES:
Faith

HRS is committed to continue its desire calling to educate the children whom God has entrusted to their care with the strong faith and belief that their graduates will serve as
instruments for the advancement of knowledge which will be beneficial for human growth and social development.

Service

HRS is committed to fulfill its task as a messenger of truth where service is required. It aims to develop students whose main purpose in life is to render the best service for mankind
setting aside his/her personal priorities in life.

Competence

HRS is committed in propagating a community of competent and empowered students, leaders and scholars to live a life of simplicity patronizing the Philippine products and
supporting the ideals of the Catholic faith and values. They are anchored to embrace responsibility as a core duty towards becoming upright citizens of the world.

I.CURRICULUM MAP

FIRST QUARTER
SUBJECT: ARTS
CONTENT STANDARD: The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills
PERFORMANCE STANDARD: The learner.. 1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period 2.
recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
Term (No) Unit Topic Essential
Month Content Understanding Essential Competencies/ CODE Assessment Differentiated Learning Institutional
Question Skills Instruction Resources Core Values

WESTERN The learner 1. How does The learner… A9EL-Ib-1 short quiz Group activity  Laptop Creativity
AND must be able to the learner  Television
CLASSICAL apply prior classify the 1. analyze art written unit
ART knowledge and different elements and examinations
 Speaker
TRADITIONS skills of artworks of principles in the
I. Ancient Art different art each production of performance-  YouTube
1. Prehistoric elements and periods? work following based outputs videos
Art recognize the 2. Why does the style of a  Whiteboar
differences of recognizing western and projects d and
II. Classical Art art styles of a the classical art marker
2. Egyptian Art particular elements of
4. Greek Art artistic period arts
5. Roman Art by means of important
presenting a in
III. Medieval creative appreciating
Art 6. expression and creating
Byzantine an artwork?
7.
Romanesque
8. Gothic

IV. Principles
of Art
9. Rhythm,
Movement
10.Balance
11. Emphasis
12. Harmony,
Unity, and
Variety
13. Proportion

V. Process:
14. Painting
and/ or
Drawing 15.
Sculpture and
Assemblage
16. Mounting
an exhibit:
17. Concept
18. Content /
Labels
19. Physical
layout
2. identify distinct A9EL-Ia-2 
characteristics of
arts during the
different art
periods

3. identify A9EL-Ia-3 
representative
artists from
various art
periods

4. reflect on and A9PL-Ih-1 

derives the mood,
idea, or message
from selected
artworks

5. determine the use A9PL-Ih-2 

or function of
artworks by
evaluating their
utilization and
combination of
art elements and
principles

6. use artworks to A9PL-Ih-3 

derive the
traditions/history
of an art period
7. compare the A9PL-Ih-4 
characteristics of
artworks
produced in the
different art
periods

8. create artworks A9PR-Ic-e-1 

guided by
techniques and
styles of Western
Classical art
traditions

9. describe the A9PR-Ic-e-2 

influence of iconic
artists belonging
to Western
Classical art on
the evolution of
art forms

10. apply different A9PR-Ic-e-3 

media techniques
and processes to
communicate
ideas,
experiences, and
stories showing
the
characteristics of
Western Classical
art traditions

11. evaluate works of A9PR-If-4 

art in terms of
artistic concepts
and ideas using
criteria from the
Western Classical
art traditions

12. show the A9PR-1f-5 

 influences of the
Western Classical
art traditions to
Philippine art
form

A9PR-Ig-6 
13. mount an exhibit
using completed
Western Classical
art tradition

SECOND QUARTER
SUBJECT: ARTS
CONTENT STANDARD: The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills
PERFORMANCE STANDARD: The learner.. 1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period 2.
recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
Term (No) Unit Topic Essential
Month Content Understanding Essential Competencies/ CODE Assessment Differentiated Learning Institutional
Question Skills Instruction Resources Core Values

ARTS OF THE The learner 1. what art 1. analyze art elements A9EL-IIIb-1 
NEOCLASSIC must apply elements and principles in the
PERIOD prior are production of work
knowledge of emphasized following a specific art
I. Neoclassic different art in the art of style from the
1. David elements and Neoclassic Neoclassic period
2. Ingres recognize arts period?
3. Goya styles of 2. How
II. Principles of different art important
Art periods by do these are
presenting a elements in
creative an artwork?
1. Rhythm,
expression
2. Movement
3. Balance
4. Emphasis
5. Harmony,
Unity, and
Variety
6. Proportion

IV. Process:
 Painting
and/ or
Drawing
 Sculpture
 Mounting
an exhibit:
 Concept
 Content
/Labels
 Physical
layout
2. identify distinct A9EL-IIIa-2 
characteristics of arts
during the Neoclassic
and Romantic periods
3. identify A9EL-IIIa-3 
representative artists
from the Neoclassic
and Romantic periods
4. reflect on and derive A9PL-IIIh-1 
the mood, idea, or
message from selected
artworks
5. determine the use A9PL-IIIh-2 
or function of artworks
by evaluating their
utilization and
combination of art
elements and
principles
6. use artworks to A9PL-IIIh-3 
derive the
traditions/history of
the Neoclassic and
Romantic periods
7. compare the A9PL-IIIh-4 
characteristics of
artworks produced in
the Neoclassic period
8. create artworks A9PR-IIIc-e-1 
guided by techniques
and styles of the
Neoclassic and
Romantic periods (e.g.,
linear style and
painterly style)
9. describe the A9PR-IIIc-e-2 
influence of iconic
artists belonging to the
Neoclassic and
Romantic periods
 10. apply different A9PR-IIIc-e-3 
media techniques and
processes to
communicate ideas,
experiences, and
stories showing the
characteristics of the
Neoclassic and
Romantic periods
11. evaluate works of A9PR-IIIf-4 
art in terms of artistic
concepts and ideas
using criteria from the
Neoclassic and
Romantic periods
12. show the A9PR-IIIf-4 
influences of
Neoclassic and
Romantic periods on
Philippine art forms
13. mount exhibit A9PR-III-g -7 
using completed
artworks with
Neoclassic and
Romantic periods
characteristics

THIRD QUARTER
SUBJECT: ARTS
CONTENT STANDARD: The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills
PERFORMANCE STANDARD: The learner.. 1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period 2.
recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
Term Unit Topic Content Essential
(No) Understanding Essential Competencies/Skills CODE Assessment Differentiated Learning Institutional
Month Question Instruction Resources Core Values

 Romantic The learner 1. what art 1. analyze art elements A9EL-IIIb-1 

I. Goya must apply elements are and principles in the
II. Delacroix prior emphasized production of work
III. Gericault knowledge of in the art of following a specific art
different art Romantic style from the
elements and period? Romantic period
recognize arts 2. Why are
styles of these art
different art styles
periods by important in
presenting a a creative
creative presentation?
expression
2. identify distinct A9EL-IIIa-2 
characteristics of arts
during the Romantic
period
3. identify A9EL-IIIa-3 
representative artists
from the Neoclassic
and Romantic periods
4. reflect on and derive A9PL-IIIh-1 
the mood, idea, or
message from selected
artworks
5. determine the use A9PL-IIIh-2 
or function of artworks
by evaluating their
utilization and
combination of art
elements and
principles
6. use artworks to A9PL-IIIh-3 
derive the
traditions/history of
the Romantic period
7. compare the A9PL-IIIh-4 
characteristics of
artworks produced in
the Romantic period
8. create artworks A9PR-IIIc- 
guided by techniques e-1
and styles of the
Romantic period (e.g.,
linear style and
painterly style)
9. describe the A9PR-IIIc- 
influence of iconic e-2
artists belonging to the
Romantic period
10. apply different A9PR-IIIc- 
media techniques and e-3
processes to
communicate ideas,
experiences, and
stories showing the
characteristics of the
Romantic period
11. evaluate works of A9PR-IIIf-4 
art in terms of artistic
concepts and ideas
using criteria from the
Romantic period
12. show the A9PR-IIIf-4 
influences of Romantic
period on Philippine
art forms
13. mount exhibit A9PR-III-g 
using completed -7
artworks with
Romantic period
characteristics
FOURTH QUARTER
SUBJECT: ARTS
CONTENT STANDARD: The learner… 1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in Western Classical
plays and opera as influenced by history and culture 2. theater and performance as a synthesis of arts
PERFORMANCE STANDARD: The learner.. 1. create appropriate theater play/opera costume and accessories and improvise appropriate sound, music, gesture, movements, and costume
for a chosen theatrical composition 2. take part in a performance of a selected piece from Western Classical plays and opera
Term (No) Unit Topic Essential
Month Content Understanding Essential Competencies/Skills CODE Assessment Differentiated Learning Institutional
Question Instruction Resources Core Values

WESTERN 1. The 
CLASSICAL PLAYS learners
AND OPERAS must
I. GREEK
THEATER
II. RENAISSANCE
THEATER
III. ROMANTIC
THEATER
IV. BASIC
ELEMENTS OF
MUSICAL
PLAY/THEATE
R


Prepared by: Checked by:

Mr. Adonis C. Alignay Ms. Evangeline D. Manacsa

School Principal