Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide

MUSIC
(Grade 1)

January 31, 2012

 K TO 12 MUSIC AND ART
CONCEPTUAL FRAMEWORK

The Music and Art curricula focus on the learner as the recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy.
The design of the curricula 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.

As Music and Art are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing
(singing, using musical instruments, movement, acting, and playing), responding, composing, and creating. (See Figure 1 and Figure 2).

The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner,
PerformanceBased Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education
by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council oft the
Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain,
Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.

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PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ―tapestry moving in time.‖
The global weavings of this ―tapestry‖ in historical and cultural contexts are diverse—having spurred a continued metamorphosis to include a full range of
purposes, functions, and identities, from the utilitarian to aesthetic.

However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music
is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit,
and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes
this characteristic as a ―continuous state of becoming.‖ Like the other arts, music is a creative avenue for man’s individual quest for self- expression and
fulfillment.

On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be
developed. The student must learn to ―hear,‖ ―speak,‖ and ―think‖ in the medium of music. Simultaneously, growth and development in the skills that enable
the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.

Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL,
MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general education. We
envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her national
heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identity.

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PHILOSOPHY AND RATIONALE FOR ART EDUCATION

Art has been present since the beginning of civilization since it is an integral means for man to live and communicate. It has been used to enhance man’s life
and surroundings, to express thoughts, dreams, and spiritual beliefs, and to share his personal and his community’s aspirations, celebrations, and events. Art
records, reflects, and rearranges man’s life and existence.

Men have created objects and jewelry, woven clothing, carved furniture for their homes, utensils for eating, weapons for hunting, and icons for worshiping, by
using materials from their surroundings. In our present times with the aid of technology, men have created films, animation, designs for homes and cities, and
objects for various activities: communication, entertainment, agriculture, medicine and business.

Art is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct way of
thinking, communicating, reasoning, and worshipping. It is expressed in a unique symbol system that is visual, tactile, and spatial. Howard Gardner, an
educator, psychologist, and researcher defines the ability of creating, seeing and understanding the arts as “SPATIAL INTELLIGENCE and INTRAPERSONAL
INTELLIGENCE.” He recognizes that the Arts develop a distinct way of seeing, thinking, investigating, communicating, and creating in a person that develops
creativity and innovation.

The study of Art is often neglected or marginalized in the schools. Substantial research has validated the finding of Gardner that learning to use different
intelligences or modes will increase the student’s ability to develop life skills, apply creative solutions in problem solving, and facilitate his collaboration with
others to find new solutions. Schools therefore, need to develop the multiple intelligences of a student through the arts. The K-12 Art and Music Curriculum
seeks to address the needs of our students for the 21st Century.

The 21st Century is a highly visual world, with a proliferation of images seen not only in static media like magazines, books, paintings and posters. Now images
are kinetic and accessible in various media: on television, outdoor advertisements, movies, cell phones, and various technologies: ipads, ipods, DVD players,
personal computers, tablets, etc. Images, sounds, texts, films and videos, pictures, artworks, designs, events, produced by artists around the world, are now

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available at all times and are interactive involving the viewer to create, react, comment, share, and utilize these visuals through the Internet. Teaching Art to
students is one way to develop his spatial and kinesthetic intelligence, so he can process and interpret the barrage of images and sounds in a critical and
intelligent manner.

The framework of the K-12 Art curriculum guides educators, and provides our Filipino students with art experiences that include recognizing, creating,
appreciating, and critiquing their own artistic works and the works of others. From Kindergarten, art instruction begins with creative exploration of art materials,
concepts and processes found in the Philippines and other countries. It continues to develop the student’s imagination and individual expression, and inquiry
into the aesthetic qualities of his work, the work of others, artists of the past and present, from the Philippines and from other parts of the world. It culminates in
seeing the connection of art to other areas of study and exposure to various art-related activities and careers.

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Figure 1. The Curriculum Framework of Music and Art Education

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Figure 2. Content of Music and Art per Grade Level

Table 1. Basic Reference for Music and Art

Music Elements Arts Elements and Principles Music Processes Art Processes

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• Rhythm • Color Listening Seeing/Observing

• Melody • Line Reading Reading

• Form • Shape/Form Imitating (re-creating) Imitating (re-creating)

• Timbre • Value Responding Responding

• Dynamics • Texture Creating Creating

• Tempo • Rhythm Performing (including Performing (including

Movement) Movement)

• Texture • Balance
Evaluating Evaluating

• Harmony * • Emphasis
Analyzing critically Analyzing critically
*No formal instruction in harmony
from K to 3 • Proportion
Applying (transference) Applying (transference)

• Harmony

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LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art 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.

KEY STAGE STANDARDS:

K–3 4–6 7 – 10

The learner demonstrates understanding of
fundamental processes through
performing, creating, and responding,
aimed towards the development of
appreciation of music and art, and
acquisition of basic knowledge and skills.
The learner demonstrates understanding of
basic elements and concepts through
performing, creating, and responding, aimed
towards the development of appreciation of
music and art, and acquisition of basic
knowledge and skills.
The learner demonstrates understanding of
salient features of music and art of the
Philippines and the world, through
appreciation, analysis, and performance, for
self-development, the celebration of Filipino
cultural identity and diversity, and the
expansion of one’s world vision.

GRADE LEVEL STANDARDS:

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Grade Level Grade Level Standards

The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating,
Grade 1
listening and observing, and responding.

MUSIC
(Grade 1)

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MUSIC – GRADE 11

Content Content Standards Performance Standards Learning Competencies

The learner… The learner... The learner...

I. RHYTHM
• demonstrates basic identifies the difference associates icons with sound and
• What is sound? Distinction understanding of sound, between sound and silence silence within a rhythmic pattern.
between sound and silence silence and rhythm. accurately.

• Steady beats (ostinato)
• Simple rhythmic patterns
maintains a steady beat • performs claps, taps, chants, walks,
when chanting, walking, and plays musical instruments in
• develops musical
tapping, clapping and response to sound with the correct
awareness and creativity
playing musical instruments. rhythm
in expressing - In groupings of 2s.
himself/herself while - In groupings of 3s.
doing the fundamental - In groupings of 4s.
processes in music.
• performs echo clapping.

1
Every quarter/grading period includes the teaching of the 7 elements of Music (from Rhythm to Texture) following the expanded spiral progression approach.

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plays simple ostinato
patterns on classroom
instruments and other sound
sources .
• creates simple ostinato patterns in
groupings of 2s, 3s, and 4s through
body movements.
• plays simple ostinato patterns on
classroom instruments or other
sound sources
Ex. Sticks, drums, triangle, nails,
coconut shells, bamboo, empty
boxes, etc.

II. MELODY demonstrates matches the correct pitch of identifies the pitch of tone
undertsanding of pitch and tones with other sound as - high.
simple melodic patterns. sources. - low.

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Content Content Standards Performance Standards Learning Competencies

The Learner... The Learner... The Learner...

responds to high and low tones

• Pitch through body movements, singing, and
playing other sources of sounds.
• Simple machines
patterns matches the melody of a sings in pitch.
song with correct pitch - Rote singing
vocally .  Greeting songs
 Counting songs -
Echo singing

III. FORM demonstrates understanding • shows recognition of pattern identifies musical lines as
of the basic concepts of changes with body - Similar or
• Musical lines musical lines, beginnings movement. - Dissimilar
and endings is music, and - through movements and
• Beginnings and endings repeats in music. • associates geometric shapes geometric shapes or objects.
in Music to indicate understanding of
samedifferent patterns.

IV. TIMBRE demonstrates understanding • uses voice and other identifies the source of sounds
of the basic concepts of sources of sound to produce - Wind, wave, swaying of the trees,
• Sound Quality timbre. a variety of timbres. animal sounds, sounds produced
by machines, transportation,
• responds to differences in through body movements.
sound quality with
• Distinction between appropriate movement.
singing and talking

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V. DYNAMICS demonstrates understanding uses dynamic levels to interprets througn body movements the
of the basic concepts of enhance poetry , chants, dynamics of a song.
dynamics. drama, and musical stories. Ex.
- Small movement –
soft - Big movement - loud

Content Content Standards Performance Standards Learning Competencies

• Sound volume The Learner... The Learner... The Learner...

• shows dynamic changes with associates dynamics with the

movements. movements of animals. -
• Dsitinction between
Elephant walk – loud
loudness and softness - Tiny steps of dwarf – soft
• uses terms ―loud‖ and
in Music
―soft‖ to identify volume
changes.

VI. TEMPO demonstrates understanding • uses varied tempo to • demonstrates the concept of tempo
of the bsic concepts of enhance poetry , chants, through movement.
tempo. drama, and musical stories.
• responds to varied tempo with
• Sound Speed • correlates tempo changes movement or dance.
with movements. - Slow movement with slow
music
• uses terms ―fast‖ and - Fast movement with fast
• Distinction between
―slow‖ to identify tempo music
fastness and slowness
changes.
in Music • mimics animal movements.
- Horse –fast
- Carabao –slow

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VII. TEXTURE demonstrates • distinguishes between single demonstrates the concept of texture
understanding of the basic musical line and multiple by singing two-part round.
concepts and texture. musical lines which occur Examples:
simultaneously. - Are you Sleeping
• Sound Quality - Row Your Boat
• show awareness of texture
by using visual images.
• Distinction between
―thin‖ and ―thick‖ in
Music

MUSIC – GRADE 7

Content Content Standards Performance Standards Learning Competencies

Music Grade 7 - FIRST QUARTER/FIRST GRADING PERIOD

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The learner...
• Review of Elements and
Processes • demonstrates
understanding of musical
elements and processes
of Philippine music,
• Music of Luzon (Highlands particularly the music of
and Lowlands) Luzon highlands and
lowlands.
- Vocal Music
- Instrumental Music -
Cultural Context • develops musical
(History and Traditions) awareness and creativity
- Composition in expressing oneself
while doing the
- Social Functions -
fundamental processes in
Performance
music.
Styles/Techniques
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The learner… The learner…
• analyzes musical • analyzes examples of Philippine music
elements and processes from Luzon and describes how the
of Philippine music. musical elements are used.
• correlates Philippine • explains the distinguishing
music to the Philippine characteristics of representative
culture. Philippine music from Luzon in relation
to history and culture of the area.
• performs examples of
Philippine music, alone • analyzes the relationship of functions
and with others, in of Philippine music from Luzon to the
appropriate tone, pitch, lives of the people.
rhythm, expression and
style. • sings representative Philippine music.
• songs from Luzon (highlands and
lowlands) alone and/or with others.
• performs on available instruments from
Luzon, alone and/or with others.
• improvises simple rhythmic/harmonic
accompaniments to selected Philippine
music from Luzon.
• explores ways of producing sounds on
a variety of sources that would emulate
instruments being studied.
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Content Content Standards Performance Standards Learning Competencies

The Learner... The Learner... The Learner...

evaluates music and music

performances applying knowledge
of musical elements and style.

Music Grade 7 - SECOND QUARTER/SECOND GRADING PERIOD

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Music of Mindoro, Palawan, • demonstrates • analyzes musical • analyzes examples of Philippine

and the Visayas understanding of musical elements and processes music from Mindoro, Palawan, and
elements and processes of Philippine music. the Visayas, and describes how the
- Vocal Music of Philippine music, musical elements are used.
- Instrumental Music particularly the music of • correlates Philippine
- Cultural Context (History
Mindoro, Palawan and the music to Philippine • explains the distinguishing
Visayas. culture. characteristics of representative
and Traditions)
- Composition Philippine music from Mindoro,
• develops musical • performs examples of Palawan, and the Visayas, in relation
- Social Functions
awareness and creativity Philippine music, alone to history and culture of the area.
- Performance Styles / in expressing oneself and with others, in
Techniques while doing the appropriate tone, pitch, • analyzes the relationship of functions
fundamental processes in rhythm, expression and of Philippine music from Mindoro,
music. style. Palawan, and the Visayas to the lives
of the people.

• sings accurately representative

songs from Mindoro, Palawan, and
the Visayas, alone and / or with
others.

• performs on available instruments

music from Mindoro, Palawan, and
the Visayas, alone and / or with
others.

Content Content Standards Performance Standards Learning Competencies

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The Learner... The Learner... The Learner...

• improvises simple rhythmic /

harmonic accompaniments to
selected Philippine music from
Mindoro, Palawan, and the Visayas.

• explores ways of producing sounds

on a variety of sources that would
emulate the instruments being
studied.

• evaluates music and music

performances applying knowledge of
musical elements and style.
Music Grade 7 - THIRD QUARTER/THIRD GRADING PERIOD

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• demonstrates • analyzes musical • analyzes examples of Philippine
Music of Mindanao understanding of musical elements and processes music from Mindanao and describes
elements and processes of Philippine music. how the musical elements are used.
- Vocal Music of Philippines music,
- Instrumental Music
particularly the music of • correlates Philippine • explains the distinguishing
Mindanao. music to Philippine characteristics of representative
- Cultural Context (History
culture. Philippine music from Mindanao in
and Traditions)
relation to history and culture of the
- Composition
• performs examples of area.
- Social Functions • develops musical Philippine music, alone
- Performance Styles / awareness and creativity and with others, in • analyzes the relationship of
Techniques in expressing oneself appropriate tone, pitch, functions of Philippine music from
while doing the rhythm, expression and Mindanao to the lives of the people.
fundamental processes in style.
music. • sings accurately representative
Philippine songs from Mindanao,
alone and/or with others.
• performs on available instruments
music from Mindanao.

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Content Content Standards Performance Standards Learning Competencies

The Learner... The Learner... The Learner...

• improvises simple rhythmic / harmonic

accompaniments to selected
Philippine music from Mindanao.

• explores ways of producing sounds on

a variety of sources that would
emulate the instruments being
studied.

• evaluates music and music

performances applying knowledge of
musical elements and style.

Music Grade 7 - FOURTH QUARTER/FOURTH GRADING PERIOD

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• Representative Compositions demonstrates understanding • analyzes musical • describes how a specific idea or story
of the of representative elements and processes is communicated through Philippine
Philippines compositions of the of Philippine music. Traditional Musical Forms.
Philippines and appreciation
- Harana of prominent • correlates Philippine • illustrates how the different elements
- Balitaw Filipino composers. music to Philippine of music are combined in creating
- Kundiman culture. Philippine Traditional Musical Forms.
- Nationalistic Songs
- Instrumental • recognizes the • creates / improvises appropriate
contributions of the prime sound, music, gesture, movements,
exponents of Philippine and costume for a rendition of
• Prominent Filipino
music . particular Philippine Traditional
Composers
Musical Forms.
• give values to Philippine
- Nicanor Abelardo culture as a vehicle • researches and analyzes the lives,
towards national identity works, and influences of early
- Francisco Santiago and unity.

- Francisco Buencamino,
Sr.
Content Content Standards Performance Standards Learning Competencies

- Antonio Molina Filipino composers.

- Antonino Buenaventura performs examples of early

Philippine music, alone and with
- Lucio San Pedro others.
-
Rodolfo Cornejo
-
Julian Felipe
-
Juan Nakpil
-
Lucrecia Kasilag
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ART
(Grade 1 and Grade
7)
ART - GRADE 1

Content Content Standards Performance Standards Learning Competencies

Art Grade 1 - FIRST QUARTER

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Process: The learner: The learner: The learner:

• DRAWING • understands that ART is all • distinguishes and is able to • creates a portrait of himself and his family
portraits around and is created by identify the different kinds of which shows that the face has balance
persons different people. drawings : and proportion .
animals portraits
plants, flowers group portraits
• understands that artists use • draws different animals – his pets, and
houses, furniture different tools and materials in landscapes common animals found in the country
creating ART. cityscapes showing different shapes and textures.
on-the-spot drawings of
Elements: nature.
• sees that artists use different • draws different kinds of plants, leaves
• shapes lines, shapes and colors when and flowers showing a variety of shapes,
• lines they draw natural or manmade • uses different drawing tools – lines and color.
• texture.. objects. pencil, crayons, piece of
charcoal , a stick on different
papers, sinamay, leaves, tree • distinguishes and is able to identify the
Principles: • demonstrates an bark, and other local materials different kinds of drawings :
understanding that a drawing .to create his drawing. portraits
• balance can be realistic or imaginary; group portraits
• proportion useful and decorative.
• observes and sees the details landscapes
• variety cityscapes
in a person’s face, in plants and
• understands that drawings can animals, in a view, to be able to on-the-spot drawings of nature.
express one’s ideas about show its shape and texture.
oneself, one’s family and
neighborhood. • uses different drawing tools – pencil,
• Sees through a view-finder to crayons, piece of charcoal , a stick on
selects a view that can be different papers, sinamay, leaves, tree
sketched.

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Content Content Standards Performance Standards Learning Competencies

The learner: The learner: The learner:

• bark, and other local materials .to create

his drawing.

• observes and sees the details in a

person’s face, in plants and animals, in a
view, to be able to show its shape and
texture.

• Sees through a view-finder to select a

view that can be sketched.

Grade 1 - SECOND QUARTER

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• knows that colors are seen in
Process: the surroundings - in both
natural and man-made objects
• PAINTING
Creating colors from • demonstrates understanding
natural material. that colors can come from
and from nature, like colored flowers,
man-made materials seeds, barks. and it can also
be manufactured and bought in
a store.
Elements:
• understands that colors have
names, and have groups and
• Colors
can be produced by mixing two
natural colors or more colors.
primary colors
secondary colors
Content Content Standards
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• uses his creativity to create
paints from nature and found
materials, and brushes from
twigs, cloth and other
materials.
• creates a harmonious design
by using primary colors in
painting geometric shapes
arranged in a balanced
pattern.
• selects certain colors to paint
his design, to show a specific
feeling or mood.
Performance Standards
• experiments on painting using different
painting tools and paints and produce
different colors.
• draws a design out of repeated
abstract and geometric shapes like in a
parol and paints it in primary and
secondary colors.
• paints a design based on the
Philippine jeepney or fiesta décor using
primary colors.
• creates a design inspired by Philippine
flowers or objects using the colors
seen.
Learning Competencies
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 K TO 12 MUSIC AND ART
The learner: The learner: The learner:
Shapes
geometric shapes • appreciates the Filipino’s love * observes the variety of colors in paints a landscape choosing specific
for bright colors as seen in the Philippine flowers and choose colors to create a certain feeling or
organic shapes
fiestas and their creativity in and paint the colors closest to it mood.
making artistic designs for
Principles:
parols selects colors that will create a
harmony
certain feeling and mood in a
rhythm • appreciates the power of colors scene.
balance to create a specific mood or
feeling. * appreciates and talks about the
landscape he painted and and the
landscapes of others

Grade 1 - THIRD QUARTER

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Process: • realizes that man since long • distinguishes between a print • creates a print by rubbing pencil or
• PRINTMAKING ago, has been making prints in and a drawing or painting. crayon on paper placed on top of a
This process allows the caves and stone walls. textured object (coin, corrugated paper,
artist to copy the image • identifies a print from nature textured leaves, bark, etc)
he creates several times. • understands that different and one made from a
natural and man-made objects manmade object • creates a print by using his finger or
• Kinds of prints: Nature can be used to make a print. palm or any part of his body and
print • replicates repeated patterns in applying dyes or paint and pressing it
Object prints • knows that prints make it nature, in the environment and to create an impression.
possible for many people to in works of art
Stencil prints
have a copy of an artist’s • creates a print using objects from
artwork. • identifies different kinds of nature: leaves, stones, shells, flowers,
Elements:
textures and shapes in nature, seeds, bark, scales, animal skin etc.
• Texture • sees that prints use actual in the surroundings and in art.
• Shape texture as part of the design

• understands that prints can be

repeated, alternated or
emphasized to create a design.

Content Content Standards Performance Standards Learning Competencies

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The learner: The learner: The learner:
Principles:
Prints can be • has the skill to manipulate • creates a print using found objects
repeated natural and man-made objects, (eraser; block of wood or plastic; toy,
apply paint or dyes and print fork, piece of cloth, cup)
alternated on a surface to repeat the
emphasized design • repeats a design by the use of stencil
(recycled paper, plastic, cardboard,
• identifies artistically designed leaves, and other materials) and prints
prints in the works displayed. on paper, cloth, sinamay, bark, or a
and in his own work. wall.

Grade 1 - FOURTH QUARTER

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• sees that ancient Filipinos
Process: used clay to make jars for
• 3-D works and their rice, water, and food
SCULPTURE and for their utensils.
Elements: • understands that a
3dimensional object has
height, width and depth: like a
• shape
ball, a cube, a mango, an
(3-dimension -
animal, a book, a person an
it has height, depth artist uses many materials to
and width) carve or shape a 3D object.
• texture – feel of the
surface • understands that different
materials can be used in
creating a 3-dimensional
object:
Principles: clay or wood
human or animal figure
• proportion - parts are
bamboo
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• can distinguish between a
2dimensional and 3-
dimensional artwork and state
the difference.
• observes the characteristics of
animals in terms of shape and
texture of their skin and
translates this into a 3D
sculpture by using different
marking tools.
• uses his/her creativity in
recycling discarded materials
and uses it to create a mask
and a useful object.
• appreciates the creativity of
local and indigenous
craftsmen and women who
create artistic and useful
• shapes animal and human figures out
of clay, flour-salt mixture, or
papermache using different
techniques
• creates mobiles out of recycled
cardboard and paper, baskets, leaves,
string and decorates it with found
objects.
• constructs a mask out of cardboard,
glue, found materials, bilao, paper
plate, string, seeds and other found
materials like the Ati-atihan masks of
Aklan.
• creates a useful 3D object:
a pencil holder, bowl, container, using
recycled materials like plastic bottles
• carves a decorative pendant out of
dough clay , real clay or paper mache.
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 K TO 12 MUSIC AND ART
Content Content Standards Performance Standards Learning Competencies

of the proper size and furniture, bahay kubo things out of recycled
weight so that the stone materials like the parol,
sculpture is balanced. maskara, local toys, masks.
Philippine mortar & pestle
softwood
Emphasis is created can select 3D objects that are
trumpo (toy), paper, well proportioned, balanced
by using unusual cardboard, masks
decorative materials and show emphasis in design
that are big, or colorful, found material – parol,
or unusual. sarangola
marble - religious statues.

realizes that the Philippines is

rich with different materials
that the indigenous people
and artists carve and shape to
create various objects.

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 K TO 12 MUSIC AND ART

ART - GRADE 7
Content Content Standards Performance Standards Learning Competencies
Grade 7 - FIRST QUARTER

K to 12 – Curriculum Guide - version as January 31, 2012 35

 K TO 12 MUSIC AND ART
The learner:
Process: • appreciates the distinctive
designs, color schemes,
• DRAWING & PAINTING figures and objects coming
Drawing and painting from the cultural communities
found in the three island
of the folk art motifs, groups.
Luzon: weaving – Abra,
designs found in artifacts of kalinga, Vakul, pahiyas,
higantes, barong
the cultural groups in
Visayas – hablon, piyaya,
Luzon, Visayas, Mindanao Mindanao- kulintang,
malong, torogan
Elements: • sees the strong influence of
the Spanish (400 yrs) and
• LINES Americans (50 yrs)
organic, curvilinear colonizers on Phil. culture and
lifeways (houses, churches,
geometric, linear celebrations, education, food,
daily utensils, clothing,
accessories
(paintings of churches and
• COLORS plazas; pictures of cottages at
nature-based hues; dyes John Hay and Teachers
primary colors
Camp; Vigan, Taal, Batangas,
Iloilo, Bacolod-these places
still have well-preserved
K to 12 – Curriculum Guide - version as January 31, 2012
The learner:
• creates a AV presentation with
a group that compares the
distinct artistic designs of
artifacts coming from the
different cultural communities
from the three island groups of
the Philippines and explains
what inspired or influenced the
design.
• Writes a comparative visual
report on the influences of the
Spanish and the Americans in
the architecture of the
Philippines, particularly in the
churches and the houses
around the plaza, and the
distinct features found in it.
The learner:
• joins a group to do a research
on the culture of some
indigenous communities
coming from one island and
creates an audio-visual
presentation (drawings,
paintings) for the class.
• joins a group to write a report
on how the Spaniards and the
Americans influenced the
culture of the Filipinos,
• publishes the report with
illustrations in a class
publication.
• recreates a typical Phil.
plaza by drawing/painting
during the Spanish times and
make a mural of this.
36
 K TO 12 MUSIC AND ART
secondary, tertiary colors homes inspired by Spanish
architecture)

Principles:

REPETITION and
RHYTHM of colors,
shapes and lines.

Grade 7 - SECOND QUARTER

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 K TO 12 MUSIC AND ART
The learner: The learner: The learner:

Process:

• PRINTMAKING and • realizes that still pictures, film
NEW MEDIA and moving images have a
visual language and artistic
elements different from still
drawings and paintings
still pictures
• Is able to make a short
storyboard of the series of
shots he is going to film and
the kind of shots he will take,
to be able to tell his story.
• narrates a short story, an
event, a celebration, a
tragedy, using a camera,
cellphone or videocam to
record it and present the
event.

- camera films • understands that a story can • can analyze short films, video
- videoclip be told through a short film productions and movies and • has to make quick decisions
- videocam with emphasis on images, appreciates the development about the angle of the shots,
- cellphones color and music or sound, with of the narrative through the kind of shots (close-up,
- screen printing of design dialogue not a necessary different shots employed, the long-shot, topshot,etc) and the
component. use of visual clues and the composition of the shots while
(Cinemalaya films; award use of color, music. he is in the process of
Elements: winning TV ads; other recording.
awarded indie films by Ditsi
• SHAPES, • can select well-composed
Casimiro, etc)
• COLORS photos and analyze its • shares the series of events he
Film is a series of scenes composition to show balance, recorded to tell his story and
emphasis and proportion of presents it and allows his
shapes and lines. classmates to critique his

K to 12 – Curriculum Guide - version as January 31, 2012 38


in action; color sets mood
Principles: CONTRAST
is created when opposites
are combined: quiet colors
and loud colors; slow action
and frantic movement.
Grade 7 - THIRD QUARTER
K to 12 – Curriculum Guide - version as January 31, 2012
K TO 12 MUSIC AND ART
• can take pictures or record an
event using a cellphone and
other recording devices, and
these can be shared with
others immediately.
• knows that an original design
can be replicated many times
through the use of a
duplicating machine.
(Team Manila designs of Phil.
icons, maps, places for shirts,
bags,hats,;
Also Island Souvenirs design
for different provinces)
pictures or film.
• Is able to make a short
storyboard of the series of
shots he is going to take and
kind of shots, to be able to tell
his story.
• can analyze short films, video
productions and movies and
appreciate the development of
the narrative through different
shots, use of visual clues and
use of color, music.
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 K TO 12 MUSIC AND ART
The learner:
Process: • knows that modern sculptors
and craftsmen use any
SCULPTURE and material in their environment
3D ASSEMBLAGE to create a 3D work.
Creation of:
• sees that among indigenous
installation of nature groups, it is common to create
objects of Jun Yee musical instruments, pots and
assemblage of metal parts fishing and hunting weapons,
to create a music weave cloths, construct
K to 12 – Curriculum Guide - version as January 31, 2012
The learner:
• exhibits in his assemblage
that the material is not
important, but the creativity
and imagination of the artist in
creating an artistic
assemblage
• reports that in indigenous
communities, constructing.,
carving, weaving and creating
what they need is part of their
lifestyle and makes them self-
The learner:
• gathers material from his
surrounding that is
considered trash, and with a
group, recycles this material
to be part of an assemblage
(plastic bottles, caps; tetra
packs, straws, tin foil
wrappers, etc..) which will be
a creative sculpture.
• collects pictures of, or actual
3D artifacts from different
40

instrument Lirio
Metal scraps sculpture of
Ral Arogante
Sack cloth, seeds, shells,
buttons Wall hanging by
Ching Abad
Sculpture- bicycle parts -
Picasso
Putting up a Mini Museum
Elements:
K TO 12 MUSIC AND ART
houses, according to their sufficient. parts of the country and
own distinct. designs using research on its source,
local materials. material, source of design,
Mt. Province –bamboo based looks at his own assemblage use, and put up a mini-
music instruments metal and those of others and he museum , where each artifact
gongs, Woven baskets for can judge which work is is displayed and labeled
most creative and at the same properly for students to
food, rice.
time artistic. appreciate.
Visayas – guitars, T’boli,-
molded bells, jewelry,
figurines.Tie-dye abaca
tapestry.Maranaos-molded
metal jars, gongs, weapons.

• TEXTURE
of found and natural observes local craftsmen as
objects they carve or create local
crafts and note their mastery
of the design and material,
which was passed on from
• SHAPE generation to generation.
organic and natural shapes

Principles:

• CONTRAST
• EMPHASIS

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 K TO 12 MUSIC AND ART

K to 12 – Curriculum Guide - version as January 31, 2012 42

 K TO 12 MUSIC AND ART

Grade – 7 FOURTH QUARTER

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 K TO 12 MUSIC AND ART
The learner:
• Identifies the unique festivals,
dramas, celebrated all over
Process: the country throughout the
year, and state the reason for
VISUAL ARTS IN its celebration
DRAMA & FESTIVALS
• knows that the Filipino people
love a festival, religious ritual
Baguio – Panagbenga or drama where they are
required to wear special attires
Lucban- Pahiyas and costumes that show
creativity and artistry since this
Bacolod- Maskara is part of a street or public
performance. where there is
Aklan – Ati-atihan music and dancing.
Davao –Kaamulan
• appreciates the uniqueness of
Holy Week- Moriones, festivals like the ―Pahiyas”
SantaCruzan Pasyon which the townsfolk prepare
for, weeks in advance by
Zarzuela –Bulacan & Luzon creating the colorful leaf-like
provinces kiping which hangs as décor
for their homes.
Moro-moro – different
provinces
Elements:
K to 12 – Curriculum Guide - version as January 31, 2012
The learner:
• creates his/her own festival
attire with accessories based
on authentic pictures of the
festivals and joins the drama
group or festival community to
celebrate the event.
• appreciates the innate artistry
of the townspeople who join
yearly in the festivities
enthusiastically create an
entirely new costume,
accessories and décor every
year; create a photo-essay
about an outstanding local
actor in a festival or drama
• defines what makes each of
the Philippine festivals unique
by a visual presentation and
report. of selected festivals
representing Luzon, Visayas
and Mindanao.
The learner:
• designs with a group the
visual components of a school
drama or participates in a
town fiesta to create: the
costumes or attire, mask,
headdresses, and accessories
and décor and
venue and stage design
• reports on the history of the
festival and its evolution and
describes how the
townspeople participate and
contribute to its festivity and
gaiety.
• analyzes the uniqueness of
the group that was given
recognition for its
performance to explain what
component contributed to
their being selected;
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 K TO 12 MUSIC AND ART
COLOR

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 K TO 12 MUSIC AND ART
• TEXTURE
costumes, masks, accesories,
decor for venue and stage

Principles:

• CONTRAST
• RHYTHM

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 K TO 12 MUSIC AND ART
GLOSSARY OF TERMS

Abaka - isang uri ng saging na katutubo sa Pilipinas na ginagawang matibay na lubid at sako

Abstract – likhang sining na hindi tulad ng tunay na bagay

Analogo – kumbinasyon ng mga kulay na magkakalapit s ―color wheel

Antigo – mga bagay na may

Anyo – hugis o porma

Arkitekto –ang gumagawà ng anyo o plano ng bahay o anumang gusalì

Artipisyal na tekstura- tekstura ng artipisyal na bagay tulad ng prutas na plastic

Asimetrikal-impormal na balance

Ati-atihan – kasayahan para kay Sto. Nino na ginaganap sa ikatlong linggo ng Enero

Balangkas- guhit na nagpapakita ng hugis ng isang bagay

Balanse –magkatulad na timbang

Bantog – kilalang kilala

Batik – paglalagay ng disenyo sa tela o damit sa pamamagitan ng pagtatakip sa ibang bahagi na di dapat lagyan ng kulay Biswal

– nakikita

Biswal na Pagdama – pag- unawa sa mga bagay na namamasid o nakikita

Biswal na Tekstura – teksturang nakikilala sa pamamagitan ng pagtingin o pagmamasid

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 K TO 12 MUSIC AND ART
Bornay – tapayan na may ibat ibang hugis at disenyo na yari sa luwad o putik

Brotsa –gamit sa pagpipinta na yari sa ibat’ ibang hibla

Bulol – imahen na inulit sa kahoy

Canao – isang socioreligious seremonya ng Igorots na ginaganap bilang pagpapasalamat para sa isang mapagbigay na ani

D Dalawang

Dimensyon – kaanyuan ng nakaalsang bagay

Dalubhasa – may kasanayan sa paggawa; bihasa o eksperto sa isang gawain

Dibuho – disenyo o pagkakaayos ng mga bagay

Dinagyang – pagdiriwang na ginaganap tuwing ikaapat na Linggo ng Enero sa Iloilo upang alalahanin ang pagiging kristiyano ng mga katutubo at pagpaparangal
kay Sto. Nino.

Disenyong Etniko – uri ng dibuho na katutubo sa isang grupo ng tao

Disenyong Manobo –kilala sa kanilang tato na gumagamit ng karayom, bamboo at iba pang gamit at pinapahiran ng ―kulipapa wood charcoal‖ at ang disenyong
sarimanok.

Elemento ng Sining – katangiang matatagpuan sa isang gawaing pansinining tulad ng linya, hugis, kulay at tekstura

Espasyo –paligid ng ibat’ ibang bagay sa likhang sining

Etching –pagkayod sa pamamagitan ng matulis na bagay

Etniko – katutubo sa isang lugar

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 K TO 12 MUSIC AND ART
G

Gilingan -isang mabigat na batong ginagamit sa paggiling ng mga butil o butong bunga ng mga halaman o pananim, katulad ng galapong

Habi – binubuo ng mga patayong hibla na kung tawagin ay ―warp‖ at mga hiblang isinaksak na kung tawagin ay ―weft‖

Halad –isang relihiyosong pagdiriwang na ginaganap tuwing ika-15 ng Oktubre sa Talisay, Cebu City upang parangalan si Sta. Teresa de Avila Hugis

– anyo o porma ng isang bagay

Ibalong –kasayahan na ipinagdiriwang sa Legazpi, Albay tuwing ikalawang linggo ng Oktubre

Igorot – ang mga katutubong tao mula sa Mountain Provinces at Cordilleras.

Ikat –uri ng paghahabi kung saan ang mga panahi ay kinukulayan muna bago habihin

Inabel –hinabing ―cotton yarn‖ o istambre na tinatawag na ―sagut‖

Intensity – katingkaran ng isang kulay

Iskultura – sining ng pag-uukit o paglililok; sining na may tatlong dimensyon

Kadayawan – pagdiriwang sa Davao bilang pasasalamat sa masaganang ani

Kapusyawan –nagsasaad ng kaliwanagan ng kulay

Katutubong Sining – uri ng likhang sining na likas sa isang lugar o grupo ng mga tao

Kiping –makulay na hugis dahong palamuti na yari sa pinagiling at pinatuyong bigas na kalimitang ginagamit sa Pahiyas festival Komposisyon

– disenyo

Konserbatibo –matiyagang sinisikap na makuha ang kaanyuan ng isang hugis

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 K TO 12 MUSIC AND ART
Kultura –tumutukoy sa aktibidad ng sangkatauhan

Kumbinasyon ng mga kulay – pagsasama- sama ng mga kulay na kahali- halina sa paningin o may tanging layunin

Laminosa –banig na gawa sa Jolo

Likas –nagmumula sa kalikasan

Linya – element ng sining na nagmula sa tuldok

Magaspang – maligasgas ang salat

Makaluma –gamit at mga likhang sining na sinasabing sinauna at pinahalagahan sa mahabang panahon Malamlam

– hindi matingkad

Malawak sa Paningin – mukhang malawak sa paningin

Malong – yari sa habing tradisyonal na "tube skirt" na isinusuot ng mga Muslim

Mapusyaw ang kulay – hindi maliwanag na kulay; malamlam

Marionette – mataas na uri ng puppet

Monokromatiko –kumbinasyon ng isang kulay na may kapusyawan at kadiliman

Monumento – yari sa batong hugis ng tao o bagay bilang pagbibigay halaga

Montage – paglikha ng larawan sa pamamagitan ng pagtatagpi tagpi ng mga bagay ng mga bagay mula sa magasin at iba pa

Moriones –pagdiriwang na ginaganap tuwing Semana Santa sa Marinduque

Mosaic – larawan o disenyo na binubuo ng pinagdikit dikit na maliliit na piraso ng papel, balat ng itlog, bato, butones at iba pang mga bagay
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 K TO 12 MUSIC AND ART
Muebles –sinauna o lumang gamit sa tahanan tulad ng aparador, upuan at iba pa

Mural – malaking larawan na ipininta sa pader o sa malaking papel na idinikit sa dingding

Museo –lugar o isang sulok na pinaglalagakan ng mga lumang kagamitan na may kinalaman sa mga nakaraang kasaysayan

Nangingibabaw- nangunguna , napapansin agad

Nililok – iniukit

Pagbibigay –diin –pagbibigay halaga

Paghahabi – paglalala

Paglilimbag – pag-iiwan ng bakas

Paglilipat ng Disenyo – pagsasalin ng dibuho

Paglilok – pag- ukit

Pahiyas –isang makulay na pagdiriwang ng pasasalamat para sa masaganang ani para kay San Isidro Labrador, ang patron ng mga magsasaka

Palamuti – dekorasyon

Pamana ng Lahi –mga sining na kinikilalang yaman ng bansa

Pamayanan – pook na maraming mag-anak ang namumuhay

Pangalawang Kulay – kulay na hinango sa batayang kulay

Pangatlong Kulay – nabubuong kulay sa pagitan ng pangunahing kulay at pangalawang kulay

Pangkat Etniko – katutubo sa isang lugar

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 K TO 12 MUSIC AND ART
Pangunahing Kulay – batayang kulay; kulay na walang halo: pula, asul, dilaw

Patadyong – maluwag na palda na kalimitang isinusuot ng mga babae sa Visayas na may makulay na disenyong ―checkered‖

Patapong Bagay – bagay na di na kailangan o patapon na

Pinagbenga –pagdiriwang bilang pagpapahalaga sa mga bulaklak ng Baguio

Pinyasan –kasayahan na ginaganap sa Daet, Camarines Norte bilang pagpapahalaga sa napakatamis nilang pinya

Proporsyon –ang guhit o bagay na magkatimbang ang laki o hugis

Pulp – balat ng kahoy o mga halaman na isinasangkap sa mga gawaing sining Puppet

– isang uri ng manika

Ramadan –ay isang kaganapang pang-relihiyon ng mga Muslim na nagaganap tuwing ika-siyam na buwan sa kalendaryong Islam Ritmo

– makikita sa pamamagitan ng pag-uulit at pag-uugnay ng mga elemento ng sining

Saliksik – mga kaalamang pinaghahanap

Salit-salit – salisihan

Sangkap – ang mga kasangkapan ng isang gagawing bagay

Sarimanok –maalamat na ibon ng mga Maranao na nagmula sa Mindanao

Selebrasyon – mga kaganapang may paksa na pinaghandaan o binibigyang pansin

Semitrikal – pormal; may pagtitimbang timbang

Sentro ng Kawilihan – pinakamahalagang bahagi ng larawn o disenyo

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 K TO 12 MUSIC AND ART
Sinauna – antigo

Sinaunang Bagay – mga bagay na may kalumaan na

Sining Biswal – sining na nakikita

T’boli –mga katutubong tao na matatagpuan sa South Cotabato ng southern Mindanao

Taka –(papier mache)- mga ginupit 0 pira pirasong papel na pinagdikit dikit hanggang sa makabuo ng hugis

Tanghalan – lugar na pinagdadausan

Tatlong Dimensyong Lawak – lawak na nagpapakita ng taas, lapad at kapal; porma o hugis ng bagay na may harapan, tagiliran at likuran Tatsulok

– bagay o guhit na nagpapakita ng tatlong sulok

Tekstura –elemento ng sining na tumutukoy sa katangiang panlabas na anyo ng isang bagay na nahihipo, nadarama at nakikita

Teksturang Artipisyal – mga bagay na ginawa ng tao na itinulad sa mga tunay at likas na bagay

Teksturang Biswal– mga larawan ng bagay na nakikita o namamasid Teksturang

Tunay – katangiang nakikita sa tunay na bagay

Tinalak – T'nalak ay isang uri ng telang gawa sa abaka na ekslusiboong nililikha ng mga etnikong T'boli sa Timog Kotabato, Mindanao, sa Pilipinas.

Tuas –Tuas – kawayan na may iba’t ibang haba na nilalagyan sa loob ng buhangin upang makalikha ng tunog

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 K TO 12 MUSIC AND ART
CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

ARTS

A. Workshop on the Finalization of Learning Competencies

Venue: DAP, Tagaytay City
Date: August 8-12, 2011

NAME DESIGNATION OFFICE/SCHOOL

VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
FLORA RAMOS Principal Division of Lucena City
FE PABILONIA Principal Division of Quezon
CHERRY JOY SAMOY Teacher Olongapo National HS
TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

B. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue: DAP,Tagaytay City
Date: July 18-22, 2011

NAME DESIGNATION OFFICE/SCHOOL

VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
AMIHAN FINES Principal Division of Manila
ANSEL GUILLEN SAMSON Teacher Olongapo National HS
CHERRY JOY SAMOY Teacher Olongapo National HS
TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

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 K TO 12 MUSIC AND ART

C. Workshop on the Preparation of Learning Competencies for the different learning areas for K to 12
Venue: DAP, Tagaytay City
Date: July 11-15, 2011

NAME DESIGNATION OFFICE/SCHOOL

VIRGINIA FERNANDEZ Senior EPS BEE- DEP ED CO
JUAN GEPULLANO Division Art Coordinator Division of Iloilo
AMIHAN FINES Principal Division of Manila
ISABELO MAGBITANG Retired Art Coordinator Division of Manila
TERESITA R. GARCIA Adm. Asst. IV OD-BEE-DEP ED CO

Consultant
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Dennis Faustino Headmaster,St. Mary's School of Sagada and All St. Mary's School, All Saints
Saints ES of Bontoc, Music Teacher and Teacher
Trainor, Professional Director of Musical Theater
and Opera ( University of the Philippines,
University of Santo Tomas, Tanghalang Pilipino,
Manila Theater Guild, Washington State
University, University of Minnesota and Teatro
Latino de Minnesota) , Department Chairman for
Fine and Performing Arts Intenational School
Manila
D. Writeshop on the Finalization of the Curriculum Standards
Venue: RELC, CALABARZON
Date: May 19-21,2011

NAME DESIGNATION OFFICE/SCHOOL

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 K TO 12 MUSIC AND ART

E. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue: DAP,Tagaytay City
Date: May 10-13,2011

NAME DESIGNATION OFFICE/SCHOOL

2. Dr. Dennis Faustino Headmaster,St. Mary's School of Sagada and All Saints St. Mary's School, All Saints
ES of Bontoc, Music Teacher and Teacher Trainor,
Professional Director of Musical Theater and Opera (
University of the Philippines, University of Santo
Tomas, Tanghalang Pilipino, Manila Theater Guild,
Washington State University, University of Minnesota
and Teatro Latino de Minnesota) , Department
Chairman for Fine and Performing Arts Intenational
School Manila
3. Prof. Mauricia Borromeo Former Dean College of Music University of the UP College of Music Extension
Philippines, Former Chair Humanities Division of the
National Research Council of the Philippines, Vice Head
Committee on Music National Commission on Culture
and the Arts, President Piano Teachers Guild of the
Philippines, Currently Board Member of the Philippine
Center for Gifted Education, Currently Vice-President
for Planning Philippine Society for Music Education
4. Sr. Mary Placid Abejo Dean, College of Music St. Scholastica College

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 K TO 12 MUSIC AND ART

5. Ms. Carmela Buhain Supervising Professor in MAPE Philippine Normal University

6. Ms. Virginia Tolentino Retired, former Department Head, MAPE (DepEd DepEd - Manila Div
Manila), Music Specialist Detailed at DepEd Central
Office ( Center for Cultural Education)
7. Ms. Lillian Luna EPS II DepEd – BSE

8. Ms. Pilar Montes DepEd, Region IV MIMAROPA

9. Mr. Jayson Antazo Teacher I Regional Pilot School for the Arts

10. Ms. Rosalita Bartolome Master Teacher I M. Marcos Memorial High School

F. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards

1. Regions IV-A, IV-B,V and NCR Venue: Bulwagan ng Karunungan

Date: April 2011

NAME DESIGNATION OFFICE/SCHOOL

2. Regions I,II,III and CAR

Venue: Teachers’ Camp, Baguio City

Date: April 29, 2011

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 K TO 12 MUSIC AND ART

NAME DESIGNATION OFFICE/SCHOOL

1. Angelica O. Dañguilan, Ph.D SHS, Solano Nueva Vizcaya

2. Rose H. Radin Master Teacher II San Juan Central School

3. Georgina M. Lumalao Bontoc Central School Bontoc Central School

4. Ruby P. Tanciongco, Ph. D. Dep. Ed. RO III

5. Jonathan A. Froda, Ph. D. Dep. Ed. Kayapa East District

6. Cherrie Lou Q. Javier Teacher III Quirino Central High School

7. Virginia T. Lupian Deap. Ed. CAR - RO

8. Marietta B. Aguiguin SLU- Laboratory Elem. Sch.

9. Miriam L. Najera Dep. Ed. RO I

3. Regions VI,VII and VIII

Venue: Ecotech, Lahug Cebu City

Date: May 4, 2011

NAME DESIGNATION OFFICE/SCHOOL
1. Oyando G. Cezar PESS Coordinator Division of Bago City, R-IV

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 K TO 12 MUSIC AND ART

2. Nancy M. Dion ES-I MAPEH Samar Division, R-VIII

3. Alan U. Bana Teacher II/Division Music Coordinator Negros Oriental, R - VII

4. Cecilia Moniel B. Arcenas Master Teacher I Division of Capiz, R-VI

5. Bebiano A. Tuayon Teacher III Negros Oriental, R – VII

6. Miriam P. Braganza EPS II R - VII

7. Liezl B. Ambaic MAPEH Coordinator USJ-R Cebu

4. Regions IX,X and ARMM

Venue: RELC, Cagayan de Oro City

Date: May, 2011

NAME DESIGNATION OFFICE/SCHOOL

5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)

Venue: RELC, Davao City and CARAGA
Date: May 6, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Herman Aldous R. Bodikey Jr. Davao del Sur

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2. Felix Antecristo Davao del Sur

3. Esther E. Udtohan Panabo City

4. Merliza M. Murray Maguindanao I

5. Consuelo B. Tindoc Maguindanao II Division

6. Dr. Purificacion S. Yambao EPS

7. Joy M. Rainos DepEd – Tagum National Trade School

Tagum City Division

8. Joenary D. Silao DepEd – Norala Central Elem. School

South Cotabato Division

G. Workshop on the K to 12 Curriculum Mapping
Venue: DAP, Tagaytay City
Date: March 16-18, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Lilian Luna SDD – BSE

2. Myrna Parakikay Division of Makati City

3. Marivic Tolitol CDD – BSE

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4. Jose Tuguinayo, Jr CDD – BSE

5. Nancy Pascual Division of Makati City

6. Virgina Fernandez CDO – BEE

7. Ma. Paz Levita Galapir SDD – BEE

8. Ronald Castillo Division of Apayao

SECRETARIAT
NAME DESIGNATION

1. Rachelle C. Fermin DepEd

2. Prescy Ong DepEd

3. Magdalena Mendoza DAP

4. Tristan Suratos DAP

5. Kimberly Pobre DAP

6. Cristina Villasenor DAP

7. Lani Garnace DAP

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8. Kidjie Saguin DAP

9. Maria Boncan Accountant, DepEd

10. Daylinda Guevarra Accountant, DepEd

11. Fenerosa Maur Accountant, DepEd

12. Divina Tomelden Accountant, DepEd

13. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/ SUPPORT TEAM

NAME DESIGNATION

1. Irene C. De Robles CDD – BEE

2. Jose Tuguinayo, Jr. CDD – BSE

3. Marivic Abcede CDD – BSE

4. Mirla Olores SPED – BEE

5. Simeona Ebol CDD – BEE

6. Fe Villalino SDD – BEE

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ADVISORY TEAM
NAME DESIGNATION

1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC

2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig

3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig

4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd

5. D. Paraluman R. Giron Chair, K – 10 TWG

6. Dr. Avelina T. Liagas Consultant, TEC, DepEd

7. Dr. Dina Ocampo Dean, COE, UP Diliman

8. Dr. Ester Ogena President, PNU

9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards

10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.

11. Dr. Merle Tan Director, UP – NISMED

12. Dr. Cristina Padolino President, CEU

13. Mr. Napoleon Imperial CHED

14. Diane Decker Consultant, MTB – MLE

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15. Dr. Nelia Benito Director, NETRC

16. Dr. Socorro Pilor Director, IMCS

17. Dr. Beatriz Torno Executive Director, TEC

18. Dr. Carolina Guerrero Director, BALS

19. Dr. Irene Isaac Director, TESDA

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